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Acknowledgments
Saxon Publishers thanks those staff members who helped this book reach its final form .
Editorial
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© 2003 Saxon Publishers, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transrnitted in any form or by
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Address inquiries to Supervising Copy Editor, Saxon Publishers, Inc., 2600 John Saxon Blvd., Norman, OK 73071.
Printed in the United States of America
ISBN: 1-56577-140-0
Manufacturing Code: 01S0602
1 2 3 4 5 6 7 8 9 10 SRR 06 05 04 03 02
Contents
Preface XI
Basic Course
LessonA Geometry Review • Angles • Review of Absolute Value •
Properties and Definitions 1
Lesson B Perimeter • Area • Volume • Surface Area • Sectors of Circles 8
Lesson 1 Polygons • Triangles • Transversals • Proportional Segments 19
Lesson2 Negative Exponents • Product and Power Theorems for
Exponents • Circle Relationships 26
Lesson 3 Evaluation of Expressions • Adding Like Terms 31
Lesson 4 Distributive Property • Solutions of Equations •
Change Sides-Change Signs 34
LessonS Word Problems • Fractional Parts of a Number 39
Lesson 6 Equations with Decimal Numbers • Consecutive lnteger
Word Problems 42
Lesson 7 Percent • Equations from Geometry 46
Lesson 8 Polynomials • Graphing Linear Equations •
lntercept-Slope Method 50
Lesson9 Percent Word Problems 56
Lesson 10 Pythagorean Theorem 59
Lesson 11 Addition of Fractions • Inscribed Angles 62
Lesson 12 Equation of a Line 67
Lesson 13 Substitution • Area of an Isosceles Triangle 71
Lessonl4 Finding the Equation of a Line 75
Lesson 15 Elirnination 79
Lesson 16 Multiplication of Polynomials • Division of Polynornials 82
Lesson 17 Subscripted Variables • Angle Relationships 86
Lesson 18 Ratio Word Problems • Similar Triangles 89
V
~~ .1
vi Algebra2
Lessonl9 Value Word Problems • AA Means AAA 94
Lesson 20 Simplification of Radicals • Line Parallel to a Given Line 98
Lesson 21 Scientific Notation • Two Statements of Equality 101
Lesson 22 Uniform Motion Problems-Equal Distances • Similar Triangles
and Proportions 104
Lesson 23 Graphical Solutions 108
Lesson24 Fractional Equations • Overlapping Triangles 112
Lesson 25 Monomial Factoring • Cancellation • Parallel Lines 116
Lesson26 Trinomial Factoring • Overlapping RightTriangles 121
Lesson27 Rational Expressions 125
Lesson28 Complex Fractions • Rationalizing the Denominator 128
Lesson29 UniformMotionProblems: D 1 + D
2
=k 131
Lesson30 Deductive Reasoning • Euclid •Vertical Angles Are Equal •
Corresponding Interior and Exterior Angles • 180º in a Triangle' ·134
Lesson 31 Negative Reciprocals • Perpendicular Lines • Remate Interior
Angles 141
Lesson 32 Quotient Theorem for Square Roots • Congruency • Congruent
Triangles 145
Lesson33 Major Rules of Algebra • Complex Fractions 151
Lesson34 Uniform Motion Problems: D 1 + k = D2 155
Lesson 35 Angles in Polygons • Inscribed Quadrilaterals • Fractional
Exponents 158
Lesson 36 Contrived Problems • Multiplication of Rational Expressions •
Division of Rational Expressions 164
Lesson 37 Chemical Compounds • Parallelograms 167
Lesson 38 Powers of Sums • Solving by Factoring • Only Zero Equals Zero 172
Lesson 39 Difference of Two Squares • Parallelo~ram Proof • Rhombus 17 6
Lesson 40 Abstract Fractional Equations 181
Lesson41 Units • Unit Multipliers 184
Lesson42 Estimating with Scientific Notation 187
Lesson 43 Sine, Cosine, and Tangent • In verse Functions 190
Lesson 44 Solving Right Triangles 195
Lesson 45 Difference of Two Squares Theorem 200
Lesson 46 More on Radical Expressions • Radicals to Fractional Exponents 203
Lesson 47 Rate Unit Conversions • More on Fractional Exponents 206
Lesson48 Radical Equations 210
Lesson 49 Linear Intercepts • Transversals 213
•:--
Contents vii
Lesson50 Quadratic Equations • Completing the Square 217
/
Lesson51 Imaglnary Numbers • Product of Square Roots Theorem •
Euler's Notation • Complex Numbers 221
Lesson52 Chernical Mixture Problems, Type A 226
Lesson53 Metric Unit Conversions • English Units to Metric Units •
Weight Combination by Percent 229
Lesson54 Polar Coordinates • Similar Tri~ngles 232
Lesson55 Advanced Abstract Equations • Word Problems and Quadratic
Equations 237
Lesson56 Angles in Circles • Proofs 241
Lesson57 Ideal Gas Laws 245
Lesson58 Lead Coefficients • More on Completing the Square 249
Lesson59 Experimental Data • Simultaneous Equations with Fractions and
Decimals • Rectangular Form to Polar Form 252
Lesson60 Direct and Inverse V ariation 257
Lesson 61 Chemical Mixture Problems, Type B 261
Lesson62 Complex Roots of Quadratic Equations 264
Lesson63 Addition of Vectors 268
/
Lesson 64 Complex Fractions • Complex Numbers 271
·Lesson 65 Advanced Substitution 275
Lesson66 Signs of Fractions • 30º-60º-90º Triangles 278
Lesson 67 Radical Denorninators 283
Lesson 68 Scientific Calculator • Scientific Notation • Powers and Roots 285
Lesson 69 Gas Law Problems 291
Lesson 70 Advanced Abstract Equations 294
Lesson 71 Quadratic Formula 297
Lesson 72 Lines fromExperimental Data • Negative Angles 301
Lesson 73 More on Radical Denominators 306
Lesson 74 Uniform Motion with Both Distances Given 309
Lesson 75 Factorable Denorninators and Sign Changes 312
Lesson 76 U sing Both Substitution and Elimination • Negative Vectors 316
Lesson 77 Advanced Radical Equations • Multiple Radicals 320
Lesson 78 Force Vectors ata Point 324
Lesson 79 Metric Volume • 45º-45º-90º Triangles 327
Lesson80 Direct Variation as a Ratio • Inverse V ariation as a Ratio 331
Lesson81 Complex Numbers and Real Numbers • Products of Complex
Conjugates • Division of Complex Numbers 335
viii Algebra2
Lesson82 Algebraic Simplifications 339
Lesson83 Product Rule with Variables • Power Rule with Variables 342
Lesson84 Degree of Equations • Solutions to Systems of Equations 346
Lesson85 Systems of Nonlinear Equations 350
Lesson86 Greater Than • Trichotomy and Transitive Axioms •
Irrational Roots 355
Lesson87 Slope Formula 360
Lesson88 The Distance Formula • The Relationship PV = nRT 364
Lesson89 Conjunctions • Disjunctions • Products of Chords and Secants 368
Lesson90 Systems of Three Equations 374
Lesson91 Linear Inequalities • Greater Than or Equal To; Less Than
or Equal To • Systems of Linear Inequalities 377
Lesson92 Boat-in-the-River Problems 382
Lesson93 The Discriminant 386
Lesson94 Dependent and Independent Variables • Functions •
Functional Notation 389
Lesson95 More Nonlinear Systems 394
Lesson96 Joint and Combined V ariation • More on Irrational Roots 398
Lesson97 Advanced Substitution 403
Lesson98 Relationships of Numbers 405
Lesson99 Absolute-Value Inequalities • Absolute-Value Conjunctions •
Absolute-Value Disjunctions • Negative Numbers and
Absolute Value 409
Lesson 100 Graphs of Parabolas 413
Lesson 101 Percent Markups 420
Lesson 102 Sums of Functions • Products of Functions 422
Lesson 103 Advanced Polynomial Division 426
Lessonl04 Review of Complex Numbers • Subsets of the Real Numbers •
Representing Repeating Decimals as Fractions 429
Lesson 105 Advanced Factoring 433
Lesson 106 More on Systems of Three Equations 437
Lesson 107 Numbers, Numerals, and Value • Number Word Problems 440
Lessonl08 Sum and Difference of Two Cubes 443
Lesson 109 More on Fractional Exponents 446
Lesson 110 Quadratic Inequalities (Greater Than) 448
Lesson 111 Three Statements of Equality 450
Lesson 112 Quadratic Inequalities (Less Than) 453
Contents ix
Lesson 113 Logarithms • Antilogarithms 455
Lesson 114 Nonlinear Inequalities 460
Lesson 115 Exponential Equations • Exponential Functions • Compound
Interest 464
Lessonll6 Fundamental Counting Principie and Permutations •
Probability • Independent Events 470
Lesson 117 Letter Symbols for Sets • Set-Builder Notation 476
Lesson 118 Logarithmic Equations 479
Lesson 119 Absolute-Value Inequalities 483
Lesson 120 Age Word Problems 486
Lesson 121 Rational Inequalities 490
Lesson 122 Laws of Logarithms • Intersection of Sets • Union of Sets •
Venn Diagrams 494
Lesson 123 Locus • Basic Construction 497
Lesson 124 Conditions of Congruence • Proofs of Congruence • Isosceles
Triangles 503
Lesson 125 Distance Defined • Equidistant from Two Points • Equidistant
from Sides of an Angle • Circle Proofs 509
Lesson 126 Quadrilaterals • Chords and Ares 514
Lesson 127 Lines and Planes in Space 520
Lesson 128 Circumscribed and Inscribed • Inscribed Triangles • Inscribed
Circles • Proof of the Pythagorean Theorem • Inscribed Angles 524
Lesson 129 Stem-and-Leaf Plots • Measures of Central Tendency •
The Normal Curve • Standard Deviation 532
Glossary 539
lndex 549
Answers 565
~
Preface
This is the third edition of the second book in an integrated three-book series designed to
prepare students for calculus. In this book we continue the study of topics from algebra and
geometry and begin our study of trigonometry. Mathematics is an abstract study of the
behavior and interrelationships of numbers. In Algebra 1 we found that algebra is not
difficult-it is just different. Concepts that were confusing when first encountered became
familiar concepts after they had been practiced for a period of weeks or months-until finally
they were understood. Then further study of the same concepts caused additional
understanding as totally unexpected ramifications appeared. And, as we mastered these new
abstractions, our understanding of seerningly unrelated concepts became clearer.
Thus, mathematics does not consist of unconnected topics that can be filed in separate
compartrnents, studied once, mastered, and then neglected. Mathematics is like a big ball
made of pieces of string that have been tied together. Many pieces touch directly, but the
other pieces are all an integral part of the ball, and all must be rolled along together if
understanding is to be achieved.
A total assimilation of the fundamentals of mathematics is the key that will unlock the
doors of higher mathematics and the doors to chernistry, physics, engineering, and other
mathematically based disciplines. In addition, it will also unlock the doors to the
understanding of psychology, sociology, and other nonmathematical disciplines in which
research depends heavily on mathematical statistics. Thus, we see that mathematical ability
is necessary in almost any field of endeavor.
One must be able to apply the fundamental concepts of mathematics automatically if
these fundamentals are to be useful. There is insufficient time to relearn basics every time a
basic principle must be applied, and farniliarity ora slight acquaintance with a basic principle
does not suffice for its use.
Thus, in this book we go back to the beginning-to signed numbers-and then quickly
review all of the topics of Algebra 1 and practice these topics as we weave in more advanced
concepts. We will also practice the skills that are necessary to apply the concepts. The
applicability of sorne of these skills, such as completing the square, deriving the quadratic
formula, simplification of radicals, and complex numbers, might not be apparent at this time,
but the benefits of having mastered these skills will become evident as your education
continues.
We will continue our study of geometry in this book. Lessons on geometry appear at
regular intervals, and one or two geometry problems appear in every homework problem set.
We begin our study of trigonometry in Lesson 43 when we introduce the fundamental
trigonometric ratios-the sine, cosine, and tangent. W e will practice the use of these ratios
in every problem set for the rest of the book. The long-term practice of the fundamental
concepts of algebra, geometry, and trigonometry will make these concepts familiar concepts
and will enable an in-depth understanding of their use in the next book in this series, a pre-
calculus book entitled Advanced Mathematics.
xi
xii
Problems have been selected in various skill areas, and these problems will be practiced
again and again in the problem sets. It is wise to strive for speed and accuracy when working
these review probl ems. If you feel that you have mastered a type of problem, don't skip it
when it appears again. If you have really mastered the concept, the problem should not be
troublesome; you should be able to do the problem quickly and accurately. If you have not
mastered the concept, you need the practice that working the problem will provide. You must
work every problem in every problem set to get the full benefit of the structure of this book.
Master musicians practice fundamental musical skills every day. All experts practice
fundamentals as often as possible. To attain and maintain proficiency in mathematics, it is
necessary to practi ce fundamental mathematical skills constantly as new concepts are being
investigated. And, as in the last book, you are encouraged to be diligent and to work at
developing defense mechanisms whose use will protect you against every human' s
seemingly uncanny ability to invent ways to make mistakes.
One last wor d. There is no requirement that you like mathematics. 1 am not especially
fond of mathematics-and 1 wrote the book-but 1 do love the ability to pass through doors
that knowledge of mathematics has unlocked for me. 1 did not know what was behind the
doors when 1 began. Sorne things 1 found there were not appealing, while others were
fascinating. For ex ample, 1 enjoyed being an air force test pilot. A degree in engineering was
a requirement to be admitted to test-pilot school. My knowledge of mathematics enabled me
to obtain this degree. At the time 1 began my study of mathematics, 1 had no idea that 1 would
want to be a test p ilot or would ever need to use mathematics in any way.
1 again thank Frank Wang for his valuable help in getting the first edition of this book
finalized and publ isher Bob Worth for his help in getting the first edition published.
John Saxon
Norman, Oklahom a
LESSON A Geometry Review • Angles • Review of
Absolute Value • Properties and Definitions
A.A
geometry Sorne fundamental mathematical terms are impossible to define exactly. We call these terms
review primitive terms or undefined terms. W e define these terms as best we can and then use
them to define other terms. The words point, curve, line, and plane are prirnitive terms .
A point is a location. When we put a dot on a piece of paper to mark a location, the dot
is not the point, because a mathematical point has no size and the dot does have size. We say
that the dot is the graph of the mathematical point and marks the location of the point. A
curve is an unbroken connection of points. Since points have no size, they cannot really be
connected. Thus, we prefer to say that a curve defines the path traveled by a moving point.
We can use a pencil to graph a curve. These figures are curves.
~ L V)
A mathematical line is a straight curve that has no ends. Only one mathematical line
can be drawn that passes through two designated points. Since a line defines the path of
a moving point that has no width, a line has no width. The pencil line that we draw marks the
location of the mathematical line. When we use a pencil to draw the graph of a mathematical
line, we often put arrowheads on the ends of the pencil line to emphasize that the
mathematical line has no ends.
A B e
We can name a line by narning any two points on the line in any order. The line above
can be called line AB, line BA, line AC, line CA, line BC, or line CB. Instead of writing the
word line, we can put a bar with two arrowheads above the letters, as we show here.
XB BX XC ex BC CB
These notations are read as "line AB," "line BA," etc. We remember that a part of a line is
called a line segment or just a segment. A segment has two endpoints. A segment can be
named by naming the two endpoints in any order. The following segment can be called
segment AB or segment BA.
A B
Instead of writing the word segment, we can draw a bar with no arrowheads abo ve the letters.
Segment AB and segment BA can be written as
AB and BA
1
2 A/gebra 2 Lesson A
If we write the l etters without using the bar, we are designating the length of the
segment. If segment AB has a length of 2 centimeters, we could write either
AB = 2 cm or BA = 2 cm
A ray is sometimes called a half line. A ray has one endpoint, the beginning point,
called the origin. The ray shown here begins at point A, goes through points B and C, and
continues without end.
A B e
When we name a ray, we must name the origin first and then name any other point on the
ray. We can name a ray by using a line segment with one arrowhead. The ray shown above
can be named by writing either
"AB or XC
These notations are read by saying "ray AB" and "ray AC."
Aplane is a flat surface that has no boundaries and no thickness. Two lines in the same
plane either intersect (cross) or do not intersect. Lines in the same plane that do not intersect
are called parallel lines. Ali points that lie on either of two intersecting lines are in the plane
that contains the lines. We say that these intersecting lines determine the plane. Since three
points that are not on the same line determine two intersecting lines, we see that three points
that are not on the same line also determine a plane.
~7/?<=//?-<=/
Parallel lines lntersecting lines Three points
A.B
angles The word angle comes from the Latín word angulum, meaning "comer." An angle is formed
by two rays that have a common endpoint. If the rays point in opposite directions, we say that
the angle formed i s a straight angle. If the rays make a square comer, we say that the rays
are perpendicular and that the angle formed is a right angle. We often use a small square,
as in the following figure, to designate a right angle. If the angle is smaller than a right angle,
it is an acote angl e. An angle greater than a right angle but less than a straight angle is called
an obtuse angle. An angle greater than a straight angle but less than two straight angles is
called a reflex angle.
-o Straight angle
. L
Right angle
LAcute angle
Obtuse angle Reflex angle
If a right angle is divided into 90 parts, we say that each part has a measure of 1 degree.
Thus, a right angle is a 90-degree angle. Two right angles make a straight angle, so a
A.B angles 3
straight angle is a 180-degree angle. Four right angles forma 360-degree angle. Thus, the
rneasure of a circle is 360 degrees. We use a srnall raised circle to denote degrees. Thus, we
can write 90 degrees, 180 degrees, and 360 degrees as 90º, 180º, and 360°.
l:_
90º
;¡
1
90º
European authors tend to define an angle to be the opening between two rays. Authors
of U.S. geornetry books tend to define the angle to be the set of points determined by the
two rays.
LL Opening Set of points
Authors of trigonornetry books prefer to define an angle to be a rotation of a ray about its
endpoint frorn an initial position to a final position called the terminal position. W e see that
the rotation definition permits us to distinguish between a 50° angle and a 410° angle even
though the initial and terminal positions are the same.
~
· ~'b' ~
~ ~~
~~ ~
50º 410º
lnitial lnitial
Sorne angles can be narned by using a single letter preceded by the syrnbol L. The notation
LA is read as "angle A." Sorne angles require that we use three letters to name the angle. The
notation LBAD is read as "angle BAD." When we use three letters, the middle letter narnes
the vertex of the angle, which is the point where the two rays of the angle intersect. The other
two letters name a point on one ray anda point on the other ray.
AL AKCD
The angle on the left is LA. The figure on the right has three angles. The big angle is LBAD.
Angle BAC and angle CAD are called adjacent angles because they have the sarne vertex,
share a cornrnon side, and do not overlap (i.e., do not have any cornrnon interior points).
If the surn of the rneasures of two angles is 90º, the angles are called complementary
angles. If the surn of the rneasures of two angles is 180º, the angles are called
supplementary angles.
___M_ e&_
Complementary Supplementary
angles angles
4 Algebra 2 Lesson A
In the figures in this book, lines that appear to be straight are straight. Two intersecting
lines (all lines are straight lines) form four angles. The angles that are opposite each other are
called vertical angles. Vertical angles are equal angles.
e
~ D
In this figure, angle A has the same measure as angle B, and angle C has the same measure
as angleD.
lt is important to remember that only numbers can be equal. If we say that two angles
are equal, we mean that the nurnber that describes the rneasure of one angle is equal to
the nurnber that describes the rneasure of the other angle. If we say that two line
segrnents are equal, we mean that the nurnbers that describe the lengths ofthe segrnents
are equal. Both of the following notations tell us that the measure of angle A equals the
measure of angle B.
LA= LB mLA = mLB
Because excessive attention to the difference between equal and equal measure tends to be
counterproductive, in this book we will sometimes say that angles are equal or that line
segments are equal, because this phrasing is easily understood. However, we rnust
rernernber that when we use the words equal angles or equal segments, we are
describing angles whose measures are equal and segrnents whose lengths are equal.
example A.1 Find x and y.
solution The 30º angle and angle x form a right angle, so x equals 60. Thus, angle x and the 30º angle
are cornplernentary angles. The 40º angle and angle y form a straight angle. Straight angles
are 180º angles, so y equals 140. Thus, angle y and the 40º angle are supplernentary angles.
example A.2 Find x, y, and p. o
solution
# p
o
Angle y and the 50º angle form a 180º angle. Thus, y equals 130. Because vertical angles are
equal angles, x equals 50 and p equals 130.
example A.3 Find x, y, and p.
so/ution This problem allows us to use the fact that if two angles form a straight angle, the sum of their
measures is 180º. We see that angle 2y and 11 Oº form a straight angle. Also, 5x must equal
11 Oº because vertical angles are equal.
STRAIGHT ANGLE VERTICAL ANGLE
2y + 110 = 180 5x = 110
2y = 70 X = 22
y= 35
Since y is 35, 2y is 70. Thus, p =·70 because vertical angles are equal.
A.C review of absolute value 5
A.C
review of A number is an idea. A numerical expression is often called a numeral and is a single
absolute value symbol ora collection of symbols that designates a particular number. We say that the
number designated is the value of the expression. All of the following numerical expressions
designate the number positive three, and we say that each of these expressions has a value of
positive three.
7 + 8
3 2 + 1
12 75
~ - 5
5 4 25 2
We have agreed that a positive number can be designated by a numeral preceded by
a plus sign or by a numeral without a sign. Thus, we can designate positive three by
writing either
+3 or 3
The number zero is neither positive nor negative and can be designated with the
single symbol
o
Every other real number is either positive or negative and can be thought of as having two
qualities or parts. One of the parts is designated by the plus sign or the rninus sign. The other
part is designated by the numerical part of the numeral. The two numerals
+3 and -3
designate a positive number and a negative number. The signs of the numerals are different,
but the numerical part of each is
,---
3
We say that this part of the numeral designates the absolute value of the number. lt is
difficult to find a definition of absolute value that is acceptable to everyone. Sorne people
object to saying that the absolute value is the same thing as the "bigness" of a number,
because "bigness" rnight be confused with the concept of "greater than," which is used to
order numbers. Sorne explain absolute value by saying that all nonzero real numbers can be
paired, each with its opposite, and that the absolute value of either is the positive member of
the pair. Thus,
+3 and -3
are a pair of opposites, and both have an absolute value of 3. Other people prefer to define
the absolute value of a number as the number that describes the distance of the graph of the
number from the origin. If we use this definition, we see that the graphs of +3 and-3 are both
3 units from the origin, and thus both numbers have an absolute value of 3.
3 3
-6 -5 -4 -3 -2 -1 o 2 3 4 5 6
Sorne people feel that words should not be used to define absolute value, because absolute
value can be defined exactly by using only symbols and using two vertical lines to indicate
absolute value. This definition is in three parts. Unfortunately, the third part can be
confusing.
(a) If x > O, lxl = x
(b) If x = O, lxl = x
(c) If x < O, lxl = -x
Part (c) does not say that the absolute value of x is a negative number. It says that if x is a
negative number (ali numbers less than zero are negative), the absolute value of x is the
opposite of x. Since -15 is a negative number, its absolute value is its opposite, which is+ 15.
l-15\ = -(-15) = 15
6 Algebra 2 Lesson A
In the same way, if we designate the absolute value of an algebraic expression such as
lx + 21
and x has a value such that x + 2 is a negative number, then the absolute value of the
expression will be the negative of the expression. If x + 2 < O,
lx + 21 = -(x + 2)
To demonstrate, we give x a value of -5, and then we will have
l-5 + 21 = l-31 = -(-3) = +3
No matter how we think of absolute value, we must remember that the absolute value
of zero is zero and that the absolute value of every other real number is a
positive number.
10 1 =o l-51 = 5 151 =5 l-2.51 = 2.5
In this book we will sometimes use the word number when the word numeral would be
more accurate. W e do this because overemphasizing the distinction between the two words
can be counterproductive.
example A.4 Simplify: -J-41 - 2 + l-51
solution We will simplify in two steps.
-4 - 2 + 5 simplified
-1 added algebraically
A.O
properties Understanding algebra is easier if we mak:e an effort to remember the difference between
and definitions properties and definitions. A property describes the way something is. We can't change
properties. We are stuck with properties because they are what they are. For instance,
3 + 2 =5 and 2 + 3 =5
The order of addition of two real numbers does not change the answer. We can understand
this property better if we use dots rather than numerals.
• •
•
• •
Here we have represented the number 5 with 5 dots. Now, on the left below we separate the
dots to show what we mean by 3 + 2, and on the right we show 2 + 3. The answer is 5 in
both cases because there is a total of five dots regardless of the way in which they are
arranged. W e call this property the commutative property of real numbers in addition .
• • • •
• •
• • • •
3 + 2 2 + 3
Definitions are different because they are things that we have agreed on. For instance,
32 means 3 times 3
It did not have to mean that. We could have used 32 to
mean "3 times 2," but we did not. We
note that the order of operations is also a definition. When we write
3 + 4 . 5
we could mean to multiply first orto add first. Since we cannot have two different answers to
the same problem, it is necessary to agree on the meaning of the notation. We have agreed to
do multiplication before algebraic addition, and so this expression represents the number +23.
problem set A 7
Also, when we wish to write the negative of 32, we write
_32
When we wish to indicate that the quantity -3 is to be squared, we write
(-3)2
These are definitions of what we mean when we write
-3 2 and (-3)2
and there is nothing to understand. We have defined these nótations to have the meanings shown.
The first problem set contains review problems that require us to simplify expressions
that contain signed numbers. When these expressions are simplified, try to remember which
steps can be justified by properties and which steps can be justified by definitions.
example A.5 Simplify: (-2) 3 - 22 - (-2) 2
solution First we simplify each expression. Then we work the problem.
-8 - 4 - 4 simplified
-16 added algebraically
problem set l. Findy. 2. Findx.
A
xº/
r¿Á_ss• ~
1
3. Find x, y, and p. 4. Find x, y, and z.
5. The supplement of an angle is 40º. What is the angle?
6. The complement of an angle is 40º. What is the angle?
The following problems review operations with signed numbers. Remember that (-2) 2
means (-2)(-2), which equals +4, and that -22 means -(2)(2), which equals -4.
Simplify:
7. -2 - (-2) 8. -3 - [-(-2)]
9. -2 - 3(-2 - 2) - 5(-5 + 7) 10. -[-2(-5 + 2) - (-2 - 3)]
11. -2 + (-2) 3 12. -3 2 - 3 - (-3) 2
13. -3(-2 - 3 + 6) - [-5(-2) + 3(-2 - 4)]
14. -2 - 22 - 23 - 24 15. 1-21 - l-4 - 21 + 181
16. -l-3(2) - 3 I - 2 2
17. -22 - 2 3 - l-21 - 2
18. -3[-l - 2(-1 - 1)][-3(-2) - l] 19. -3[-3(-4 - 1) - (-3 - 4)]
20. -2[(-3 + 1) - (-2 - 2)(-1 + 3)] 21. -2[-2(-4) - 23](-121)
22. -8 - 32 - (-2) 2 - 3(-2) + 2 23. -{-[-5(-3 + 2)7]}
24. -5 - l-3 - 41 - (3) 2
- 3 25. 3(-2 + 5) - 22 (2 - 3) - l-21
-5 - (-2) + 8 - 4(5 )
26. 27. (-2)[1-3 - 4 - 51 - 2 3 - (-1)]
6 - 4(-3)
+ 9 - (-5)
-3 - (-2)
28 29. 4(-2)[-(7 - 3)(5 - 2)2]
º 7(1-3 + 41)
30. 4 - (-4) - 5(3 - 1) + 3(4)(-2) 3
- 1
8 Algebra 2 Lesson B
LESSON B Perimeter • Area • Volume • Surface Area •
Sectors of Circles
B.A
perimeter The perimeter of a closed, planar geometric figure is the distance around the figure. The
perimeter of this figure is 12.5 units.
2{~} 4
Perimeter = 2.5 + 3 + 3 + 4 = 12.5
We call the perimeter of a circle the circumference of the circle. The radios of a circle
is the distance from the center of the circle to any point on the circle. A chord of a circle is
a line segment whose endpoints are on the circle. A diameter is a chord that passes through
the center of the circle. The length of a diameter is twice the length of a radius.
Radius
e0 Chord Diameter
lt takes about 3.14 diameters to go all the way around a circle. The exact number is a number
we call pi. We use the symbol n to represent this number. lt takes n diameters to equal the
circumference, and it takes 2n radii to equal the circumference. When we use 3.14 as an
approximation for n, we use the symbol "', which means "approximately equal to."
_._d
r
d • ""0.14d • ""0.28r
------- d r
Circumference = nd Circumference = 2nr
Circumference "' 3. l 4d Circumference "' 6.28r
From this we see that the number nis the number we get when we divide the circumference
of any circle by its diameter.
Circumference
For any circle n
Diameter
We can use this relationship to find the circumference of a circle if we know the diameter
and to find the diameter if we know the circumference.
Circumference
n X Diameter = Circumference Diameter
n
B.B area 9
To write nas a decimal number would require an infinite number of digits because nis an
irrational number. A calculator gives a decimal approximation of nas
7r "" 3.141592654
In our calculations that involve the number n we can use 3 .14 as an approximation or use the
n key on a calculator, which gives a more accurate approximation.
B.B
area The area of a flat, closed geometric figure is a number that tells us how many squares of a
certain size it will take to completely cover the figure. On the left we show a rectangle that
is 2 centimeters high and 4 centimeters long.
4 4
2 2 t----+--+--+------1
On the right we see that the rectangle can be divided into 2 x 4, or 8, squares whose sides
are 1 centimeter long. The area of each square is 1 square centimeter. From this we see that
the area of a rectangle equals the length times the width. Thus the area of the rectangle is
8 square centimeters, which we write as 8 cm2 .
The area of a circle is greater than the area of three squares whose sides have the same
length as the radius of the circle, and the area of the circle is less than the area of four of these
squares.
r r r
000 GES
The area of a circle is greater than 3r 2 and less than 4r 2 . Mathematicians have proved that
the area of a circle equals nr 2 . Thus, if we know the radius of a circle, we can find the
circurnference of the circle and the area of the circle. Both of these relationships contain the
number n.
Circurnference of circle = 2nr
Area of circle = nr 2
The area of a triangle equals one half the product of the base and the altitude. The
altitude is the perpendicular distance from the base to the opposite vertex. The altitude of a
triangle is also called the height of the triangle. The words height and altitude are used
interchangeably.
Area of a triangle = base x height
2
The area of each of the triangles shown here is 6 square units, because each triangle has a
base of 4 and an altitude of 3. The small squares indicate perpendicular lines.
3~ ~ 4 4
3~
~~
4
Area =4 X 3
2
6 square units
10 A/gebra 2 Lesson B
example 8.1 Find the perimeter and the area of this 4
figure. Lines that look parallel are parallel.
Dimensions are in meters.
0 \ 7
solution We can subdivide the figure into a 4
semicircle, a rectangle, and a triangle.
4 3
The perimeter is the distance around the figure, which equals the sum of the lengths of the
straight sides and half the perimeter of the circle whose radius is 2 m.
22
Perimeter = 4 + 3 + 5 + 4 + 7r( )
2
= (16 + 2n) m "" 22.28 m
The area of the figure equals the sum of the areas of the semicircle, the rectangle, and the
right triangle.
Area=CJ+D+~
7r(2) 2
-_ - -+ (4 X
) 3 X 4
4 +-- 28.28 m 2
2 2
example 8.2 Find the area of the shaded portion of this 15
figure. Dimensions are in meters.
10G~
solution The area of the shaded portion equals the area of the rectangle minus the areas of the circle
and the triangle.
2 6 X 5
Area = 10 x 15 - n(4) - - -
2
= 150 - 16n - 15 "" 84.76 m 2
B.C
VOlume A cube is a three-dimensional geometric figure whose six sides are identical squares.
A cube whose edges are all 1 centimeter long has a volume of 1 cubic centimeter. A cube
whose edges are all 1 inch long has a volume of 1 cubic inch. A cube whose edges are all
1 kilometer long has a volume of 1 cubic kilometer.
B.C volume 11
A geometric figure that has three dimensions and thus takes up space is called a
geometric solid. The volume of a geometric salid is a number that tells us how many cubes of
a certain size it will take to fill up the salid. lt is helpful to think of sugar cubes when discussing
volume. If we have a rectangle that measures 2 cm by 3 cm, it has an area of 6 cm2 . If we put
one sugar cube on each square, we see that one layer of cubes has a volume of 6 cubic
centimeters. If we stack the cubes three deep, we see that we have 3 times 6, or 18 cubes. Thus,
the volume of the figure on the right is 18 cubic centimeters. Geometric solids whose sides are
perpendicular to the base are called right geometric solids, or just right solids.
~1
3
~ 2 2 2
Area = 6 cm 2
Volume = 6 cm 3
Volume = 18 cm3
The figure on the left below is the figure from example B.1 . lt has an area of approximately
28 .28 square meters. If we use this figure as a base and build sides that are perpendicular to the
base and 1 meter high, the container formed will hold 28.28 crushed 1-m sugar cubes.
4
0 i Area
7
= 28.28 m2
~~ ~ 111
Volume = 28.28 m 3
~I3
Volume = 84.84 m 3
Ifwe make the sides 3 meters high, the volume would be 3 times 28.28 m3 , or 84.84 m3 . We
can extend this process to determine the volume of any right salid. We see that the volume
of a right solid equals the area of the base times the height.
A right salid can also be called a right cylinder. If the sides of the base are line
segments (the base is a polygon), the cylinder can also be called a right prism.
...
'
,.- - - _.L...¡. - _,1,
Right oval Right circular Right triangular Right rectangular Right
cylinder cylinder cylinder (prism) cylinder (prism) cylinder
The right cylinder on the left is a right oval cylinder because the top and the bottom are identical
ovals whose surfaces are parallel. The next cylinder is a right circular cylinder. The bases of this
cylinder are identical circles whose surfaces are parallel. The third cylinder is a right triangular
cylinder with identical bases that are triangles whose surfaces are parallel. This cylinder can be
called a prism because its base is a shape whose sides are line segments. The rectangular
cylinder is also a prism. A cylinder is formed by moving a line segment called an element
around a closed, flat geometric figure. The element is always parallel to a given line.
0
·~
f ~
J
12 Algebra 2 Lesson B
The volume of a cylinder equals the area of the base times the perpendicular
distance between the bases, regardless of whether the cylinder is a right cylinder.
T
10m
1
If the perpendicular distance between the bases of each cy linder shown abo ve is 1O m and if
the area of each base is 10 m2 , the volume of each cylinder is 100 m3 .
Volume of cylinder (prism) = area ofbase x height
= 10 m2 x 10 m = 100 m3
A cone is defined as a solid bounded by a closed, flat base and the surface formed by
line segments that join ali the points on the boundary of the base to a fixed point not in the
plane of the base. This point is called the vertex. The line from the center of the base to the
vertex is called the axis of the corre. In a right circular corre the axis is perpendicular to the
base. A corre whose base is a polygon is called a pyramid. Thus, a pyramid is a corre whose
base has straight sides.
T
H
l
Circular cone Right circular Con e Con e
con e Pyramid
The altitude of a corre or pyramid is the perpendicular distance from the base to the vertex.
The volume of a cone (pyramid) is exactly one third the volume of the cylinder (prism)
that has the same base and the same height.
A sphere is a perfectly round, three-dimensional shape. Every point on the surface of
a sphere is the sam e distance from the center. This distance is the radius of the sphere.
Sphere
The volume of a sphere is exactly two thirds the volume of the right circular cylinder
into which the s p here fits. The radius of the cylinder equals the radius of the sphere, and
the height of the cylinder is twice the radius of the sphere.
T
2r
, .1
T h e volume of the sphere equals ~ the volume of the cylinder.
B.O surface area 13
Close your eyes and try to remember this diagram. It will help you remember the formula for
the volume of a sphere. The first proof of this method of finding the volume of a sphere is
attributed to the Greek philosopher Archimedes (287-212 B.C.). There is a formula for the
volume of a sphere. See whether you can use the figure above to find the formula.
example 8.3 Find the volume of this cylinder. The area of the base is 242 m 2.
1
mm
1
so/ution The volume of any cylinder equals the area of the base times the altitude.
Volume = 242 m2 x 10 m = 2420 m3
example 8.4 Find the volume of this cone. The area of the base is 242 m2 .
1
10 m
1
so/ution The volume of a cone equals one third the volume of the cylinder that has the same base and
altitude.
2420 3
Volume = _!_(242 m 2 )(10 m) - m 806.67m3
3 3
example 8 .5 Find the volume of a sphere whose radius is 3 centimeters.
so!ution The volume of a sphere is exactly two thirds the volume of the right circular cylinder that will
contain it.
Area of base= n(3)2 = 9n cm2
Height = 2r = 6 cm
T
2r Volume of cylinder = 6(9n) = 54n cm3
1 The sphere takes up two thirds of this volume.
Volume of sphere = ~(54n) cm3 = 36n cm3
3
B.O
surface area The surface area of a geometric solid is the sum of the areas of the faces of the solid. In this
book we will restrict our investigation of the surface areas of cylinders to the surface areas
of right cylinders.
14 Algebra 2 Lesson B
example B.6 Find the surface area of this right prism. Ali dimensions are in centimeters.
solution The prism has two ends that are triangles. lt has three faces that are rectangles.
Area of one end = 4 cm x 3 cm
= 6cm2
2
Area of other end = 4cm x 3 cm
= 6cm2 _,
2
Area o{ bottom = 3 cm x 6 cm = 18 cm2
Area ofback = 4 cm x 6 cm = 24 cm2
Area of front = 5 cm x 6 cm = 30 cm2
Surface area = total = 84cm2
example B. 7 Find the surface area of the right circular
cylinder shown. Dimensions are in meters. ~T
10
-----~ 11
solution The cylinder has two ends that are circles. The area of one end is Jrr 2 , so the area ofboth ends is
Jrr 2 + nr
2
"' (3.14)(4 m) 2 + (3.14)(4 m) 2
100.48 m2
We can easily calculate the lateral suñace area if we think of the cylinder as a tin can
that we can cut down the dotted line and then press flat .
.-----Circumference - - - - - w - i
1
1
1,
1
T
10
l~-~
1
1
- - 1-- . . .
1
We note that the height ofthe rectangle is 10 meters and that the length is the circumference
of the circle, which is n times the diameter. The radius of this cylinder is 4 meters, so the
diameter is 8 meters.
I
Circumference = nd "' (3 .14)(8) "' 25.12 m
Thus,
Lateral surface area "' 10 m x 25.12 m "' 251.2 m2
Thus,
T otal surface area "' 100.48 m2 + 251.2 m2 "' 351.68 m 2
B.O surface area 15
example 8.8 The base of a right cylinder 10 feet high is 5
shown. Find the surface area of the solid.
Dimensions are in feet.
6
solution The surface area equals the sum of the areas of the two equal bases and the lateral surface area.
Area of one base = D D +
trr 2
= (l X w) + --
2
= (5 X 6) + tr(3)2
2
= 30 + -9tr "'44.13ft2
2
The lateral surface area of any right solid equals the perimeter times the height. W e can
see this if we cut our solid and mash it flat. We get
5 5 6 5 3n-
1 1 1
61 V l
TI
10
1
1
1 1
5
1
The length of the curved side equals the circumference of a whole circle divided by 2.
Length of curve
.
= -trd
2
tr(2r) = trr = 3tr
2
The perimeter of the figure is
Perimeter = 5 + 6 + 5 + 3tr "' 25.42 ft
Thus, the lateral surface area is the area of the rectangle.
Lateral surface area "' (10 ft)(25.42 ft) "' 254.2 ft2
W e add this to the surface area of both bases to get the total surface area.
Base area 44.13 ft 2
Base area 44.13 ft 2
Lateral surface area 254.20 ft2
Total surface area 342.46 ft 2
There is an easy way to remember how to find the surface area of a sphere. The surface
area of a sphere equals the combined areas of four circles, each of which has a radius the
same length as the radius of the sphere. A picture to aid your memory shows a grapefruit and
four halves of the grapefruit.
0Surface area
=@+@+@+• n-r2 n-r2 n-r2
~··
n-r2
4n-r2
16 Algebra 2 Lesson B
Close your eyes and try to place the diagram above in your memory. If you do, it will be
easier to remember that the surface area of a sphere equals the sum of the areas of four
circles, each with a radius whose length equals the length of the radius of the sphere.
Surface area of a sphere = 4m- 2
There are formulas for the lateral surface areas of man y types of eones, and they are all
different. The lateral surface area of a right circular cone equals 7rrs, where r is the radius of
the base and s is the distance from any point on the perimeter of the base to the vertex. This
distance is called the slant height. The lateral surface area of a pyramid is the sum of the
areas of the faces of the pyrarnid. It does not include the base.
b
Pyramid Right circular cone
1 Lateral surface area = nrs
Area of one tace =
2bs
B.E
sectors of A part of a circle is called an are. If we draw two radii to connect the endpoints of the are to
circles the center of the circle, the area enclosed is called a sector of the circle.
\ Afc
•
Center Central
angle
We note that the degree measure of the are is the same as the degree measure of the central
angle formed by the two radii. There are 360 degrees in a circle. One degree of are is 3!0 of
a circle. Twenty-seven degrees of are is J~ of a circle. The sector designated by 27º of are
is 3 ~ of the area of the circle. The length of a 27º are is J~ of the circumference of the circle.
2
If the radius of the circle is 6 m, the area of the circle is ;r(6) 2 m2 and the circumference of
the circle is 27r( 6) m.
Area = m2 = ;r(6) 2 m2 "' 113 m2
Circumference = 27rr = 2;r(6) m "' 37.7 m
27 2
/.
'27° Area of 27º sector "' x 113 m2 "' 8.48 m
360
..-=1 11-
27
Length of 27° are X 37.7 ni. "' 2.83 ID
360
problem set B 17
example B.9 The radius of this circle is 10 cm. Find the
length of a 45° are and the area of a
45° sector.
solutíon First we find the area of the circle and the circumference of the circle.
Area = 7rr 2 = 7r(10) 2 cm2 ,,, 314 cm2
Circumference = 27rr = 27r(l0) cm ,,, 62.8 cm
The area of the 45° sector is 3~ times the area of the whole circle. The length of a 45° are is
3~ times the circumference of the whole circle.
45
Area of 45° sector ,,, (314) cm2 ,,, 39.3 cm2
360
45
Length of 45° are ,,, (62.8 cm) ,,, 7.85 cm
360
problem set ti. The area of the shaded region is the 2. Find the area of the shaded region of
{B)
B area of the square minus the area of <BJ this figure by subtracting the areas of
the circle. Find the area of the the rectangle and the two small
shaded region. Dimensions are triangles from the area of the big
in meters. triangle. Dimensions are in meters.
3 9
3. The base of the triangle is a diameter
!BJ of the circle. The altitude of the
triangle is a radius of the circle. Find
the area of the shaded region.
Dimensions are in centimeters.
4. Find the perimeter of this figure. 5. Find the area of the 40º sector of the
<BJ Dimensions are in meters. !BJ circle. Dimensions are in meters.
1'
tThe italicized parenthetical expression below each problem number refers to the lessons in which the
concepts far that problem are discussed.
18 Algebra 2 Lesson B
6. The base of a pyramíd 10 cm high is
181
the triangle shown. Find the volume
of the pyramid. Dimensions are in 4
centimeters.
6
7. Find the area of the figure . Comers that look square are square. Dimensions are in
181
meters. Then find the volume of a cylinder 8 meters high that has this figure as its base.
3 3
8. Find the volume and the surface area of a sphere whose radius is 6 centimeters.
(8)
9. Find the area of a 72º sector of a 10. Find the perimeter of this figure.
181 • ie wh ose ract·ms 1s
circ · io cm. 181 n·1mens1ons
· are m · yarus.
.A e omers
that look square are square.
~H 1
2 2
f)
8
11. Find x, y, and z. 12. FindA.
(A) (AJ
zº
~A/
yº ~
13. FindB.
(A)
1~0
14. The complement of an angle is 10º. What is the measure of the angle?
(AJ
15. The supplement of an angle is 60º. What is the measure of the angle?
(AJ
Simplify:
16. -22 - 23 - (-2) 2 - 2 17. -22 - l-41 + 14\
(AJ (A )
18. -l-31 - 3 - 32 19. -4 - (-3) 3 - 22 + l-41
(AJ (A )
20. -3 2 - 2(-4 + 6) 21. -4(-22 - 3) - 5 + \-3\
(A) (A )
22. -2[-1 - (-5)] - [-6(-2) + 3] 23. -22 - 23 - 2 - l-21
(A ) (A)
24.
(AJ
-2 - l-3 - 4 + 81 - 2 2
25.
(A )
-\-2 - 3 - 4\ - \-2\
-5 - (-2 ) + 8 - 4(5) - 3
26. 27. (-2)[\-3 + 4 - 5\ - 23 - (-1)]
(AJ 6 - 4(-3) (A)
-l-51 - ( -2) + 6 - 4(3 - 16 - 91) -2 - (-3 - 2) - (-2 + 5)
~ ~
(AJ 5 - 1(4)(-3)1 (AJ -4(2 2 - 3)(-2)
30. -2(-3 + 4 - 6) - 22 (-2) - 3(-2) - l-51
(AJ
1.A polygons 19
LESSON 1 Polygons • Triangles • Transversals •
Proportional Segments
1.A
polygons Definitions often change. The definition of a polygon is a good example. The word is formed
from the Greek roots poly, which means "more than one" or "many," and gonon, which
means "angle." Thus, polygon literally means "more than one angle." In 1571 Leonard
Digges said that "Polygona are such Figures as haue moe than foure sides." In 1656 Thomas
Blount said that a polygon was a geometrical figure that "hath many comers."
~BG . _ _ _ _ _ . G G
Triangle Quadrilateral Pentagon Hexagon Octagon Octagon
All of the figures shown here fit Blount' s definition of a polygon, but the two on the left do
not have enough sides for Digges's definition. Modem authors tend to define polygons as
simple, closed, flat geometric figures whose sides are straight lines. The figures below are
not polygons.
(a) (b) (e) (d)
The sides ofthe figures (a) and (b) cross, so these are not simple, closed geometric figures.
One "side" of (c) is nota straight line, and figure (d) is nota closed figure. The five figures
shown below are all polygons. Note that in each figure the number of vertices (corners)
is the same as the number of sides.
00 Equilateral
polygon
Equilangular
polygon
(a) (b) (e) (d) (e)
Figure (b) has an indentation that we think of as a cave, and this polygon is called a concave
polygon. Any polygon that does not have a cave is a convex polygon. Any two points in the
interior of a convex polygon can be connected with a line segment that does not cut a side of
the polygon.
. \:
•
•• •
•
.______! B
'
Concave Convex Convex
20 Algebra 2 Lesson 1
If ali the angles of a polygon have equal measures and ali sides have equal lengths, the polygon
is calied a regular polygon. Polygons that are not regular polygons are calied irregular polygons.
0 Regular
pentagon
Irregular
pentagon
Regular
heptagon
~
Irregular
heptagon
The name of a polygon tells the number of sides the polygon has.
NUMBER OF SIDES NAME NUMBER OF SIDES NAME
3 Triangle 9 Nonagon
4 Quadrilateral 10 Decagon
5 Pentagon 11 Undecagon
6 Hexagon 12 Dodecagon
7 Heptagon n n-gon
8 Octagon
Although these names are useful, we will not concentrate on memorizing them. So~e polygons
of more than 12 sides have special names, but these names are not used often. Instead, we use
the word polygon and tell the number of sides or use the number of sides with the suffix -gon.
Thus, if a polygon has 143 sides, we would call it "a polygon with 143 sides" or "a 143-gon."
The endpoints of one side of a polygon are called consecutive vertices, and two adjacent sides
are called consecutive sides. A diagonal of a polygon is a line segment that connects two
nonconsecutive vertices. In the figures below, the dashed lines represent diagonals.
" .... .... .... /
/
/ <.
/ ....
/ ....
/
,," .... ....
....
Diagonals Diagonals
1.B
triangles If a triangle has a right angle, the triangle is a right triangle. If one angle is greater than 90º, the
triangle is an obtuse triangle. lf ali angles are less than 90º, the triangle is an acote triangle.
~~6 Right
triangle
Obtuse
triangle
Acute
triangle
The sum of the measures of the three angles of any triangle is 180º. The greatest angle
is opposite the longest side, and the smallest angle is opposite the shortest side. In the
triangle on the left below, we know that the length of side C is greater than the length of side
B, because 80º is greater than 70º .
B
10
A C
e 9
In the triangle on the right, we know that C is the smallest angle, because it is opposite the
shortest side. Angle A is the largest angle because it is opposite the longest side.
1.B triangles 21
In a triangle the angles opposite sides of equal lengths have equal measures. The
sides opposite angles of equal measures have equal lengths.
E
B
A C D F
Scalene triangle lsosceles triangle
Angle C in the figure on the left must be a 40º angle, because the sum of all three angles must
be 180º. In the same figure ali the angles ha ve different measures, so ali the sides must
have different lengths. If all the sides of a triangle have different lengths, the triangle is
called a scalene triangle. The identical tick marks on two sides of the triangle on the right
tell us that these two sides have equal lengths. Thus, angle D and angle F must have equal
measures. A triangle that has at least two equal sides (and two equal angles) is called an
isosceles triangle. The word isosceles derives from the Greek prefix isa-, meaning "equal,"
and the Greek word skelos, meaning "leg."
The triangle shown below has three sides whose lengths are equal, so we call this triangle
an equilateral triangle, from the Latin equi-, meaning "equal" and latus, meaning "side."
H
GLlK
Equilateral triangle
The identical tick marks indicate that the lengths of the sides are equal. Since angles opposite
equal sides have equal measures, all three angles in this triangle must have equal measures.
Each angle must have a measure of 60º because 3 x 60º equals 180º. Since an isosceles
triangle has at least two sides whose lengths are equal, an equilateral triangle is also an isosceles
triangle. We summarize these very important properties of triangles in the following boxes.
If two sides of a triangle have equal lengths, the angles
opposite these sides have equal measures. If two angles of
a triangle have equal measures, the sides opposite these
angles have equal lengths.
When the three sides of a triangle have equal lengths, all
three angles are 60º angles. If the three angles of a triangle
are equal, they must be 60º angles and the three sides
· must have equal lengths.
example 1.1 Find x and y.
A
~
solution In any triangle the angles opposite equal sides are equal angles. Thus x is 50 and angle x
is a 50° angle. The sum of three angles in a triangle is 180°, so y must be 80 and angle y is
an 80° angle.
22 A/gebra 2 Lesson 1·
example 1.2 Find x and y.
1~8 ~
solutíon The 150° angle and anglex forma 180º angle. Thus, anglex is a30º angle. Since angle Bis a40º
angle, angley must be a 110º angle so thatthesumofthe angles will be 180º. Wecheckby adding
ali three angles.
30 + 40 + 110 = 180 Check
example 1.3 This triangle is an equilateral triangle. Find D. B
J
Dº
A e
solutíon If the triangle is an equilateral triangle, all three angles are equal and each angle is a 60º
angle. Angle D and one of the 60º angles form a straight angle. Thus, angle D is a 120º angle.
mLD = 120°
1.C
transversals A transversal is a line that cuts or intersects two or more other lines. If a transversal
intersects two or more lines that are parallel and if the transversal is perpendicular to
one of the parallel lines, it is perpendicular to ali the parallel lines. We use the symbol ll
to mean parallel and JI' to mean not parallel.
p
s ~---~~~~+..i.~~~~~~
m ~--~~~--1~~~~~~
m n ~---~~~~+-'-~~~~~~
!.Ir m s 11m11 n
In the left-hand figure, line t is a transversal because it intersects both line m and line l. In the
right-hand figure, line pis a transversal because it intersects lines s, m, and n. Lines s, m, and n are
parallel lines, as indicated by the arrowheads that are not on the ends of the segments. We omit the
arrowheads on the ends of the parallel lines because they would clutter the diagram. Because the
transversal p is perpendicular to one of the parallel lines, it is perpendicular to all the parallel lines.
If the transversal is not perpendicular to the parallel lines, two groups of equal angles
are formed. Half the angles are "large angles" that are equal angles and are greater
than 90º. Half the angles are "small angles" that are equal angles and are less than 90º.
1.D proportional segments 23
At the bottom of the previous page the letters L and S mean "large" and "small." We note
that together a large angle anda small angle forma straight angle (180°), so the large angles
and the small angles are supplementary angles. In the center figure the large angles are 120º
angles, and the small angles are 60º angles. Thus, the sum of any large angle and any small
angle is 180°. In the figure on the right we see that when a transversal cuts three parallel lines,
six equal large angles are formed and six equal small angles are formed.
example 1.4 Find A, B, and c.
m ~---~~~-r-~~-
n~---~~~--~~-
solution AngleA and the 60º angle forma straight angle, which measures 180º. Thus, A is 120. Lines
m and n are parallel, so all the small angles are equal and all the large angles are equal. Thus,
C equals 60 and B equals 120.
1.D
proportional When three or more parallel lines are cut by two transversals, the lengths of the
segments corresponding segments of the transversals are proportional. This means that the lengths of
the segments of one transversal are related to the lengths of the corresponding segments of
the other transversal by a number called the scale factor.
p--;--~~--~ ..........
~~~~~~
m ~---~~---1'--~~~~~"-<-~~~~~
n~---~-+-~~~~~~~~~~__,.,,,.---
In this figure we use arrowheads that are not on the ends of the segmen_!s to indicate that lines
t. The arrowhead tells
p, m, and n are parallel. The left-to-right scale factor for this figure is
t
us that the scale factor is from left to right. This means that times the length of any segment
on the left equals the length of the corresponding segment on the right.
SEGMENT LENGTH TIMES SCALE FACTOR CORRESPONDING
SEGMENT LENGTH
2 2x~ =3
2
3 3xl2 9
2
In the same figure the scale factor from right to left is f. This number is the reciproca! of the
scale factor from left to right.
SEGMENT LENGTH TIMES SCALE FACTOR CORRESPONDING
SEGMENT LENGTH
3 3x-
2 =2
3
9 9
-X-
2 =3
2 2 3
24 Algebra 2 Lesson 1
example 1.5 The arrowheads indicate that the lines are parallel. Find x.
8
3
p ---1----+-------+----
m ~---~~~-+-~~~~--"<~~~~~~
n ~~~---+~~~~~~~~~~~--->,~-
solution The segments whose lengths are 2 and t are corresponding segments. Thus, 2 times the
left-to-right scale factor equals t.
- = -8
2SF
3
To solve for SF, we multiply both sides by ~ and simplify.
(~)2F = ~(%) multiplied by 21
-SF = -4 simplified
3
Now 5 times the left-to-right scale factor equals x.
5SF = x equation
5 (34) = x used 4 -
"3 for SF
20
=X multiplied
3
practice a. mLA = 35º. Find mLC and mLB. b. Find x and y.
~
B
A~C 1~
c. Find A, B, and C. 130º/ Aº
(28)º/ C º
d. Findx. 3
)
5 (
problem set l. Find x and y. 2. Find x and y.
(1) (!)
1
5 yº 5 yº
45º xº
problem set 1 25
3. Find A, B, and C. 4. Findx.
(11 (1)
5. The diameter of the circle is 8 cm, as
(8 )
shown. The sum of the top two shaded
areas is the area of half the circle rninus
the area of the triangle. The shaded
area below is a 60° sector of the circle.
Find the sum of the three shaded areas.
6. Find the area of the shaded portion 7. Find the perimeter of the figure. All
181 81
of th'1s fi1gure. D'1mens1ons
. .
are m < angles that look like right angles are
centimeters. right angles. Dimensions are in feet.
2
4
8
16
8. Find the volume of a right circular
181
cylinder whose radius is 4 ft and
whose height is 8 ft. Find the volume
of a sphere whose radius is 4 ft. T
8
l
9. Find x, y, and p. 10. Find x, y, and p.
(A ) (A )
xº
11. The complement of an angle is 17º. What is the measure of the angle?
(A)
12. The figure below is the base of a 13. The radius of each circle is r ft. What
181 8
cone whose altitude is 7 meters. Find ( ) .
1s the area of the square?
the volume of the cone.
5m
5m
26 Algebra 2 Lesson 2
Simplify:
14. -[-2(-3 - 2) - (-2 - 3)] 15. -2[-2 - 3(- 2 - 2)][-2(-4) - 3]
(A) (A )
2 3
16. -2 - 23 [-2 + 3(-2)] - l-2 1 17. -3 - 23 - 42 - l-2 - 3(2)1
(A) (A)
18. -{-2[(-3 + 7) - (-2)][-3(-2 + 1)]} 19. 32 - 33 + 34 - (-3) 3 - 3
(A) (A)
20. -(-4)2 - 41-21 - 2 3 + l-11 - 41 '
(A)
21. 6 - {[3 2 - 8 + (-2)][-(4 - 6)(-3) 2 + 2]2}
(A )
22. -[-(-2)] - l-4 - 3122 - 4 23. (-l-31)[(2 - 7)(-3 - 2) + (-2) 2]
(A) (A)
24.
-1-41- (-3) + 7 - 6(4 - 17 - 111)
25. -(-3 - 2)(-7 - l-3 - 21) - (-3) 2
(A) 1 - IC3)(-2)1 (A)
-4 - (-3) + 7 - 6(2)
26. (-3)[1-2 - 7 - 21 - (-3) 2 - (-2)] 27.
(A) (A) 7 - (3)(-2)
28. 3 - 5 - 22 - 42(-1)(-3 - l-2 - 51 - 3)
(A)
29. -8 + (-3)(-2) 2 + (-7) - 2(-4 - 2) 30. 6(-3)[-(5 - 4)(6 - 2)3]
(A ) (A )
LESSON 2 Negative Exponents • Product and Power
Theorems f or Exponents • Circle Relationships
2.A
negative Negative exponents cannot be "understood," because they are the result of a definition, and
exponents thus there is nothing to understand. We define 2 to the third power as follows:
23 = 2 . 2 . 2
We have agreed that 23 means 2 times 2 times 2. In a similar fashion, we define 2 to the
negative third power to mean 1 over 2 to the third power.
r3 = _1_
23
Thus, we have two ways to write the same thing. We give the formal definition of negative
exponents as follows : ·
D EFINITION OF x-n
lf n is any real number and x is any real number that is
not zero,
x -n = _!_
xn
This deflnition tells us that when we write an exponential expression in reciprocal form,
the sigo of the exponent must be changed. If the exponent is negative, it is positive in
reciprocal form; and if it is positive, it is negative in reciprocal form. In the definition we
say that x cannot be zero, because division by zero is undefined.
2.B product theorem for exponents 27
example 2.1 Simplify: (a) r2 (b) r3 (c) - r2 (d) <-3r2 (e) -(-3r3
solution (a) (b) 3-3 = _1 = _!
3-2 = 32 = 9
33 27
(c) Negative signs and negative exponents in the same expression can lead to confusion.
lf the negative sign is not "protected" by parentheses, a good ploy is to cover the
negative sign with a finger. Then simplify the resulting expression and remove the
finger as the last step.
-r2 problem
3-2 covered minus sign
1
equivalent expression
~
1
- simplified
9
1
- removed finger
9
(d) When we try to slide our finger over the minus sign in (d), we find that we cannot
because the minus sign is "protected" by the parentheses.
<-3r2 problem
~ <-3r2 "protected"
1
equivalent expression
(-3)2
1
simplified
9
(e) One of the minus signs is "unprotected."
-(-3)-3 problem
~ <-3r
3
covered minus sign
1
equivalent expression
(-3)3
simplified
27
1
-(-;7) 27
removed finger
2.B
product We remember that x 2 means x times x
theorem for
x2 =X · X
exponents
and x 3 means x times x times x
x3 =X · X · X
Using these definitions, we can find an expression whose value equals to x 2 times x 3 .
x2 . x3 means X·X times X·X·X which equals x 5
28 Algebra 2 Lesson 2
This demonstrates the product theorem for exponents, which we state formally in the
following box.
PRODUCT THEOREM FOR EXPONENTS
If m and n and x are real numbers and x -:t= O,
xm . xn = xm+n
This theorem holds for all real number exponents.
example 2.2 Simplify: x 2yx-5y- 4x 5xº
solution We simplify by adding the exponents oflike bases to get
x2y-3
. y -3 4 5
example 2.3 S1mplify: Y 6 x y x-10
y- x-3yIOX2
so/ution First we simplify the numerator and the denominator. Then we decide to write the answer
with all factors in the numerator.
y3x-6
y-Ix-5
y4x-I
2.C \
power theorem We can use the product theorem to expand (x 2) 3 as
for exponents (x 2)3 = x2 . x2 . x2 = x6
This procedure generalizes to the power theorem for exponents.
PowER THEOREM FOR ExPONENTS
If m and n and x are real numbers,
(xm)n = xmn
This theorem can be extended to any number of exponential factors.
EXTENSION OF THE POWER THEOREM
If the variables are real numbers,
(xmyazb kc ... )n = xmnyanzbnkcn ...
x(x-3)2 y(xy-2)-3
example 2.4 Simplify: (y2)3y-3(x2)3
solution First we will use the power theorem in both the numerator and the denominator and get
xx- 6yx-3y6
y6y-3x6
Now we simplify both the numerator and the denominator, and as the last step, we decide to
write all exponential expressions with positive exponents.
x-8Y7 y4
y3x6 = x14
problem set 2 29
2.D
circle If we know the area of a circle, we can find the diameter of the circle and can find the radius
relationships of the circle. If we know the circumference of a circle, we can also find the diameter and the
radius of the circle.
example 2.5 The area of a circle is 12.2 m2. What is the approximate circumference of the circle?
solution First we find the radius.
2
Jrr = area equation
;rr 2
= 12.2 substituted
2 12.2
r = -- divided by ;r
1C
r = p~2 square root of both sides
r "" 1.97 simplified
/'
We used a calculator and rounded the answer to two decimal places, so the answer is not
exact. We indicate that the answer is not exact by using the symbol"" for "approximately
equal to." The circumference equals 2;rr, so now we can find the circumference.
Circumference = 2Jrr equation
1
"" 2;r(l.97) substituted
""12.38m simplified
example 2.6 The circumference of a circle is 8;r cm. What is the area of the circle?
solution First we find the radius.
Circumference = 2Jrr equation
8;r = 2;rr substituted
8rc
21C
=r divided by 2rc
4cm =r simplified
Now we can use 4 cm for r to find the area.
Area = ;rr 2 equation
= ;r(4 cm) 2 substituted
2
= 16rccm simplified
practice Simplify:
(x2y - 2 )º (x-3y )-2
a. - 4-2 b. -C-4r2 c.
Y-8x4y2x3
d. The area of a circle is 49rc cm 2. What is the circumference of the circle?
problem set l. Findx. 2. Find x and y.
(1) (/)
2
X
~
38°x°
4
30 Algebra 2 Lesson 2
3. The base of a cylinder is a right
8
! !triangle topped by a 60° sector of a
circle, as shown. If the dimensions are
in meters and the height of the
cylinder is 8 meters, what is the
volume of the cylinder? 7
4. Find A, B, and C. 5. Find A, B, and C.
( /) (A)
(4A)º
6. The area of the square is 16 cm2 .
2
r J What is the length of one side? The
circles inside the square are all the
same size. What is a radius of one
circle? What is the area of one circle?
7. The volume of this circular cylinder 8. The figure shown is the base of a
8 8
r> is 250Jr cm3 . What is the height of rJ cone whose altitude is 4 meters.
the cylinder? Dimensions are in What is the volume of the cone?
centimeters. Dimensions are in meters.
2
T
H
1
3
Simplify. Write answers with all exponential expressions in the numerator.
xx2(xºy-1)2 m2pº(m-2p)2
9. 2 5 10.
(2) X X- (y2)5 (2) m-2 p-lcm-3 p2 )3'
(x 2 y) 0 xy (a 2 b 0 ) 2 ab-2
11. 2 12.
r2¡ x (y-2)3 r21 a2b-2(ab-3)2
Simplify. Write answers with positive exponents.
(xm-1)-3 x2m2 (c2d)-3 c-5 (m2n-5)-2 m(nº)2
13. o - 14. 15.
r2J (x y2)-2xy r21 (c2d0)-2d3 (2) (m2n-2)-3 m2
(x-2y5)3 (x2)0 y (b2c-2)-3 c-3
16. 17.
r2¡ xy-3 x-2 r21 (b2c0b-2)4
Simplify. Write answers with negative exponents.
(abc)-3 c 2 b kL2 k- 2 s2ym-3 (_,
18. 4 19. o 2 3 20.
r2¡ 2
a - bc a r21 (k L) C k (2) (s 0 t 2 )-3 m-3 st
(x-3yz-3)2 xyº x-3y2xy4
21. 22.
(2) (xyºz-2)-3 xy (2) (x-2 y )3 y-3 X
3.A evaluation of expressions 31
Simplify:
23.
(2)
-r2 24. 2-3
(2) -
25. -3 2 - [-2º - (3 - 2) - 2] 26. -2{[-3 - 2(-2)][-2 - 3(-2)]}
(A) (A)
27. 2{-3º[(-5 - 2)(-3) - 2]} 28. -3[4º - 7(2 - 3) - 22 ]
(A) (A)
29. -1-2 - 31 - (-5) - 33 30. -l-3 2 - 21 - 2° - (-3)
(A) (AJ
LESSON 3 Evaluation of Expressions • Adding Like Terms
~
3.A
evaluation of We remember that a numerical expression is a meaningful arrangement of numerals and
expressions symbols that designate operations. Thus, each of the following can be called a numerical
expression.
7 + 3 + 14
4 2 + 2
6
.Jl6 48 7 12
Every numerical expression represents a single number. W e say that this number is the value
of the expression. The value of each of the above expressions is 4, for each expression is a
different way to designate the number 4.
Every numerical expression is also an algebraic expression. An algebraic expression
can contain letters that represent unspecified numbers. We call the letters variables. The
value of the algebraic expression
X+ 4
depends on the number we use as a replacement for x. If we replace x with -32, the
expression will have a value of -28.
(-32) + 4 = -28
When we replace the variables in an expression with selected numbers and simplify, we say
that we have evaluated the expression.
example 3.1 Evaluate: x 2y - y if X = -2 and y = -4
/
solution We replace x with -2 and y with - 4.
(-2) 2 (-4) - (-4) = (+4)(-4) + 4 = -16 + 4 = -12
example 3.2 Evaluate: a(-b - a) - ab if a = -2 and b = 4
solution We replace a with -2 and b with 4.
-2[-(4) - (-2)] - (-2)(4) = -2(- 2) - (- 8) = 4 + 8 = 12
32 Algebra 2 Lesson 3
3.8
adding like Like terms are terms whose literal components represent the same number regardless of the
terms numbers used to replace the variables. Thus,
3xyz and -2zyx
are like terms because xyz and zyx have the same value regardless of the replacement values 1
of the variables. We demonstrate this by replacing x with 2, y with 3, and z with 4. L
1
xyz zyx
(2)(3)(4) (4)(3)(2)
(6)(4) (12)(2)
24 24
We add like tenns by adding the coefficients of the terms, as shown in the following
examples.
example 3.3 Simplify by adding like terms: 3xy - 2x + 4 - 6yx + 3x
solution We add like terms and get
-3yx +X + 4
example 3.4 Simplify by adding like terms:
2 2
3a- b _ 4b + ?a -2c-I b _ 4ba
e 2
a c e
solution If we write the terms in the same form, we can see which terms are like terms. This time we
choose to write the terms with all exponents positive, and we get
3b 4b 7b 4ba 2
-----+-----
a2c a 2c a 2c e
We see that the first three terms are like terms and can be added by adding the numerical
coefficients. W e do this and get
6b 4ba 2
a 2 c - -e-
practice a. Evaluate: ab 2 - b if a =2 and b = -3
b. Evaluate: xy - (-xy + y) if x =2 and y = -3
· . . 2a-3 x 5x a3
c. S1mphfy by adding hke terms: - - - - 3 - + --::¡
m a m m x
problem set l. Find x, y, and z. 2. The volume of this circular cone is
(/ )
3 IBJ 48n m 3. What is the circumference
of the base?
6
9m
í
l
- ~~~3 ~
3. Find A and B.
(/)
4.
~
40°A°
This figure is the base of a cone that 5. In this figure two circles have a
rs¡ is 10 cm tall. what is the volume of rs¡ radius of 8 cm. One circle has a
the cone? Dimensions are in radius of 6 cm, and one circle has a
centimeters. radius of 5 cm. If the pairs of circles
are tangent (touching at a single
point) as shown, what is the
perimeter of the quadrilateral PQRS?
Evaluate:
6.
(3)
x - lxli - xy if X = -2 and y = -3
7. (a - b) - a(-b) if a = -5 and b = 3
(3)
8. -a(a - ax)(x - a) if a = -2 and x = 4
(3)
9. ª2 _ y3(a _ y2)y if a = -2 and y = -3
(3)
10. -p2 _ p(a _ p2) if a = 4 and p = -3
(3)
11. ª2 _ y3(a _ y2)y2 if a = -2 and y = 3
(3)
12. a 2 - a(x - ax) if a = 1 and x = 2
(3)
Simplify by adding like terms:
p2x4 2 p4m5 3 p2x2 7 p2m-5mIOx4
" 13. -- - - -- + -----
(3) m5 x-4 x-2m5 p-2
~
_,..,,
m 4x 5 2m 2 x 5 3m 3 x 2 k
14 ---+--
(3¡ k5 k5m-2 m - 4 x3 k4
3
15. -2x5y4 + 3xy 4x3y2
<3>
X - 4 y- l + - -
x2y
3 2 2 4
16. 2xy2m - x y m 2x2ym3
(3) 3 + ---
m x mx
Simplify:
(x0 y 2)-3 y-2PO (mxy2 p)2 p-2 x2
17. -2---~- 18.
(2 ) (x )-4 (y2)0 (p3)-2 (2) (pº xmy3)-2 xp-2
xx2 cx-2)-2 (mpx2) - 4 p2 x - 4 k5 (p2 k )-2
19. 20.
(2) (xº)2 (x2)0 (x2mp-2)3 (2) (p2 x-3)-2
x2xxº(x - 2)2 (x2y-2 p0)-3 p2
21. 22.
(2) xx3 x- 14 cx -2)-3 (2) x2 cx-4)0 (p-2y5) - 2
cx-2y2)5 (xºy-2)-4
23.
(2) (x-4yy2)2 (p-4)0
34 Algebra 2 Lesson 4
Simplify:
24. _3-2 + _! 3 1
25. -(-2) - - -
(2) 2-3 (2) (-3)-2
26. -3[-2 - 2 - (-3)](-2 - 3) 27. -2(-3 + 1°) - lc-2 - 3)1
(A) (A )
28.
(A)
l-21 - 3 2
-
3
(-3) - 2 29. -2{ [(-3 - 2)(-2)](-2 - 3)}
(A )
30. -[(-3)(-2) - (-3)(-2 + 4)]
(A)
LESSON 4 Distributive Property • Solutions of Equations •
Change Sides-Change Signs
4.A
distributive The distributive property is a property of real numbers that permits two approaches to the
property simplification of expressions such as
3(4 + 5)
W e find that we can get the same answer with either approach.
ADD FIRST MULTIPLY FIRST
3(4 + 5) 3(4 + 5)
3(9) 3·4+3 · 5
27 12 + 15
27
On the left we added 4 and 5 to get 9 and then multiplied by 3. On the right we multiplied
first and then added. The answer was the same in both cases. We say that on the right we
distributed the multiplication over the addition.
example 4.1 Expand:
4ª 2 (h-2 3ba)
b ª4 - ª2
solution Since letters stand for unspecified numbers, ali the rules for numbers also hold for
letters. Two multiplications are indicated. We do them both and then simplify.
4a 2 b-2 l2a 2ba 4
- - = - - -12a
b3a2
example 4.2 Expand: ª -3b0 ( a 2 be _ 3a-2 )
e c2 b-2
solution The distributive property permits two multiplications. Then we simplify.
a-3 a 2 bc 3a-3 a-2 a-1 b 3a- 5
c3 cb-2 = ~ - cb-2
4.B
solutions of W e remember from Algebra 1 that the two rules for solving equations are the addition rule
equations and the multiplication/division rule. These rules are extensions of the additive property of
equality and the multiplicative property of equality, and these rules apply to both true
equations and f alse equations.
(a) 4 + 3 = 7 true (b) 4 + 3 = 5 false
4.B solutions of equations 35
We can add the same number to both sides of an equation without changing the truth or
falsity of the equation. We will demonstrate this by adding -5 to both sides of equations
(a) and (b).
(a) 4 + 3 =7 true
4 + 3 - 5 =7 - 5 added-5
2 =2 still true
(b) 4 + 3 =5 false
4 + 3 - 5 =5 - 5 added-5
2 =o still false
We can use the additive property of equality to prove that the same number can be added to
both sides of an equation without changing the solution set of the equation. To demonstrate,
we will use the equation
X+ 4 =6
The number 2 is the solution to this equation. If we add-5 to both sides of the equation, we get
x+4-5=6-5 or X - 1 =1
We did not change the solution by adding-5 to both sides, as 2 is also the solution to the new
equation. Equations that have the same solution sets are called equivalent equations.
Thus, the new equation and the original equation are equivalent equations.
A similar explanation could be used for the multiplication/division rule. We will forgo
this explanation and state the two rules as follows .
ADDITION RULE FOR EQUATIONS
The same quantity can be added to both sides of an equation
without changing the solution set of the equation.
MULTIPLICATION/DIVISION R ULE FOR EQUATIONS
Every term on both sides of an equation can be multiplied
(or divided) by the same nonzero quantity without changing
the solution set of the equation.
We rememb~r that we always use the addition rule before we use the
multiplication/division rule. This is because the solution of an equation undoes a normal
order-of-operations problem. To demonstrate, we will begin with 4, then multiply by 3, and
then add -2 to get 10.
3(4) - 2 = 10
Now, to undo what we have done and to get back to 4, we must undo the addition of -2 first
and then undo the multiplication. To demonstrate this procedure, we replace 4 with x and get
the equation
3x - 2 = 10
Now we solve to find that x equals 4.
3x - 2 = 10 equation
+2 +2 add +2 to both sides
3x = 12
3x 12
3=3 divide by 3
X =4
36 Algebra 2 Lesson 4
We remember from Algebra 1 that the five steps for solving simple equations in one
variable are:
l. Eliminate parentheses.
2. Add like terms on both sides.
3. Eliminate the variable on one side or the other.
4. Eliminate the constant term on the side with the variable.
5. Eliminate the coefficient of the variable.
We will use these steps to solve the equations in the next two examples.
example 4.3 Solve: 12 - (2x + 5) = -2 + (x - 3)
solution As the first step, we eliminate the parentheses, remembering that if the parentheses are
preceded by a minus sign, we must change all signs therein.
12 - 2x - 5 = -2 + X - 3
Now we simplify on both sides of the equation.
7-2x=x-5
Next we eliminate the x-terrn on the left side by adding +2x to both sides.
7 - 2x = X - 5
+2x +2x ./
7 = 3x - 5
Now we eliminate the -5 on the right by adding +5 to both sides.
7 = 3x - 5
+5 +5
12 = 3x
Then we complete the solution by dividing both sides by 3.
4 =X divided by 3
The same procedure is used when the numbers in the equation are fractions or mixed numbers.
example 4.4 Solve: 3( ~ - %x) = -( -± + x)
solution As the first step, we eliminate the parentheses. Then we solve.
5
- - 5x
2
= -21 - X multiplied
+5x +5x add 5x to both sides
5 1
= - + 4x
2 2
add -~ to both sides
1 1
2 2
2 4x
1 divided both sides by 4
2=x
4.C
change It is important to understand why we do things in algebra, but it is also important not to let
sides- the emphasis on understanding interfere with our ability to do. The use of the addition rule
change for equations is a case in point. W e can use this rule to eliminate a term from one side of an
equation by adding the opposite of the term to both si des of the equation. For example, if we
signs
wish to solve for y in the equation
y + 2x =4
problem set 4 37
we add -2.x to both sides of the equation.
y + 2.x =4 equation
-2.x -2.x add -2x to both sides
y =4-2.x
We were able to eliminate the 2.x term from the left-hand side ofthe equation, but when we did,
the same term appeared on the right-hand side of the equation with its sign changed. This
happens every time we use the addition rule. The term will disappear on one side of the
equation and reappear on the other side with its sigo changed. Many people use this
thought process. Rather than mentally adding the same quantity to both sides, they simply pick
up a term, carry it across the equal sign, and change the sign of the term. This leads to the adage
Change sides-change signs
Authors of algebra books published in the late 1800s called this process transposition. If we
use transposition to solve the preceding equation for y, we transpose the +2.x to the right-hand
side, where it becomes -2.x.
y~ --- y = 4 - 2.x
example 4.5 Use the rule "change sides-change signs" to solve for x: x - 2 = 7
solution We move the -2 from the left side to the right side and change its sign.
X~ --- X = 7 + 2 --- X = 9
example 4.6 Use transposition to solve for p: p - 3x + 4 = ?y
solution We move -3x + 4 from the left side to the right side, where it becomes +3x - 4.
p~ --- p=7y+3x-4
example 4.7 Solve for y: 3y - 2.x + 5 =O
solution We move -2x + 5 to the right side and change both signs. Then we complete the solution
by dividing by 3.
3y - 2.x + 5 = o equation
3y = 2.x - 5 changed sides and changed signs
2 5
y= -X - - divided
3 3
4 0 2 2
practice a. Expand.. 2a- b (2ab
-- 2
c a- )
- - --:¡-
e X b
b. Solve: 2(i-%x) -(-±x + = 2)
problem set l. If the radius of a circle is r cm, what is the area of the circle? If the radius is increased
4 !BJto 2r cm, what is the area of the circle?
2. Find x, y, and z.
( /)
y
38 Algebra 2 Lesson 4
3. The measure of angle BCD is 100º, as D
11
> shown. The tick marks on the figure
indicate that BC = CD and that
AB = BD. First find x and y. Then
find P. Then find R and Q.
A ....-:;;_--1+---"---4-----'
4. The length of each side of the square is
<B! 6 cm. What is the area of the square?
The circles have equal areas. What is
the radius of a circle? What is the area
of the shaded portion of the figure?
5. The radius of the circle is 1 cm. The base of the triangle is 3 cm. The area of the circle
!B! equals the area of the triangle. What is the height of the triangle?
Sol ve:
G H
l 3
\
1 5 2
6. 15(4 - 5b) = 16(4 - 6b) + 10 7. 3-x - - = - -
(4) (4) 3 6 3
8. 3(-2x - 3) - 22 = -(-3x - 5) - 2 9. -2(2x - 3) - 23 - 3 = -X - (-4)
(4) (4)
1 1
10. 4-x - - 3~ 11.
3 2
--x + - 4l
(4) 3 2 5 (4) 5 7 8
Expand:
xy2 ( xy-2 3y-2) ay-4 ( P-2 3a-1 y)
12. - - --- 13. -- -----
(4) x 0 x-3 x(y2)º x4 (4) p ay2 P-2
Simplify. Write ali exponential expressions in the numerator.
(3x2)-2 YOY5 (2yx-2)-2 yx2 2 cx-2)-2 yx2y-3
15· 16.
14.
(2! (9y)-2 yy2 x-3 (2! (x ) o y-3 x 2
2 (2) xº xx2 x-5 (x2)3
(x 2y2x)-2 y 3x 2 xy2 x- 4
l?zj (x-4)0 xxy2 l~j (x2y)-2 (-2)-2
Simplify by adding like terms:
2x 2 xyx 3x 2 y 4 7xx-3 y-2
19. - - - + ----=----- 20. 3x - 7 x2 x-ly-1 + 2y2y-I x-1
(3) x2y-1 yy x-4y-4 (3) y
2ay2 5a 2 x- 1 2xy 2
21. -- + + --
(3) x ay-2 ay
Evaluate:
22. a 2(a - ab) if a = -2 and b = 3
(3)
23. x 0yx(xy - x2) if x = -3 and y = -1
(3)
2
24. a- b(a - b)(b - a) if a = -1 and b = -2
(3)
25. ab(a2 - b)a - b if a = -3 and b = -1
(3)
5.A word problems 39
Simplify:
26. -3° - 2° - 2°(-2 - 32) - (-2 + 7) - l-2 - 31
(A)
27. -2{2[(-3 - 22 ) - (-3 + 7)] - 2}
(A)
28. -3º - (-2 - 3 - 2°)(-3) - (-2 - 4) + (-6)
(A)
1
29. -i-2 (-16) 30. -(-2-3 ) - - -
rn rn ~-2
LESSON 5 Word Problems • Fractional Parts of a Number
5.A
word Word problems that contain one statement of equality can usually be solved by writing one
problems equation and using one unknown (variable). Word problems that contain two statements of
equality can usually be solved by writing two equations and using two unknowns. Three
statements of equality require three equations and three unknowns, etc. In general, to obtain
a unique solution, the number of equations must equal or exceed the number of
unknowns. If the number of equations exceeds the number of unknowns, at least one of
the equations is redundant.
We will begin with problems that can be solved by writing one equation in one unknown.
If the equation tells us how much two quantities differ, then one of the quantities must
be increased or decreased as required so that a statement of equality can be written.
example 5.1 Twice a number is decreased by 7, and this quantity is multiplied by 3. The result is 9 less
than 1O times the number. What is the number?
...__
solution In this kind of problem we can prevent the most common mistake if we begin by writing
an equation that we know is untrue.
(2N - 7)3 = ION untrue
We were told that the left side is 9 less than the right side. We can make the sides equal by
adding 9 to the left side or by adding-9 to the right side. We choose the second option and get
(2N - 7)3 .= ION - 9 added -9 to the right side
Now we solve to find that the number is -3.
6N - 21 = ION - 9 multiplied
-12 = 4N added -6N + 9 to both sides
-3 = N divided by 4
example 5.2 The number of ducks on the pond was doubled when the new flock landed. Then, 7 more
ducks carne. The resulting number of ducks was 13 less than 3 times the original number.
How many ducks were there to begin with?
solution Again we begin with an equation that is untrue.
2ND + 7 = 3ND untrue
We can make this a true equation by adding +13 to the left si de or by adding -13 to the right
side. We decide to add +13 to the left side. Then we solve
2ND + 7 + 13 = 3ND added 13 to the left side
2ND + 20 = 3ND simplified
20 = ND added -2ND to both sides
40 Algebra 2 Lesson 5
example 5.3 The sum of -7 and 6 times a number is multiplied by 5. The result is 332 less than 3 times
the number. What is the number?
solution Again we begin by writing an equation that is untrue.
(6N - 7)5 = 3N untrue
We were told that the left side is 332 less than the right side. Thus we add 332 to the left side
to make the sides equal.
(6N - 7)5 + 332 = 3N
Now we sol ve to find that N equals -11.
30N - 35 + 332 = 3N multiplied
30N + 297 = 3N added
27N = -297 rearranged
N = -11 divided
5.8
fractional parts When we multiply a number by a fraction, we say that we have taken a fractional part of the
of a number number. For instance, if we multiply f by 40, we get 15.
1
3
- X 40 = 15
8
We say this with words by saying that three eighths of 40 is 15. We see that 40 associates
with the word of and 15 associates with the word is. Thus, the general form of the equation is
F x of = is
example 5.4 One fifth of the clowns had red noses. If 30 clowns had red noses, how many clowns were
there in all? ·
solution W e can write the statement of the problem as
_!_ of the clowns is 30
5
Now we write the equation
F x of = is
and replace F with _!_, of with C, and is with 30. Then we solve.
5
-1 . e= 30 equation
5
multiplied bot~sides by ~
5 1 5
- .- .e = - . 30
1 5 1 1
e= 150 solution
example 5.5 Seven eighths of the Tartar horde rode horses. If 140,000 were in the horde, how many did
not ride horses?
solution If seven eighths rode, then one eighth did not ride.
F X of = is
We have
1
- X 140,000 = NR
8
17,500 = NR
...
problem set 5 41
,1
practice a. The sum of -4 and 5 times a number is multiplied by 3. The result is 212 less than
7 times the number. What is the number?
b. Three eighths of the pieces unloaded were Victorian. If 1624 pieces were unloaded,
how many were not Victorian?
problem set l. Twice a number is decreased by 9, and this sum is multiplied by 4. The result is 8 less
15
5 ¡ than 10 times the number. What is the number?
2. The number of ducks on the pond tripled when the new flock landed. Next, 11 more
15
¡ ducks carne. The resulting number of ducks was 13 less than 4 times the original
number. How many ducks were there to begin with?
3. The sum of -8 and 5 times a number is multiplied by 4. The result is 116 less than
15
¡ 6 times the number. What is the number?
4. One eighth of the clowns had red noses. If 12 clowns had red noses, how man y clowns
15
¡ were there in ali?
5. Five sevenths of the Tartar horde rode horses. If 140,000 were in the horde, how man y
15
¡ did not ride horses?
6. The area of the big triangle, PQR, is 7. OP and OQ are radii of circle O.
11
IBJ 27 in. 2 . First find H. Then find AQ. J Find y. Then find x.
Then find the area of the small
triangle, QAB.
Q
/
LH
o
1
6
p R
6
8. In the figure shown, the arrowheads
OJ tell us that the pairs of opposite sides
are parallel. Find K. Then find P, Q,
and C. Then find D and x.
9. The circumference of a circle is 16n inches. Find the radius ofthe circle and the area of the
12
¡ circle. Then find the volume of a circular cylinder 5 inches tall that has this circle as its base.
Sol ve:
10. -3x0(2x - 3) - (-2º) - 2 = 5(x - 3°)2
14
) 2 o
11. -2 (-2 - x) - x (3 - 2) = -2(x + 3)
(4)
1 1 1
12. 3-x + 2- = - -
(4 ) 2 4 8
1 3
13. -(6 - 8x) + -(8x - 12) = 4x + 6
(4) 2 4
14. -3 - 30 - 32 (2x - 5) - (-2x - 3) = - xº(x - 3)
(4)
15. 1 (x + 2) - 3x = -2 º(-2x o - 4 )
-2 3 - - -
(4) -2-2
16. -3[x - 2 - 3(2)] + 2[x - 3(x - 2)] = 7(x - 5)
(4)
42 Algebra 2 Lesson 6
( 1
Expand:
2 1 2 3
17. 2ab(c a- _ 3ac) 18.
r4J
_ ax ( bax
b ------;;¡- - 3 ax
)
~ c2 b b
Simplify:
(xm-2 ) 0 x 0 m 0 4c 2 dc- 3 (2cr2 )-2
1 20.
?i; xx 2 m 0 (2x)-2 (2) c 0 c-3 (c- 2 d) 2
p2m5 (p-3)( 2 p)-3
2k m6(m-2)2 mp3
Simplify by adding like terms:
x 2xy 3x 5 7x 7 3a 2 x 4 2aax 2 5x 3
22. - - - - - + - - 23. ---- + --- - --
(3) y-2 xxy-3 y3 x4 (3) X 2 X a-
Evaluate:
24. mx - m(m - mx 2 ) if m = -2 and x = -1
(3)
25. a2 - b(a - b) if a = _ _!_ and b = _!_
(3) 2 4
1
26. a - ba(a 2 - b) if a = __:_ and b =
(3) 2 4
Simplify:
27. -2(-2 - 32 ) - 2[-2(-3)] 28. -3 2 - (-3) 3 -
(AJ (A) -22
29. -3º[-2° - 22 - 23<-2 - 3)] 30. -3[(-2º + 5) - (-3 + 7) - \-2\]
(A) (A)
LESSON 6 Equations with Decimal Numbers •
Consecutive Integer Word Problems
6.A
equations with When an equation contains decimal numbers, it is sometimes helpful to multiply every term
decimal in the equation by a power of 1O that will turn all the numbers into integers.
numbers
example 6.1 Solve: 0.003x + 0.4 = 2.05
solution lf we begin by multiplying every term by 1000, we get
3x + 400 = 2050
which is an equation that contains only the variable and integers. Then we sol ve the equation.
3x = 1650 added -400 to both sides
X = 550 divided both sides by 3
Many people use the words decimal fraction to describe a number that has an internal
decimal point. This is because numbers such as
2.0413
can be written in fractional form. We can write 2.0413 as a fraction as
20,413
10,000
Thus, the general equation for a fractional part of a number can also be used for problems
that involve a decimal part of a number.
6.B consecutive integer word problems 43
example 6.2 The students found that 0.015 of the teachers were either brave or completely fearless. If
300 teachers fell in to one of these categories, how man y teachers were there in all?
solution We use the equation for a fractional part of a number and replace F with WD for "what
decimal."
WD X of = is
We replace WD with 0.015, ofwith T, and is with 300.
0.015T = 300
We finish by dividing both sides by 0.015.
T = 20,000
example 6.3 An analysis of the old woman's utterances showed that 0.932 were vaticinal. If she spoke
2000 times during the period in question, how many utterances were not vaticinal?
solution If 0.932 were vaticina!, the decimal fraction that was not vatidnal was
1 - 0.932 = 0.068
So we can write
WD X of = is
(0.068)(2000) = NV
136 = NV
So 136 utterances were not vaticinal.
6.8
consecutive In algebra we study problems whose mastery will provide the skills necessary to solve
integer word problems that will be encountered in higher mathematics and in mathematically based
problems disciplines such as chemistry or physics. Problems about consecutive integers are of this
type. They help us remember which numbers are integers and allow us to practice our word
problem skills.
We remember that we designate an unspecified integer with the letter N and greater
consecutive integers with N + 1, N + 2, and so on.
Consecutive integers N, N + 1, N + 2, etc.
Consecutive odd integers are two units apart, and consecutive even integers are also two
units apart. Thus, we can designate both of them with the same notation.
Consecutive odd integers N, N + 2, N + 4, N + 6, etc.
Consecutive even integers N, N + 2, N + 4, N + 6, etc.
example 6.4 Find three consecutive even integers such that 5 times the sum of the first and the third is
16 greater than 9 times the second.
solution We designate the consecutive even integers as
N N+2 N+4
and write the necessary equation.
5(N + N + 4) 16 = 9(N + 2) equation
ION + 20 - 16 = 9N + 18 multiplied
lON + 4 = 9N + 18 simplified
N = 14 added -9N - 4
So the desired integers are 14, 16, and 18.
44 Algebra 2 Lesson 6
example 6.5 Find four consecutive integers such that 5 times the sum of the first and the fourth is 1 greater
than 8 times the third.
solution We designate the consecutive integers as
N N + 1 N+2 N+3
Now we write the equation and solve
5(N + N + 3) - 1 = 8(N + 2) equation
ION + 15 - 1 = 8N + 16 multiplied
ION + 14 = 8N + 16 simplified
2N = 2 added -8N - 14
N = 1 divided by 2
Thus, the desired integers are 1, 2, 3, and 4.
practice a. The astronomers found that 0.017 of the stars examined were red dwarfs. If 29,000
stars were examined, how many were not red dwarfs?
b. Find three consecutive even integers such that 3 times the sum of the first and the third
is 84 less than 12 times the second.
problem set l. The students found that 0.016 ofthe teachers were either brave or completely fearless.
(6)
6 If 480 teachers fell into one of these categories, how many teachers were there in all?
2. An analy sis of the old man' s statements showed that 0.653 were prophetic. If he spoke
(6)
3000 times during the period in question, how many statements were not prophetic?
3. A number is multiplied by -3, and then the product is decreased by 7. The result is
(5)
4 less than twice the opposite of the number. What is the number?
4. When Cleopatra called for barge workers,
(5 )
2t
times the number needed showed up. If
175 showed up, how many barge workers did she need?
5. Find three consecutive odd integers such that 6 times the sum of the first and the third
(6)
is 28 greater than 8 times the second.
6. Find four consecutive integers such that 4 times the sum of the first and the fourth is
(6)
24 greater than 6 times the third.
7. The surface area of a sphere is 46;r cm2. What is the radius of the sphere?
(2)
8. In the figure shown, sides of equal lengths are indicated by equal tick marks. First find
(1 )
A and B. Then find K. Then find M.
Bº
9. Find x, A, and B.
(1 )
problem set 6 45
10. If A is a measure of an angle, 180 - A is the measure of the supplement of the angle.
rsJ If the measure of an angle equals twice the measure of its supplement, what is the
measure of the angle?
Solve:
2 1 1
11. 0.005x + 0.6 = 2.05 12. 3-x + 1- = 1-
(6J (4J 5 4 3
13. -3(x - 2 + 1) - (-2) 2 - 3(x - 2) = 5x 0(2 - x) - 2x
(4J
14. -3 - 22 - 2(x - 3) = 2[(x - 5)(2 - 5)]
(4J
15. 4(x + 3) - 2°(-x - 3) = 2x - 4(x 0 - x) - 32
(4J
Expand:
xy(-3p-l 2p- )
16. - ---+- 17. -xºk(kºp
- - - 2p )
(4J p xy x- 1y (4J p X
Simplify:
( 2 x-2y0)-2 yx-2 a 0 bc 0 (a- 1b-1) 2
l~j xxxy2 (y-2)2 19.
(2J ab(ab 0 )abc
(2x2)-3 (xyº)-2
20.
(2J 2xxºx 1xxy 2
Simplify by adding like terms:
5x 0 xy - 1 sxx- 1x 2 2 2
21. -2xy + -2 - ( -1)-1 22. .3x xy + -
2xxx
-- 3xy
_,.-'--~
(3J y X (3J y4 y-2 X-2y-l
Evaluate:
23. xy - x 2y - y if x = -2 and y = -4
(3J
1
24. a-2b - a(a - b) if a = --2 and b =
(3J 4
- 1
25. m 2p(mp - p 2 ) if m = -- and p = -
(3 J 4 5
Simplify:
26. -3º[-3 2 - 2(-2 - 3)](-2º) 27. - 3 - (-3) 2 + (-3)(-6)
(AJ (AJ
28. -3 2 + (-3) 2 - 4 2 - J-2 - 21 29. -r2 - _2_ - 2º
(AJ (2J -2-3
30. -(-2)-3 - r 2 - 3
(2J
46 A/gebra 2 Lesson 7
LESSON 7 Percent • Equations from Geometry
7.A
percent The Latin word for "by" is per and the Latin word for "hundred" is centum. Thus, the word
percent literally means "by the hundred." The percent equation (b) is exactly the same
equation as the fractional-part-of-a-number equation (a), except that the denorninator of the
fraction is 1OO.
(a) WF x of = is (b) _..!.._ x of = is
100
There are two other forms of the percent equation that are often used.
P is
(e) 100 = of and (d) Rate X of = is
We call (e) the ratio form of the percent equation. In form (d) the rate is the percent divided
by 1OO. If the percent was 20 percent, then the rate would be 0.2, which is 20 divided by 1OO.
Any of the three percent equations can be used. They are not different equations but
are three different forms of the same equation.
There are two types of percent problems. In one type the original quantity is divided
into two parts, and the final percent is less than 100. In the second type the original quantity
increases, and the final percent is greater than 100. It is helpful to be able to draw diagrams
that give us a picture of the problem.
example 7.1 Eighteen is 20 percent of what number? Work the problem and then draw the completed
diagram.
solution We will use the fractional form of the percent equation.
p 20
-100 X Oif = lS
. 18
--. 100 X WN
Now we multiply both sides by lOO to solve.
20
lOO · 20 WN = lOO · 18 - - . WN = 90
20 100 20
If one part of 90 is 18 (which is 20 percent), the other part must be 72 (which is 80 percent).
The diagram is as shown here.
100% 20% 80%
~
,..,......,._,._,
[] 72 is 80%
\.18 is 20%
Learning t o draw the diagram is very important. The diagram lets us visualize the
problem. W e note that the "of" number is always the number in the first square and always
represents 100 percent. Then, in the second square, the "of" number is separated into two
parts, each with its own percent. For the moment we will use very simple problems to help
us learn to draw the diagrams. The diagrams will be helpful when the problems get more
involved.
7 .B equations from geometry 47
example 7.2 Fifteen hundred is what percent of 250? Work the problem and then draw the completed
diagram.
solution Again we choose to use the fractional form of the equation.
WP
- X 250 = 1500
100
To solve, we multiply both sides by lOO .
250
100 WP 100
- ·-
250 100
· 250 = 1500 · -
250
---- WP = 600 percent
The diagram shows 250 increased to 1500, which is 600 percent.
100%
~
ot 250
600%
1500 is 600%
Whenever the final number is greater than the "of" number, the final percent is greater than
100 percent. The final shape has only one part and is greater than the initial shape.
7.8
equations We can devise problems that let us practice working with geometric concepts and that also
from geometry let us practice solving equations. Please note that when we write the equations, we do not
have to use the degree symbol.
If
Aº + 10º = 14º
then A plus 10 must equal 14.
A + 10 = 14
example 7 .3 Find x.
B
(2x + 2)º
A C
solution We know that the sum of the measures of the angles in any triangle equals 180º. Thus
(2x + 2) + (7x + 18) + (6x + 10) = 180 equation
15x + 30 = 180 simplified
15x = 150 added-30
X= 10 sol ved
48 Algebra 2 Lesson 7
Now we can use 10 for x and find the measures of the angles.
(2x + 2) 0 = (2 10 + 2) 0 = 22º
(7x + 18)º = (7 10 + 18) 0 = 88°
(6x + 10)º = (6 10 + 10)º = 70º
180º Check
example 7.4 Find x. Then find the measure of a small
angle and the measure of a large angle.
· solution When parallel lines are cut by a transversal, the sum of the measures of a small angle and a
large angle must equal 180º. This lets us write
4x + 33 + 3x = 180 equality
7x = 147 simplified
x = 21 solved
We can use 21 for x and find the values of 4x + 33 and 3x.
~
LARGEANGLE SMALLANGLE
0
(4x + 33) (3x)º
[(4(21) + 33)]º let x equal 21 [3(21)]º
117º simplified 63°
We note that 117º + 63° = 180º.
example 7 .5 The measures of angles A, B, C, and D are in
the ratio of 1 :2:4:2. Find the measure of
each angle.
Dº
solution If we relabel the angles as having measures of xº, (2x)º, ( 4x)º, and (2x)º, the solution is easy.
x + 2x + 4x + 2x = 180 equation
9x = 180 simplified
X = 20 sol ved
So xº = 20º, (2x)º = 40º, (4x)º = 80º, and (2x)º = 40°.
practice Solve:
a. Ninety-three is 30 percent of what number? Work the problem and draw the completed
diagram.
b. Seventy-eight hundred is what percent of 390? Work the problem and then draw the
diagram. /
c. Find x, A , and B. (5x - 21)°
(2x + 12)º
problem set 7 49
problem set l. Twenty-six is 20 percent of what number? Draw a diagram of the problem.
(7)
7 2. Fourteen hundred is what percent of 350? Draw a diagram of the problem.
(7)
3. Twenty percent of what number is 460? Draw a diagram of the problem.
(7)
4. What percent of 20 is 680? Draw a diagram of the problem.
(7)
5. Three hundred eighty is 1900 percent of what number? Draw a diagram of the problem.
(7)
6. Find three consecutive odd integers such that 7 times the sum ofthe first and the third
16
J is 120 less than 10 times the opposite of the second.
l
7. Find three consecutive even integers such that 6 times the sum of the first and the third
16
J is 8 less than 14 times the second.
8. If twice the opposite of a number is increased by 5, the result is the opposite of the
5
<J number. What is the number?
9. Findx. 10. Findx.
(7) (7)
(4x + 15)º (3x + 20)°
(5x + 10)º
(5x)º
11. The measures of angles a, b, e, and d 12. Whenever we see the word
17 17
J are in the ratio of 1:3:6:2. Find the J equilateral, we should think equal
measure of each angle. sides and 60º angles. In this figure
we show three equilateral triangles
~¿
with a common vertex. Find the sum
of the measures of angles x, y, and z.
A suggested first step is to copy the
figure and write 60º where the
angles are 60º angles.
Sol ve:
13.
(4)
-3p(-2 - 3) + p - 2 2 = -(2p + 4) - po
14. 0.005x - 0.07 = 0.02x + 0.0032
(6)
1 1 1 3
15. 2- + 3- + 2- X = 4-
...,. (4) 5 8 2 20
16. 3x - 2 - 2º(x - 3) - " 2° + 2 2 = 5(-x - 2) + 30
(4)
Expand:
17.
!4J
2xyp( x-1 -
y-2 y3 p YYP2
_l:._) 18.
(4)
4x--
-
k
2
y(2kx
y
2
- - -3xy)
-
k
( 2 x2y3)-3 y xx-2y(x-3)2 xyº
19. -2 ( -2 )3 20.
(2) (4xy) X Y Y (2) ( 2 xy)-2 x2 (y-3)2
50 Algebra 2 Lesson 8
Simplify by adding like terms:
3x 2xy 7xyp- 1 2xxxp- 1 -4xp2 + 3xxp4 - 2xp
21. - - - + --- 22.
(3) p x-2 Y- (3) p2x2 P-1
Evaluate:
23. -a(a - b)
(3)
if a = 2 and b = l3
. 1 1
24. -xy(-x 2 - y) if x = - - and y = -
(3) 2 4
25. x3 - x(xy - y) if x = -2 and y = -4
(3)
26. x - a(a - xa) if x = 2 and a = _ _!_
(3) 2
Simplify:
27. -2{ [-2º - 3(-2)] - [-2(-3 - 2)(-2)]}
(A)
28. -2º - 2 - 22 - (-2) 3 - 2(-2 - 2) - 2
(A)
29. 3°(-2 - 3)(-2 + 5)(-2) - (-3 + 7)(-4º - 3°)
(A)
30. 2[(-2º - 1)(-2º - 1sº) - (- 2) 2 - 3º] - 2
(A)
LESSON 8 Polynomials • Graphing Linear Equations •
Intercept-Slope Method
8.A
polynomials lt is convenient to have a word to describe the simplest kind of algebraic expressions. These
expressions have coefficients that are real numbers and variables that have whole numbers
as exponents. No fractional exponents or negative exponents are allowed. The following are
examples of these very simple expressions.
-4 2x -3x 2 -5x 2 + 6x + 2
2
Unfortunately, we use an intimidating word to designate these simple expressions, and the
word is polynomial. lt would have been helpful had we called them "simplenomials"
instead, but we can think "simplenomial" whenever we hear the word polynomial.
A polynornial in one variable has a real number for a coefficient and has one of the
numbers O, 1, 2, 3, ... as the exponent of the variable. Thus, all of the following are
polynomials. They are also called monomials because they have only one term.
(a) -4 (b) 2x 2 (c) 3x 14 (d) 0.004x 5 (e) -J2x
The first one, (a), can be thought of as -4x 0 , and since xº equals 1, this expression fits the
definition of a polynomial. The rest of the expressions have real number coefficients and
whole number exponents, so they are ali polynomials.
Polynomials of two terms are called binomials, and polynomials of three terms are
called trinomials.
(f) X + 2 (g) x 4 + 2x (h) 2x 2 + 3x + 2
Thus, (f) and (g) are binomials, and (h) is a trinomial.
8.B graphing linear equations 51
\.
The degree of a polynornial is the same as the degree of the highest-degree term of the
polynornial. Thus, (f) is a first-degree polynornial because the exponent of x is l. The
polynornial (g) is a fourth-degree polynornial because the exponent of x 4 is 4. Using the same
reasoning, the polynornial (h) is a second-degree polynornial because the greatest exponent is 2.
An equation that contains only polynomial terms is called a polynomial equation. The
degree of a polynornial equation is the same as the degree of the highest-degree term in the
equation. Thus, the equations
2x + 3y =6 3x - 2y + 4 =O -3x = 2y
are ali first-degree polynornial equations. If we use two number lines to form a coordinate
plane, we can graph the set of ordered pairs of x and y that satisfy one of these equations. The
graph of a first-degree polynomial equation in two unknowns is a straight line.
8.B
graphing To find two or more ordered pairs of x and y that satisfy the equation of a line, we afien use five steps.
linear l. Solve the equation for y.
equations 2. Malee a table and select convenient values of x.
3. Use these va!ues of x in the equation to find the matching values of y.
4. Complete the table.
5. Graph the ordered pairs and draw the line.
example 8.1 Graph the equation 2x + 3y = 6.
solution We will use the five steps listed above.
l. First we solve the equation for y.
2
2x + 3y = 6 -- 3y = -2x + 6 - - y= --x + 2
3
2. Next we malee the table and select
\ 6 6
O, 6, and -6 as values for x.
1:1º1 1- 1
3. Now we find the matching values of y.
WHEN X= O: = 6:
WHEN X WHEN X = -6:
2 2 2
y = --(0) + 2 y = --(6) + 2 y = --(-6) + 2
3 3 3
y =2 y = -2 y =6
4. Next we complete the table.
1~1~2 1~ 1
6
1:
5. Finally, we graph the points and draw the line.
y
6
I"---,....
5
'!'-...
4
1--......,.._
3
['-..,
¡--....,
1
'!'-...
X
-6 -5 -4 -3 -2 -1 o 1 2 3'-.,,,,
" 5
6
1
2 ~
3
4
5
6
52 Algebra 2 Lesson 8
8.C
intercept-slope The method of graphing a line shown in example 8.1 is exact and will always work.
method However, the method is time-consuming and there is a quicker way to graph a line that is just
as accurate.
Recall that two points are all that is needed to graph a line. We can use the y-intercept
as one of the points and use the slope to find another point. Since we use the intercept first,
we call this method the intercept-slope method. To demonstrate, we will graph the same
equation again.
example 8.2 Use the intercept-slope method to graph the equation 2x + 3y = 6.
solution The first step is the same. We solve the equation for y.
2
2x + 3y =6 ---- 3y = -2x + 6 ---- y = --x + 2
3
The equation has two numbers. The first number is -t and is the slope. The second number
is 2 and is the y-intercept. This is the value of y when x equals zero. We graph the intercept,
which is (O, 2).
y
6
5
4
3
(O, 2)
1 1 1
X
-6 -5 - 4 -3 -2 -1 o 1 2 3 4 5 6
1
2
3
4
5
6
Next we write the slope, -t, as either (a) ~~ or (b) :~. We remember that the slope is the
rise over the run. Thus, from the point we have graphed, to find a second point we can (a)
take a rise of-2 anda run of +3, or (b) take a rise of +2 anda run of-3. Both ways are shown
below: (a) on the left and (b) on the right.
y y
u-~
-5 -4
-2
-3
-4
-5
X
-Se r -1
-2
-3
-4
-5
X
(a) (b)
a.e intercept-slope method 53
Both pairs let us draw the same line, as shown here.
y y
X X
~rmr ~mr
-1
-2 -2
-3 -3
-4 -4
-5 -5
(a) (b}
example 8.3 Use the intercept-slope method to graph the line y = -3x - 3.
solution The intercept is y = -3 . First we graph the point (O, -3).
y
6
5
4
3
2
1
X
-6 -5 -4 -3 -2 -1 o 1 2 3 4 5 6
1
2
1 1
.3 ... (Q, -3)
4
5
6
The slope can be written as (a) -+ 3l oras (b) +- 31 • Thus, from the intercept we can (a) take a rise
of - 3 anda run of +l , or (b) take a rise of +3 anda run of-1.
y y
5 5
4 4
3 3
2 2
1 1
X X
- 5 -4 -3 -2 -1 o 1 2 3 4 5 -5 -4 -3 -2 - 1 1 2 3 4 5
1 1
-2 2 3
4 4
5 3 5
6
1
(b}
(a)
. 1
54 Algebra 2 Lesson 8
Ali three points lie on the line, as shown here.
y
6
\
5
\ 4
' \
3
2
\ 1
X
-6 -5 -4 -3 -2 \o 1 2 3 4 5 6
\
'
4 \
5 \
6
'
practice Use the intercept-slope method to graph the equation 3x + 4y = 12.
problem set l. When the toumament began, only 0.36 of the knights wore new armor. If 828 knights
(6 )
wore new armor, how many kn"ights part1c1pate
. . dm
. the toumament.?
8
2. Sir Lancelot found four consecutive even integers such that 1O times the sum of the
6
rJ first and the fourth was 24 greater than 9 times the sum of the second and fourth. What
_'Nere his integers?
3. When the Danes multiplied their secret number by 3 and then added - 7, the result was
5
r J 72 less than twice the opposite of the number. What was the secret number of
the Danes?
4. Only seven sixteenths of the warriors necessary to defend the castle answered the call
5
<J to arms. If 420 answered the call, how many were required to defend the castle?
5. The defenders thought of consecutive odd integers while waiting for the fusillade from
6
r J the trebuchet. Their integers were three in number and were such that 5 times the sum
of the first and third was 108 greater than twice the opposite of the second. What were
the integers?
6. Eighty-six is 20 percent of what number? Draw a diagram of the problem.
(7)
7. What number is 340 percent of 56? Draw a diagram of the problem.
(7)
8. If the sum of the measures of two angles is 90º, the angles are complementary. Thus,
5
r J if the measure of an angle is Aº, the measure of the complement is (90 - A)º. Find an
angle whose measure is 3 greater than twice the measure of its complement.
9. Graph 3x + 4y = 8 on a rectangular coordinate system.
(8)
10. Find x. 11. The diagonals of a rectangle have
m m equal lengths. The area of the circle
.
shown is 25Jr m2. Find the approx-
imate radius of the circle. For the
rectangle shown, what is the length
of diagonal BD? What is the length
(4x + 4)º (3x+ 3)º of diagonal A C?
problem set 8 55
12. Findx. 13. Find x and y.
(7) (7)
(y+ 10)º
(5x - 19)º
155~
(x + 5)°
Sol ve:
1 3 2
14. 0.003x + 0.02x - 0.03 = 0.177 15. 2-x + 1- = 7-
(6) <4J 3 5 5
16. -4º - 22 - (-2) 3 - 3 - (2 - 2x) - 4 = -3(-2 + 2x)
(4)
1 3 1 1 1
17. - - + 2- - 7- + 3-x = 4-
<4! 2 8 4 2 16
Expand:
2 2 2 0
18. x- -
- y(-3x
--- 4xy- )
p - -
19. -3°x
- -( -3x +Sxy)
-
(4) p y p2 (4! vº P-2
l
Simplify:
( 4x)-2 yo (y-2 )2 y sx-2 (y2 x3)-3
2~j 3TI x2 (yxº )-3
21.
(2) T 2xyx 2 (x- 2 y)
Simplify by adding like terms:
3 2xxy-3y 2y- 1y- 2 7xy 2
22. 3x-2 y + 5x 2y-I 23. ---'-----'- + - --
(3) xxy-1 (3) xy x-1 y
Evaluate:
24.
(3)
ax - a(x 2 ) if a = --2 and x = 4
i 1
25.
(3)
ab 2 (a - ab) if a = -2 and b = --3
26. mx-(m 2 -x) if m = and x = 2
(3) 3
Simplify:
27. -3[(-2º - 4) - (-2)(-3)] - [(-6º ~ 2) - 22(-3)]
(A)
28. -3 - 3o - 3-2 + -1 - 3o(-3 - 3)
(2) 9
2
29. -\-2º\ - r - c-2r2
(2)
30. (-1)-3 - ¡-2 - 12 - (-1)3
(2)
56 Algebra 2 Lesson 9
LESSON 9 Percent Word Problems
To compute a given percent of a number, we can first divide the number into 100 parts. Then
30 percent of the number means 30 of these parts, 193 percent of the number means 193 of
these parts, etc. To demonstrate, let us begin with the number
242
Now, if we divide 242 into 100 parts, we find that each part equals 2.42.
242 = 2.42
100
Thus, 30 percent of 242 means 30 of these parts, or 30 times 2.42.
(a) 30 X 2.42 = 72.6
Likewise, 193 percent of 242 means 193 parts, or 193 times 2.42.
(b) 193 X 2.42 = 467.06
If we use the percent equations, we get the same answers.
30 193
(a) - X 242 = 72.6 (b) X 242 = 467.06
100 . 100
Percent word problems fall into several different categories, and it is very helpful if a
diagram of the problem is drawn as the first step. A diagram allows the visualization of the
problem and will help prevent mistakes. Sorne students believe that drawing diagrams is
childish, far they can work the problems without drawing diagrams. The author believes that
making preventable mistakes is childish and that drawing pictures to prevent these mistakes
is an indication of maturity. Check this opinion with an engineer ora graduate physicist or
graduate mathematician befare making up your mind. There is no excuse far making errors
that can be prevented by drawing a picture of the problem!
example 9.1 The wood nymphs and the maids gamboled and frolicked befare the banquet began. If
70 percent of those present were wood nymphs and 120 maids were present, how many wood
nymphs carne to the banquet? 1'
solution W e use the fallowing diagrams to visualize the problem
100% 30% 70%
,--------"-., ,.--"-,~
G WNis
70%
\.120 is 30%
The diagram shows AB far all at the banquet and WN far wood nymphs. Since 70 percent were
wood nymphs, 30 percent were maids. We see that 120 is 30 percent of all at the banquet.
3
0 x AB = 120
100
To solve, we multiply both sides by IOO .
30
100 30 100
-
30
· -
100
· AB = 120 · -
30
--- AB = 400
Since the guests totaled 400 and 120 were maids, there must have been 280 wood nymphs:
problem set 9 57
example 9.2 The harvest was comu~opian, as it was 120 percent greater than last year. If the yield was
140,800 bushels, how many bushels were harvested last year?
solution Again we find that a diagram is helpful.
100% 220%
~
ofLY 140,800 is 220%
We see that we began with 100 percent last year and that a 120 percent increase means
220 percent this year.
22
º
100 X LY = 140 800
,
\.
We complete the solution by multiplying both sides by lOO .
220
lOO . 220 · LY = 140 800 · lOO
220 100 , 220
LY = 64,000 bushels
........
practice a. Sixty percent of those present at the performance were neophytes. If 200 present were
not neophytes, how many people attended the performance?
b. Production increased by 145 percent. If the number of widgets produced this year was
171,500, how many were produced last year?
problem set l. The wood nymphs and the maids gamboled and frolicked before the banquet began. If
(9)
9 60 percent of those present were wood nymphs, and 160 maids were present, how
many wood nymphs carne to the banquet?
I 2. The harvest was comucopian, as it was 45 percent greater than last year. If the yield
(9)
was 140,795 bushels, how many bushels were harvested last year?
3. Twenty percent of the income was used to pay for raw materials. If $78,000 was spent
(9)
for other purposes, what was the total income?
4. Find three consecutive integers such that the product of-5 and the sum ofthe first two
(6)
is 43 less than twice the second.
J
5. When the war tocsin sounded, 84 percent of the soldiers staggered to their feet. If
(9)
40,000 did not get up, how many soldiers were present?
6. Diomedes peered into the ·ctarkness and saw 1400 Trojans. If he could not see seven
(5)
" eighths of the Trojans, how many Trojans were there?
7. Geometry problems sometimes contain a geometric figure and additional information
( /)
about the figure. A good first step in these problems is to sketch the figure and insert
the additional information.
Given: x = 60
y = 40
k = 50
Find m andp.
kº
To solve this problem, sketch the figure and replace xº with 60º, replace yº with 40º ,
and replace kº with 50º; then find m and p.
58 Algebra 2 Lesson 9
~ ·
8. Find x and y.
(7)
y º "'- 140°
9. Firsr find x. Then find 5x + 10.
17
! Then find y . Then find z.
"
10. The area of a circle is 9Jr square merers. Whar is rhe radius of the circle? Whar is rhe
12
! circumference of rhe circle?
Graph on a rectangular coordinare sysrem:
11. y - 2x + 3 =
(8)
o 12.
(8)
3y + 6 = -X
Sol ve:
13. 0.02 - 0.003x + X = 5.005 14.
1
-3-x + 7-
1
4~
(6) . (4! 5 10 9
15. -2[(2 - 3)x + 7(2º -
(4)
l)] = -3(x - 2)
16. -2ºc2x - 3) - 4 = 2x - 3º
(4)
Expand:
17.
(4)
xºy2
- - ---
p-2 y2
-
p-2
(P2
Y-2) 18.
14!
ak - 2
a-3
(2k4 - 3k)
ª4
Simplify:
(2x 2 ya)-3 ya 3 (-2xyz)-3
19. 2 2 20.
(2) X y(ay)- y (2 ) (x2z-3)-3
Simplify by adding like rerms:
2xy 2 4xx-2 2xy 5xxx 3xp- 1
21. 3x - - - + - - - 22. _(___2_)__¡___
¡ + ---I-
m Y (x2) - I (3) p X y y
Evaluare:
23. -a 2b - a
(3)
if a = 2 and b = I4
1
24.
(3)
a(a - ab) if a = 2
and b =
8
25.
(3)
a(a - b)(ab - b) if a = -2 and b =3
26. a 2 (x - ax 2 ) if a = -2 and x = -4
(3)
Simplify:
27. -2(-3 - 2°) - 2º(-22 - 2) 28. -3((-5 + 2)(-2) - (3º - 2) - 2]
(A) (A )
~
1 2
29. -2º(-2 - 3º) - (-2) 3 - ¡~3¡ 30. - + - - 3
(A ) 121 -T -(-2)-
10 Pythagorean Theorem 59
LESSON 10 Pythagorean Theorem
Thus far, we have discussed properties and definitions. Properties are the way things are
because they are. Definitions are things we have agreed on. For instance,
PROPERTIES DEFINITIONS
-2 -
(aj 3 + 2 =2 + 3 (e) X -
X
2
(b) If a = b, then a + e = b + e (d) 4 + 3 . 2 = 10
Both properties and definitions can be called rules. Another kind of rule is a theorem. A
theorem is just like a property because theorems tell us the way things are . The difference
is that theorems can be proved by using properties and definitions . The Pythagorean
theorem states that the area of the square drawn on the hypotenuse of a right triangle
equals the sum of the areas of the squares drawn on the other two sides. On the left
below, we show a right triangle whose sides are 3, 4, and 5. The area of the square on
the hypotenuse is 25 square units, which equals the sum of the areas of the squares drawn
on the other two sides , because 9 plus 16 equals 25 . In the center we show a right triangle
with sides a, b, and e, and on the right we have drawn the squares on the sides of this
triangle.
Ll a
a2
b2
52 = 32 + 42 c2 = ª2 + b2
We see that the resulting algebraic equation is
c2 = ª 2 + b2
where e is the length of the hypotenuse. This theorem is proved in geometry. For now, we
will use it as if it were a property.
example 10.1 Use the Pythagorean theorem to find side a.
L:J· a
so/ution Since c 2 = a 2 + b 2 , we write
72 = ª 2 + 42 Pythagorean theorem
49 = a 2 + 16 squared 7 and 4
2
33 = a added - 16
-J33 = a sol ved
60 Algebra 2 Lésson 1O
example 10.2 Use the Pythagorean theorem to find the distance between the points (4, 2) and (-3, 4).
solution We could use the distance formula, which is an algebraic statement of the Pythagorean
theorem. However, the problem can be worked with fewer mistakes and more understanding
by graphing the points, drawing the triangle, and using the theorem.
y
D2 = 22 + 72 Pythagorean theorem
/ 2
D = 4 + 49 squared 2 and 7
2
D = 53 added X
D = J53 solved
practice a. Use the Pythagorean theorem to
find side a.
5
a
b. Use the Pythagorean theorem to find the distance between (5, 3) and (-2, -3).
problem set l. Twenty percent of the people at the fair were in a festive mood. If 1400 were not in a
19
i10 !festive mood, how many attended the fair?
2. When Julius crossed the Rubicon, he had with him 3t
times as many soldiers as he
rs¡needed to conquer Rome. If he had 26,000 soldiers with him, how many were needed
to conquer Rome?
3. When the Theban legion refused to obey the orders, it was decreed that the legion
19
! should be decimated-every tenth man killed. If 590 men were killed, how many men
did the Theban legion have after it was decimated?
4. Find three consecutive odd integers such that 4 times the first is 8 less than 3 times the
16
! sum of the last two.
5. When Aegisthus found that his secret had been discovered, he upped the ante by
19
; 160 percent. Ifthe ante was now 10,400 minas,t what was the original ante?
6. Atreus could see 4200 Argives marching toward the lion's gate. If he could see
19
! 14 percent of the Argives, how many were hidden from view?
7. The circumference of the circle is 8. In the figure, AD = DB. Find x,
(2)
6tr cm. What is the area of the circle? OJ y, and z.
B ,,.....- ......,, > C
20º
t1n Greek currency before the fourth century B.C., it took 60 minas to equal 1 talent.
problem set 1O 61
9. Find x, P, and Q.
(7)
(17x + 20)°
Pº
(20x - 25)º
. Qº
10. One fourth of the square is shaded. The
~
(5)
area of the shaded portian is 9 m2 . What
is the area of the whole square? What is
the length of one side ofthe square?
Graph on a rectangular coordinate system:
11. 2y = 3x + 2 12. y = -3
~ ~
13. Use the Pythagorean theorem to find p.
(JO)
r
·~ p
14. Find the distance between (3, 2) and (-4, 1).
(10)
Sol ve:
3 1 3
15. -x - - x = 2- 16. - 5.2 + 3y = 0.2(y + 2)
(4) 4 5 4 (6)
17. 4x(2 - 3°) + (-2)(x - 5) = - (3x + 2)
(4)
Expand:
1
18. -4xy(3y-
- - - 2x)
- 19.
2xºy(
- - - 2p- -3xy)
-
(4) m-2 m 2 x ym (4) p y p
Simplify:
(3x-2 )-2 xy (x2 p2)-3 xº p2
2~j r3 x-2 (yxº)-3 21.
(2) x-2 px 0 (xp)- 3
Simplify by adding like terms:
2x2x-3 o 5x 2 y 3z - 1y 7xxy 2z
22. 3x + _2 ~ - X 23. -----+--
2
(3) .x; y (3) z x- yz 2
24. If two tangents are drawn to a circle from a point outside the circle, the lengths of
(7)
the tangent segments are equal. In the figure on the left, x must equal 4 because the
length of the other tangent segment is 4.
x+3 x+2
"'
Perimeter = 30 cm
In the figure on the right, the length of segmentA must be x + 3, the length of segment
B must be x + 2, and the length of segment C must be x + l. The perimeter of the
triangle is 30 cm. Equate the sum of the lengths of the segments to 30 and sol ve for x.
.l
62 Algebra 2 Lesson 11
Evaluate:
1 1
25.
(3)
b(ab - b) if a = 3 and b = 2
1
26.
(3)
ab - a 2b 2 - b if a = - and b
2
= 2
1 1
27. a 2(b - ab)b if a = - - and b = --
(3) 2 2
Simplify:
28.
1 1
- -- - - - - (-3 - 2°) ~ 2
(2) 2-3 -2-3
29.
(A)
-1-21 - 1-2º1 - 32 - (-3) 3
30.
(A)
_ _!__
2
- (!)2
2
-(-!)3
2 2
LESSON 11 Addition of Fractions • Inscribed Angles
11.A
addition of To add fractions whose denominators are equal, we add the numerators algebraically and
fractions record their sum over a common denominator.
1 5 4 1+ 5 - 4 2
-+---=
11 11 11 11 11
In this example each of the denominators is 11, and the sum of the numerators is 2. The same
procedure is used when the fractions contain letters.
a 2 a+ 3 2a + 5
-+-+--=--
b b b b
In this example each of the denominators is b, and the sum of the numerators is 2a + 5.
When the denominators are not equal, the forro of one or more of the fractions must be
changed so that the denominators will be equal. One half and three fourths cannot be added,
because the denominators are not the same.
1 3
-+-
2 4
To make the denominators the same, we will change _!__ to ~ by multiplying _!__ by ~.
2 4 2 2
~(~) + ¡ ¡+¡=
5
4
If we wish to add the algebraic fractions
a e d +e
-+-+--
b X 4
we need to change the forros of the fractions so that the denominators are equal.
4ax + 4cb + bx(d + e)
!!_(4x) + ::_(4b) + ~(bx) =
b 4x x 4b 4 bx 4bx
11.A addition of fractions 63
We used a different multiplier for each fraction, but this did not change the value of any of the
fractions, because each of the multipliers had a value of 1. The multipliers that we used were
~ = 1 4x = 1 4b = 1 bx = 1
2 4x 4b bx
The fact that the denorninator and the numerator can be multiplied by the same nonzero
quantity without altering the value of the fraction is often called the fundamental principle
of fractions or the fundamental theorem of rational expressions. We will call it the
denominator-numerator rule because this name helps us remember what the rule is.
D E NOMINATOR-NUMERATOR RULE
a ae !:_ =1
= beca use (b, e =F O)
b be e
The denominator and the numerator of a fraction may be
multiplied by the same nonzero quantity without changing
the value of the fraction.
A three-step procedure can be used to add fractions whose denominators are different,
as we will show in the next two examples.
k be m
example 11 .1 Add: - + - - -
2a ax2 ax3
solutíon The least common multiple of the denominators of these fractions is 2ax 3. Thus, each new
denorninator will be 2ax 3.
-- + -- - --
2ax3 2ax 3 2ax 3
We see that the original denominator of the first fraction has been multiplied by x 3 . Thus, the
numerator k must also be multiplied by x 3 .
kx3
-- + -- - --
2ax3 2ax 3 2ax 3
The second denominator has been multiplied by 2x, so the numerator be must also be
multiplied by 2x.
kx 3 2xbe
-- + -- - --
2ax3 2ax 3 2ax 3
The multiplier in the last denorninator is 2, so we must also multiply m by 2.
kx 3 2xbe 2m
--+--
3 ---
3
2ax3 2ax 2ax
Now the denorninators are the same, so the numerators are added and their sum is recorded
over a single denorninator.
kx 3 + 2xbc - 2m
2ax 3
example 11 .2 Add: m - b + ~
k ak 2
solutíon The new denominators will be ak 2 .
--- - - +--
ak2 ak 2 ak 2
Next we multiply each original numerator by the same quantity used as a multiplier for its
denominator.
akm bak 2 ex
-- - -- + --
ak 2 ak 2 ak 2
As the last step, we record the sum of the numerators over a single denorninator.
akm - bak 2 + ex
ak 2
64 Algebra 2 Lesson 11
11.B
inscribed We remember that the measure of an are of a circle is the same as the measure of the central
angles angle whose radii intercept the are, as we have shown in the figure on the left.
An angle whose sides are inside the circle and whose vertex is on the circle is called an
inscribed angle. The measure of an inscribed angle equals half the measure of the
intercepted are. In the center figure we use the same 44 º are, but we have moved the vertex
to a point on the circle to form an inseribed angle. We note that the measure of the inscribed
angle is half the measure of the intereepted are. Any inscribed angle that intereepts an are of
44 ° will have a measure of 22°. In the figure on the right we have drawn three angles so that
each intercepts a 44º are. Each of these angles has a measure of 22°.
The endpoints of a diameter of a eircle interceptan are whose measure is 180°. Thus, any
inscribed angle that intercepts a diameter is a 90º angle, as we see in the following figures .
./
In a later lesson we will prove that the measure of an inscribed angle equals half the measure
of the intercepted are. For now we will content ourselves with an illustration that uses numbers.
We begin with the circle on the left. The inscribed angle is angle B, and the are is are AC.
B B
e
First we note that triangle ABO is an isosceles triangle, because two of the sides are radii.
Now, in the right-hand figure above we see that are AC equals 80º. This means that angle 1
must also be an 80º angle, as we show on the left below.
B B
problem set 11 65
This means that angle 3 must be a 100º angle, because 100º + 80° = 180°. Since the
angles marked 2 are equal, they must be 40º angles so that the three angles of the triangle
will add to 180º . Thus, LABC is a 40° angle, and 40° is half the measure of the 80º are AC.
example 11.3 Find x.
(7x + 40)º
solution The are opposite the 40º angle is an 80º are. The full measure of the circle is 360º, so we can write
'
5x + 7x + 40 + 80 = 360 360º in a circle
12x + 120 = 360 simplified
12x = 240 added -120 to both sides
X = 20 divided
practice Add:
m ak y i. _ k + 2mn
a. -+- --
4 b.
3b3 bz bz b ab 3
c. Find x and y.
problem set l. Thirteen percent of the people believed in lycanthropes. If 5220 did not believe in
9
11 r J lycanthropes, how many believed?
2. Find four consecutive even integers such that the product of - 2 and the sum of the first
6
r J and the fourth is 20 less than the opposite of the third.
3. The reco_mputed price was $5599. If this was 120 percent greater than the original
91
' price, b/ how much had the original price been increased?
4. Thirty percent of the people refused to work and just sat around. If 1400 people
9
r ! worked, how many just sat around?
S. If Peter picked 240 percent more plums than Roger picked, and if Peter picked 6800
9
r J plums, how many did both boys pick altogether?
6. Gilbreda listed four consecutive odd integers as she watched steam spew out. Her integers
(6)
were such that the product of -4 and the sum of the first and the fourth was 1Ogreater than
l Otimes the opposite of the third. What were the first four integers on her list?
66 Algebra 2 Lesson 11
7. The inscribed angle is 32°, as shown. 8. The sides of the square are 4 units
11 18
< J Find z. Then find y. Then find x. ! long. The area of the shaded region
Then findp. equals the area of the square minus
the areas of the three triangles. What
is the area of the shaded region?
9. The radios of the circle is ;r cm. The
8
<J base of the triangle is ;r cm ..The area
G
of the circle equals the area of the
triangle. What is the height of the
triangle?
,.
10. The perimeter of this figure is 36
7
< J meters. Find the length of the
segment 3x + 2.
3x - 2
Add:
k be m p 3a
11. -+- --- 12. --c+-
(11) ax x2 ax 3 ( 11) ak 4k
m2 _ 3p _ _5_
13.
( 11) p ex 4c 2 x
14. Find side x. 15. Find the distance between (-3 , -3)
{10)
o oJ and (5 , 2).
4~
X
16.
(8)
Graph (a) 4x + 3y - 6 = O and (b) x = -3 on the same coordinate system.
Solve:
1 1 1
17. 3- - 2-x = 3- 18. Ü.Ü3x - X + 2 = -0.91
(4) 2 3 4 (6)
19. 3x(2 - 3°) - 70 = -2x(3 - 7º) + 2
(4)
Expand:
0
20. -a -2 ( 3a 2 y- -2 Y ) 21. 2x yp( 3k _ 2yk)
(4) y ª2 (4 ) k yp p
Simplify:
2p2a-2ap0p4 xym 2m-4xm
22. 23.
(2) (2pa-2 )-3 ap 0 (2) (2x 2 y )-3 xy 0 x-3y
Simplify by adding like terms:
xp-3 3y- l 2x 3k 2 a 2 5a 0 k
24. - - - - - + - - 25. -3ka + - - - - -
(3) y x-1 P3 PPPY (3) ka a- 1
12 Equation of a Line 67
Evaluate:
3
26. -a - ax(a - x) 1ºf ' and x = -
a = --
(3J 2 2
27. -a2(b - a) if a = _.:_ and b = 1
(3J 2 2
Simplify:
28. -2(-3 - 2° - 2)(-2 + 5)(-2) 29. -------
(AJ (2J -2º -22 -2- 2
30. l-3º1 - l-2 - 31 + (-2°)(-2 - 5)
(AJ
LESSON 12 Equation of a Line
All first-degree equations in x and y, such as 2x + 3y - 6 = O, are called linear
equations, and the graph of all the ordered pairs of x and y that satisfy such an equation is a
straight line. There are an infinite number of ordered pairs of x and y that satisfy this
equation. Two of them are (-3, 4) and (3, 0). We have graphed these points and drawn the
line in the figure.
y
6
"-l 5
""
_ (-3, 4) '-...
"'
4
3
-........
!"'- ....
1 .... (3, O) -
-6 -5 - 4 -3 -2 -1 o
1
1 2 '"
3......... 5 6
X
2 '-........
3
4
5
6
If we write the equation 2x + 3y - 6 = O in the form
y=mx+b
called the slope-intercept form, we get
2
y = --x +2
3
The letter b in the general equation has been replaced with the number 2 in this equation. This
numberis the y-value ofthe equation when x equals zero, and on the graph is the y-coordinate
of the point where the line crosses the y-axis.
The letter m in the general equation has been replaced with the number in this equation. -f
This number is the ratio of the change in the y-coordinate to the change in the x-coordinate as we
' 68 Algebra 2 Lesson 12
move along the line from one point to another. If we move from (-3, 4) to (3, 0), y changes from
4 to O, a change of -4, and x changes from -3 to 3, a change of +6, so the slope is -4 over +6.
-4 ~
Slope = +6 = 3
The sign of the slope can be determined visually using a car traveling left to right as a
mnemonic device. If the car goes uphill, the slope is positive. If it goes downhill, the slope
is negative.
y y
Positive Negative
slopes slopes
'
V
'"
~
~
/ I\ r-.
/ ,....
X X
I/ ' i'\ '
~ ~ ll / 'I ~
... ~-
":;,...
~ .::::~
'\
y \ ~
~ .,... 1 1
'~
...- 1
W e can find the magnitude of the slope of a line by connecting two points on the line
with a horizontal segment anda vertical segment to forro a right triangle, as shown below.
The magnitude (absolute value) of the slope is the absolute value of the rise over the
absolute value of the run, or 4 over 6, which equals 2 over 3.
ISlopel = lml = Irise¡ = ~ = ~
run 6 3
y
6
1--....,_,
5
!"-..
4
·I' - ~
"-,... 3
.;, ~
-- a:
- Q) i'-...
(/)
"'-...,.._
-
Run 6 '- X
-6 -5 -4 -3 -2 -1 o 1 2 ""-..
' 5
6
1
2
3 """
4
5
6
Thus, the line y = -~ x + 2 graphed in this figure
3
l. has a negative slope
2. whose magnitude is ~
3
3. and has a y-intercept of +2
all of which can be verified by looking at the graph. Test your understanding by covering the
solution to the next problem until you have worked it. Remember that the equations of
vertical and horizontal lines are special cases. The equation of a vertical line has the
forro x = ±k, and the equation of a horizontal line has the forro y = ±k.
problem set 12 69 ·
example 12.1 Write the equations of lines (a), (b), and (e).
y
6
5 >-- ,....__
(e) ~¡......--~
4
(a) ~
¡......-- ~
~v
,...............- 2
1
X
-6 -5 -4 -2 -1 o 1 2 3 4 5 6
1
2
3- ,....__
(b)
5
6
so/utíon (a) Every point on this line is 3 units to the left of the y-axis. The equation is
X = -3
(b) Every point on this line is 4 units below the x-axis. The equation is
y = -4
(e) The y-intercept is +3 . The slope is positive and the rise over the run for any triangle
drawn is~- The equation is
1
y = -x + 3
3
practice Write the equations of lines (a) and (b).
y
6
5
4
3
-
K ........ (b)
2
1
.............
X
-6 -5 -4 -3 -2 ....... 1 2 3 4 5 6
-......º
.......
r-......
2 ........
........
3
"r-.......
4-
- (a)
problem set l. Forty percent of the vases were monochromatic, and the rest were variegated. If 2400
19
12' !vases were variegated, how many were monochromatic?
2. Find four consecutive integers such that twice the sum of the first, second, and fourth
16
! is 40 less than 3 times the opposite of the third.
3. For a given performance, 4± times as many tickets were sold as there were seats. lf
rsi 5100 tickets were sold, how many could be seated in the auditorium?
70 Algebra 2 Lesson 12
4. Wilbur thought of a number. He calculated that 2k of his number was equal to 1. What
5
r J was his number?
5. Five times the opposite of a number was increased by 25. This was exactly 90 greater
5
r J than 8 times the number. What was the number?
6. The little train had completed 30 percent of the journey. If 6300 miles still remained,
9
rJ what was the total length of the journey?
7. AB is a segment drawn along one 8. Find x and y.
(11)
OJ side of a triangle. If x = 140 and
y = 70, find z.
xº
A B
(7x - 20)º
9. The area of a 60º sector of a circle is 36n- cm2 . What is the diameter of the circle?
(2)
10. The measures of angles A, B, and C
~
(lJ are in the ratio 3:2:1. What are the
measures of the angles?
Add:
X C a 3b 2
11. m+-+-- 12.
(11) 2 c x b (11 ) b - --;? - abe
13. 1 + !!:_
( 11 ) b
14. Find side k. 15. Find the distance between (-2, 7)
(10)
ria¡ and (-8, -2).
5~
k
16. Graph (a) 3y + x - 9 = O and (b) x = 2 on a rectangular coordinate system.
( 8)
17. Find the equations of lines (a) and (b).
(12)
y
6
5
4
3
- 1
e-
--
- e-
-6-5-4 - 3 - 2-1
1
1 -- (a)
1
1 2 3 4 5 6
>--
X
,__ (b) _L3
14
1 15
1 16
Solve:
18. 8-1 + 21
- X = -8• 19. 0.001 + 0.02x - 0.1 = 0.002x
(4) 4 2 (6)
20. -3(-2 - 2ºx) - (-2) - 2(-2 - 3x) = -2(x + 4)
(4)
13.A substitution 71
Expand:
3 2 0 2 2
21. a- x( xxx- 3) 22. - x--(x2y -2x
x - -- y)
(4) y-3 y-2yy - (4) Y x4
Simplify:
x-2 ( 2 x-3 )y2y0 a 0ba 2a- 1a
23. 24.
(2) x-3 yx2y- 7 (2) (22b-2)- 3
Simplify by adding like terms:
a 3a 2y 0 x- 1 4x- 1 5a 2c 3 3
25. - - +-- 26. abe -
(3) x a aa-2 (3) ab- 1c 2 - a -lb-1 e -1
Evaluate:
27. a2(a 0 - ab) if a = _ _!_ and b = 1
(3) 2 4
28. x(x 2 - x 2y) iºf x = --1 an d y = -1
(3) 2 2
29. -ab(a - a2b - b) if a = 2 and b = -3
(3)
1
30. Simplify: -2º(-2º - 30 - l-21) - (-2)(-3) - - - - 32 - 3
rn 3~
LESSON 13 Substitution • Area of an Isosceles Triangle
13.A .
substitution In mathematics, equal quantities can always be substituted for one another. We identify
this property by calling it the substitution axiom. The substitution axiom is stated in
different ways by different authors. Three statements of this axiom that are frequently used
are given here.
SUBSTITUTION AXIOM
l. Changing the numeral by which a number is named in an expression does
not change the value of the expression.
"'- 2. For any numbers a and b, if a = b, then a and b may be substituted for
each other.
· 3. If a ·= b, then a may replace b or b may replace a in any statement without
changing the truth or falsity of the statement.
Definition 1 seems to apply only to individual expressions. Definition 2 is general
enough but not sufficiently specific. Definition 3 seems to apply only to stiltements and not
to individual expressions. We will use the following definition to state formally and exactly
the thought that if two expressions have equal value, it is permissible to use either expression.
SUBSTITUTION AXIOM
If two expressions a and b are of equal value, a = b,
/r
then a may replace b or b may replace a in another expression
without changing the value of the expression. Also, a may
replace b or b may replace a in any statement without
changing the truth or falsity of the statement. Also, a may
replace b or b may replace a in any equation or inequality
_ _)
without changing the solution set of the equation or inequality.
.. ~·
72 Algebra 2 Lesson 13
Thus, the substitution axiom applies to expressions, equations, and inequalities. We have
been using this axiom in evaluation problems when we have replaced the variables with numbers.
Now we will use the axiom to solve a system offirst-degree linear equations in two unknowns.
X = y+ 5
example 13.1 Use substitution to solve: { 3x + 2y = 5
solution W e will replace x in the lower equation with y + 5 and then solve for y.
3(y + 5) + 2y = 5 substituted
3y + 15 + 2y = 5 multiplied
5y = -10 simplified
y = -2 divided
Now we replace y with -2 in the top equation and find that x equals 3.
x = y + 5 top equation
x = (-2) + 5 substituted
X =3 simplified
Thus, the solution is the ordered pair (3, -2).
3x - y = 11
example 13.2 Use substitution to solve: { x + 3y = -11
2
so/ution We solve the top equation for y and get
y = 3x - 11
Then we substitute 3x - 11 for y in the bottom equation and solve.
2x + 3y = -11 bottom equation
2x + 3(3x - 11) = -11 substituted
2x + 9x - 33 = -11 multiplied
llx = 22 simplified
X= 2 divided
Now we replace x with 2 in the bottom equation and solve for y.
2(2) + 3y = -11 replacedx with 2
4 + 3y = -11 multiplied
3y = -15 simplified
y = -5 divided
Thus, our solution is (2, -5).
X+ y = 20
example 13.3 Use substitution to solve: { x + lOy = 150
5
solution We solve the top equation for x.
X + y = 20
Now we substitute 20 - y for x in the bottom equation.
---- X= 20 - y
5(20 - y) + lOy = 150 replaced x with 20 - y
100 - 5y + lOy = 150 multiplied
5y = 50 simplified
y = 10 divided by 5
Since x + y = 20,
X = 20 - 10 ---- X = 10
Thus, our solution is (10, 10).
practice 73
13.B
area of an When we bisect an angle, we divide the angle into two angles whose measures are equal.
isosceles When we bisect a line segment, we divide the line segment into two segments whose lengths
triangle are equal.
p
YL:_X T R s
Ray YZ bisects angle PYX by dividing it into two equal angles. Point R bisects segment TS
by dividing it into two equal segments.
We can find the altitude of an isosceles triangle by drawing a line segment that connects
the midpoint of the base to the opposite vertex. Because one end of the segment is the
midpoint of a side, the segment is called a median. The median to the base of an isosceles
triangle is also a perpendicular bisector of the base. The median also bisects the angle at
the opposite vertex.
example 13.4 Find the area of this triangle. Dimensions
are in centimeters.
solution Two sides have equal lengths, so the triangle is an isosceles triangle. First we connect the
midpoint of the base to the opposite vertex. This segment is the altitude of the triangle.
2 2
We can find the altitude H by using the Pythagorean theorem.
52 = H 2 + 22 Pythagorean theorem
25 = H2 + 4 multiplied
21 = H2 · added -4 to both sides
-fil = H square root of both sides
Now we can find the area of the triangle.
1 1 ~
Area = -BH = -(4) -fil = 2 .y 21 cm 2
2 2
X = y+ 7
practice a. Use substitution to solve: { 2x + 3y = 4
b. Find the area of this triangle. Dimen-
sions are in meters.
6 4
74 Algebra 2 Lesson 13
problem set l. Sixty percent of the boats had blue sails. If 300 boats did not have blue sails, how many
9
13 <J boats had blue sails? ·
2. Three sixteenths of all the citizens in Rome thought Caligula was sane. If 93,750
15
! citizens believed he was sane, how many citizens were there in Rome?
3. Find four consecutive even integers such that 3 times the sum of the first and the fourth
16
J is 14 greater than 5 times the third.
4. A number was increased by 14, and this sum was tripled. This result was 67 greater
15
! than twice the opposite of the number. What was the number?
5. Each side of the square is 4 units long.
IBJ Find the area of the shaded region.
4
6. Find x, y, and P.
(7)
(6x + 10)º
7. Use the Pythagorean theorem to find D
(/O)
~
AB. If AC = 12, find DC.
A B C
Solve by using substitution:
8. {X= y+ 1
9.
{3x - y = 22
(13) 3x + 2y = 8 (13) 2x + 3y = -11
10.
{x+y=20
11.
{X+ y = 20
(13) 5x + lOy = 200 (13) 25x + lOy = 395
Add:
2 ª2 k
12. 4+- 13. - + k +-
(//) a (1 /) k 4
2 m m
14. m +-+--
(1 /) p ap2
15. Find the distance between (-2, -2) and (4, -6).
(JO)
16.
(8)
Graph (a) y = -3 and (b) 2x - 3y = 9 on a rectangular coordinate system.
17. Find the equations oflines (a) and (b). y
(12)
6
1 1
5
4
3'- ~'-(a) o-
2
"' .... 1
X
-~ 1"- -1 1 2 3 4 6
(b)
"K
....
-3
~
14
's
La
I"
"
' .
14 Finding the Equation of a Line 75
Solve:
1 1 2
18. 3-x + 4- = 7- 19. 0.03 + 0.03x = 0.003
(4) 2 3 9 (6)
20. -3° - 32 - (-2x - 121) = 7x
(4)
Expand:
2 1 2 4
21. -x a(9a
- -- - -
2xa- ) 22. -2aºp( mp 2a- a)
(4 ) 3 x2 xa (4) -m- a-2 - p 2 m
Simplify:
xa 2 (x 0 a-2 ) 4 m2 px.x-4 (x-2 )2
23. 2 2 24.
121 (2x- )- (2) (3p - 2 ) - 2 xpx
't Simplify by adding like terms:
3x 2 a 3 2x amp- 1 3a 2 m 2 Spa
25. x a - -2 - + -1 ' 26. ---1- - +-
111 xa a- (3) m pa m2
Evaluate:
27. -x 3 - x2 - x(a - x) if x = __!_ and a =2
(3) 2
~ 28. a 2 - ax(x - ax) if x = - 3 and a = 4
(3)
Simplify:
29. - 1 - -2- - -1- - 2 o 30. 3o - 2(-2) - -2 - 4o - 3 1
1
(2) r3 -2-2 (-2 )-2 (A)
LESSON 14 Finding the Equation of a Line
The easiest equations to salve are first-degree equations and second-degree equations, and it
is fortunate that these are the equations most commonly encountered in everyday life and in
science courses. Cubic equations (third-degree) and quartic equations (fourth-degree), such as
3x 3 + 2x 2 - Sx + 6 =O and 7x4 + 2x + 6 =O
are much more difficult to salve. Happily, they seldom occur in real-life problems.
1
Linear equations in two unknowns are also easy equations to understand, and they are
useful equations that occur often. We will concentrate on mastering these equations to
prepare for chernistry, physics, and advanced courses in mathematics. To make our task
easier, we will use y to represent the dependent variable and x to represent the independent
variable. Also, we will always try to use the slope-intercept form of the equation.
y=mx+b
Other forms of this equation are often used, but we will avoid them until we master the
slope-intercept form.
We use the letter m to represent the slope and the letter b to represent the intercept.
When we are given the exact coordinates of two points on a line, we can find the exact
value of the slope and the exact value of the intercept.
76 Algebra 2 Lesson 14
example 14.1 Find the equation of the line that passes through (-3, 2) and (3, -3).
solution We will graph the line to find the slope.
6
5
" "'- ~-3, 2)-
4
~3
-6 -5 -4
"" "'
-2 -1 "
1
2 ~ 1 5 6
X
1" 1
5 1 1
2
" ~3, -3) -
4
5
6
6
"" " "'
We see that the line has a negative slope whose magnitude is %. Since the slope is-%, we
can write
5
y = --x + b
6
This slope is exact because we were given the exact coordinates of both points. Now we
can use this exact slope and the coordinates of one of the points to find the exact value
ofthe intercept. We can use (-3, 2) or (3 , -3) for x andy and solve algebraically for b. To
demonstrate that both sets of coordinates will yield the same value for b, we will do the
problem twice.
USING (-3, 2): USING (3, -3):
5 5
2 = --(-3) + b -3 = --(3) + b
6 6
12 = ~ +b --18 = -15
-+b
6 6 6 6
--3 = b --3 = b
6 6
--1 = b -~ =b
2 2
Note that either way we get a value of -i
for b. Also note the trick of writing 2 as 1l- and
writing -3 as - 1: to make finding the solution easier.
Now, since m = ~ and b = _ _!_, we can write the equation of the line as
6 2
5 1
y = --x - -
6 2
The slope is exact and the intercept is exact; thus, this equation is an exact equation, not
an estímate.
problem set 14 77
example 14.2 Find the equation of the line that passes through (-4, 7) and has a slope of -~.
5
solution This time we don't have to graph the points, since we are told that the slope is- %. Thus, we
can write
3
y :=: --x + b
. 5
Now we can find the exact intercept algebraically by using -4 for x and 7 for y in the
equation. Note in the third line how we write 7 as ?f
to make the equation easier to sol ve for b.
3
y= --x +b
5
3
7 = --(-4) + b
5
35 = 12 + b
5 5
23 =b
5
Thus, our equation is
3 23
y= --x + -
5 5
practice a. Find the equation of the line that passes through (-2, 4) and (3, -1).
b. Find the equation of the line that passes through (-3 , 6) and has a slope of -% .
problem set l. When the piper increased his volume, the number of the rats increased 160 percent. If he
9
14 r J ended up with 6578 rats, how many rats did he have before the volume was increased?
2. To pass the time at Loch Leven, Mary counted sheep. One day she counted 250 percent
9
rJ more than ever before. If the highest previous total had been 4900, how many sheep
did she count this time?
3. The number was doubled and then the product was increased by 7. This sum was
5
rJ multiplied by-3, and the result was 9 greater than 3 times the opposite of the number.
What was the number?
4. Find three consecutive odd integers such that 4 times the sum of the last two is 2 greater
róJ than 10 times the first.
Solve by using substitution:
3x - 3y = 21 4x - y = 22
5. { 2x - y = 12 6.
(13J 03J { 2x + 3y = 4
X+ y = 28 X+ y = 22
7. { 5x + lOy = 230 8. { lOOx + 25y = 2050
(13! 03!
Add:
2
X + .::.___ _ 3x m + 4 e
9. 10. 11. 4 + - - cxy
(1 /) y cy2 (JI) X (1 /) X
78 Algebra 2 Lesson 14
12. Find the area of this isosceles triangle. B
113
! Dimensions are in centimeters.
4 e
A
13. Find the distance between (-3, 2) and (5, 2).
(10)
14. Graph (a) x = -4 and (b) 3y + 2x = 6 on a rectangular coordinate system.
(8)
15. Find the equations oflines (a) and (o). y
(12)
6
y
5A
/
3 (a)
/ 1 1
2
V 1
1
/ 1 1
X
-6-5-4-3-2 -1 123456
1 L2
-- (b) - r3
15
L6
16. Find the equation of the line that passes through (-3, 4) and (3, -2).
(14)
17. Find the equation of the line that passes through (-4, 6) and has a slope of _l.
~ 4
18. In this figure x equals 134. Find A. 19. One central angle is 150º, as shown.
(11)
OJ Then find B and C. Find A and B. Then find C.
Then findD.
""xºVCº/
o{
Solve:
1 3 1
20.
(4)
2-x - -
.4 5
= -1-
20
21. 0.005x - 0.05
(6)
= 0.5
22. -2º - 3 2 = -2(x - 3°) - 4(2x - 5)
(4)
-r-x(9y 2
x - -3x)
0 (-2x)-2 xy oY 2 (x)-2
23. Expand: - -- 24. Simplify: (x2y)-2 xyxy 2
(4) y -x y (2)
25. Expand:
~
mp (m- p-
2 1 2 - 4
p2
m)
3 7 2 -1 -1 8m- 1x-l
26. Simplify by adding like terms: - xy + x x m
m m y -2 -1
X y
Evaluate:
27. X2 - y - Xy 2 if x = _.!. and y =
(3 ) 3 2
2
28. a x - a(xa - a) if a = -1 and x = - 3
(3)
15 Elimination 79
Simplify:
29. -5 º(-2 - 3º) - 22 - -1-
(2) (-2)-2
30. 5 - l-2 - 31 - 40 - 21-2º1 - 3
(A)
LESSON 15 Elimination
The addition rule for equations tells us that the same quantity can be added to both sides of
an equation without changing the solution to the equation. If we look at the equation
X+ 2 = 7
we know that the solution is 5. We can use the addition rule to get this solution if we add
-2 to both sides.
X+ 2 = 7
-2 = -2
X = 5
We can use a similar process to help us sol ve systems of equations. If we have the system of
equations
2x +y = 11
{ 3x - 2y = 6
we can eliminate the variable y if we multiply the top equation by 2 and add the equations.
Since we eliminate one variable by adding, this method is called the elimination method. It
is also called the addition method or the line·a r combination method.
2x + y = 11 --- (2)t --- 4x + 2y = 22
3x - 2y = 6 --- (1) - - - 3x - 2y = 6
1x · = 28
X= 4
To use the addition method, we had to assume that 3x - 2y equaled 6. Since we made this
assumption, we can say that we were adding equal quantities to both sides of the top equation.
Now we will use 4 for x in the bottom equation and solve for y.
3(4) - 2y =6 --- 12 - 2y =6 --- 6 = 2y --- y =3
Since we made an assumption, we must check the values x =4 and y =3 in both of the
original equations.
TOP EQUATION BOTIOM EQUATION
2x+y= 11 3x - 2y = 6
2(4) + (3) = 11 3(4) - 2(3) = 6
8 + 3 =· 11 12 - 6 = 6
11 = 11 Check 6 = 6 Check
tThe notation - - - (2) - - - has no mathematical meaning. In this book we use this notation
to help us remember the number by which we ~ave multiplied.
,~-
80 Algebra 2 Lesson 15
3x + 2y = 23
example 15.1 Use elimination to solve: { -2x + 3y = 2
solution We decide to eliminare the x-terms so we will multiply the top equation by 2 and the bottom
equation by 3. Then we add the equations.
3x + 2y = 23 --- (2) --- 6x + 4y = 46
-2x + 3y = 2 --- (3) --- -6x + 9y = 6
l3y = 52
y= 4
Now we replace y with 4 in the top equation and solve for x.
3x + 2(4) = 23 --- 3x + 8 = 23 --- 3x = 15 --- x =S
Thus, our solution is the ordered pair (5, 4). Now to check:
TOP EQUATION BOTTOM EQUATION
3x + 2y = 23 -2x + 3y = 2
3(5) + 2(4) = 23 -2(5) + 3(4) = 2
15 + 8 = 23 -10 + 12 = 2
23 = 23 Check 2 = 2 Check
i
4x + 3y = 17
practice Use elimination to solve:
{ -3x + 4y = 6
problem set l. Twenty percent of those interviewed were students. If in his lifetime the announcer
9
15 r J interviewed 1400 students, how many people did he interview in all?
2. Sandra slammed everything she could reach. If she saw 1000 and slammed 200, what
19
\
! percent of what she saw did she slam?
3. The pharmacist calculated the correct number. She took 5 times the opposite of a
5
r J number and added it to - 7. If the result was 35 less than twice the correct number, what
was the correct number?
4. Find three consecutive integers such that -4 times the sum of the first and the third is
(óJ 12 greater than the product of7 and the opposite ofthe second.
Use elimination to solve:
3x +y = 11 3x + 4y = 20
5. { 3x - 2 y = 2 6. { -4x + 3y = 15
05J 05!
Use substitution to solve:
3x +y = 16 X+ 3y = -9
7. { 2x - 3 y = -4 8. { 5x - 2y = 23
01¡ 0 1¡
Add:
c2
9. y+~
2 - mx
-- 10. 4 _ 3a 11. e+ - + ac 2
(1 1)
ª 3y2
( ll ) -
X (ll ) X
12. Find side m .
( JO)
~ m
13. Find the distance between (-4, 2) and (3, -4).
(10)
14. Graph (a) y = -3 and (b) 3x - 4y = 8 on a rectangular coordinate system.
(8)
problem set 15 81
15. Find the equations of lines (a) and (b ). y
(12)
6
1
5
4-
3- : (a) --
--
I' 1
2
~ 1
1
' 1
X
- 6-5-4-3-2 1 2 3 4 5 6
12 1'..
L! _ (b) :::::!>-.-
Ls
Ls
16. Find the equation ofthe line through (-2, -2) and (4, 3).
(14) •
17.
(14)
Find the equation of the line through (-2, 5) that has a slope of _.!...
7
18. In this figure x equals 134. Find A. yº
(1)
Then find B and C. Then find k and y.
19. One central angle is 140°, as shown.
0
n FindA and B. Then find C. Then find D.
20. W e know that P equals one half of 9x - 17, because P is the measure of an inscribed
rJJ¡ angle and 9x - 17 is the measure of the intercepted are. Also, P equals 3x + 2
because vertical angles are equal. Find x. Then find P.
(3x + 2)°
21. Expand: -3x-ly2 (-px1 3x2y)
(4) p ; - p-3
Sol ve:
2 4 3
22. 3-x - - = 7- 23. 0.07x - 0.02 = 0.4
14! 5 5 10 (6)
24.
(4)
-3x(-2 - 3°) = - 2º(-x - 3x 0 )
82 Algebra 2 Lesson 16
. x2y-2xo(y-1)
25. Simphfy: 2 2 ( 0)2
(2) X y X
8 2 2 2 2
26! !· Simplify by adding like terms·• X-2 YY2 + - 5m x-
3y- - -~-
3 m x m-2 X -2 y
Evaluate:
27. axy - a 2x _if a = __!_, x = 3, and y =
(3) 2 3
28. a0 (a 0x - ax) if a = -2 and x = -3
(3)
Simplify:
29. -2º(2º - 32 ) - [-2 - 3 - (-2)] 30. 3o - -3+ 2 - 5 o
- (A ) (2) r2
LESSON 16 Multiplication of Polynomials •
Division of Polynomials
16.A
multiplication When algebraic expressions are multiplied, each term of one expression is multiplied by
of polynomials every term of the other expression. Then, like terms in the product are added. Sorne people
prefer to use a vertical format, while others prefer a horizontal format. Neither format is more
,J
correct than the other, and many people use both formats, sometimes using one and
sometimes using the other. The format is not important-the procedure is important. The
simplest kind of algebraic expression is a polynomial, so we will demonstrate by multiplying
polynomials.
example 16.1 Multiply: (2x + 2)(3x 2 - 5x + 2)
solution W e decide to use the vertical format. People tend to put the longer expression on the top; but
this time, just to be different, we will put the longer expression on the bottom.
2x + 2
3x 2 - 5x + 2
6x 3 + 6x 2
- l0x 2 - lOx
+ 4x + 4
6x 3 - 4x 2 - 6x + 4
example 16.2 Multiply: (3x 2 - 2x - 2)(x - 2)
solution We will use the h orizontal format this time. Either expression can be first. We decide to use
the same order as given in the problem.
(3x 2 - 2x - 2)(x - 2) = 3x 3 - 6x 2 - 2x 2 + 4x - 2x + 4 '
= 3x 3 - 8x 2 + 2x + 4
16.B division of polynomials 83
16.B
division of When we divide polynomials, we use a procedure that is very similar to the one used for long
polynomials division with real numbers. To review this algorithm, we will divide 49 by 12.
4
12)49 so 49 = 4_!_
48 12 12
1
Note that the fraction is formed by writing the remainder over the divisor.
example 16.3 Divide 2 + 5x - 2x 2 + 5x 3 by -4 + x.
solution It is customary to begin by writing both expressions in descending powers of the variable. This step
is not absolutely necessary, but it helps to keep like terms below each other when doing the division.
5x 2 + 18x + 77
3
x - 4)5x - 2x 2 + 5x + 2
5x 3 - 20x 2
Now we mentally change the signs of 5x 3 - 20x 2 to -5x 3 + 20x 2 and add.
5x 2 + 18x + 77
x - 4) 5x 3 - 2x 2 + 5x + 2
5x 3 - 20x 2
18x 2 + 5x changed signs and added
18x 2 - 72x
77x + 2 changed signs and added
77x - 308
310 changed signs and added
3 2
5x - 2x + 5x + 2 2 310
Th US , = 5X + 18 X + 77 + - - .
x-4 x-4
W e can check our division by writing the first three terms with denorninators of x - 4 and adding.
5x 2 (x - 4) 18x(x - 4) 77(x - 4) 310
----+ + +--
x-4 x-4 x-4 x-4
5x 3 - 20x 2 + 18x 2 - 72x + 77x - 308 + 310
=
x-4
5x 3 - 2x 2 + 5x + 2
= Check
X - 4
example 16.4 Divide -6 + x 3 by -2 + x.
solution Again we rewrite each expression in descending powers of the variable. Also, we insert Ox 2
and Ox into the cubic expression to help us keep the proper spacing.
x 2 + 2x + 4
x - 2)x + Ox 2 + Ox - 6
3
x3 _ 2x2
2x 2 + Ox
2x 2 - 4x
4x - 6
4x - 8
2
3
Thus, x - 6 X 2 + 2x. + 4 + - 2- .
X - 2 X - 2
84 Algebra 2 Lesson 16
We will check our work by adding:
x (X -
2 - -2+
) x
2 - - 2+
) 4( -(X -
X --2+
) -2-
x-2 x-2 x-2 x-2
x3 - 2x 2 + 2x 2 - 4x + 4x - 8 + 2 x3 - 6
= Check
X - 2 x-2
practice Divide 3 + 7x - 3x 2 + 4x 3 by -3 + x.
problem set l. Two and one seventh times the acceptable number had crawled into the space
5
16 <! provided. If 900 had crawled in, what was the acceptable number?
2. When the smoke cleared, only 0.016 of the microbes had disassociated. If 420,000
6
<J microbes were in the vial, how many had disassociated?
3. Only 14 percent of the reception guests were uninvited. If 903 of those present had
9
<! been invited, how many guests attended the reception?
4. Of the angry crowd, 40 percent had been mollified, and now it was necessary to placate
9
<! the rest. If 8600 had been mollified, how many had to be placated?
Use elimination to solve:
4x - 3y = -1 7x - 2y = 13
5. { 2x + 5y = 19 6. { 4x + 7y = 40
(J5J (15J
Use substitution to solve:
3x +y = 2 X - 3y = 4
7. { 2x - 5y = 7 8. {
(I3J (I3J 4x - 7y = 16
9. Multiply: (2x + 3)(2x 2 - 4x + 3)
(16)
Divide and check:
10. 2 + 4x - 2x 2 + 4x 3 by -3 + x 11. -8 + x 3 by -4 + X
(16) (16)
Add:
a 4 3
12. 2 + 2x2 13. - + c - -2-
(11) (11) cx 4c x
14. Find the area of this equilateral (also B
<13! .
isosce1es ) tnang
. 1e. n·imens10ns
. are
15.
(JO)
in inches.
Find the distance between (-3, -5) and (-1, 2).
A
De 2
16. Graph (a) x = -2 ..!. and (b) x - 3y = 6 on a rectangular coordinate system.
(8) 2
17. Find the equations oflines (a) and (b). y
(12)
6
5
"1-...
-- (b) ....... ~
1
2 -
1
1 ~ ......
X
-6-5-4 - 3-2-1 1 2 3 4 5 6
T2 1
13
1
-- (a) --
1
Ls
1
Ls
problem set 16 85
18. Find the equation ofthe line through (-2, -4) and (5, -6).
(14)
19. Find the equation of the line that passes through (-4, 1) and has a slope of l.
~ 5
20. The area of the small circle is n cm2 . 21. One angle in the isosceles triangle is
2
<> Find the radius of the small circle. rn¡ a 30° angle, as shown. Find A. Then
Then find the radius of the large find B. Then find C. Then find D.
circle. Then find the area of the
large circle.
Solve:
1 1 3
22. 3-x - - = 3- 23. 0.05m - 0.05 = 0.5
(4! 2 5 20 (6)
24. -4(-x - 2) - 3(-2 - 4) = -4°(x - 2)
(4)
25. Expand: 3-2 x -2 Y ( 18x 2z _ 3xyz 2)
(4)
Z Y X
r2 xº ( -2 4)-3
26. Simplify: x Y /
(2) x.xy2 yo (y3)-4
3 2 2x 2 7xxyx 2
27. Simplify by adding like terms: x xxy _ --- ·
(3) y-4 (x-1)2 y-5 (y-2)2
28.
(3)
Evaluate: p 2 - xp - x(p - x) if x = -2 and p = 2
Simplify:
29. -2º(-2 - 3) - (-2)º - 2[-1 - (-3 - 7) - 2(-5 + 3)]
(A)
30. 2o - -27 - 31 - 3o - -3 o - 2 1 - (-3)
1
(A) 32
\
..
f
-
86 Algebra 2 Lesson 17
LESSQN 17 Subscripted Variables • Angle Relationships
17.A
subscripted In first-degree equations in two unknowns, we often use the letter x to represent the
variables independent variable and the letter y to represent the dependent variable. Thus, if we are
given the linear equation
2x + 3y = 6
and are asked to graph the equation, we would first solve the equation for y and get
2
y = --x + 2
3
This is the familiar slope-intercept form of the equation, and we can now graph the equation
by choosing values for x (the independent variable) and seeing which values of y (the
dependent variable) the equation pairs with the chosen values of x. When we graph an
equation, we always use the horizontal number line for x and the vertical number line for y.
Thus, the graph of the equation is as follows:
y
6
"""' .... ":--..._ 5
4
f".... ...
' ~
1: 1: 1-66 1~2 1
1 """' .... " r--....
X
-6 -5 -4 -3 -2 -1 o 1 2 3"-... 5 6
1
2
", V
3
4
5
6
We now note that the intercept is +2 and that the sign ofthe slope is negative. Ifwe visualize
a triangle, we see that the slope is -~ .
When we work word problems, the use of x and y as variables is often not helpful ,
because it is difficult to remember what these letters represent. lf we use subscripted
variables, however, there is no difficulty in recognizing the variable. The large letter gives
the general description, and the smaller letter supplies more specific information. To use
subscripted variables to say that the sum of the number of nickels and the number of dimes -
was 40, we could write
NN + ND = 40
Here NN means number of nickels and ND means number of dimes.
NN + ND = 40
example 17 .1 Solve the system:
{ 5NN + lOND = 250
solution We decide to use elimination, and we multiply the top equation by -5 and then add.
NN + N 0 = 40 -- (-5) -- -5NN - 5N0 = -200
5NN + 10N0 = 250
5N0 = 50
ND = 10
Now since NN + N D = 40, NN must equal 30.
practice
~
example 17.2 Sol ve the following system of equations:
87
RMTM + RwTw = 260 RM = 40 Rw = 60 TM+ Tw= 5
solution These equations come from a word problem in which a person walked part of a distance and
rode a motorcycle the rest of the distance. Thus, RM and TM stand for the rate of the
motorcycle and the time of the motorcycle, and Rw and T w stand for the rate walking and
the time walking. To solve, we substitute 40 for RM and 60 for Rw and get
40TM + 60Tw = 260 substituted
Now we rearrange the last equation.
TM+Tw=5 -- TM=5-Tw rearranged last equation
Next we substitute 5 - T w for TM and then solve.
40(5 - Tw) + 60Tw = 260 substituted
200 - 40 T w + 6ÓTw = 260 multiplied
20Tw = 60 simplified
Tw 3 = divided 1
Now since TM + T w = 5, we conclude that TM = 2.
17.B
angle W e can devise problems about angle relationships that !et us practice the solutions of two
relationships equations in two unknowns.
example 17 .3 Find x and y. (7x - 2y)º/ 50º
solution We see that one small angle is a 50º angle.
Thus, all small angles are 50° angles, and all
large angles are 130° angles. W e see (5x - 10y)°
that 7x - 2y is a large angle and
that 5x - 1Oy is a small angle. This gives
us two equations.
(a) 7x - 2y = 130
(b) 5x - IOy = 50
To solve, we will multiply equation (a) by -5 and add the equations.
(a) 7x - 2y = 130 -- (-5) - - -35x + lOy = -650
(b) 5x - IOy = 50 -- (1) -- 5x - lOy = 50
-30x = -600
X = 20
Now we use equation (a) to solve for y.
7x - 2y = 130 equation (a)
7(20) - 2y = 130 used 20 for x
140 - 2y = 130 multiplied
-2y -10
= simplified
y= 5 sol ved
NN + N 0 = 60
practice a. Solve the system:
{ 5NN + ION = 310
0
b. Solve the following system of equations:
RMTM + RwTw = 380 RM = 50 Rw = 70 TM+Tw=5
c. Find x and y.
88 Algebra 2 Lesson 17
problem set l. Only ~ of the students doubted. If 600 students were nondoubters, how many students
51
17 r were t4ere in al!?
2. Only É of the teachers believed. If 210 teachers believed, how many teachers
51
r were there?
3. The number of skeptics increased 260 percent ovemight. If 400 were skeptical at
( 9)
sunset, h ow man y were skept1ca
. l at sunnse.
. ?
4. Find three consecutive integers such that 7 times the sum of the last two is 109 greater
~ .
than 1O times the first.
NN + ND = 150
5. Use elimination to solve:
r15¡ { 5NN + lOND = 450
NP + ND = 50
6. Use substitution to solve:
0 3! { NP + lOND = 140
7. Multiply: (2x + 3)(2x 2 + 2x + 2)
(1 6)
8. Divide 3x 3 - 2 by x + l and then check.
(1 6)
Solve foral! variables:
(~) RMTM + RwTw = 250, RM = 50, Rw = 80, TM + Tw =5
~~i RETE= RwTw , RE= 200, Rw = 250, 9 - TE= Tw
~,~j RMTM = RRTR, RM = 8, RR = 2, 5 - TM = TR
Add:
12. 4x + 3x 13.
2x
- - - ex+ - -
y
7x 2 y •
(1 1) a ( 11 ) np2
14. Find the area of this triangle.
~
3
ri i Dimensions are in meters .
12
15. Find the distance between (2, 4) and (6, -2).
(1 0)
16.
(8)
Graph: (a) y = -3 (b) 3x - 5y = 10
17. Find the equations oflines (a) and (b). y
(12)
6
1\
5
4
- (a) '.\¡ - 3
1\ 2
1
\ 1 2 3 5 6
X
-6-5 - 4 -3-2
2 1
L3 -\ ~ (b) - -
L4
1 1\
I! \1
18. Find the equation ofthe line through (4, 2) and (6, -3).
(12)
2
19. Find the equation of the line through (-3 , 5) that has a slope of - - .
~ 7
18.A ratio word problems 89
20. Solve for x, y, and z.
(17)
21. The radius of a right circular cylinder is 5 cm, and the volume of the cylinder is
3
<BJ 2457r cm . What is the length of the cylinder?
Solve:
1 1 7
22. 2-x - 3- 23. 0.003 - 0.03 + 0.3x = 3.3
(4) 5 4 20 (6)
24.
(4)
3°(2x - 5) + (-x - 5) = -3(x 0 - 2)
0 2 2 4 2 3 0 2
25. Expand.. x y- x(x
-
y - -
3x -y- ) 26. . . .
S1mphfy. r x (x )
<4! X 3y m m-2 12! X- 3 xy-3 y
3 4 4 7 -2
27.
(3)
Simplify by adding like terms: x~ -
y-
_!__/---
X y
+~
X"J-
28. Evaluate: xy - x(x - yº) if x = 2 and y =
(3) 2
,J
Simplify:
29. -(-3 - 2) + 4(-2) + _.- - (-2)- 3
(2) -2-3
~. 30. -1-2 - 71 - l-2 - 41 - 31-2 + 71
(A)
LESSON 18 Ratio Word Problems • Similar Triangles
18.A
ratio word A ratio is a comparison of two numbers that can be written as a fraction. If we write the
problems fraction
3
4
we say that we have written the ratio of 3 to 4. A11 of the fo11owing ratios designate the same
number and thus are equal ratios.
3 6 300 15 27 111
4 8 400 20 36 148
An equation or other statement that indicates that two ratios are equal is called a proportion.
Thus, we say that
3 15
- = -
4 20
90 Algebra 2 Lesson 18
is a proportion. W e note that cross products of equal ratios are equal, as we show in the
following example.
x4x15 4 X 15 = 3 X 20
60 = 60 True
3 X 20
We can solve proportions that contain an unknown by setting the cross products
equal and then dividing to complete the solution. To solve
4 5
- = -
3 k
we first set the cross products equal and get
4k = 15
We finish by dividing by 4.
4k
4
15
4 ---- k = ~
4
When we set the cross products equal, we say that we have cross multiplied.
In sorne ratio word problems the word ratio is used, but in other ratio word problems
the word ratio is not used, and it is necessary to realize that a constant ratio is implied.
example 18.1 The ratio of Arabians to mixed breeds in the herd was 2 to 17. Ifthere were 380 horses in the
herd, how many were Arabians?
solutíon We are given 2 Arabians and 17 mixed breeds for a total of 19. Thus, we can write
2 Arabians
17 mixed breeds
19 total
Now by looking at what we have written, we see that three proportions are indicated.
2 ~ (b) I_ _ A .!2_ = M
(a) U= M 19 - T
(c)
19 T
We are given a total of 380 and asked for the number of Arabians, so we will use proportion
(b) and replace T with 380 and solve.
2
19
A
380 ---- 2 · 380 = 19A ___. 760 = 19A ___. A = 40
example 18.2 lt took 600 kilograms (kg) of sulfur to make 3000 kg of the new compound. How many
kilograms of other materials would be required to make 4000 kg of the new compound?
so/utíon This wording is typical of real-world ratio problems. The word ratio is not used in the
statement of the problem, but the statement implies that the ratio of kilograms of sulfur to
kilograms of the compound is constant. We will call the other component NS for "not sulfur."
If 600 kg was sulfur, then 2400 kg must have been "not sulfur."
600 =s
2400 =NS
3000 = T
Thus, the three implied equations are:
600 s 600 s 2400 NS
(a) 2400 NS (b) 3000 T (e) 3000 T
18.B similar triangles 91
Since we are given 4000 kg of the compound and are asked for the amount of "not sulfur,"
we will use equation (c).
2400
3000
NS
4000 ---- (2400)(4000) = 3000NS ---- 3200 kg = NS
18.B
similar lf two triangles have the same angles, the triangles have the same shape, and they look alike.
triangles W e say that triangles that have the same angles are similar triangles.
~
~~
2S
~
7 14 35
3
(a) (b) (e)
Triangles (a), (b), and (c) look alike, but they are not the same size. They look alike because
the angles in each triangle are equal angles, as indicated by the tick marks. The sides opposite
equal angles in similar triangles are called corresponding sides. The ratios of the lengths of
corresponding sides in similar triangles are equal. This implies that corresponding sides in
similar triangles are related by a number called the scale factor. The scale factor going from
triangle (a) to triangle (b) is 2 because each side ín triangle (b) is twice as long as the
corresponding side in triangle (a). Going from triangle (b) to triangle (a), we find that the
scale factor is t because each side in triangle (a) is half as long as the corresponding side in
triangle (b). The scale factor between triangles (a) and (c) is f because each side in triangle
(c) is f times the length of the corresponding side in triangle (a). Of course, if we go from
triangle (c) to triangle (a), \he ssale factor is t·
example 18.3 The tick marks tell us that · these two
triangles are similar. Find the s~ale factor
and then find x and y.
3~
5 X
(a) (b)
solution The side whose length is 4 in (a) and the side whose length is 3 in (b) are corresponding sides
because they are opposite equal angles. We use these two sides to find the scale factor. Four times
the scale factor equals 3. The arrow above SF shows this is the scale factor from left to right.
4Sf = 3 equation
Si= l divided
4
Now we find x by using the left-to-right scale factor.
5(~J = X equation
15
4 =X multiplied
We can use the same procedure to solve for y.
1(1J
4 =y equation
21
4 =y multiplied
92 Algebra 2 Lesson 18
practice a. The ratio of malefactors to good guys was 3 to 11 . If 350 individuals were
investigated, how many were malefactors?
b. It took 800 kilograms of sulfur to make 4000 kilograms of the new compound. How
many kilograms of other materials would be required to make 5000 kilograms of the
new compound?
c. Find a and b.
fi 6 b
problem set l. The ratio of Arabians to mixed breeds in the herd was 2 to 19. lfthere were 420 horses
18 (I BJ in the herd, how many were Arabians?
2. It took 500 kg of sulfur to make 3000 kg of new compound. How many kilograms of
8
(/ ) other materials. would be required to make 6000 kg of the new compound?
3. The law of the land displeased 27 percent of the natives. If 54,000 natives were
9
r J displeased, how many natives were there?
4. The percentage of nonagenarians in the population was only 0.004 percent. If there
19
! were 40 nonagenarians in the village, what 'was the total population?
ND + NQ = 200
5. Use elimination to solve:
(15) { lOND + 25NQ = 2750
NP + N 0 = 30
6. Use substitution to solve:
(1 3) { NP + 10N = 291
0
7. Multiply: (2x + 4)(3x 2 - 2x - 10)
(1 6)
8. Divide 5x 3 - 1 by x - 2 and check.
(1 6)
Solve for all unknown variables:
rG RFTF = RsTs, Ts = 6, TF = 5, RF - 16 = Rs
~~j RMTM = RRTR, RM = 8, RR = 2, TR = 5 - TM
~Ai RGTG + RBTB = 100, Re= 4, RB = 10, T8 = Te+ 3
Add:
3x 7c
12. 7xyz + 13. - - - e+ - -
( // )
x yz ( // ) y xy3
14. Use the Pythagorean theorem as
~
3
0 ! . d to f'm d the area of th'1s
reqmre
isosceles triangle. Dimensions are in
centimeters.
10
15. Find the distance between (-3 , 5) and (4, - 2).
(10)
16. Graph: (a) y = 2 (b) y = 2x
(8)
problem set 18 93
17. Find the equations oflines (a) and (b). y
(12)
6
1\ 5
\ 4
1 3
->- ..... (b) \
1
X
-6-5 - 4-3 - 2-1 123456
12 \
[
\ - (a) .,_,.+
5
\
!_6
18. Find the equation ofthe line through (-3 , 5) and (4, -2).
(14)
19. Find the equation of the line that has a slope of ~ and passes through (4, -2).
~ 3
20. Find a and b.
(1 8)
9 a
~
5 b
21. Find x and P. Remember that the
(II J measure of the are is twice the
measure of the inscribed angle.
22. Two fences in a field meet at 120º. A
(BJ cow is tethered at their intersection
1
with a 15-foot rope, as shown in the \
figure. Over how many square feet \
may the cow graze? ''
' ....
· Solve:
1 1
23. 4-x - 2- = -~5
(4 ) 6 12 24
24. -2[(x - 2) - 4x - 3]
(4 )
= -(-4
- 2x)
0 2
. 3x y - ( 2xyz-I y2 )
25. Expand. - - -
(4 ) z2 P (3x)-2
. . aºxy2(a2)-2(xy-2)2
26. S1mphfy: _
(2) ax 0 (y 2 ) 2
s·1mp1n y byadd.mg rk -2x2 sy-2 Pº 7xxy
27.
(3)
1 eterms: -2- - ~
y X +;
28.
(3)
Evaluate: ax - a(a - x) if a =
2
and x = ¡1
Simplify:
1 3
29.
(A)
-21-2 - SI + (-3)1-2(-2) - 31 + 7 30.
(2)
---+--
(-2)-3 -r2
94 Algebra 2 Lesson 19
LESSON 19 Value Word Problems • AA Means AAA
19.A
value word Value word problems are a genre of problems in which one or more statements in the
problems problem are about the value of items. The total value of one kind is the value of one ítem
times the number of items of that kind. For example, every nickel has a value of 5 cents; thus,
N N nickels would have a value of 5NN cents. In a like manner, the total value of N D dimes
would be 1OND cents. W e will begin value problems with problems that contain two
statements of equality that lead to two equations in two unknowns. Either substitution or
elimination can be used to solve these equations.
example 19.1 Karamagu had 50 nickels and dimes whose value was $4. How many of each kind of coin
did he have?
solution If we use dollars as the basic value in the problem, we get the two equations
NN + ND = 50
0.05NN + 0.lND = 4
We can avoid the decimal fractions at the outset if we use pennies as our basic value in the
second equation. If we do this, our equations are
NN + ND = 50
5NN + lOND = 400
We will solve the top equation for NN and substitute (50 - ND) for NN in the second
equation.
5(50 - ND) + lOND = 400 substituted (50 - ND) for NN
250 - 5ND + lOND = 400 multiplied
250 + 5ND = 400 simplified
5ND = 150 added -250 to both sides
ND = 30 divided
Since NN + ND = 50, it follows that N N = 20.
example 19.2 The fishmonger sold codfish for 6 pence each and mussels for 1 pence each. IfHarriet bought
a total of 26 items and spent 86 pence, how many codfish did she buy?
solution The two equations are
Ne+ NM = 26
6Nc + lNM = 86
We will use elimination. We will multiply the top equation by-1 and then add the equations.
-Ne - NM = -26
6Nc + NM = 86
5Nc = 60
Ne= 12
Thus NM = 26 - 12 = 14.
19.B
AA means When two angles in one triangle have the same measures as two angles in another triangle,
AAA the third angles are equal. A shorthand version of this statement is AA - - AAA. This is
19.B AA means AAA 95
easy to prove using substitution and the fact that if two things equal the same thing, they are
equal to each other. This is the sixth postulate of Euclid and will be discussed in Lesson 30.
Consider these triangles.
B E
A~C D~F
The tick marks show us that two angles in the left-hand triangle are equal to two angles in
the right-hand triangle. Sorne authors say that this equality gives the third angles no choice
but to be equal. They call this the no-choice theorem. We will do a simple three-step proof.
The sum of the measures of the angles in both triangles is 180°.
LA + LB + LC = 180º and LD + LE + LF = 180º
Now we solve the equation on the left for angle C and the equation on the right for angle F.
LC = 180º - LA - LB and LF = 180º - LD - LE
In the left-hand equation, we will replace LA with its equivalent, which is LD, and replace
LB with its equivalent, which is angle E.
LC = 180º - LD - LE and LF = 180º - LD - LE
Since angle C and angle F both equal the same sum, these two angles must be equal.
LC = LF
example 19.3 Find x and y.
so/ution Two angles in the triangle on the left equal two angles in the triangle on the right, so the third
angles are equal and the triangles are similar. To find the scale factor from left to right, we
will use the sides opposite the angles with one tick mark.
4SF = 6 equation
s¡ 3
divided
2
The sides marked 7 and y are corresponding sides because they are opposite angles with two
tick marks. To find y, we multiply 7 by the left-to-right scale factor.
1[IJ 2 =y
21
2 =y
The sides marked x and 5 are corresponding sides because they are opposite the angles with
no tick marks. To find x, we multiply 5 by the scale factor.
s[%J =X
15 =X
2
96 Algebra 2 Lesson 19
practice a. Florence had 80 nickels and dimes whose value was $6.50. How many of each kind of
coin <lid she have?
b. Roses sold for 12 pence each and daffodils for 4 pence each. If Jim bought 35 flowers
and spent 300 pence, how many daffodils <lid he buy?
c. Find x and y.
problem set l. Karamuga had 60 nickels and dimes whose value was $5. How many of each kind of
191
19 r coin <lid he have?
2. The fishmonger sold codfish for 7 pence each and mussels for 1 pence each. If Harriet
091
bought a total of 26 items and spent 86 pence, how many codfish <lid she buy?
3. Sulfur is mixed with other chernicals to make sulfuric acid. If it takes 16 tons of sulfur
081
to make 49 tons of sulfuric acid, how many tons of other constituents are needed to
make 294 tons of acid? (Hint: Sulfuric acid is the total.)
4. Nineteen percent of the nitric acid was used in the experiment. If 1134 liters remained,
191
how much nitric acid had been available in the beginning? How much had been used?
5. A number was multiplied by -7, and the product was increased by -7. This sum was ,
151
doubled, and the result was 4 greater than 5 times the opposite of the number. What
was the number?
5x + 25y = -160
6. Use elimination to solve: {
r15¡ -3x + 2y = -23
7. Multiply: (x 2 - 2)(x 3 - 2x 2 - 2x + 4)
( 16)
8. Divide -3x 3 - 2 by -2 + x and then check.
( 16)
Solve for all unknown variables:
9. RHTH + RSTS
(17)
= 180, RH = 70, Rs = 20, TH = Ts
•
~~j RFTF = RSTS, Ts = 6, TF = 5, RF - 10 = Rs
11.
( 17)
RMTM = RRTR, RM = 8, RR = 2, TR = 5 - TM
Add:
3x 2 a b
12. 4 + -- 13 · - - - - - e
(/ /) 1y2z rni 2x 2 x2y
14. Use the Pythagorean theorem to find
91
oo.1 z.Then use the scale factor to find
xandy.
15. Find the distance between (-3, -5) and (2, 4).
(1 0)
16.
(8)
Graph: (a) x = -3 (b) 5x - 3y = 9
problem set 19 97
17. Find the equations oflines (a) and (b). y
(12)
6
5
4
- (a) -- 3
1
1
- 6 - 5-4 - 3 -2-1
X
12 3 4 5 6
V
- - (b) Vi-3
L4
1
V 15
-6
18. Find the equation ofthe line through (-3, -5) and (2, 4).
(14)
19. Find the equation ofthe line that has a slope of ~ and passes through (-3, -5).
~ 7
20. Find x, y, and k.
(7)
11
3
21. The are measures 50º, as shown. Find A, B, C, and D. If the radius of the circle is 3 cm,
rnJ find the area of the 50º sector.
50º
Solve:
1 7 5
22. 3-p - - = -- 23. 0.07x - 0.7 = -7.7
(4 ) 4 3 12 (6)
24.
(4 )
-[(-2 - 6)(-2) - 2] = -2[(x - 2)2 - (2x - 3)3]
0 2 x 2 xº(xx-3 )
25. Expand: 3x y (
-~ 2x2 - -3xy)
- 26. Simplify: ( o 2)- 2
(4J p p y X 2p m X y y
2 2 3x y-2 a 4x 0 y- 1
27. Simplify by adding like terms: x ª - - 1 -1 + - 2 -1
(3) y y X X a
28. Evaluate: m - m 2y(m - y ) if m = _.!. and y =2
(3)
3 6
Simplify:
29.
(A )
-4°[(-5 + 2) - l-3 + 71 - 3(- 1 - (-2) 0)]
-1 3
30. . +---
(2) -(-2)-2 -(-2)-2
J
98 Algebra 2 Lesson 20
LESSON 20 Simplification of Radicals • Line Parallel to a
Given Line
20.A
simplification Handheld calculators can often be used to demonstrate properties that would otherwise be difficult
of radicals to demonstrate. The square root of 1Oequals the square root of 2 times the square root of 5.
J10 = -fi15
If we use our calculator to find decimal approximations of these numbers, we get
JlO = 3.1622776 and -J215 = (l.4142136)(2.236068)
Then if we use the calculator to multiply the two numbers on the right, we get a product of
3.1622777
This number differs from our approximation of JlO by only one unit in the seventh
decimal place. This exercise helps sorne to believe that JlO really does equal -fi 15.
The rule that explains this can be proved and is really a theorem that we call the
product of square roots theorem. The proof of this theorem is so straightforward, however,
that sorne people often use the word "property" for this rule and call it the product property
of radicals. This rule is also applicable to higher-order roots such as cube roots, fourth roots,
and so on. For now, we restrict its use to square roots and formally state the rule here.
PRODUCT OF SQUARE RüüTS THEOREM
If m and n are nonnegative real numbers, then
,.¡¡;; j¡; = ,¡;:;;;;, and ,¡;:;;;;, = ,.¡¡;; j¡;
This theorem can be generalized to the product of any number of factors. We say
that the square root of any product of positive factors may be written as the product of
the square roots of the factors. For example,
.J 2 ·5 ·5 can be written as -J21515
and
.J3 . 3 . 3 . 5 can be written as .J3.J3.J315
We will use this theorem in the following problems to help us simplify radical expressions.
example 20.1 Simplify: 3.J50 - 5-) 200
solution As the first step, we write each radical as a product of prime factors.
3-J 5 . 5 . 2 - 5-) 2 . 2 . 2 . 5 . 5
Now we can use the product of square roots theorem to write
31515-fi - 5-fi-fi-fi -15-15
We finish by remembering that 1515 = 5 and -J2-J2 = 2. W e get
15-J2 - 50-fi = -35-fi,
example 20.2 Simplify: 3-J2 . 4-JU . 2-)3
solution We multiply and get
24f ü
Now we simplify f ü and multiply by 24.
24-fi-fi-fi .J3 .J3 = 144-fi,
.-.
20.B line parallel to a given line 99
example 20.3 Simplify: 4,J3(2,J3 - #)
solutíon Two multiplications are indicated. We do these and get
( 4,J3)(2,J3) + ( 4,J3)(--J6) = 24 - 12-fi,
20.B
line parallel Parallel lines are lines that hav~ the same slopes but different intercepts. lf we look at the equations
to a given 1 1 1
line y = -x + 2 y = -x - 1 y = -x - 4
2 2 2
we see that they all have a slope of +..!.., but that each line has a different intercept.
2
y
6
·5
/'
V
4 ,/'
/
3
1 V1
- y= -X+ 2 V' ¿Y.= -X - 1 7
12 1 1.. . . .- 1 2 1 l./
1
X X" X
-6,,,, V:.4 -3 -2 -1 o / V2 3 4 5 6
_,.....v I/ /
V 2 ....................
/' 3
/V I/
/ 1
/ y= -X - 4-
/' 5 1 ¡2 1 1
.......... ....--
6
If we are asked to find the equation of a line that is parallel to one of these lines, its slope
±.
must also be + The only thing we need to find is the intercept.
example 20.4 Find the equation of the line that is parallel to the line 2y - X = 2 and passes through the
point (3, -1).
solutíon If we write the equation of the given line in slope-intercept form, we get
1
y = -x + 1
2
The slope of the new line must also be _!_ if it is to be parallel to this line, so we have
2
1
y = -x + b
2
Now we use the coordinates 3 and -1 for x and y and sol ve algebraically for b.
1
-1 = -(3) +b substituted
2
-2 = -3 + b simplified
2 2
5
- = b sol ved
2
Thus, the intercept of the new line is -~, and the equation of the new line is
2
1 5
y -- 2X - -
2
100 Algebra 2 Lesson 20-
practice Simpli!~ _ .J140
a. 3 b. 3.fi,(3 .fi, - -18)
c. Find the equation of the line that is parallel to the line 3y - x = 5 and passes
through (3, 3).
problem set l. The formula required that 20 kilograms (kg) of carbon be used to get 160 kg of the
(18) .
20 compound. How many kilograms of other components were needed to make 640 kg of
the compound?
2. Fewer than half ofthe performers were virtuosos. In fact, only fc¡ were in this category.
15
! If 28 were not virtuosos, how many performers were there? How many virtuosos
were there?
3. The expensive ones cost $7 each, whereas the worthless ones sol'd for only $2 each.
(19) .
Monongahela spent $111 and bought three more expens1ve ones thil? worthless ones.
How many of each kind did she buy? -
4. Only 40 percent of the combustibles bumed. If 240 tons bumed, how many tons did
19
! not bum?
5. Find four consecutive even integers such that -4 times the sum of the first and fourth
16
! is 6 greater than the opposite of the sum of the second and third.
Y - 2x = 8
6. Use substitution to solve: {
03J 2 y + 2x = 40
7. Divide -2x 3 - x + 2 by -1 + x and check.
(16)
8. Solve for the unknown variables : R 0 T G + R8 T8 = 100, R 0 = 4, R 8 = 10,
u7J TB -- TG + 3
Simplify:
9. 3-fj . 4-Ji2 - 5.J300
(20)
10. 4-fj (2,J3 - ,f6)
(20)
11.
(20)
s-J5(2-J5 - 3-Jiü)
Add:
2
m 5 m a 3x
12. --+--- 13. --a---
(1 /) x 2a ax a (1 / ) x2 2a 4
14. Find the area of this triangle. 15. Find z and A.
3 (19)
U ! Dimensions are in feet.
~ 6
16. Graph: (a) y = -2 (b) y = -2x - 2
(8)
17. Find the equations oflines (a) and (b). y
(12)
6
'\. 1
5
!'\ 4
!'\ 3
'\. L-L- (a) ,__,__
" 2
!'- 1
X
-6 -5-4 -3-2-1 l'-1 2 3 4 5 6
L2 ~
["\
L3
L4 L- (b) ~ K ,_
15
16 !'-
18. Find the equation of the line that is parallel to the line 3y - x
(20) •
=3 and passes
through the pomt (2, - 1).
\.....
21.A scientific notation 101
19. Find the equation of the line that has a slope of _J_ and passes through (2, 5).
(/4) 12
20. In the figure, x = 140. Find A. Then yº
(!)
find B and C. Then find P and y.
xº Aº
Sol ve:
1 1
21. 3- - - x = 21- 22. -0.04x - x - 0.2x = 6.2
(4) 12 6 24 (6J
23. -2[(-3)(-2 - x) + 2(x - 3)] = -2x
(4J
-xºy ( x 3xy 2 ) (-2xº )-3 x 2 yy 0 y 3
24. Expand: - - - - - - 25. Simplify:
14¡ Y2Y-2 y y3 12 J (xy-2 )2 (-2 x-l )-2
26. Simplify by adding like terms: - 3x + (aº)~ - 5x-l
(3J a aax- a
1
_/ 27. Evaluate: k - kx(k 2 - x) if k = - and x =
(3J 4 8
' Simplify:
28. -2º{ (-7 + 3) - l-2 + 91 - 2[-2° - (-5)]}
(AJ .
29. -2º1-3 - 71 + 1(-5º)1 - 2(-5) + 2
(AJ
1 2
30. · ---+--~
(2J -(-3)-3 -(-3)-3
LESSON 21 Scientific Notation • · Two Statements of Equality
21.A
scientific We like to use the decimal system because base 1Onumerals have a special advantage. When
notation we multiply a number by a power of 1O, the sole effect is to move the decimal point the
number of places left or right that equals the power of 1O. Multiplying by a positive integral
power of 10 moves the decimal point to the right. To demonstrate, we will multiply 412.036
by 102 and by 104 .
412.036 X 10 2 = 41,203 .6
412.036 X 104 = 4,120,360
Multiplying by 10 to a negative integral power moves the decimal point to the left. If we
multiply the same number by 10-2 and 10- 4 , we move the decimal point two places to the
left and four places to the left, as we show here.
412.036 X 10-2 = 4.12036
412.036 X 10- 4 = 0.0412036
1
102 Algebra 2 Lesson 21
W e find this property of decimal numerals very useful when we deal with very large or
very small numbers. We can put the decimal point anywhere we please as long as we
follow the numeral with
X lO±b
and use this notation to tell where the decimal point really should be. Thus,
304.162 0.304162 X 103 304,162 X 10-3
all represent the same number. In the last two notations the decimal point is not between the
4 and the 1, but that is all right because the notations
X 103 and X 10-3
tell us where it should be placed. When we use this notation and place the decimal point just
to the right of the first nonzero digit, we say that we have writt:en the number in scientific
notation.
. lºf (0.0003 X 10-6 )(4000)
example 21.1 S1mp 1 y·
. (0.006 X 10 15 )(2000 X 10 4 )
solution We begin by writing ali four numbers in scientific notation. Then we multiply and divide as
indicated.
(3 X 10-l0)(4 X 10 3 ) 3.4 10-1
--x-- 1 X 10-26
(6 X 10 12 )(2 X 10 7 ) 6 .2 1019
21.B
two Thus far, our study of problems that require two equations for their solution has been
statements of restricted to coin problems about nickels and dimes and to similar problems about the values
equality of items that are not coins. Now we will begin our investigation of other types of problems ·
that contain two statements of equality. The experience gained with value problems should
make these new problems easy to understand.
example 21.2 The ratio of two numbers is 3 to 4, and their sum is 84. What are the numbers?
solution W e decide to use N for the numerator and D for the denominator.
N 3
(a) - = - and (b) N + D = 84
D 4
We will cross multiply in (a) and thensolve (b) for D and substitute into (a).
N 3
(a) D =4 ~
4N = 3D (b) N + D = 84 ~
D=84-N
4N = 3(84 - N) substituted
4N = 252 - 3N multiplied
7N = 252 simplified
N = 36 divided
Since N + D = 84, then D = 84 - 36 = 48.
example 21.3 The sum of two numbers is 128, and their difference is 44. What are the numbers?
solution A little thought in choosing the variables is often helpful. Here we have two numbers. One
is greater than the other, so we will use S to represent the small number and L to represent
the large number. The equations are
(a) L + S = 128 and (b) L - S = 44
problem set. · 21 103
We will solve the equations by using elimination.
(a) L + S = 128
(b) L - S = 44
2L = 172
L = 86
Thus,
s = 128 - 86 --- s = 42
"'
practice a. The ratio of two numbers is 4 to 5, and their sum is 108. What are the numbers?
b. The sum of two numbers is 136, and their difference is 50. What are the numbers?
problem set l. The ratio of two numbers is 3 to 5, and their sum is 96. What are the numbers?
(21)
21 2. The sum of two numbers is 200, and their difference is 66. What are the numbers?
(21)
3. It took 900 kg of acetylene to make 2400 kg of the compound. How many kilograms
(1 8) •
of other components was reqmred to make 3600 kg of the compound?
4. Twenty percent of the nitrogen combined with the other elements. If740 kg of nitrogen
19
¡ did not combine, how much did combine?
5. The nickels and dimes hada value of $5.75. If there were 70 coins in all, how many
09
¡ were nickels?
6. Find three consecutive integers such that -5 times the sum of the first and the third is
16
¡ 24 greater than 4 times the opposite of the second.
8y - 3x = 22
7. Use elimination to solve:
{ 2y + 4x = 34
os¡
8. Multiply: (4x 2 ·_ 2x + 2)(-3 + 2x)
(16)
9.
(17)
Solve for the unknown variables: RKTK = RNTN, RK = 6, RN = 3, TN - TK =8
Simplify:
10.
(20)
3-hoo - 5-JlS + 1-JSO 11.
(20)
2.J3 . 2-J2 (6-!6 - 3-J2)
Add:
1 m2 3 m
12. 4x +- 13.
a 2 x 2 - ax - ~
( JI) p (11)
(0.000~
8
14. Simplify: X 10 )(6000)
12 1) (0.006 X 10 15 )(2000 X 105)
15. Find the distance between (-3, -5) and (4, -5).
(10)
16.
(8)
Graph: (a) x =4 (b) 4x - 3y = 12
17. Find the equations oflines (a) and (b). y
(/2)
6
1\ 5
1\ 4
-- (b) ~ 3
2
1
1
-6-5-4-3-2-1
' 1 2 3 4 5 6
X
1 1 \
-- (~) ~-+!
1 L5
1 Ls
18. Find the equation of the line through (-3 , -5) and (4, -5).
(14)
104 Algebra 2 Lesson 22
19. Find the equation of the line that passes through the point (2, 2) and is parallel
(22)
to y = -~X+ 4.
20. The triangle and the circle are tangent
(7)
at three points, as shown. Find x and y.
21. In this figure, x = 130. Find A. Then
(I J
find B and C. Then find D and y. yº
Cº
x º '\. Aº
Sol ve:
1 3
22. 5-x - - = -7 23. 0.03(x - 4) = 0.02(x + 6)
(4 ) 3 4 8 (6 )
24. -[(-4 - 1)(-3) - 6°] = -2[(y - 4)3 - (2y - 5)]
4
( ) 5 o -2 ( 2 2 2)
2~j Simplify: x2 (y-2 )2 (y° )2
25. Expand: Y p _ _E_ - .f!_
(4J x2 x2 x (2x 2 y3 )-2
3 2 7 -2
27. Simplify by adding like terms: _.!..__!!:_ - 5xa + -~ _1
(3) X X a
1
28. Evaluate: x(x - ax)x if X = - and a =
(3) 2 3
Simplify:
1
29. -7º[(-2 + 3) - l-4 + 31] 30.
(A ) (2) - -i-2 - -(-2)º
LESSON 22 Uniform Motion Problems-Equal Distances •
Similar Triangles and Proportions
22.A
uniform In this lesson we begin our study of the solution of uniform motion word problems. It is
motion probable that we will never encounter one of these problems in a science course or in
problems- everyday life. We study these problems because solving them helps us develop useful
problem-solving skills.
equal
distances Uniform motion problems involve statements about people or things that move at a
constant velocity (speed)t or atan average velocity. The uniform motion problems on which
t 1n science courses a distinction is made between the words speed and velocity. In this book the words
are synonymous.
22.A uniform motion problems- equal distances 105
we will concentrate will contain four statements about things that are equal or that differ by
a specified amount. Each of these statements can be tumed in to an equation. We find that
these equations are easy to write if we use four variables. In this book we will use subscripted
variables. It is often entertaining to use inventiveness and originality when choosing
variables. For example, we could use either
Rw or RRW or RR
to stand for the rate that Ruby walked.
To solve uniform motion problems, we will write equations about rate or velocity,
equations about time, and equations about distances traveled. Since the distance equations
are the most difficult to write, we will consider these equations to be the key equations and
we will write the distance equation first. We will always draw a diagram to help us write
the distance equation. If both people or both things travel the same distance, the diagrams
will have one of the two forms shown here.
~~ 2 2
D1 = D2 so R¡T¡ = R 2T2
The distance equation is shown on the right. We always replace D 1 with R 1T 1 and D 2 with
R 2 T2 since rate multiplied by time equals distance.
R 1T 1 = D 1 and R2 T2 = D2
example 22.1 Roger made the trip on Sunday, and Judy made the same trip on Monday. Roger traveled at
12 miles per hour. Judy traveled at 20 miles per hour, so her time was 2 hours less than
Roger' s time. How far did they travel?
solution We begin by drawing the distance diagram and writing the distance equation.
~ J
DR = D1 so RRTR = R1T1
Next we write the rate equations and the time equation.
RR = 12 R1 = 20 T1 + 2 = TR
To solve, we replace RR in the distance equation with 12, replace R1 with20, and replace TR
with T1 + 2.
12(T1 + 2) = 20T1 substituted
l2T1 + 24 = 20T1 multiplied
24 = 8T1 simplified
3 = T1 divided
Now, since Judy's time was 3 houts, Roger's was 3 hours + 2 hours = 5 hours. To find the
distances traveled, we multiply R1 by T1 and R R by TR'
D1 = R 1 T1 DR = RRTR
D1 = (20)(3) = 60 miles DR = (12)(5) = 60 miles
example 22.2 Br'er Rabbit hopped offtoward the briarpatch at 10 kilometers per hour (kph) at 10 a.m. At
noon Br' er Wolf began the chase from the same starting point. If he caught Br' er Rabbit at
2 p.m., how fast did he run?
solution They traveled the same distances. The distance diagram and distance equation are as follows:
~ w
DR = Dw so RRTR = RwTw
106 Algebra 2 Lesson 22
One rate was given and both times were given.
RR = 10 TR = 4 Tw = 2
To solve, we substitute the last three equations into the distance equation.
(10)(4) = Rw(2) substituted
40 = 2Rw multiplied
20kph = Rw divided
22.B
similar We know that the ratios of corresponding sides in similar triangles are proportional. W e have
triangles and been using the constant of proportionality (the scale factor) to find the lengths of the missing
proportions sides. We can also solve for the missing sides by using the ratios themselves. Consider this
pair of similar triangles.
9
7
8 y
If we write the ratios of the sides opposite corresponding angles and put the sides from the
right-hand triangle on top, we get
X 9 y
and
5 7 8
Since the triangles are similar, all of the ratios are equal. When we connect two equal ratios
with an equal sign, we say that we have written a proportion. We can solve for x by equating
the first and second ratios.
X 9
- proportion
5 7
45 = 7x cross multiplication
45
- =X divided by 7
7
. W e can sol ve for y by equating the second and third ratios.
2_ = 2'. proportion
7 8
7y = 72 cross multiplication
72
y= - divided by 7
7
We could have used the scale factor to find x and y. To find the left-to-right scale factor, we
use the sides whose lengths are 7 and 9.
7Sfi = 9
-SF = -9
7
We note that the scale factor is one of the equal ratios. To use the scale factor to find
x and y, we multiply 5 by the left-to-right scale factor, and we multiply 8 by the left-to-right
scale factor.
5(*J =X s( ~ J = Y
45 = 7x 72 = 7y
45 72
- =X -=y
7 7
problem set 22 107
practice a. Elvira made a trip on Tuesday, and David made the same trip on Wednesday. Elvira
traveled at 14 mph. David traveled at 21 mph, so his time was 3 hours less than El vira' s
time. How far <lid they travel?
b. Use proportions to solve for x and y.
problem set l. Eloise made the trip on Sunday, and Christian made the same trip on Monday. Eloise
1221
22 traveled at 15 miles per hour. Christian traveled at 30 miles per hour, so his time was
3 hours less than Eloise's time. How far <lid they travel?
2. Alonzo ran off toward Milano at 9 kilometers per hour at 8 a.m. At 10 a.m. Wilhelm began
1221
the chase from the same starting point. Ifhe caughtAlonzo at 12 p.m., how fast <lid he run?
3. The ratio of two numbers is 7 to 5. The sum of the numbers is 960. What are the numbers?
(21)
4. The federal tax was $500 more than the state tax. If the sum of the taxes was $6900,
12
1) what was the amount ofthe federal tax?
5. Huckleberries cost $5 a peck, whereas whortleberries cost $13 a peck. Hortense spent
1191
$109 for a total of 9 pecks. How many pecks of whortleberries <lid she buy?
6. The chemist found that 30 grams of iodine was required to make 600 grams of the solution.
1181
How many" grams of other things was required to make 5000 grams of the solution?
5x + y = 24
7. Use substitution to solve: { .
(13) 7 X - 2 y = 20
8. Divide x 3 - 4x + 2 by -1 + x and check.
(16)
9. Use proportions to solve for x and y.
(22)
Simplify:
10.
(20)
2ffi - 3ffs
11. 3.fi( 2.fi - -16) . 4-fj + 2 12. 2-J3(5-J3 - 2-16)
(20) (20)
Add:
1 5x 2 3x
13. 2+- 14. - + p2 - -
(11 ) X (11) y py
s·1mprf (0.0035 X 10- 4 )(200 X 10 6 )
15. 1 y·
(21) . (700 X 10 5 )(0.00005)
16.
(8)
Graph: (a) x = -5 (b) 2x - y = 4
y
17. Find the equations oflines (a) and (b) .
(12)
6
5
'
: 1\
11- ~ (b) ._._
X
~
-6-5 -3-2-1 1 '\ 3 4 5 6
L2 \
,_,_ (a)-L3
14
1 1 1
5
1 1 L6
'
.l
108 Algebra 2 Lesson 23
18. Find the equation ofthe line that passes through (6, O) and (-3, -3).
( 14)
19. Find the distance between (6, 0) and (-3, -3).
(10)
20. Find the equation of the line that has a slope of ~ and passes through (3, -5).
~ 5
21. In this figure, x = 140. Find A. Then
01
find B and C. Then find k. Then find M.
Mº
Sol ve:
2 1 1
22. 3-x - 4-x = 2- '""
!4! 5 10 4
23. 0.02(p - 2) = 0.03(2p - 6)
(6)
24. -[(-3 - 6)(-Iº) - 6º] = -4[(x - 3)2]
(4)
2 4
25. Expand: xy - ( py2
(4) o
z p X
- 3xy-
--
py
)
-2 )-3 o 2
26. Simplify: ( x YP (x yp )
r21 (2x2)-2
2 2 4
2zj Simplify by adding like terms: _ 3x y + 2x- x _ 5xy2
xx y-lx2 xy
\
1
28. Evaluate: ya(y - a)y if y = and a = -
(3)
2 5
Simplify:
29. -2°[(5 - 7 - 2) - l-2 -
(A)
71 - 2°] + 2
30. ~ 2
r21 -r2 - -2-3
LESSON 23 Graphical Solutions
We have been solving two equations in two unknowns by using either substitution or
elimination. These equations can also be solved by graphing. To do this, we graph both
of the equations and visually determine the coordinates of the point where the lines cross.
~· ·-- - -·--· ···~ ...•. ,.~·· ..- ..,. ...., . . _. __ ... ~ . . ·- ~·.'!'·•...---~ •. •. ~ .--- •.• - -'""'·~--
23 Graphical Solutions 109
The answer we get is an approximation, because we must estimate the coordinates of the
crossing point. The advantage of the graphical method is that we can see what we are
doing. lf a more exact answer is required, it can be obtained by using either substitution
or elimination.
example 23.1 Solve this system by graphing. Check the solution by using either substitution or elimination.
3y - 2x = 6 (a)
{ y+ X = -1 (b)
solutíon To graph, we first solve each eqµation for y to get the slope-intercept form. Then we graph
the equations.
2
(a) y -x + 2
3
(b) y -x - l
6
_,,/
5
./,,
4
""' 3
,,V
""'""' ,, / 1
.//
-6 -5 ,, V
""'
/ ~
-2 -1"' 1 2 3 4 5 6
X
1/ 2""
3 1"'-
4 ""
5 ""'
6 ""'
The lines appear to cross at (- 1.8, 0.75). We will check this by using the original equations -
and using elimination.
3y - 2x = 6
y + X = -1
--
-- (1)
(2)
--
--
3y - 2x = 6
2y + 2x = -2
5y =4--Y=5
4
We use y = .±in equation (b) to solve for x.
5
(~)+x=-1 substitution
4 .
X = -1 - ~ added -- to both s1des
5 5
9
X= simplified
5
Thus the exact solution is (-~, ~). which is the same as (-1.8 , 0.8).
11 O A/gebra 2 Lesson 23
example 23.2 Sol ve this system by graphing. Check the solution by using t?ither substitution or elimination.
y - 2x = 2 (a)
{y = -3 (b)
solutíon We rewrite equation (a) in slope-intercept form and graph both lines.
(a) y = 2x +2
(b) y = -3
y
6
I
5
i/
4
I
3
V
z
¡1
X
-6 -5 -4 -3 -2 j 1 2 3 4 5 6
1
/
2
I
V 4
/ 5
/
6
This time the graphical solution appears to be (-2.5, -3). We will use substitution to check.
We use -3 for y in equation (a).
(-3) = 2x + 2 substitution
-5 = 2x added -2 to both sides
_1 = x divided
2
Thus, the exact solution is (-% ,-3). which is the same as (-2.5, -3).
practice Sol ve this system by graphing. Check the solution by using either substitution or elimination.
y = 2x + 1
{ X = -1
problem set l. At the sound of the explosion, Mary began to run north at 600 feet per minute. Jim
122
23 ! regained consciousness 4 minutes later and began to run after Mary at 800 feet per
minute. How long did Jim run to catch Mary?
2. The fast freight made the trip in 10 hours, while the slow freight took 12 hours for the
122
! same trip. How long was the trip if the fast freight was 10 kph faster than the slow freight?
3. The fraction hada value of -ft.The sum ofthe numerator and the denominator was 230.
12
n What was the fraction? '
4. The vivandiere sold viands and sandwiches. If she sold 300 total and 50 more viands
121
! than sandwiches, how many of each did she sell?
5. The value of the quarters and nickels was $5. If there were 40 more nickels than
(19) •
quarters, how many coms of each type were there?
6. Twenty percent of the compound was copper sulfate. If there were 400 tons of the
19
!compound in the warehouse, how much was not copper sulfate?
5x + 2y = 70
7. Use elimination to solve:
osJ { 3x - 2y = 10
problem set 23 111
8. Multiply: (3x 3 - 2x)(2x 2 - x - 4)
(16)
Simplify:
9. 4.fj . 3,JU . 2.fj 10. 3-[75 - 4.J48
(20) (20)
11. 2..[5 (5..J5 - 3..J15)
(20)
Add:
5x 2 e
12.
(Il)
3xy2m + ±
X
13.
(11)
-
pm
- 4 + -2-
p m
6
14. Sim lif : (0.00003)(0.006 X 10- )
(21) p y (1800 X 10 15 )(100,000)
Solve by graphing. Then get an exact solution by using either substitution or elimination.
2y - 2x = 8 {Y - 2x = 1
15. { y + X = -2 16.
(23) (23) y ::: -2
17. Find the equation of the line that passes through (O, 0) and (4, 2).
(14)
18. Find the distance between (0, O) and (4, 2).
(/O)
19.
~
Find the equation of the line that has a slope of _i8 and passes through (4, 4 ).
20. In this figure, Mis halfway between B A
(10)
5~
and C and divides BC into two equal
segments. Thus M is the midpoint of
BC. We remember that we call AM a
median because AM connects a vertex B
with the midpoint of the opposite
e M
side. Use the Pythagorean theorem to
/ find BC. Then calculate CM. Then
find the area of !::.ACM. Dimensions
are in meters.
21. Use proportions to find x and y.
~~ .
Remember that vertical angles have
equal measures.
7
Sol ve:
1 1 1
22. - 3=x + 5=- ::: Z-- 23. 0.3(2p - 4) = O.l(p + 3)
(4) 4 3 6 (6)
24. -[C-4 - 6)(-4) - 2] = -2ºcx - 4)
(4)
0 0 2
25. Expand: xy-2 ( -
x y2 3x -
- - - y )
(4) X x2
(-3xy)-2 x2y2
26. Simplify:
(2) (x-3)2 yx2
3 2x-I 5x 2m 2
27. Simplify by adding like terrns: m - 0 1 +- -
(3) X m m- x 3m
28. Evaluate: xy - (x - y) if X ::: and y ::: 2
(3) 2
\.
Simplify:
29. -3°[c-2 - 3 + 8) - l-3 - si -
(A)
s0 ]
-2º (-2)º
30 ----
r2i -22 (-2)-3
112 Algebra 2 Lesson 24
LESSON 24 Fractional Equations • Overlapping Triangles
24.A
fractional We have noted that the solution of an equation that contains decimal numbers can be
equations simplified if we first multiply every term in the equation by a judiciously selected power of
10. For instance, the solution of this equation
0.03x + 0.02 = 0.2
can be made much easier if we first multiply every term by 10 2 ( or 100 if you prefer). If we
do this, we get
3x + 2 = 20 multiplied by 100
3x = 18 added-2
X= 6 divided
There is also a procedure that can be used to facilitate the solution of equations that contain
fractions . We can eliminate the fractions by multiplying every numerator by the least
common multiple (LCM) of the denominators. Then the denominators will divide into
the LCM, leaving the equation with integral coefficients.
1 3 1
example 24.1 Solve: 4-x - - = -1-
2 5 4
solution As the first step, we will write the mixed numbers as improper fractions.
9 3 5
-x - - = --
2 5 4
Next we multiply every numerator by 20, the LCM of the denominators.
20 · 2-x
2
- 20 · ~5 = 20(-~)
4
Next we simplify each term and get an equation with integral coefficients. Then we solve the
equation.
90x - 12 = - 25 simplified
90x = -13 added +12
13
X= divided
90
Solve: 4x + 2 3 1
example 24.2
5 2 3
solution We begin by multiplying every numerator by 30, the LCM of the denominators.
30( 4 x + l) - 30 · ~ 30 . .!.
5 2 3
Now we simplify and solve.
24x + 12 - 45 = 10 simplified
24x - 33 = 10 simplified
24x = 43 added +33
43
X= divided
24
24.B overlapping triangles 113
3x 8 - 4x
example 24.3 Solve: - + = 3
2 7
solution We can eliminate the denominators if we multiply every numerator by 14.
14 · 3 x + 14 ( 8 - 4 x) = 14(3)
2 7
Now we simplify and solve.
2lx + 16 - 8x = 42 simplified
13x + 16 = 42 simplified
13x = 26 added-16
X= 2 divided
24.B
overlapping Sometimes the same angle can be an angle in two or more triangles.
triangles A
~
D
l ~ E
In this figure, angle A is an angle in 6.BAC, and angle A is also an angle in 6.DAE. If we draw
the triangles separately, we can see this clearly.
~
A
B
~C
D E
From the figures we see that two angles in the triangle on the left have the same measures as
two angles in the triangle on the right, so the third angles must also be equal. Thus, the
triangles are similar.
example 24.4 Find x and y.
~
y 9
y
~
solution It helps to draw the triangles separately.
~
9 ~ y
We have our choice of using the scale factor or using proportions. To use proportions, we
write the ratios of the corresponding sides. We decide to put the sides from the right-hand
triangle on top.
10 y X+ 7
4 9 7
114 Algebra 2 Lesson 24
To find y, we equate the first two ratios .
10 y
= proportion
4 9
90 = 4y cross multiplied
45
- =y solved
2
To find x, we equate the first and third ratios.
10 X+ 7
4 =7
proportion
70 = 4x + 28 cross multiplied
42 = 4x added -28 to both sides
21
- =X divided and simplified
2
Now we will solve the problem again by using the scale factor. To find the scale factor from
left to right, we use the sides whose lengths are 4 and 1O.
4Sff = 10
Si= ?__
2
This is the same as the first of the three ratios listed above. To find y, we multiply 9 by the
left-to-right scale factor.
9(IJ
2 =y
45
2 =y
To find x, we multiply 7 by the scale factor and solve the resulting equation.
7(%] =X+ 7
35 = 2x + 14 multiplied both sides by 2
21 = 2x added -14 to both sides
21 divided
- =X
2
practice Solve:
2x + 3 4 4x 7 - 2x
a. b. -+ 2
4 3 4 3 5
c. Find x and y.
~
:/ 4 ~
y
problem set l. Scott noted that the fast freight left at noon and arrived there at 6 p.m. The next day he
1221
24 realized that the slow freight had made the same trip in 8 hours. What was the speed
of the slow freight if the speed of the fast freight was 60 miles per hour?
2. Henry can ride his horse at 4 miles per hour and get to the battlefield on time. If he
1221
stops for 1 hour to make a speech to his troops, he must ride at 5 miles per hour for the
whole trip to get to the battlefield on time. How far is it to the battlefield?
problem set 24 115
3. The fraction hada value of ~. Amy and Zollie found that the sum of the numerator and
12
n the denominator was 120. What was the fraction?
4. Charles and Nelle picked 173 quarts of berries. How many did each pick if Charles
12 1
¡ picked 11 more quarts than Nelle picked?
5. Raisins were $700 for a measure, whereas plums cost $900 a measure. David and Bruce
09
¡ bought 50 measures and spent $41,000. How many measures of raisins did they buy?
6. It took 700 kilograms of potassium to make 49,000 kilograms of the new fertilizer.
os¡ How many kilograms of other components did Gerd have to use to make 4200
kilograms of the new fertilizer?
7x+9y==ll9
7. Use substitution to solve: {
0 3J 2x + y == 23
8. Divide 3x 3 - 3 by -2 - x and check.
(16)
Simplify:
9.
(20)
4.J3 . s.fi. . 6,Jl2 10.
(20)
4K3 - 3.fi.8
11. 3.J2.(s.J2 - 6,Jl2) 12. 2.fi.(sFlO - 3.fi.)
(20) (20)
Add:
2 6- k2 4
13. 4m yp + - 14. - + c - 2-
( 11 ) m2y r11¡ 2p p c
23 6
15. Sim lif : ( 0.0007 X 10- )( 4000 X 10 )
(21) p y (0.00004)(7,000,000)
16. Solve by graphing. Then get an exact solution by using either substitution or elirnination.
(23)
3x + 2y == 12
{ 5x - 4y == 8
17. Find the equations oflines (a) and (b ). 18. The are measures 70º , as shown.
(12) (1/) • •
Y Fmd A, B, C, and D. If the radms of
the circle is 4 cm, find the area of the
6 70º sector.
5
V
V
4
-- - (a) V
3
1-{
1/
X
-6 ··5-4 -2- 1 1 23 4 5 6
/ 12 1
1/ !.3
1
15
-- -- (b)
16 1
19.
3
0 J
Find the area of this isosceles triangle.
Dimensions are in inches.
ffIT 4 ·-
20. Find the equation of the line that passes through (-2, 5) and (-6, -3).
(14)
21. Find the equation ofthe line through (5 , - 3) that has a slope of ~.
~ 9
22. Find k.
(24)
D
y 4 ~
9
/
116 A/gebra 2 Lesson 25
Solve:
4x + 2 3 1 3x 8 - 4x
23. 24. -+ = 3
(24) 3 4 2 (24) 2 7
25. 0.07 - 0.003x + 0.2 = 1.02
(6)
26. -2[x - (-2 - 4º) - 3] + [(x - 2)(-3)]
(4)
= -x
~
3 4x2y-2x
-2 ( 2 2 2 )
27.
(4)
Expand·• 2
p
P -
- X
- y-
Y +Sx
p-2 28.
(2)
Simplify: (-2xº )-3
2 ~j 3 2 2 1 Sp2x2x2
Simplify by adding like terms: P x _ 5 PPY-
xy x-1 x-3y
30. Evaluate: xa(ax - a) if a = _.:. and x =
(3) 3 2
LESSON 25 Monomial Factoring • Cancellation •
Parallel Lines
25.A
monomial The Latín word for "maker" or "doer" is the word factor. From this carne the Old French
factoring wordfacteur, which led to the Middle English wordfactour. In modem English we use the
same spelling as did the ancient Romans, and in mathematics the meaning is very close to
the Latín meaning of maker or doer. If we multiply 3 and 2, we get 6.
3 . 2 = 6
We say that 3 and 2 are factors of 6, because we can make 6 by multiplying these two
numbers. If we can make an expression by multiplying two or more other expressions, we
say that each of the expressions that is multiplied is a factor of the final expression.
A factor is one of two or more expressions that are multiplied
to form a product.
Thus, since we multiply 4x and ax + y to get 4ax 2 + 4xy,
4x(ax + y) = 4ax 2 + 4xy
we say that 4x and ax + y are factors of 4ax 2 + 4xy. When we write a sum as the
product of factors, we say that we are factoring.
example 25.1 Factor: 4ax 2 + 4xy
solution We have been given a sum and asked to write this expression as a product. We begin by
recording an empty set of parentheses.
Now, in front of the parentheses, we write the greatest common factor (GCF) of the original terms.
4x(
Now we decide what must be recorded inside the parentheses so that when we multiply by
4x the result will be 4ax 2 + 4xy, our original expression. The correct entry is ax + y.
4x(ax +y)
We say that we have factored the expression by factoring out 4x. We can check our work by
multiplying.
4x(ax + y) = 4ax 2 + 4xy
1
25.B cancellation 117
example 25.2 Factor: 4x 2p 2k - 6k 2p 4x
so/ution We begin by writing a set of parentheses preceded by the greatest common factor of both terms.
2xp2k(
Next we find the proper entry for the parentheses so that the product will be our original
expression.
2xp 2k(2.x - 3kp 2 )
We can check our work by multiplying.
2xp 2k(2x - 3kp 2 ) = 4x 2p 2k - 6k 2p 4x
example 25.3 Factor: 4x 2y - 2xy + l0xy 2
solution Again we begin with empty parentheses preceded by the greatest common factor of all
the terms.
2xy(
We finish by finding the proper entry for the parentheses.
2xy(2x - 1 + Sy)
25.B
cancellation We say that multiplication and division are inverse operations because they undo each
other. For example, if we begin with 7 and then multiply and divide by 2
7....:..l:. = 7
2
the result is 7, the number with which we began. This procedure can sometimes be used to
simplify expressions that appear rather formidable.
( 4.062)(3.0176)
4.062
Here we can see that the result will be 3.0176, because multiplication and division by 4.062
undo each other. We can draw a line through each of these numbers and say that we have
canceled.
.(4-:B61J(3.0l 76) = 3.017,6
A-,067
The only time cancellation is possible is when both the numerator and denominator are
products offactors and each contains one or more common factors. Thus, we may cancel
the 4's in the following expression
4(x + 2) _ A'(x + 2) = x + 2
4 - 4(1)
because the 4 in the denominator can be thought of as the product of 4 and I. No cancellation
is possible here because the numerator is a sum.
X+4
4
We cannot cancel the 4' s because addition and division are not inverse operations. We
cannot cancel the 4's in the next expression
·4x +A"
incorrect
A"
118 Algebra 2 Lesson 25
in the present form, but if we factor out a 4 in the numerator, cancellation is possible because
the numerator is a product.
4x + 4 _ A'(x + 1) = x + 1
4 - A'
3
example 25.4 Cancel if possible: (a) 6x + x2 (b) 6a2 + x2
x2 x2
so/ution We can factor and cancel in (a), but no cancellation is possible in (b).
3 2
(a) 6x + x = ¿(6x + 1) = 6 x + 1
x2 ¿
(b) We cannot write the numerator as a product, so we cannot cancel.
25.C
parallel lines We are familiar with the similar triangles in the figures shown here.
A e
e B '-,
The large triangle and the small triangle in the figure on the left are similar because the angles
are equal. Both triangles contain angle A, and angles B and C are also equal. The two
triangles in the figure on the right are similar because angles B and C are equal and the
vertical angles are equal.
Parallel lines also tell us that angles are equal.
A A
e
p / ""'m
In the figure on the left we see two parallel lines. On the right we extend the segments and
note that transversal p creates two equal small angles and that transversal m creates two more
equal small angles.
In the figure on the left below, we see two parallel lines.
B p
D
In the figure on th e right we extend the sides and find that the transversals P and Q give us
two pairs of equal small angles. Whenever a figure has parallel line segments, mentally
extend the line segments and look for equal small angles and equal large angles.
\
problem set 25 119
practice a. Factor: 8m 2xy5 + 6yx 2m3 - 2xym2 b. Simplify: 4m5 + m2
m2
c. Find x and y.
y~~ ~ y
d. Find M and N.
problem set l. The Mary Sue stayed on the Grand Banks for 38 days and salted down 14,440 pounds
(18)
25 of codfish. How long would she have had to stay to salt down 36,100 pounds?
2. Brown Bear made the trip in 40 hours. Flying Fish took only 30 hours to make the trip,
rni because his speed exceeded that of Brown Bear by 6 kilometers per hour. How long
was the trip? \
- - -- -- - ----
-
~Stimes as man y boys as g1rls at the party. Also, The iiümoer of ooys was
2
r 1J 100 less than 15 times the number of girls. How many boys and girls carne to the party?
4. The day was a concatenation of disasters. If the ratio of rninor disasters to major
081
disasters was 5 to 2 and there were 980 disasters in all, how many were rninor?
5. The machine broke open and the quarters and half-dollars fell to the floor. The
191
( mysophobe grimaced but still retrieved them because there were 200 coins whose
value was $75. How many of each kind were there?
6. Seventy percent of the compound was sodium chloride. If 660 grams of other
91
r chemicals were used, what was the total weight of the compound?
7. Divide x 3 - 2 by x - 5 and then check.
(16!
Factor:
8. 5x 2y 2 - 2xy + 10xy 2 9. x 2y 3m 5 + 12x 3ym4 - 3x 2y2m2
(25) (25)
10. 16m2p3y - 8y4mp3 + 4m2p2y2 11. x 3y 2z 3 + x 2yz 2 - 3x 3yz
(25) (25)
12. p5x3 + p4x2 - p3x
(25)
Simplify:
n.
(20)
2-fi . 3-[6 . 5.fU, 14.
(20)
6-[18 + 5.,/8 - 3$0
15. 2-[5 ( 3-JlS - 2-15)
(20)
Add:
a ax 2 2
16. a+- 17. ---c+-
(11) b (11) m2p m
3
18. Símplífy· ( 38 ,000 X 10 )(300 X 10-4)
(21) •
0,00019 X 10-5
120 Algebra 2 Lesson 25
19. Solve by graphing and then get an exact solution by using either substitution or
23
r ! elimination.
{:x=- ~± =10
20. Find the equation of the line that passes through the point (3, 5) and is parallel to the
lme y = 6x - 2.
(20) • 1
21. Find x, y, and P.
(17)
80º
(6x - 2y)º
11
22. The radius of the circle is 12 cm. Find the length of are ABC.
(ll)
aL --¡A
Solve:
X+ 1 3 2x - 9 4x - 8 2x - 4
23. ---- = 24. --+ = 9
(24) 4 2 10 (24) 5 2
n +3 1 2n - 2 5x + 3 3 5
25. ----=-- 26. ---- = -
(24) 6 3 5 (24) 2 4 2
2¡Zj Cancel if possible: 8xs + 12x3
4x
. x2y-2 ( z2 4 x2yo)
28. Expand. - -2
- _ _ - -----=2
(4! z y 2 (2x 2 ) 1 z
29. Simplify: -3º[(-2 - 4 - 22 - 2º) - l-3 - 21]
(A)
30. Evaluate: km(m 2k - k) if k = _!_ and m = _I
(3) 3 4
26.A trinomial factoring 121
LESSON 26 Trinomial Factoring • Overlapping Right
Triangles
26.A
trinomial When we factor, we undo multiplication. Thus, to get rules for factoring trinomials, we look
factoring at the pattem that develops when we multiply binomials.
(a) X + 2 (b) b + 4 (c) X - 3
X
-- - 5 b - 1 X - 4
x 2 + 2x b 2 + 4b x 2 - 3x
- 5x - 10 - b - 4 - 4x + 12
x 2 - 3x - 10 b 2 + 3b - 4 x 2 - 7x + 12
In each of the multiplication problems shown here, we note that in the trinomial products,
(a) the first term is the product of the first terms of the binomials.
(b) the last term is the product of the last terms of the binomials.
(c) the coefficient of the middle term is the sum of the last terms of the
binomials.
Thus, to factor a trinomial whose lead coefficient is 1, we need to find two numbers whose
sum and product meet the requirements of (b) and (c).
example 26.1 Factor: x 2 + 6 - 5x
solution It is helpful if we begin by writing the trinomial in descending powers of the variable.
x 2 - 5x + 6
Now we write two sets of parentheses with x as the first entry in each set.
(x )(x
The second entries are the two numbers whose sum is -5 and whose product is +6. The
numbers are -3 and -2. Thus, our answer is
(x - 3)(x - 2)
example 26.2 Factor: -x 2 + 5x + 14
solution When the x 2 term has a negative coefficient, it is helpful to first factor out a negative
quantity. Here we will factor out -1.
(-l)(x 2 - 5x - 14)
Next we factor the trinomial and get
(-l)(x - 7)(x + 2)
We could leave the answer in this form, but many people like to multiply the (-1) by one of
the other factors. If we do this, we can get
(-x + 7)(x + 2) or (x - 7)(-x - 2)
Either answer is acceptable.
example 26.3 Factor: 24 + 6x - 3x 2
solution First we rearrange the trinomial in descending powers of the variable.
-3x 2 + 6x + 24
Next we factor out the common negative factor, which is -3.
-3(x 2 - 2x - 8)
Then we factor the trinomial.
(-3)(x - 4)(x + 2)
122 Algebra 2 Lesson 26
example 26.4 Factor: 32.x 2 + 12.x 3 - 2x 4
so/ution We begin by writing the trinornial in descending powers ofthe variable.
-2x 4 + 12x 3 + 32x 2
Let's hope that this trinomial has a common factor, for we don't know how to factor quartic
equations yet. The trinornial does have a common factor, which is -2.x 2 . Thus, we factor out '
-2x 2 and get
-2x 2(x 2 - 6x - 16)
Then we finish by factoring the trinornial.
-2x 2(x + 2)(.x - 8)
26.B
overlapping There are two right triangles in the figure shown here.
right triangles
A
¿{]d e f
Angle A is an angle in both triangles. The triangles have six segments, as shown. By
designating the lengths of sorne of the segments, we can create an interesting puzzle that can
be solved by using the Pythagorean theorem and similar triangles. The puzzle can be varied
by changing the lengths of the sides and by changing the segments whose lengths are
designated. We will often see this figure in the problem sets.
example 26.5 FindA, B, and c.
e
4
6 4
solution lt helps to draw the triangles separately.
A+B
e
,,¿j· 6 6 + 4
We will use the bottom lengths to find the scale factor from the small triangle to the large
triangle.
6SF = 10
SF=.!Q=~
6 3
Next we multiply 4 by the scale factor to find C.
4(~) = e
20 =e
3
problem set 26 123
Now we use the Pythagorean theorem to find A.
A2 = 62 + 42
2
A = 52
A = -J52
Now we have the following figure .
20
Lj· 6 10
3
If we try to use the Pythagorean theorem to find B, we get a second-degree equation because .
we have to square the expression -f52 + B. So we will not use the Pythagorean theorem
but will use the small-to-large scale factor of t and the hypotenuses of both triangles.
-!52(IJ = -f52 + B used small-to-large scale factor
5-f52 = 3-f52 + 3B multiplied both sides by 3
• 1 2-!52 = 3B added -3-152 to both sides
4-Jii
- -
3
=B . rfid
s1mp l ie
We remember that if we wish we can always use the proportion method instead of the scale
factor when working with similar triangles.
practice Factor:
a. x 2 - 7 - 6x b. -x 2 + 6x + 16
c. 24x 2 + 21x 3 - 3x 4
d. Find A, B, and C. B
A e
4
5 3
problem set l. The Silver Arrow made the trip in 20 hours. The Orange Blossom Special made the
122
26 ¡ same trip in only 8 hours, because its speed was 60 mph greater than that of the Silver
Arrow. How far was the trip?
2. The number of blues was 50 greater than 5 times the number of reds. Also, the number of
(2 1)
reds was 210 less than the number ofblues. How many were red and how many were blue?
3. The bag contained used $5 bilis and used $10 bills. Ifthere were 1200 bills and their
09
¡ total value was $7000, how many were $5 bills and how many were $10 bilis?
4. Fourteen percent were belligerent while the rest were merely eristic. If 4300 were
19 ) • • how many were be11ºigerent ?.
enstic,
5. When the compound contained 140 grams of calcium, its total weight was 1960 grams.
( 18) •
If the total we1ght was measured to 2240 grams, how man y grams of substances other
than calcium would there be?
6. Ten percent of the chemicals being considered were nonabsorbent. If 7290 chemicals
19
J were absorbent, how many chemicals were being considered?
7. Divide x 4 - 2 by x + 1 and check.
( 16)
)
124 Algebra 2 Lesson 26
Factor the greatest common factor:
8. 35x 7y 5m - 7x 5m2y 2 + l4y7x 4m 2 9. 6x 2ym5 - 2x 2ym + 4xym
(25) (25)
10. 4x 2y4p 6 - 2xp 5y7 + 8x 4p 5y 5
(25)
Factor completely. Always factor the greatest common factor (GCF) as the first step.
11. x 2 + x - 6 12. x 2 - 6x + 8
(26) (26)
13. -2ab + abx + abx 2
(26)
Simplify:
14. 6x2y - xy
15. 3-fi, . 2-!6 . 3-J6
125¡ xy (20)
16.
(20)
-3-J12 + 5-J27 - 8..J2s 11.
(20)
3.J2(5..J3 - 2-fi,)
2 x2
a m 2
18. Add: - - -x
( 11 ) x2 e
14
• Sim lif : (3000 X 10- )(0.00008)
19
(21 ) • p y ( 0.0002 X 10 5 )(200,000)
20. Solve by graphing and then get an exact solution by using either substitution or elimination.
(23)
2y - X = 6
{ y - 2x = -3
21. Find the distance between (4, -2) and (-3, -5).
(10)
22. Find A, B, and C. 23. Angle ABC is a right angle. First find x.
(26) ( /)
Then find y . Then find m. Then find z.
B e
e
A 5
4 3
A
10º zº
24. Find x and y . Note that angles B and D B
(17)
are equal small angles formed by
parallel lines and a transversal. Also
note that angle BCD is a straight angle. A
25. The area of the triangle is 54 m2 . Find BC. The radius of the circle equals BC. Find the
(BJ area of the circle.
B r
),l>~c
27 Rational Expressions 125
Sol ve:
2x 6 - 3x 4 - X 1
26. -+ = 7 27. --+- 5
(24) 3 4 (24) 3 6
30 - X X - 50
28. -2x - + = 2
(24) 2 7
x2(yzº)-2
29. Simplify:
(2) (-2x2y)-3
l 1
30. Evaluate: -(-3)-2 + -T3 (a - ba) if a = _.!_ and b = 3
(3) 2
LESSON 27 Rational Expressions
A ratio can be written as a fraction . Thus,
3
4
can be described by saying "three fourths" or by saying "the ratio of 3 to 4." Whenever an
algebraic ratio is written in the form of a fraction, such as
a a2x (m + p)2 3xy - 4
b 4y k ?p
we call ita rational expression. We have been adding rational expressions by using the least
common multiple of the denominators as the new denominator. When one of the
denominators has a factor that is a sum, then this sum is one of the factors of the least
common multiple.
4 6
example 27 .1 Add: - + - -
x X+ a
solution The least common multiple is always a product of factors . The least common multiple of
these denominators is x(x + a) .
x(x + a) + x(x + a) new denominator
Next we use the denominator-numerator rule to help determine the new numerators .
Then we add.
4(x + a) 6x lOx + 4a
---+---
x(x + a) x(x + a) x(x + a)
126 Algebra 2 Lesson 27
X+ 2 2
example 27.2 Add: - - + 6 +
x+4 2
X
solution The least common multiple is x 2 (x + 4). We will use the same steps we used in the
preceding example. First we write the new denominators.
----+ 2 +------c---- new denominators
x2(x + 4) x (x +· 4) x 2 (x + 4)
Now we determine the new numerators.
2
x (x + 2) 6x 2 (x + 4) 2(x + 4)
--'-----'- + + -'-----'- new numerators
x2 (x + 4) x 2 (x + 4) 2
x (x + 4)
Next we expand the numerators,
x 3 + 2x 2 + 6x 3 + 24x 2 + 2x + 8
expanded
x 2 (x + 4)
and then we simplify as the last step.
7x 3 + 26x 2 + 2x + 8
simplified
x 2 (x + 4)
x+2 1
example 27 .3
Add: x2 + 4x + 3 x(x + 1)
solution Algebra books often have contrived problems that must be recognized or the solution is
difficult. This is one of those problems. The denominator of the first term can be factored. If
we do the factoring, the rest of the problem is straightforward.
X+ 2 ~
- facto red
(x + 3)(x + 1) x(x + 1)
new denominators
x(x + 3)(x + 1) x(x + 3)(x + 1)
x(x + 2) (x + 3)
- new numerators
x(x + 3)(x + 1) x(x + 3)(x + 1)
2
= X + 2X - X - 3
added
x(x + 3)(x + 1)
x 2 +X - 3
= simplified
x(x + 3)(x + 1)
í
practica Add:
m +3 2 z+ 3
a. ---+ 5 +- b. 2
m + 4 m2 z + 5z + 4 z(z + 4)
problem set l. The hiking club hiked to Robbers Cave State Park at 4 mph. They got a ride back to
122
27 ! town in a truck that went 20 mph. If the round trip took 18 hours, how far was it from
town to the park?
2. Jojo set out on a hike. After walking for sorne time at 5 kph, he caught a ride back home
122
! in a truck that traveled at 20 kph. If the round trip took 1O hours, how far did he walk?
3. There were 6 more girls than twice the number of boys. There were 36 boys and girls
12n m
. a11 . How many boys and how many g1rls
. were there?
4. The general expression for consecutive multiples of 7 is 7N, 7(N + 1), 7(N + 2),
16
! and so on, where Nis sorne unspecified integer. Find three consecutive multiples of 7
such that the product of-3 and the sum of the first and third is 21 less than 5 times the
opposite of the second.
problem set 27 127
5. Six hundred grams of barium was mixed with 2400 grams of other chemicals to form
(18)
3000 grams of the compound. lf 9000 grams of compound was needed, how much
barium was required?.
6. Silver iodide made up 70 percent of the total. lf the total weighed 2000 grams, how
191
much was not silver iodide?
7. Divide x 3 - 6 by x - 2. Then check by adding.
(16)
Factor the greatest common factor:
8. 9m2x4p2 + 3x2p6m4 - 6x4m3p2 9. mx 4 y - mx 2 y 3 - 4mx 2y
(25) (25)
10. a 2x 3p - 4a 3x 3p - a2x 4p
(25)
Factor completely. Always begin by looking for a common monomial factor.
11. 4ax + ax 2 - 5a 12. 8x 2 - x 3 - l5x
(26 ) (26)
13. 24ax - 5ax 2 - ax 3 14. -ax 4 + 4ax 3 + 5ax 2
(26) (26)
15. 56p - l5px + px 2
(26)
Simplify:
4xa + 4x
16. 17. 3-fi - 2-fj . 3,J12
(25) 4x (20)
\
18. -3 -fiO + 2 -Jl25 + s-145 . 19. 2-J3(3.fi - 3-!3)
(20) (20)
2 3 x+3+S+.l_
20. -+-- 21.
(27) X x+p (27) X+ 6 x2
4 3
22. Sim lif : ( 0.00056 X 10 )( 7 X 10 )
<21J p y (0.00049 X 10 16 )(0.00002 X 10-S)
23. Sol ve by graphing and then get an exact solution by using either substitution or elimination.
(23)
3x + 2y = 12
{ 8x - 2y = 10
24. Find the equation of the line that passes through (-3, -3) and is parallel to the line
(20) 3
y =- ¡X + 17 .
s;-~I
2
3
29. Simplifybyaddingliketerms: ª- Y + 7b- 1ya-2 -
<3J b a y
30. Evaluate: -3º(-3 - 22 ) - 4(-2)ax - a if a = -2 and x =4
(3)
128 Algebra 2 Lesson 28
LESSON 28 Complex Fractions • Rationalizing the
Denominator
28.A
complex Possibly the most useful rule in algebra is the denominator-numerator rule. Because this rule
fractions is so important, we will write it again here.
DENOMINATOR-NUMERATOR RULE
.The denominator and the numerator of a fraction may be
multiplied by the same nonzero quantity without changing
the value of the fraction.
This rule allows us to change the form of any fraction to a form that is more convenient. We
have used this rule to help us add abstract fractions. To review the use of this procedure, we
will add two fractions .
a e
-+-
b d
We will multiply the first fraction by d over d and multiply the second fraction by b over b.
Then we can add the fractions.
!!_(!!_) + ~(!?._) = ad + eb
b d d b bd
We also use the denominator-numerator rule to help us simplify fractions of fractions.
a
]2.
e
d
If we multiply the denominator of this fraction by its reciprocal, which is %, the resulting
denominator will be l. If we do this, we must also multiply the numerator by the same
quantity, %. so that the value ofthe expression will not be changed.
a d ad
b e be ad
c-d 1 be
d e
The denominator-numerator rule can be used anywhere-and at any time-on a term
in an equation or on a term that is not in an equation. In everyday language we can say,
Anytime, anywhere, the denominator and the numerator of an expression can be
multiplied by the same quantity (not zero) without changing the value of expression.
Only the form of the expression is changed.
example 28.1 b
Simplify: x + y
b
solution We will multiply both the denominator and the numerator by b over x + y.
a b
b X+ y a
X+ y . b x+y
b X+ y
practice 129
a
example 28.2 Simplify: a + b
e "-
a+ b
solution We will multiply both the top and the bottom by a + b over c.
a a+ b
a+ b e a
--e- · a+ b e
- --
ª +b e
28.B
rationalizing Often we encounter expressions such as
the 4
denominator
-J7
that have a radical in the denominator. Many people like to change the form of these
expressions so that the radical does not appear in the denominator. We remember that we can
always change the form of an expression by multiplying both the denominator and the
numerator by the same quantity. For this example we choose to multiply by -J7 over -J7.
4 -J7 4-fi
-J7 . -J7 = -7-
This new expression has the same value as the original expression, but the denominator is a
rational number. This procedure is called rationalizing the denominator. The instructions
for these problems will use the word simplify.
An expression that contains square root radicals is in
simplified form when no radicand has a perfect-square
factor and no radicals are in the denominator.
3
example 28.3 Simplify: -JS
2
solution We can eliminate the radical in the denominator by multiplying by -J5 over -J5. Of course,
we still cannot get rid of -J5 completely, for it will now appear in the numerator.
3 -IS 3~
2-JS . -IS = lo
2
example 28.4 Simplify: -JU.
3
solution We will multiply by JU. over JU. and then simplify the result.
2 JU. 2-JU. 2(2J3) -J3
3-JU. . JU. = 36 = 36 = 9
practice Simplify:
m m
- --
_P_ X+ y 4
a. b. c.
-z- 3-fi
Z +X
-
p X+ y
130 Algebra 2 Lesson 28
problem set l. Bronson roared off on his motorcycle at 60 mph. Then, much to his chagrin, he ran out
221
28 r of petrol. He pushed the motorcycle all the way back at 3 mph. If the entire trip took
21 hours, how far did he push the motorcycle?
2. The general expressions for consecutive multiples of 3 are 3N, 3(N + 1), 3(N + 2), r'
61
r and so on, where Nis sorne unspecified integer. Find four consecutive multiples of 3
such that 5 times the sum of the first and fourth is 6 less than 13 times the third.
3. The number of girls in the class was 1 less than 3 times the number of boys. There were
211
r 15 students in all. How many were boys, and how many were girls?
4. The class treasury contained $30 in nickels and dimes . If there were 500 coins, how
(1 9) .
many coins of each type were there?
5. Arthur found that for every 200 peasants only 10 had seen a Dane. If there were
081
150,000 peasants in the kingdom, how many had never seen a Dane?
6. Sixteen percent of the mixture was arsenic, and the rest was silicon. Mendeleev knew
91
r 7350 kilograms of the mixture was silicon. How much arsenic was in this mixture?
What did the entire mixture weigh?
7. Divide x 3 - 7 by x - 5 and then check.
(16)
Factor the greatest common factor (GCF):
S. 2x2y _ Sx4y4 9• 4x2y3p3 _ 16x2y3p _ x4y3p4
(25) (25)
Factor completely. Always factor the GCF as the first step.
10. -35xy + 2x 2y + x 3y 11. - 8a - 7ax + ax 2
( 26 ) (26)
12. 2m 2 + 3xm 2 + m 2x 2 13. -a 2 - a 2x 2 - 2xa 2
(26) (26 )
Simplify:
4 2
14. x + X 15. 4-fjj - 3-148 + 2ffs
(25 ) X (20)
( 0.00077 X 10-3 )( 40 X 106)
16. 3JS ( {15 - 2J5) 17.
(20) (21) (0.00011X10 5 )(140,000)
X
-
m+p 3
18. 19.
( 28 ) _ Y_ (28) 4.JiS
m+p
Add:
4a 6
20. --+- 21. ~~~~-
2x
+ -3-
(27)
ª+X a (27) x 2 + 2x + 1 x + 1
22. Solve by graphing and then get an exact solution by using either substitution or elimination. I
(23)
5x +¡y = 6
{ y= -x
2
23. Find the equation oflines (a) and (b). 24. In this figure, X equals 150°. Find A,
(12 ) 01
y B, C, D, E, and then find F.
6
5
1
.... 4
>-+---
,._ 3 ~ (b)
-..!_
1
1 ,....
-6 - 5-4 - 3 - 2 - 1
X
1 2 3 4 5 6
1
L2
'-- (a)
>-t3
Ls
16
29 Uniform Motion Problems: D1 + D2 = k 131
25. In this figure, AB is a diameter and is a straight angle. Find x and 2.x. If the radius of
<BJ the circle is 2 meters, find the area of the shaded sector. Find the length of are BC.
Al ::>'"; IB
Solve:
2x + 1 1 3
26. X - 3 = l 27. 4- - 2-x
(24) 3 5 (24) 3 5 10
28. Find the distance between (-2, 5) and (-6, -3).
(10)
2 2 2 2
29. Expand.. 3x- y (x
- 2-z - -
4x-
--y)
<4J z 3y z-3
30. Evaluate: x 0 - xy 0(x - y) if x = _ _:_ and y =
(3) 3 4
LESSON 29 Uniform Motion Problems: D 1 + D 2 =k
We remember that the key equation in a uniform motion problem is the equation that
describes the distances that have been traveled. In all the problems thus far, the persons or
objects have traveled equal distances, so the distance diagrams for these problems have been
similar to one of the two diagrams shown here.
D1 .
•
l D 1 = D2 so R¡T¡ = R1T2
•
D2
In the left-hand diagram both objects began at the same point and traveled in the same
direction. In the right-hand diagram the objects began at different points and traveled in
opposite directions, but again the distances traveled were equal. Thus, the same equation is
applicable to both diagrams.
In sorne problems the sum of one distance and another distance equals a certain
number. If the number is 460, the distance diagram would look like one of the following.
\
D1
'460
D2
• I
D1
--
460
D2
1•
D1
•
460
D2
..
1
In each diagram we know that the sum of distance 1 and distance 2 equals 460, so the same
distance equation is applicable to all three diagrams.
D 1 + D 2 = 460 so R 1T 1 + R2T 2 = 460
132 Algebra 2 Lesson 29
example 29.1 Napoleon walked part of the 60 miles to the si te of the battle and rode the rest of the way on
a caisson. He walked at 3 mph and rode at 9 mph. If the total time of the trip was 8 hours, for
how long did he walk?
so/ution His distance walking plus his distance riding equaled 60 miles. This leads to the following
distance diagram and distance equation.
Dw DR
~o -l
Dw + DR = 60 so RwTw + RRTR = 60
We have four unknowns and only one equation. Thus, we need three more equations. We
reread the problem and find that two are rate equations and one is a time equation.
Rw = 3 RR = 9 Tw + TR = 8
We finish by substituting into the distance equation.
3(8 - TR) + 9TR = 60 substituted
24 - 3TR + 9TR = 60 multiplied
24 + 6TR = 60 added
6TR = 36 simplified
TR =6 divided
Since he rode for 6 hours, and his total time was 8 hours, he must have walked for 2 hours.
Tw = 2 hours
example 29.2 Edward Longshanks and Queen Eleanor were 54 miles apart at dawn. Edward began the
joumey to the meeting place at 8 a.m. at 3 mph; 2 hours later the queen set out to meet him.
If they met at 4 p .m., how fast did the queen travel?
solution Between them they covered 54 miles, so the following distance diagram and distance
equation apply.
DL ~QI DL + DQ = 54 so RLh + RQTQ = 54
54
We have one equation and four unknowns. Thus, we need three more equations. Two are
time equations, and one is arate equation.
TL = 8 TQ =6 RL =3
We substitute these into the distance equation and solve.
(3)(8) + RQ(6) = 54 substituted
24 + 6RQ = 54 multiplied
6RQ = 30 added-24
RQ = 5mph divided
Thus, Queen Eleanor traveled at 5 mph, which was a fast speed for the roads of
thirteenth-century England.
example 29.3 At noon Rocketman whizzed off toward Rocketland; 1 hour later Moonfa whizzed off in the
opposite direction at a speed 200 kph less than that of Rocketman. If they were 11,800
kilometers (km) apart at 5 p.m., how fast did each travel?
solution Rocketman and Moonfa began at the same point and traveled in opposite directions. Together
they covered 11,800 km. Thus; the distance diagram and distance equation are as follows.
,
DR DM
1• • • 1 DR + DM = 11,800 so RRTR + RMTM = 11,800
11,800
problem set 29 133
We need three more equations. Two are time equations and one is a rate equation.
TR = 5 TM = 4 RM = RR - 200
Now we substitute these equations into the distance equation and sol ve.
(RM + 200)(5) + RM(4) = 11,800 substituted
SRM + 1000 + 4RM = 11,800 multiplied
9RM = 10,800 simplified
RM = 1200 kph divided
Since the rate of Rocketman was 200 kilometers per hour greater than that of Moonfa,
Rocketman' s rate was
RR = 1400kph
practice At 1 p.m. Chester left the roundup and began the 66-mile trip to Dodge City. At 2 p.m.
Marshal Dillon left Dodge City to meet Chester. Marshal Dillon's speed was twice that of
Chester, and they met at 9 p.m. How fast did each man ride?
problem set l. Patton walked part of the 76 miles to the site of the battle and rode the rest of the way
29
29 r ! on a caisson. He walked at 4 mph and rode at 15 mph. If the total time of the trip was
8 hours, for how long did he walk?
2. Prince Christopher and Princess Dagney were 63 miles apart at dawn. Prince
29
r J Christopher began the joumey to the meeting place at 7 a.m. at 3 mph. Three hours
later Princess Dagney set out to meet him. If they met at 4 p.m., how fast did the
princess travel?
3. At 5 p.m. Roger zoomed off from Astero id. One hour later Maryanne zoomed off from
29
r ¡ Asteroid in the opposite direction at a speed 400 kph less than that of Roger. If they
were 7900 km apart at 11 p.m., how fast did each travel?
4. The number of roses was 15 greater than twice the number of prunes. If the roses and
(21)
prunes totaled 255, how many roses were there?
5. For every 130 squirrels in the forest, there were 156,000 good places to hide. If there
8
ri ¡ was a total of 3250 squirrels in the forest, how many good places to hide were there?
6. In a contiguous forest, 17 percent of the places to hide contained xenophobes. If
9
r J 116,200 places to hide did not contain xenophobes, how many hiding places were there
in the contiguous forest?
7. Divide x 3 + 3x 2 + 7x .+ 5 by x + 1 and then check.
(16)
Factor the greatest common factor (GCF):
8. l6x3y2z3 - 8x2y2z2 9. 2x2yp4 - 6x3yp3 - 2x2yp2
(25) (25)
Factor completely. Always factor the GCF as the first step.
10. l2a 2x + a 2x 2 + 35a2
(26)
11. -2m 2x - m 2 - m 2x 2 12. x 2k + 3kx - 40k
(26) (26)
Simplify:
x2 + ax2
13. 14. 2-f75 - 5-/48 + 2 .Jl2
(25) x2 (20)
(0.00052 X 10- 4 )(5000 X 107)
15. 2.J3(3-J6 - 4.J3) 16.
(20) (21) (0.0026 X 10 21 )(10,000 X 10-42)
m -
a
17. X
18. m+x
(28) m+x (28)
-b
- -
X m+x
3 14
19.
(28) sm 20.
(28) 3-f75
134 A/gebra 2 Lesson 30
Add:
4x 6 3m 5m
21. --+-- 22.
(27) x+4 x+2 (27) m 2 + 3m + 2 - m + 1
23. Solve by graphing. Then get an exact solution by using either substitution or elimination.
(23)
y - X = 3
{ y+ 2x = 6
24. Find the equation of the line that passes through (2, -3) and is parallel
(20)
to y = -ix+ 2.
25. The area of the circle was 2500Jr m 2 . 26. Find A, B, and C.
(2) (26)
What was the radius of the circle?
Jason walked along the circle
through an are of 36º. How far did
Jason walk? Á]c
9 4
Sol ve:
3x 5 X+ 2 1 1 3
27. --- - -- 28. 2- - -x
(24) 2 7 3 (24) 5 10 15
(X 2y -2 Z)-3 X o
29. Simplify:
(2) (xºy-3 z2)3
30. Evaluate: x 2 - y2(x - y) if x = .!.. and y
(3) 2 3
LESSON 30 Deductive Reasoning • Euclid • Vertical
Angles Are Equal • Corresponding Interior and
Exterior Angles • 180º in a Triangle
30.A
deductive Deductive reasoning is a term that we apply to a process of reasoning from a nonreversible
reasoning statement, called the major premise, to a result called the conclusion. The major premise is
always an if-then statement. We identify nonreversible statements by using an arrow that
points in just one direction.
A -- B
This tells us that if A is true then B is true. It does not say that if B is true then A is true.
If a quadrilateral is a square, then the quadrilateral is also a rectangle.
If square
-- then rectangle
We say that this premise is not reversible, because we cannot say
If rectangle
-- then square FALSE
since all rectangles are not squares. A three-step deductive reasoning process consisting of a
major premise, a minor premise, and a conclusion is called a syllogism. Note that the major
premise can be stated without using the words if and then. The premise "If a polygon is a
30.B Euclid 135
square, then the polygon is also a rectangle" is stated without using if and then in the
following syllogism:
(1) Major premise All squares are rectangles.
(2) Minor premise Quadrilateral ABCD is a square.
(3) Conclusion Quadrilateral ABCD is a rectangle.
Syllogistic reasoning is tricky, and we must be careful. Consider the following
syllogism.
(1) All poets are poor.
(2) Roger is poor.
(3) Roger is a poet. (Not valid)
This is not a valid conclusion, because we have reversed the major premise. The premise we
were given was
Poet ---- Poor
The major premise did not tell us
Poor ---- Poet FALSE
An argument is a valid argument if we reason correctly. A valid argument does not lead to
a true conclusion if one of the premises is false. Consider the following syllogism.
(1) Major premise All chickens have three legs.
(2) Minor premise Henny is a chicken.
(3) Conclusion Henny has three legs. (Valid)
This is a valid argument because the reasoning process from (1) to (3) is correct. The
conclusion is false because one of the premises is false. Now consider the following
syllogism.
' (1) Major premise If it rains, 1 will go to town.
(2) Minor premise lt did not rain.
(3) Conclusion 1 did not go to town. (lnvalid)
This conclusion is false because the reasoning process is invalid. The major premise says that
1 go to town on the.days that it rains. It makes no statements about what 1 will do on the days
it does not rain. Therefore, the reasoning process is flawed, and the conclusion is invalid.
From this we see that we have to be careful when we try to use deductive reasoning.
30.B
Euclid The first mathematics in the Western world was that of the Egyptians and the Babylonians.
Compared with the mathematics of their successors, the Greeks, the mathematics of the
Egyptians and Babylonians was primitive at best.
The classical period of ancient Greece was from about 600 B.C. to 300 B.C., and the
chief cultural center was Athens. The Greeks were the originators of philosophy and of the
pure and the applied sciences. They were innovators in political thought and institutions and
were the first historians. Many new ideals, such as the freedom of the individual, are Greek
contributions to Western culture. Among the more important contributions of the Greeks
were their emphasis on a human being' s ability to reason and their belief in cause and effect
as opposed to superstition and the supernatural. Their belief in reason allowed them to
develop geometry as a deductive reasoning process.
We know the names of quite a few Greek mathematicians. The Pythagorean theorem is
named after Pythagoras, a Greek believed to have been born on the isle of Samos and who
later lived in Kroton in southern Italy, circa 525 B.C. The first recorded work on geometric
proofs is that of Hippocrates of Chios, circa 425 B.C. Other Greeks, including Eudoxus of
Cnidus, made major contributions to geometry.
136 Algebra 2 Lesson 30
Eucleides (whom we now call Euclid) was a Greek scholar who probably lived in
Alexandria, Egypt, during the reign of Ptolemy 1, the first Greek king of Egypt
(323-285 B.C.). He compiled the work of his predecessors and expanded on it in his treatise
on geometry called the Elements. In this treatise Euclid stated that sorne facts about
mathematics were true because they were true and that their truth could be accepted without
proof. He called these self-evident truths axioms or postulates. Then he proved 467 other
assertions by using deductive reasoning based on his self-evident truths. Because the
reasoning was logical and was based on self-evident truths, the assertions that he proved
were believed to be true even though their truth may not have been self-evident. These
provable assertions are called theorems.
Definitions are the names that we give to ideas. Definitions are not proved. For
example, Euclid defined parallel lines to be any two Iines in the same plane that do not
intersect. This definition does not imply the existence or the nonexistence of parallel lines.
lt just says that if two lines are in the same plane and if they do not intersect, we call the lines
parallel fines. It is important to remember that ali definitions are reversible. Thus, if we
have a pair of parallel lines, they must be in the same plane and they must not intersect.
Theorems, axioms, and postulates are not necessarily reversible. For instance, if two angles
are right angles, their measures are equal. But, two angles whose measures are equal are not
necessarily right angles.
Euclid was able to reduce his list of postulates or axioms to 1O. The essence of Euclid' s
postulates is contained in the following statements. The wording of Postulate 5 shown here
is attributed to John Playfair (1748-1819) and is the wording usually found in high school
geometry texts from the early 1900s.
POSTULATE l. Two points determine a unique straight line.
POSTULATE 2. A straight line extends indefinitely far in either direction.
POSTULATE 3. A circle may be drawn with any given center and any
given radios.
POSTULATE 4. Ali right angles are equal.
POSTULATE 5. Given a line n and a point P not on that line, there exists in the
plane of P and n and through P one and only one line m, which
does not meet the given line n.
p p m
•
n n
POSTULATE 6. Things equal to the same thing are equal to each other.
POSTULATE 7. If equals be added to equals, the sums are equal.
POSTULATE 8. If equals be subtracted from equals, the remainders are equal.
POSTULATE 9. Figures that can be made to coincide are equal (congruent).
POSTULATE 10. The whole is greater than any part.
The modero wording of sorne of these postulates is different, and mathematicians ha ve found
it necessary to add other postulates to the ten postulates of Euclid. One of the postulates
concems betweenness and another concems continuity. We will not discuss these additional
postulates in this book, nor will we try to build a geometric structure based on postulates
and proofs.
30.D corresponding interior and exterior angles 137
We will do a few simple proofs to familiarize the reader with the process of
deductive reasoning. The major emphasis in this book, however, will be on learning and
using the fundamental properties of geometric figures. Long-term practice with these
fundamental properties will make the properties familiar, and then the proofs of the
properties will be meaningful and easy, as you will see toward the end of the book.
30.C
vertical angles We can use the sixth and eighth postulates of Euclid to prove that vertical angles are equal.
are equal
Consider the following figure with angles x, y, z, and p whose measures are xº, yº,
zº, andpº.
X
* pº
W e see that xº plus yº equals 180º. Also, we see that xº plus zº equals 180°. So
+ Y = 180 and X + Z = 180
Both x + y and x + z equal 180, so they are equal to each other by Euclid's sixth
postulate.
x+y=x+z
Postulate 8 tells us that if equals are subtracted from equals the results are equal. So we
subtract x from both sides of this equality and find that y is equal to z.
x+y= x+z
-X = -X
y = z
The same procedure can be used to prove that x equals p. Thus, we have used two postulates
of Euclid and reasoned deductively from these postulates to prove a theorem.
30.D
corresponding In Lesson 1 we postulated that when parallel lines are cut by a transversal that is
interior and perpendicular to one of the lines, all the angles formed are right angles, as we see in the
exterior angles left-hand figure.
Sº
Sº
If the angles are not right angles, we have postulated that half the angles are small angles
whose measures are equal and half the angles are large angles whose measures are equal, as
we see in the right-hand figure. To discuss this topic, it is customary to use only two parallel
lines and to give the angles special names. The angles between the parallel lines are called
interior angles, and the angles outside the parallel lines are called exterior angles. Angles
138 Algebra 2 Lesson 30
on opposite sides of the transversal are called alternate angles. In the figure on the left
below, we note that alterna te interior angles are equal.
Exterior angles
Sº Sº Sº
Lº
Corresponding /
/ angles
Lº
Sº Sº Lº Sº
Exterior angles
In the center figure we note that altemate exterior angles are equal. In the figure on the right we
show four pairs of corresponding angles. Corresponding angles occupy corresponding
positions in the figure, as indicated by the letters A, B, C, and D. Corresponding angles are equal.
Euclid used his postulates and deductive reasoning to develop a lengthy four-part
argument that proves that if two parallel lines are cut by a transversal, the alternate interior
angles are equal. The proof is above the level of this book. But, because the assertion can be
proved, we call it a theorem.
THEOREM
When parallel lines are cut by a transversal, the pairs of
alternate interior angles are equal.
This theorem permits us to label alternate interior large angles and small angles as having
equal measures, as we do in the following figure:
Now, because vertical angles are equal, we can label the other four angles.
Sº
Sº
We can extend this procedure to any number of parallel lines cut by a transversal to prove
that all the small angles are equal and all the large angles are equal.
30.E
180ºina The proof that the sum of the angles in a triangle is 180° is a simple proof that uses the
triangle knowledge we have about the angles formed when transversals intersect parallel lines. We
can call this proof the ABC proof because we use these letters in the proof. On the left we
problem set 30 139
show triangle ABC. On the right we draw a line through vertex B that is parallel to side AC,
and we al so extend the sides of the triangle as shown to form lines m and n.
m n
The angles marked A are equal because they are equal small angles (altemate interior)
formed by the parallel lines and transversal m. The angles marked C are equal because they
are equal small angles (altemate interior) formed by the parallel lines and transversal n. At
the vertex we see that angles A, B, and C form a straight angle whose measure is 180º. Thus
the three angles of the triangle A, B, and C also have a sum of 180º.
practice Are the following arguments valid? Why?
a. Ali dogs have three legs. b. All scholars are poor.
Henry is a dog. Rita is poor.
Henry has three legs. Rita is a scholar.
problem set l. When 240 grams of barium was mixed with 40 grams of sulfite, the desired reaction
081
30 occurred. lf a total of 3360 grams of barium and sulfite was to be used, how much
should be sulfite?
2. Fourteen percent of the mass was consumed in the reaction. lf 430 grams remained,
191
how much was the initial mass?
3. At 1O a.m. Little Flower trotted off in one direction at 6 mph. At noon Laughing Boy
1291
loped off in the opposite direction. lf they were 68 miles apart at 4 p.m., how fast did
Laughing Boy Jope?
4. The daisies proliferated until 5 times the number of daisies equaled twice the number
12
/J of prunes. lf the daisies and prunes totaled 35, how many of each were there?
5. Yellow Basket found that she had 15 dimes and quarters and that their total value was
0 91
$2.25. How many of each kind of coin did she have?
6. Find (a) the area and (b) the perimeter of a rectangular plot of land whose length is 40
181
feet and whose width is 120 inches. (Hint: Begin by converting inches to feet.)
7. Divide x 3 + 2 by x + 1 and then check.
(16)
Factor completely. Always factor the GCF as the first step.
8. 35a 2 + 2a 2x - a2x 2 9. 30 + 3x 2 - 21x
(26) (26 )
2 2 2
10. -x ab - 25ab + lOaxb 11. 14a b + 9a xb 2 + x 2 a2b 2
2
(26) (26 )
Simplify:
12. P - 4px 13. 5.Ji8 - 10-JSO + 3-J72
(25) p (20)
14. 3.Ji8 (4 -!2 - 2-/3 ) (0.00035)(5000 X1042)
15.
(20) (21)
0.00025 X 10- 4
X a
- --
16.
_Y_ 17. a+b
(28) X+ y (28) _ P_
y a+ b
2 2
18. 19.
(28) 3{6 (28 ) 5.Ji8
140 Algebra 2 Lesson 30
Add:
4a a+ 2 4x 2
20. --+-- 21. +--
(27)
ª +4 2a (27) x2 + 5x + 6 x + 2
22. Solve by graphing and then get an exact equation by using either substitution or elirnination.
(23)
3x + 2y = 8
{ 2x + 3y = 6
23. Find the equation of the line that passes through (-2, 4) and (1, 3).
( /4)
24. The base of a right cylinder 10 m tall
181
is shown. Find the lateral surface area
of the cylinder. Dimensions are
in meters.
25. In the diagram shown, AB is parallel to CD. Which one of the following statements is
UJ not necessan·¡y true .?
(A) Ll + L'.2 = 180º
(B) L'.4 = L'.7 A B
(C) L'.2 + L'.3 = 180°
(D) L'.2 = L'.6
Sol ve:
2x 2 x-5 2 1 1 2x - 3 2
26. ---=-- 27. 3- + -x = - 28. = --
(24) 3 5 2 (24) 3 5 15 (24) 2 5
4a 2x 2 y 3p- 1x 4 y 2xa 2a 2yx 2
29. Simplify by adding like terms: - _2 2 + _1 -1 - - -
(3) p ax ayp p
'
30. Evaluate: x 2 - y(x - y) if x = _l_ and y
(3) 2 4
31.B perpendicular lines 141
LESSON 31 Negative Reciprocals • Perpendicular Lines •
Remole Interior Angles
31.A
negative W e remember that the reciproca} of a number is the number in inverted form. Thus,
reciprocals
2 5
is the reciproca} of -
5 2
5 2
is the reciproca} of -
2 5
is the reciproca} of -4
4
1
-4 is the reciproca} of --
4
1
3 is the reciproca} of -
3
is the reciproca} of 3
3
We note that the sign of a number is the same as the sign of its reciproca!. This is not
true for numbers that are negative reciprocals, because each of these numbers is the
in verted form of the other and the signs of the numbers are different. Thus,
2 5
-- is the negative reciproca! of
5 2
5 2
- is the negative reciproca} of
2 5
1
-- is the negative reciproca} of 4
4
4 is the negative reciproca} of
4
-3 is the negative reciproca! of
3
-1 is the negative reciproca} of -3
3
31.B
perpendicular We recall that parallel lines have equal slopes and different y-intercepts. When a linear
lines equation is written in slope-intercept form, the coefficient of the x-term designates the slope
of the line, and the constant term designates the y-intercept. Note that the coefficient of the
x-term in both of the following equations is -i
and that the y-intercepts are +2 and -3.
1 1
y = --x + 2 y = --x - 3
2 2
So the slope ofboth ofthese lines is-i, and the lines cross the y-axis at +2 and-3. The graphs
of these lines are shown in the left-hand figure on the top of the next page.
142 Algebra 2 Lesson 31
y y
6 6
5 1 1 1 5 V 1 1 1 1
~
4 1 1 1 4
/1 1 1 1 1
1 1 1
3 1- 1 3- y=2x+1
..... ¡-... y= --X+ 2 2 J
1 '- 2 11/ 1 1 1 1 1
1""- 1 1 1 1 1 1
-6" ~ -3-2 -1 1 2 3 4 "- 6
X - 6~ -3-2 1 2 3 4 56
X
'4... 1 ~2 ..... 2 1- , 1
1 17',..,_ y= --X - 3
y = --x - 3 ¡-4
t ~~
J - 4 I"~ 2
2 ¡-...,._ l"\..... I 1 1
11 1 1 1 1: 1
15
L6 1 1 1 .,..... 1
The slopes of lines that are perpendicular are negative reciprocals of each other.
On the right we show the graphs of the equations
1
y = --x - 3
2
and y = 2x + 1
and note that the lines appear to be perpendicular, and that the slopes are and +2, numbers -t
that are negative reciprocals. We can use this negative reciproca! relationship to help us write
the equation of a line that is perpendicular to a given line and passes through a
designated point.
example 31 .1 Write the equation of the line that is perpendicular to y = ix - 3 and passes through the
point (3 , 2).
so!ution The new line is to be perpendicular to a line whose slope is i. Thus, the slope of the new line
must be- %. This gives us
5
y = --x +b
2
To finish the equation, we must find the value of the intercept, b. To do this, we will use
3 for x and 2 for y and solve algebraically for b.
5
2 = --(3) + b substituted
2
4 15
- = -- + b simplified
2 2
1_2. = b sol ved
2
Thus, the intercept is _!2_ and the ful! equation of the perpendicular line is
2
5 19
y = --x + -
2 2
31.C
re mote A polygon has one interior angle at each vertex. A polygon has two exterior angles at each
interior vertex. An exterior angle is formed by extending one side of the polygon. The triangle shown
angles on the left has three interior angles named A, B, and C.
Bº
Aº Cº Cº '\.Eº
,------
Eº '
'' \
problem set 31 143
In the right-hand figure at the bottom ofthe previous page we extend the sides and form two
equal exterior angles at C. The exterior angles are equal angles (have equal measures)
because they are vertical angles. W e can prove that the measure of each of these exterior
angles equals A + B. Because A and B are on the other side of the triangle from the angle
labeled E, these interior angles are called remote interior angles.
\.
example 31.2 Prove that the measure of an extemal angle of a triangle equals the sum of the measures of
the remate interior angles.
solution We begin by drawing a triangle whose interior angles measureAº, Bº, and Cº. We draw an
extemal angle at e and label it E.
Aº Eº
~---------~~------
We remember that we must justify every step in a proof. We know that the sum of the
measures of the angles in a triangle is 180. So
A + B + C = 180 180º in a triangle
We observe that angles C and E forma straight angle. So
C + E= 180 straight angle
Euclid's sixth postulate tells us that things that are equal to the same thing are equal to each
other. This lets us write
A+B+C=C+E equated equals
~.f
Euclid's subtraction postulate tells us that if equals are subtracted from equals the results are
equal. Thus, we subtract C from both sides.
A+B+C= C+E
- C = -C subtract equals
A+B = E QED
The letters QED are the first letters of the Latin words quod erat demonstrandum, which
mean that which was to have been demonstrated.
practice Write the equation of a line that is perpendicular to y = ± x - 2 and passes through (1 , 2).
problem set l. The general expression for consecutive multiples of 5 is 5N, 5(N + 1), 5(N + 2), and
31 (óJso on, where N is sorne unspecified integer. Find four consecutive multiples of 5 such
that 6 times the first is 40 greater than 2 times the sum of the second and the fourth.
2. The bus headed north at 40 mph at 10 a.m. At noon the Orange Blossom Special
29
r J headed south from the same station at 70 mph. What time was it when the train and the
bus were 960 miles apart?
3. Susie jogged to the farm at 6 mph and rode back home in a truck traveling at 30 mph.
22
r J How far was it to the farm if the entire trip took 12 hours?
4. Pansy plants were $4 per crate, and tomato plants were $6 per crate. Sowega bought
09
! 70 crates for Patsy and spent $360. How many crates of each kind did he buy?
5. Ninety percent of the nitro gen combined. If 1200 kilograms did not combine, what was
9
r J the total weight of the nitrogen?
6. Forty grams of potassium combined with 1400 grams of other elements to form the
( 18)
compound. If 4320 grams of the compound were needed, how many grams of
potassium were required?
144 Algebra 2 Lesson 31
7.
(3/)
Write the equation of the line that is perpendicular to y
•
= tx - 1 and passes through
the pomt (2, -3).
Simplify:
a
-
(0.0006 X 10- 42 )(2000 X 10- 4 ) b
8. 9.
(2/) 0.004 X 10-J 3 (28) a+ b
--
b
4
X+ y 3
10. 11.
(28) m (28) 2-JS
--
x+y
7
12. 13. 5 .J75 - 3-J30o + 2-fjj
(28) 3-fi (20)
X+ 4x 2
14. 3-fi (5 .fi - 4-16 ) 15.
(20) (25) X
Add:
X 3+x X 2x
16. --+ 2
17. --+-
2
-
(27) X+ 2 x + 4x + 4 (27) x - 3 x - 3x
Factor completely. Always factor the GCF as the first step.
18. -x 3 + 5x 2 - 6x 19. 2ax 3 - 18ax 2 + 40ax
(26) (26)
20. - 3pax + pax 2 + 2pa 21. -lOmc + 3mxc + mx 2 c
(26) (26)
Sol ve:
2x +3 _ ~ = 3x + 2 2 X+ 2
22. 1 23.
(24) 6 2 (24 ) 3 5 6
24. Solve by graphing and then get an exact solution by using either substitution or
1231
elimination.
2x + 3y = 18
{ -12x + 6y = -18
25. Divide: x 4 - 2 by x + 1 26. Use elimination to sol ve:
(1 6) (15)
6 x + 4y = 11
{ 2x - 3y = -5
27. Find c. e
~b
(26)
24 6
28. Solve: -2(- xº - 3) + 4(- x - 5º) = -3º(2x - 5)
(4)
29. Find A, B, C, D, E, F, and P.
(/)
32.A quotient theorem for square roots .145
30. The sum of the areas of the four
12
! circles is 36Jr m2. What is the area of
one circle? What is the diameter of
one circle? What is the area of
the square?
LESSON 32 Quotient Theorem f or Square Roots •
Congruency • Congruent Triangles
32.A
quotient We remember that the square root of a product can be written as the product of the square
theorem for roots of its factors. Thus,
square roots ~=J3~
A similar rule applies to the square root of a quotient (fraction), for the square root of
a quotient can be written as a quotient of square roots. Thus,
H=Ji
It is customary to rationalize the denominators of expressions that have radicals in the
denominator. In this expression we can rationalize the denominator by multiplying by ~
over -J2. This fraction has a value of 1, and the multiplication changes the denominator from
the irrational number -J2 to the rational number 2.
/3=J3-fj,={6
~2 ~ -12 2
The expression {6
2
has the same value as
~2
fI but is in a different form.
example 32.1 Simplify: #
so/utíon First we will write the root of the quotient as the quotient of the roots.
J3
-J7
We finish by rationalizing the denominator.
J3 -J7 m
-J7 -J7 7
example 32.2 Simplify: ~ + J%
solutíon This problem was contrived so that when the terms are rationalized, each term will contain
{10. Then by using a common denominator, the terms can be added. Problems like this one
are good problems for practice with quotients of radicals, so they will appear often in the
problem sets. We begin our simplification by writing each termas a quotient of radicals.
-12+-J5
- -
-JS -12
146 Algebra 2 Lesson 32
Next we rationalize both denominators.
-fi -J5 -J5 -fi
--+--
-/5 -J5 -fi -fi
=-J10
-+ -J10
-
5 2
W e finish by using 1O as a common denominator and adding.
~ (%) + ~ (~)
2-Jlü
--+--
5-Jlü
10 10
1,fiii
10
example 32.3
. .
S1mphfy: 3~7
[3 /7
- 5~3
solution W e begin by writing each radical as a quotient of radical s.
3-J3 5J7
F7 - -f3
Next we rationalize both denominators.
3-fj F7 5J7 -f3
F7 F7 - -f3 -f3
3.fjj 5.fjj
7 3
We finish by changing each expression so that the denominators are 21. Then we add.
3~(~)- 5'71(~)
9.fil 35.fil
21 21
26.fii
---
21
example 32.4 Simplify: 2 # - 5 #
solution First we write each radical as a quotient of radicals.
2-fi 5f7
F7 - -fi
Now we rationalize both denominators.
2-fiF7 5J7 -fi
F7 F7 - -fi -fi
2ffe 5-J14
7 2
Finally we fin~ t?e common denominator and add.
2~(%)- 5f (~)
4ffe 35-J14
14 14
31.Ji4
14
32.B congruency 147
32.B
congruency In mathematics only numbers are equal. The equation
4 =2 + 2
is a true equation because 4 is a numeral that represents the number 4 and 2 + 2 is another
numeral that represents the same number. The two line segments shown here are 4 units long.
/"
A
~o
W e say that these line segments are congruent, which means that the numbers used to
describe their lengths are equal.
AB =CD AB:::: CD
The notation on the left is read, "AB is equal to CD." The notation on the right uses the
symbol for congruent and is read, "SegmentAB is congruent to segment CD."
The numbers used to describe the measures of the angles shown here are equal, so we
say that the angles are congruent.
AL
Thus, we can write any of the following.
BL
LA= LB mLA = mLB LA:::: LB
If the measures of the angles in one polygon are equal to the measures of the angles in
another polygon and the sides opposite equal angles have equal lengths, then the scale factor
is l and the polygons are congruent. Thus, these two triangles are congruent.
14
12
12 10
14
Thus, we see that congruent is a word that means geometrically equal. If we can mentally
cut out one geometric figure, rotate it or flip it as necessary, and place it on another geometric
figure so that it fits exactly, the two figures are congruent.
To place one geometric figure on top of a second figure, we can use translation,
rotation, or "flipping." When we translate a figure, we slide it sideways as necessary, being
careful not to rotate it.
(a) (b)
E
B
~
D~F
~
8
A . C
8
148 Algebra 2 Lesson 32
If we translate (slide) triangle (a) to the right and up, it will fit on top of triangle (b). Thus,
the triangles are congruent. When we write the statement of congruency, we are careful
to list vertices whose angles are equal in the same order.
t.ABC =t.DEF
o
B
E
A ,___ _ _ _____,,,,
e
If we rotate triangle ABC about C, it will fit exactly on top of triangle DEC. So the triangles
are congruent.
t.ABC =t.DEC
Sometimes it is necessary to flip a triangle to make it fit. We call a flip a reflection
about a line.
m
e z
A B y
X
Point X is the same perpendicular distance from line m as point B. Point Z is the same
perpendicular distance from line m as is point C. Point Y is the same perpendicular distance
from line m as is point A. We say that t.X YZ is the reflection of t.BA C in line m. This means
that t.XYZ was "flipped" across line m. Thus,
t.ABC = t.YXZ
Note that corresponding vertices are listed in the same order. Sometimes a geometric
figure must be translated, rotated, and flipped to place it on another geometric figure. If we
do what is necessary and if the figure fits exactly, the two figures are congruent.
32.C
congruent Congruent triangles are similar triangles whose scale factor is 1. Congruent means
triangles geometrically equal, so the angles in a pair of congruent triangles have equal measures, and
the sides opposite these equal angles have equal lengths. We can make this statement in one
sentence by saying that corresponding parts of congruent triangles are congruent. W e can
abbreviate this statement by using the first letter of each word.
CPCTC means "corresponding parts of congruent triangles are congruent."
4xn
example 32.5 Find x and p.
6x + 2
6 12x - 4
solution We remember that if two angles are equal the third angles are equal, so the triangles are
similar by AAA. The sides opposite the single-tick-marked angles are both 6 units long, so
the scale factor is 1, and these triangles are congruent. Because a pair of corresponding sides
problem set 32 149
have equal lengths, we add the letter S to AAA and say that the triangles are congruent by
AAAS. t Thus, the sides opposite the double-tick-marked angles also have equal lengths.
6x + 2 = 12x - 4 equal lengths
6 = 6x simplified
1 =X divided
Since side p and the side Iabeled 4x + 1 are corresponding sides, side p is also 5 units long.
If we use 1 for x, we find that the sides labeled 12x - 4 and 6x + 2 are 8 units long.
12x - 4 6x + 2
12(1) - 4 = 8 6(1) + 2 = 8
If we replace x with 1, we can find that the side 4x + 1 is 5 units long.
4(1) + 1 =4 + 1 =5
p =5
practice Simplify:
a.
H+Jf b. 2ff-3H
c. The two triangles shown here are similar by AAA. Two corresponding sides have a
length of 4, so the scale factor is 1, and the triangles are congruent by AAAS. Find x.
Then findp.
problem set l. Selby walked for a while at 4 mph and then jogged the rest of the way at 8 mph. If she
291
32 r covered 56 miles in 1 O hours, how far did she walk, and how far did she jog?
r 2. Johnny found that the large ones totaled 30 more than 3 times the number of small
~~ . .
ones. The ratto of the number of small ones to the number of Iarge ones was 1 to 6.
How many were large and how many were small?
3. Bruce discovered that the wishing well contained $9 in nickels and dimes and that
09
J there were 30 more dimes than nickels. How many coins of each type were there?
4. Sarah knew that forty percent of the mixture was calcium. If 300 kilograms of other
91
r elements was used, what was the total weight of the mixture?
5. Zollie noted that 4 grams of magnesium combined with 20 grams of the other elements
(18) •
to form the compound. If 1440 grams of the compound were reqmred, how many
grams of the other elements were required?
6. Hedonism was pandemic as 0.87 ofthe students were hedonists. If 1914 students were
6
rJ hedonists, how many students were there in ali?
Simplify:
7
(32) JI H + -
2
8.
(32) 2J%- 3f 9.
(32)
2
fsfI - 5f3~
tThis congruency postulate and others will be discussed in more detail in Lesson 124.
150 A/gebra 2 Lesson 32
10. Each of the four circles is equal in
!BJ area. The area of the square is 64 m 2 .
What is the length of one side? What
is the radius of a circle? What is the
area of one circle?
11. If A is the measure of an angle, 90 - A is the measure of the complement of the
15
J angle, and 180 - A is the measure of the supplement of the angle. Find an angle such
that the supplement of the angle is 30 less than 3 times the complement of the angle.
12. Find the equation of the line that passes through the point (2, 2) and is perpendicular
(31) •
to the lme y = 3x - 5.
Simplify:
X + 4y
15 17
(0.0035 X 10 )(0.002 X 10 ) y
13. 14.
(21) 7000 X 10 33 (28) x + y
y
xy + 4x 2 y 2
15. 16. 3-Jlli - 2.[45 + 3-fiü
(25) xy (20)
11. 4JS (2-Jlü - 3J5)
(20)
Add:
X 2X - 2 m 2
18. ---- 19. ---- -
2 m 2 - 5m
(27) x + 3 x + 5x + 6 (27) m - 5
Factor completely. Always factor the GCF as the first step.
1
20. - 2x 3 + 8x 2 - 6x 21. - 14x 3 + 5x 4 + x 5
(26) (26)
22. 7ax + ax 3 - 8ax 2 23. - 12py + px 2y + 4xpy
(26) (26)
Sol ve:
X+ 2 3x - 3 = 4 X 3x + 2 = 7
24. 25.
(24) 5 2 (24) 2 4
26. Solve by graphing and then get an exact solution by using either substitution or
123
! elimination.
-x + 2y = 4
{ X+ y = -2
27. Multiply: ( 4x + 2)(x 3 - 2x + 4)
{16)
X + 2y 5
28. Use substitution to solve: {
01¡ 3x - y 7
29. Find the distance between (-3, -2) and (4, 5).
{10)
30. Simplify: -3[(-2º - 30 - 2)(-3º) - 22] - 13 - 2º1
(A)
.,
33.A major rules of algebra 151
LESSON 33 Major Rules of Algebra • Complex Fractions
33.A
major rules There are three major rules for algebraic manipulations. Two of these rules require the
of algebra presence of an equal sign for their use, because these are the two rules we use for solving
equations.
l. The same quantity can be added to both sides of an equation without
changing the solution to the equation.
2. Every term on both sides of an equation can be multiplied or divided
by the same quantity (except zero) without changing the solution to the
equation.
X+ 2 = 4 ~ = 5
3
We can use the first rule to solve the equation on the left and use the second rule to solve the
equation on the right.
X+ 2 = 4 (3)~ = (3)(5)
- 2 = -2
X = 2 X = 15
These two rules cannot al ways be used, for if we have either of the expressions
a
4 xy X+ y
--+- or -b-
X+ y X
X
we cannot use the rules for solving equations, since neither of these expressions contains an
equal sign, and thus neither one is an equation.
When there is no equal sign in the expression, there is only one major rule that we can
use, which is
DENOMINATOR-NUMERATOR RULE
3. The denominator and the numerator of an expression can be
multiplied or divided by the same quantity (except zero) without
changing the value of the expression. Only the form of the expression
is changed.
This is possibly the most important rule ~n all algebra and can be used even when there is no
equals sign present. When there is no equals sigo present, as in the expression
4 py
--+-
X+ y' X
we cannot eliminate the denominators! Ali we can do is make the denominators the
same so that the two terms can be added.
4 py ' 4 (x) py(x +y) 4x py(x +y)
x + y + ~' = x + y ~ + ~ x + y = x(x + y) + x(x + y)
Now the terms can be added because the denominators are equal.
4x + py(x + y) 4x + py(x +y)
x(x + y) x(x + y) x(x + y)
152 Algebra 2 Lesson 33
Of course, either or both of the expressions in the numerator or denominator that contain
parentheses can be multiplied out if we wish. lf we do this, we get
4x + pxy + PY2
x2 + xy
The denorninator-numerator rule can also be used to simplify the expression
a
x+y
b
X
W e cannot eliminate the denominators, because there is no equal sign in the expression.
Therefore, the expression is notan equation, and the rules for equations cannot be used.
But we can always (even in equations) use the denominator-numerator rule.
Thus we can simplify this expression by multiplying both the numerator and the
denorninator by f , which is the reciproca! of ~.
a X
X+ y b ax
b X b(x +y)
X b
We did not eliminate the denorninator, but now we have a simpler expression; we have only
one fraction instead of one fraction divided by another fraction.
33.B
complex Fractions of fractions, such as the one just simplified, are called complex fractions. We also
fractions use these words to describe expressions such as
X 4
- +-
y yx
a
y
This expression has a numerator composed of the sum of two fractions and a denominator
that has only one fraction . We will define complex fractions to be fractions that contain
more than one fraction Iine.
X 4
- +-
example 33.1 Simplify: Y yx
a
y
solutíon There is no equal sign, so we cannot use either of the rules for equations. The only rule
that we can use is the denominator-numerator rule. We use it first to add the two terms
in the numerator.
~+ __±_ ~( ~) + __±_
y yx y x yx
-- - ---
a a
- -
y y
x2 4
- +-
xy yx
- - -a
y
x2 +4
xy
- --
a
y
problem set 33 153
Now we will use the same rule again to multiply above and below by ~ , which is the
reciproca! of the denominator, ; .
(x 2 + 4) y
xy a x2 + 4
,.. ~ . l_ xa
y a
-a +m
example 33.2 Simplify: x + Y y
X
a+m
solutíon Again we note that an equal sign is not present. Thus, the only rule we can use is the
denominator-numerator rule. First, we use it to help us add the two terms in the numerator.
a
-- + -
X+ y
m
y
a
~y +-y~
(y) m(x +y)
X
= X
a+m a+m
ay+ mx + my
y(x + y)
= X
a+m
Now we finish by using the same rule again. We multiply above and below by ª: m, which
is the reciproca! of ª : m •
ay+ mx + my .
y(x + y)
(ª + X
m)
(ay + mx + my)(a + m)
--
ª
X -·
+m
(ª + m)
---
X
xy(x +y)
This answer is a little complicated but is closer to real-life answers than the answers to
problems that are carefully contrived so that a lot of terms can be canceled.
practice Simplify:
m 3 y s
- + - - -- + -
p zp ª +m m
a. b.
s a
p y+ s
problem set l. Four seventeenths of the hedonists were also sybarites. lf 104 were sybarites, how
33 rs¡ many hedonists were there in all?
2. Mercury and phosphate were mixed in the ratio of 7 to 2. lf 3600 grams of the mixture
(18) •
was reqmred, how much mercury was needed?
3. Twenty percent of the lithium did not combine. lf 1620 grams did combine, how much
9
r ! lithium was there in all?
4. There were 10 more reds than 8 times the number of blues. Also, the number of reds
(21) •
was 5 less than 11 times the number of blues. How man y of each were there?
5. The total distance was 540 miles. Part of the joumey was on a motorcycle at 40 mph,
29
r ¡ and part was in a car at 60 mph. What distance was covered by motorcycle if the total
time of the joumey was 11 hours?
154 Algebra 2 Lesson 33
Simplify:
m 3 S X
- +- - -+ -
6.
p xp
7. ª +b b
(33) y (33) a
p s+x
8. The central angle is 40° as shown. 9. Find x, y, and z. Remember that the
111
! Find x, y, and z. If the radius of the on measure of an are is twice the
circle is 6 cm, find the length measure of the inscribed angle.
of are z.
zº
10. Find the equation of the line that is perpendicular to y = -~x + 2 and passes
(31) •
through the pomt (-4, 2).
Simplify:
11 . 3 íi _2 fI 12. 4 íi - 2 ~rf5
(32) f2 ~5 (32 ) ~6
13. Find the perimeter of the isosceles triangle in problem 8 if chord AB is 11 .28 cm.
(B)
14. Find an angle such that- 3 times the complement of the angle is 50° greater than the
(5)
supplement of the angle.
Simplify:
4xy
x+ -
(0.0027 X 10 15 )(500 X 10-20) X
15. 16.
(21)
900 X 10 14 (33) 1
- - y
X
4x + 4xy
17. 3.Ji8 + 2-JSO - -198 18.
(20) (25) 4x
Add:
a b ex+ 4 4 6x - 2
19. + 2- + - - 20. ---
(27) x(x + y) x x + y x+4 (27)
x 2 + 2x - 8
Factor completely. Always factor the GCF as the first step.
21. 5x 2 + 4x 3 - x 4 22. l0k 2 - 7k 2x + k 2x 2 23. apx 2 - 20ap - apx
(26) ( 26) (26)
Sol ve:
24. X + 2 _ 2x - 2 = 3x - 2 _ 2x + 3 =
5 25. 4
(24) 3 4 2 3 (24)
26. Solve by graphing and then get an exact solution by using either substitution or
23
r J elimination.
2x - y = -5
{ X+ y = 1
27. Divide 2x 4 - x by x - 2 and check.
(16)
28.
(3)
Evaluate: -3° - x - yº - y 2 (-2° - 3) - l-2 - xi if x = -2 and y = -3
29. Find the perimeter of a rectangle that measures 2 ft by 4 ft.
(B )
30. Find the area of the rectangle of problem 29.
(8 )
34 Uniform Motion Problems: D1 + k = 0 2 155
H'íi' '·)' _,
LESSON 34 Uniform Motion Problems: D 1 + k = D 2
The distance diagrams for the uniform motion problems encountered thus far have looked
like one of the following:
~
D1 D2
• -j
480
D2
~ --
1- D1
•
D2
-j
D1 D2
480 480
2
(a) (b)
In both diagrams in (a), the distance traveled by number 1 equals the distance traveled by
number 2, so the distance equation for both diagrams is
R¡T¡ = RzTz
In all three diagrams in (b ), the distance traveled by number 1 plus the distance traveled by
number 2 equals 480, so the distance equation for ali three diagrams is
R¡T¡ = RzTz = 480
In sorne uniform motion problems, the distance traveled by one object exceeds by a specified
amount the distarice traveled by another object. The diagram for one of these problems
usually looks like one of the following:
DA
. ~
DA
~
40 40 •
DB D¿
In the diagram on the left, both A and B began at the same point. For sorne reason B traveled
40 units farther than A. In the diagram on the right, A started 40 units in front of B, but they
ended up at the same place. In both diagrams the sum of 40 and the distance traveled by A
equals the distance traveled by B.
l Distance A + 40 = Distance B
Now, since rate multiplied by time equals distance, we can write the distance equation for
both diagrams as
RATA + 40 = R8T8
example 34.1 Millicent began the joumey at 6 a.m. at 50 kilometers per hour. Beauregard began to chase
her at 1O a.m. at 60 kilometers per hour. What time was it when Beauregard got within
40 kilometers of Millicent?
solution Beauregard and Millicent began at the same point, but Millicent traveled 40 kilometers
farther than Beauregard traveled. Thus, the distance diagram and distance equation are as
follows:
DM
t=: DB
40 1 RBTB + 40 = RMTM
We have one equation in four unknowns. Thus we need three more equations. They are
RM = 50 R 8 = 60 TM = T8 + 4
1
156 Algebra 2 Lesson 34
\
Now we substitute these equivalences into the distance equation and solve for T8 .
60T8 + 40 = 50(T8 + 4) substituted
60T8 + 40 = 50T8 + 200 multiplied
1
IOT8 = 160 simplified
T8 = 16 divided
"'
Thus, in 16 hours Beauregard got within 40 kilometers of Millicent. Sixteen hours after
10 a.m. would be 2 o'clock the next morning.
example 34.2 When the sheriff began his pursuit, Robín Hood was already 7 miles out of Nottingham. If
the sheriff traveled at 6 miles per hour while Robín Hood' s rate was 2± miles per hour, how
long did it take the sheriff to catch up?
solution The distance diagram, the distance equation, and the rate equations are
DR
~ =>r-zt
7
RRTR + 7 = RSTS Rs = 6 RR
ºs
When the problem began, Robín was already 7 miles out of town (how he got there or when
is not part of this problem). Thus Robín and the sheriff began traveling at the same time and
stopped at the same time, so the time equation is
Ts = TR
Next we substitute for RR, R 5, and T5 in the distance equation.
5
- TR + 7 = 6TR
2
t
We substituted for RR' 6 for R5 , and TR for T5 . We finish by eliminating the denominator
by multiplying every term on both sides by 2.
STR + 14 = 12TR multiplied by 2
14 = 7TR simplified
2 = TR divided
Thus, the sheriff caught Robín in 2 hours because his traveling time equaled that of Robín.
practice Zane began the joumey at 5 a.m. at 30 kilometers per hour. Tricia began to chase him at
7 a.m. at 40 kilometers per hour. What time was it when Tricia got within 20 kilometers
ofZane?
problem set l. Elliot began the joumey at 8 a.m. at 40 kilometers per hour. Benita began to chase him
134
34 ! at 11 a.m. at 50 kilometers per hour. What time was it when Benita got within
60 kilometers of Elliot?
2. Roland had already covered 14 kilometers when Charlemagne headed out to catch
134
! him. Charlemagne's rate was 11 kph, whereas Roland's rate was 7± kph. How long did
it take Charlemagne to catch Roland?
3. Kay rode the bicycle into the country at 1O mph, and Yancy pushed it back to town at
122
! 3 mph. If the round trip took 13 hours, how far did Kay ride the bicycle into the
country?
4. Thirty percent of the sulfur desiccated. If 42 tons did not desiccate, how much sulfur
19
!was there in all?
problem set 34 157
5. Fifty grams of sodium bicarbonate was mixed with other compounds to get 150 grams
osJ of mixture. lf 300 grams of the other compounds was available, how much sodium
bicarbonate was needed to make the mixture?
6. Find three consecutive integers such that 5 times the sum of the first and third is
6
<J 14 greater than 8 times the second.
Simplify:
L _ ab _!_ - b
7. ab 8. X
(33) 1 a (33) X
a b
9. The shape shown is the base of a -- 10. Find x.
8
<J cone that is 8 meters tall. Find the rnJ
volume of the cone. All angles are
right angles. (4x + 20)º
4 6 14
12
11. Find the equation of the line that is perpendicular to 2.x + y = 4 and passes through
(31) •
the pomt (-2, -1).
Simplify:
12.
(32)
2
~9
G. - 3f~2 13.
(32)
-3
~3
G. + 2 ~fI2
14. How many 1-cm-square floor tiles
8
<J will it take to completely cover the
shaded area in the figure shown?
Dimensions are in centimeters.
Simplify:
4 + 2-
(O.OQ0032 X 10 4 )(700 X 10- 14 ) y2
15. 16.
(21) 16,000 (33 ) 1
3- -
y2
x 2y - 5x2y 2
17.
(20)
8.fi7 - 2.J75 + 2-547 18.
(25) x2y
Add:
a bx ex x-4 2x - 1
19. ---+ 2 +-3 20. ---
2
(27)
x (x + y) x (x + y) x (27) X - 3 x - 6x + 9
Factor completely. Always begin by factoring the GCF.
21. - 4x 2 + 2x 3 + 2x 4 22. ax 2p - 8pa - 2axp 23. yx 2 - 4xy + 4y
(26) (26) (26)
Solve:
. X - 3 _ 3x + 4 X 2x - 4
24 3 25. 5
(24) 2 2 (24) 3 2
(
158 Algebra 2 Lesson 35
26. Solve by graphing and then get an exact solution by using either substitution or
23
r J elimination.
X - 3y = 6
{
2x + y = 2
27. Multiply: (x 2 + x)(x 2 + 2x + 3)
(16)
28. Use substitution to solve: { 3 x - 2 Y = 2
(l 3J X - 3y = 4
29. Find the area of this isosceles triangle.
0
3
J Dimensions are in centimeters.
ú 6
30. Evaluate: -2º[-2º - 22 - (-2) 3 - 2](-2º - 2) + x - xy
3
( ! if X = -3 and y = -4
..
LESSON 35 Angles in Polygons • Inscribed Quadrilaterals •
FractionalExponents
35.A
angles in We remember that the sum of the interior angles in a triangle is 180º.
polygons
Aº
A+ B + C = 180
Bº Cº
A quadrilateral can be triangulated (divided into triangles) from any vertex into two
triangles. Thus, the sum of the interior angles of any quadrilateral is 360º.
/
/
180º /"
/
/
/
/
/
/
/
360º total
A pentagon is a 5-gon and can be triangulated from any vertex into three triangles. Thus, the
sum of the interior angles of a pentagon is 540º .
540º total
35.A angles in polygons 159
To find the sum of the_interior angles of any polygon, we triangulate the poly:gon
from one vertex and multiply the number of triangles by 180º.
It is poor practice to memorize a formula when the formula can be developed quickly.
If we make a list, we can develop a formula far the sum of the interior angles of any polygon.
3 sides ---- 1 x 180 = 180º
4 sides ---- 2 x 180 = 360º
5 sides ---- 3 x 180 = 540º
Each time we add a side to the polygon, we can draw another triangle.
,, ,, ,,
I
,, ,, 6 sides ---- 4 X 180° = 720°
I
,, ,,
-- --
I
I ; --
;
From this we see that the sum of the measures of the interior angles of a polygon of n sides is
(n - 2) X 180°
We can also find the sum of the measures of the exterior angles. The sum of the measures
of the exterior angles of any polygon is 360°. We can see this clearly if we watch an
individual walk around this polygon.
~-
At A the person tums through an angle of 75°, and at B he turns through an angle of
100º. At C, D, and E he turns through angles of 30º, 40°, and 115°. When he gets back to the
starting point, he has completed a full circle, and so the sum of these five angles must be
360º. We can see that he wíll tum through 360º when he walks around any polygon,
regardless of the number of sides the polygon has. This shows that the sum of the measures
of the exterior angles of any polygon is 360º.
example 35.1 Find x and y.
,•
xº
yº
(x + 55)º
so/ution The sum of the measures of the exterior angles of a polygon is 360º. So
X + (X + 55) + 80 + 40 + 50 + 65 = 360 exterior angles = 360°
2x + 290 = 360 added
2x = 70 added -290 to both sides
X= 35 sol ved
160 Algebra 2 Lesson 35
Since x + 55 plus y equals a straight angle, or 180°, we can find y.
X + 55 + y = 180 equation
35 + 55 + y = 180 substituted
y = 90 sol ved
35.B
inscribed If a quadrilateral is inscribed in a circle, the sum of the measures of any pair of opposite
quadrilaterals angles is 180º.
To see why this is true, we remember that the measure of an inscribed angle is half the
measure of the intercepted are. In the figure on the left the measure of angle A is half the
measure of are BCD.
B B B
A C A C A e
In the center figure the measure of angle C is half the measure of are BAD. Since the two ares
go all the way around the circle, the measure of the sum of the two ares is 360º . Thus , the
sum of the measures of angles A and C is half of 360º, or 180º.
example 35.2 Find x, y, and z.
50º
solutíon This problem gives us practice with the fact that an intercepted are has twice the measure of
the inscribed angle and with the fact that the sum of two opposite angles in an inscribed
quadrilateral is 180º. Also the sum of the measures of the interior angles of any quadrilateral
is 360º. First we note that the are of the 80º angle equals zº + 50°. Thus,
Z + 50 = 2 X 80 areº = 2 x (inscribed angle)º
z + 50 = 160 multiplied
z = 110 solved
Since opposite angles in an inscribed quadrilateral sum to 180°, we can sol ve for x and y.
X + 80 = 180 y + 75 180
SO X = 100 so y = 105
35.C
fractional There are two ways to write the square root of 2.
exponents ..fi and 2112
There is nothing to understand, for this is a definition of what we mean when we use the
square root radical sign or the fractional exponent ~ · We use the fractional exponent t to
designate the cube root, the fractional exponent -}¡ to designate the fourth root, etc.
2112 = ..fi 2113 = Vi 2 114 = Vi.
35.C fractional exponents 161
The rules for exponents are the same for fractional exponents as they are for integral
exponents. Thus, both the product theorem and power theorem also apply to fractional
exponents.
x5!3 . x8/3 = xl3!3 and (x5/3)8/3 = x40!9
example 35.3 Simplify: 4- 112
so/ution Negative exponents are not operational indicators, so our first step is to write the expression
with a positive exponent. Then we simplify.
1
4-1/2 = 1/2
4 2
example 35.4 Simplify: -2r 113
solution If the minus sign is unprotected by a parenthesis, we may cover it up with a finger.
[ I Y 2r113
Now we simplify 27- 113 .
ll/ir7'))2T 113 = llljf7ll _1_ = rf7"t .!_
~ ~ 27 113 ~ 3
Now we remove our finger to uncover the minus sign and see that the answer is
1
3
example 35.5 Simplify: 16312
solution This expression can be simplified in two ways.
(a) (16 3) 112 (b) (16 112) 3
Both (a) and (b) have the same value as the original expression. Next we simplify both
expressions within the parentheses and get
(a) (4096) 112 (b) (4) 3
Both of these have a value of 64, but it is much easier to raise 4 to the third power than it is
to take the square root of 4096. For this reason, it is recommended that the fraction always
be left inside the parentheses when doing the first step of the simplification. lt is important
to realize that these problems are contrived problems designed to give practice in working
with fractional exponents. Not all expressions with fractional exponents can be simplified. lf
we have
¡5312
we can do nothing, for neither
(15112)3 nor (153)112
can be simplified without using logarithms or a calculator.
example 35 .6 Simplify: -s- 213
so/ution Since the minus sign is not protected by a parenthesis, we mentally cover up this sign with a
finger and get
[ID 8-213
162 Algebra 2 Lesson 35
This can be rewritten as
1
[!Y 8 2/3
Next we write the exponent as a product that has the fraction inside the parentheses.
CTY>--1---
Now we simplify
1
[r9> 22
and bring back the minus sign to get
1
4
practice a. Find the sum of the interior angles in a 14-gon.
b. Find the sum of the exterior angles in a 14-gon.
Simplify:
c. 64- 112 d. 64 213 e. -125-213
problem set l. Matthew was 1200 yards ahead when Lowe began his pursuit. IfLowe ran 3 times as
1341
35 fastas Matthew and overtook him in 30 minutes, how fast did each boy run?
2. Cheryl and Judy trudged at 4 miles per hour until their packs got too heavy. Then they
1291
dropped their packs and continued at the brisk pace of 6 mph. If the total trip of
56 miles took 12 hours, how long did they trudge? How long did they walk briskly?
3. The dhow made the trip in 12 hours, while the brigantine made the same trip in 4 hours.
<22!If the speed of the brigantine was 6 miles per hour greater than the speed of the dhow,
what was the distance traveled by each?
4. Blues were $5 each and yellows cost $8 each. Penelope spent $82 and the number of
( 19) •
blues she bought was 2 greater than tw1ce the number of yellows. How many of each
kind did she buy?
S. Sixty percent of the aluminum fused, as it should have. If 40 tons did not fuse, how
9
<! much aluminum was there in all?
6. Twenty grams of vanadium was melted with other metals to make 40 grams of the
081
alloy. If 400 grams of the other metals was available, how much vanadium should
be used?
7. The figure shown is the base of a right
~ ~
<BJ so lid that is 1O meters high. Comers
that look square are square. Find the
lateral surface area of the solid.
Dimensions are in meters. 8
Simplify:
8. 16-112 9. 2r113 10. 9312 11. -64-213
(35) (35) (35) (35 )
12. Find x, y, and A.
(17)
96º
(3x - 4y) º
5\ /9
7\ /1 1) ., , v\ O
/(
problem set 35 163
Simplify:
13.
(32)
3 f2 + 2 f7fI
fs 14.
(32)
2~ - 9¡{
_ x_ +6
~-4
b X+ y
15. 16.
(33) xy (33) 4
-
b x+y
17. Find x, y, and k.
( 11)
(2x + 10)º
kº (3y + 40)°
18. Find x. Then find y.
(35)
19. Find x, y, and p.
(35)
xº
112º
20. Find the equation ofthe line that passes through the points (-2, 3) and (4, -5).
( 14)
Add:
21. ~--+---
4 2x - 2 22. ~ - 2x
(27) x2(x + y) x(x + y) (27) X - 2 X2 + X - 6
Factor completely:
23. 35a - ax 2 - 2xa 24. 8x 2 - 2x 3 - x 4
(26) (26)
Simplify:
25. 2.f3 . -m
(20)
- 3J2 . .f6 + 4J2c3J2 - .f6)
(7000 X 10 14 )(0.0002 X 10-ll)
26.
(21) 1400 X 10-lO
164 Algebra 2 Lesson 36
Sol ve:
27. X - 3 _ 2x =S 28. 0.002x = 0.02 + 0.04
(24) 7 4 (6)
29 • 1 o 1
2t- X - 2X = 3-
1241 3 4
30. Find the distance between (-4, 2) and (7, 3).
(10)
LESSON 36 Contrived Problems • Multiplication of Rational
Expressions • Division of Rational Expressions
36.A
contrived In beginning algebra courses we work at developing algebraic skills that can be used in
problems advanced mathematics and in chemistry, physics, and other mathematically based
disciplines. We certainly can find no way to apply immediately our skill of adding abstract
expressions such as
a e b
-+-+--
b X X+ y
but without this skill, many problems that will be encountered in advanced algebra and
trigonometry would be difficult, if not impossible. In this lesson we will investigate
multiplication and division of factorable rational expressions that have common factors.
These problems have no immediate application but are good problems for practicing
factoring and for practicing canceling factors that are sums.
36.B
multiplication We remember that fractions are multiplied by multiplying the numerators to form the new
of rational numerator and by multiplying the denominators to form the new denominator.
expressions
3 7 21 X m xm
=
5 8 40 y y+ k y2 + yk
Another name for a fraction is a ratio, and we remember that this is the reason that we often
call fractional expressions rational expressions.
X 2 +X - 12 x2 + 2x - 35
example 36.1 Multiply: x 2 _ x _ 20 · x2 + 9x + 14
solution This is nota multiplication problem but is a contrived problem designed to provide practice
in factoring and canceling. Thus, we will begin by factoring all four expressions, and then
we will cancel the common factors.
(x.-+-4)(x - 3) ~.(x--'5} _ X - 3
(x--5).{x-rl} (X + 2).(x.-+-1} - X + 2
problem set 36 165
36.C
division of W e remember that the denominator of a fraction of fractions can be changed to 1 by
rational multiplying it by the reciproca! of the denominator. Thus,
expressions X
y
k
p
can be simplified by multiplying above and below by f.
!__ . !!__ xp
y k yk xp
15:_. !!__ 1 yk
p k
If the problem had been stated as
~ 7 15:_
y p
the same result could be obtained by inverting the divisor and then multiplying.
X k !__ . !!__ xp
y p y k yk
This procedure will be used in the next example.
x2 - 6x + 8 x 2 - 2x - 15
example 36.2 Simplify: x2 + 3x - 28
x 2 + 2x - 35
solution This is also a contrived problem designed to give practice in factoring and canceling. We
begin by inverting the divisor and changing the division symbol to a dot that indicates
multiplication.
x 2 - 6x + 8 x 2 + 2x - 35
x 2 + 3x - 28 x 2 - 2x - 15
We finish by factoring all four expressions and canceling, just as we did in the preceding
example.
(x - 2){x--4t µ.-+--7j(x--51 X - 2
µ.-+--7){x--4) · (x--51(x + 3) = X+ 3
X2 +X - 6 X+ 3
example 36.3 Simplify: x3 _ x2 _ 35x
2 x 2 - 7x
solution This time we will factor and invert the divisor in the same step. Then we finish by canceling
common factors.
.{x--t--3)(x - 2) x.(x--1) - X - 2
x(x + 5).(x--1) (x-rlj - X + 5
practice Simplify:
x 2 - 6x + 9 x 2 - 5x + 6 x 2 + 2x - 8 X - 2
a. b.
x 2 + 5x - 24 x 2
- X - 72 x 3 - 4x 2 - 2lx x 2
- 7x
problem set l. The students whose phrasing was pleonastic used 240 percent more words than were
9
36 <! necessary . If 400 words were necessary, how many words did these students use?
2. Fats cost 4 cents each, and leans cost 21 cents each. Moxley and Rachel bought a total
19
' ! of 30 and spent $2.90. How many of each kind did they buy?
166 A/gebra 2 Lesson 36
3. The fraction hada value of ~ · The sum of the numerator and the denominator was 40.
2
r 1JWhat was the fraction?
4. Don made the trip in 10 hours . Hazel drove 10 miles per hour faster than Don, so she
22
r J made the trip in only 8 hours . How many miles long was the trip?
5. Brett and Julie headed north at 8 a.m. By noon Brett was 80 miles ahead of Julie. What
34
r ! was Brett's speed if Julie's speed was 30 miles per hour?
. 6. Find four consecutive multiples of 7 such that 4 times the sum of the first multiple and
6
r J 2 is 15 greater than 3 times the third.
7. Find x if the perimeter of the X
71
r quadrilateral is 31 inches.
x+4
P--
X
D
X + 1
Simplify:
x 2 +X - 20 x 2 + lOx + 16 x 2 - 3x - 18 x 2 - 2x - 24
8. 9.
(36)
x2 - X - 2 x 2 + 3x - 40 (36)
x 2 - 4x - 32 x 2 - X - 20
10.
. 11. _27- 2/3 12.
1
13. <-21r213
(2) -r2 (35) (35) 81 - 314 (35)
1 4
- +- ±- 3
14.
(33)
X
--1
y
15.
(33)
X
16.
(32)
3 íf - 2 f5íl
~3
3+ - 2 +2
xy X
(6000 X 10 14 )(300 X 10-22 )
17. 18. 2JI-3#
(21) 0.00018 X 10-S (32)
19.
(20)
4M(3.fi - 4-J3 ) 20.
(20)
2.fi8 - 3-J63 + 2 $
Add:
6
21.
3
22. -p- + -
cx+a mx+b
-3- + -,,--..,.-
(27)
x 2 (x + 2) x 2
+ 3x + 2 (27) ax 2 ax2 4 a x
Sol ve:
23. _3x_-_2 _ ~ _ _x_-_3 =
1
(24) 7 4 2
24.
(4)
3x0 - 2(x - 3°) - l-11 - 21 = 4x(2 - sº) - 7x
25. Find the equations of lines (a) 26. In the figure, X equals 140. Find M
021
and (b) . o> by first finding A, B, C, D, and E.
y Eº
6
5
4
3- - (a) ....__
1 Cº
-6-5-4-3 - 2-1 1 2 3 L--"- 6 X
...._.._ (b) ~
~3
c.- 1 1
-4 Mº
~5
16
\
37.A chemical compounds 167
27. Divide x4 - 2 by x + _Land check. 28._Eind the distance between (-3, 7)
(16) 001
and (4, -2).
Simplify:
-2 ( 3x-3y2)
29. ~ 3x 6 y-I Z -
(4J zx4 z-lx-4
30. -3°(2 - 4°) - l-31 - 2 - 42 - (-2) 3 - 2
(A)
LESSON 37 Chemical Compounds • Parallelograms
37.A
chemical In chemistry courses sorne problems deal with the weight relationships of cheroical
compounds compounds. Most of these problems are straightforward ratio and percent problems, and it is
necessary to know only two things about chemistry to be able to work them.
The first thing is that atoms always combine in the same combinations when they unite
to form a specific coropound. The chemical formulas for the compounds tell us the number
of each kind of atom in a molecule of the compound. For example,
H 20 is the formula for water. Each molecule of water has two hydrogen
(H) atoms and one oxygen (0) atoro.
\
Zn 3N 2 is the formula for zinc nitride. Each molecule of zinc nitride has three
zinc (Zn) atoms and two nitrogen (N) atoms.
NaOH is the formula for sodium hydroxide. Each molecule of sodium
hydroxide has one sodium (Na) atom, one oxygen (O) atom, and one
hydrogen (H) atom.
The second thing we need to know is that every kind of atoro has a different weight. We
express the weights of atoms in grams. The gram atomic weight of oxygen is 16 grams, and
the gram atomic weight of hydrogen is 1 gram. We will give the gram atoroic weights of the
elements in parentheses. In a problem about oxygen and hydrogen, we would note the gram
atomic weights as (O, 16; H, 1).
When elements combine to form a compound, we say that the molecules of the
compound have a gram molecular weight that can be found from the gram atomic weights.
Since the formula for water is
' H 20
we find that the gram molecular weight of water is
2(1 gram) + 1(16 grams) = 18 grams
example 37.1 The chemical formula for water is H 20. If we have 3600 grams of water, what is the weight
ofthe oxygen (0, 16; H, I)?
solution We follow the same procedure we have been using for ratio problems. We note the weight
of each element and the total weight. In a molecule of water the weights are
Hydrogen: 2 X 1 = 2
Oxygen: 1 X 16 = 16
Total: = 18
168 Algebra 2 Lesson 37
Thus, the three possible ratios are
H 2 H 2 o 16
(a) -
o
= -
16 (b) Total 18 (c) Total = -18
The chemical symbol for oxygen is the letter O, which can be confused with the number O.
Pay careful attention to this distinction so that you are not misled. We ha ve been told that the
total weight was 3600 grams and were asked for the weight of the oxygen, so we will use
ratio (c) and replace total with 3600.
o 16 o 16
Total 18 ----- 3600 18
To solve, we cross multiply and then divide both sides by 18.
18. o 16 . 3600
18 . o = 16 . 3600 -----
18 18 ----- O = 3200 grams
example 37.2 The chemical formula for ammonia is NH3 . This tells us that each ammonia molecule
contains one nitro gen atom and three hydrogen atoms. If we have 51 O grams of ammonia,
how much does the nitrogen weigh (H, l; N, 14)?
solution Nitrogen: 14 X 1 = 14
Hydrogen: 1 X 3 = 3
Total: = 17
Thus, the three ratios are
N
(a) - = -14 b) N = 14 H
(c) - = -3
H 3 ( T 17 T 17
We have been told that the total is 510 grams and have been asked for the weight of the
nitrogen, so we will use (b). We will replace T with 510, cross multiply, and then
divide by 17.
N
T = 14
17 -- N
510
14
17
----- 17N = 14 · 510
--- Y1N 14
Y1 =
. 510
17
N = 420 grams
example 37.3 The formula for ammonium chloride is NH4 Cl. This means that in one molecule of
ammonium chloride there is one atom of nitrogen, four atoms of hydrogen, and one atom of
chlorine. How many grams of chlorine are there in 1060 grams of ammonium chloride
(N, 14; H, l; Cl, 35)?
solution We begin by finding the molecular weights of each element in a molecule of the compound.
Nitrogen: 1 X 14 = 14
Hydrogen: 4 X 1 = 4
Chlorine: 1 X 35 = 35
Total: = 53
We see that the ratio of the weight of the chlorine to the weight of the total solution is 35 to 53.
Cl 35
- = -
T 53
We replace T with 1060 and then sol ve:
Cl 35 53Cl = 35 . 1060 --- $Cl _ 35 · 1060
1060 = 53 --- ,.51 - 53
Cl = 700 grams
37.B parallelograms 169
37.B
parallelograms A parallelogram is a quadrilateral that has two pairs of parallel sides.
/.~·¡
Parallelograms have four special properties.
l. The pairs of parallel sides have equal lengths (are congruent).
2. Angles opposite each other have equal measures (are congruent).
3. The sum of any two adjacent angles is 180°.
4. The diagonals bisect each other.
W e can prove properties 1 and 2 by drawing a diagonal and noting that the two triangles
formed are congruent.
¿¿y
A B
D e
The angles marked 2 have equal measures because they are altemate interior angles formed
by the long parallel sides and the diagonal. The angles marked 1 have equal measures
because they are the angles formed by the short parallel sides and the diagonal. Two angles
in each triangle are equal, so angles A and C must also be equal and the triangles are similar
by AAA. The scale factor is 1 because the diagonal is the side opposite angles A and C. Thus
the triangles are congruent by AAAS. When we write the statement of congruency, we are
careful to list corresponding vertices in the same order.
/),.DAB :=¡},_BCD
Thus,
AB:=DC CPCTC
DA:=CB CPCTC
This proves that the pairs of opposite sides in a parallelogram have equal lengths.
From the congruent triangles we also see that angle A has the same measure as angle C.
We could draw the other diagonal and use the same procedure to prove that the other pair of
angles in the parallelogram have equal measures.
This proves that the angles opposite each other in a parallelogram have equal
measures, as we show on the left below. In the figure on the right we label the equal
measures as having measures of xº and yº .
A B
D
/ 7 Lº yºle
Any quadrilateral can be divided into two triangles, so the sum of the interior angles of a
quadrilateral is 360º . Thus
2x + 2y = 360 360° in a quadrilateral
X + y = 180 divided by 2
This pro ves that the sum of the measures of any two adjacent angles in a parallelogram
is 180º.
We will prove that the diagonals of parallelograms bisect each other in Lesson 39.
170 Algebra 2 Lesson 37
example 37.4 ABCD is a parallelogram and mLBAD is
65 º . Find mLADC and mLDCB. Find
x and y.
A
!1><lc X+ 2 o
solution The measures of opposite angles are equal, so mLDCB is 65°. The sum of the measures of
two adjacent angles is 180°, so mLADC must be 115º. The diagonals of a parallelogram
bisect each other. This gives us two equations.
y + 7 = -4 X + 2 =7
y = -3 X =5
example 37 .5 ABCD is a parallelogram. Find x and y.
A B
(1 Ox + 50)º
(5x + 10)º (y+ 10)º
o e
solutíon The sum of a pair of adjacent angles in a parallelogram is 180º. Thus,
(lüx + 50) + (5x + 10) = 180 adjacent angles
l5x + 60 = 180 simplified
l5x = 120 added -60 to both sides
X =8 sol ved
To find y, we first evaluate (lüx + 50) 0 •
l Ox + 50 angleA
10(8) + 50 substituted
130 simplified
Angles A and Carea pair of opposite angles in a parallelogram, so they have equal measures.
A=C equal angles
130 = y + 10 substituted
120 =y sol ved
practice a. The chemical formula for Freon-12 (dichlorodifluoromethane) is CC12F 2. If we have
1200 grams ofFreon-12, how much does the carbon weigh (C, 12; Cl, 35 ; F, 19)?
b. ABCD is a parallelogram and mLABC is 125º. Find mLBCD and mL DAB. Find x and y.
8 X+ 2 C
A
¿;;¡><; 2y- 4 O
/
c. ABCD is a parallelogram. Find x and y.
B C
(x + 50)º
(8y + 20) º
A
(10y + 70)º o
\
problem set 37 171
pr-0blem set 1. The chemical formula for water is-H 2-0. lf we have 5400 grams-of-water, what is the
(37) •
37 we1ght of the oxygen (O, 16; H, 1)?
2. The chemical formula for ammonia is NH 3 . This tells us that each ammonia molecule
37
' ! contains one nitrogen atom and three hydrogen atoms. lf we have 850 grams of
ammonia, how much does the nitrogen weigh (N, 14; H, l)?
3. The formula for ammonium chloride is NH4CI. This means that in one molecule of
137
! ammonium chloride there is one atom of'nitrogen, four atoms of hydrogen, and one
atom of chlorine. How many grams of chlorine are there in 795 grams of amrnonium
chloride (N, 14; H, l; Cl, 35)?
4. The bus and the train left the same town headed south at 8 a.m. At noon the bus was
(34)
100 miles behind the train. How far did each one travel if the speed of the train was
twice the speed of the bus?
5. His imitation turned in to a travesty because he used 2 ~ times as man y gestures as were
15
! required for a reasonable imitation. lf he used 550 gestures, how many were required
for a reasonable imitation?
Simplify:
x 2 +X - 6 x 3 + 5x 2 + 4x
6.
(36) x 3 + 7x 2 + 12x x2 + 2x - 8
ax 3 - ~2 - l2ax a.x 2 - 4ax
7. 2 2
(36) x + 7x + 12 x + 2x - 8
8. -8--4/3 9. (-27)--4/3 10. _27--4/3 -3
11.
(35) (35) (35) (35) _9--312
12. MNOP is a parallelogram. The 13. Find x, y, and z.
37 (35)
< ! measure of LMPO is 85º. Find
mLPON. Find x and y.
xº
N
l<?Zp 9 11
O
80º
x-3 y+4
Simplify:
1
x+-z a+ 1'..
X X
14. 15.
(33)
x2 - ~ (33)
a- -
my
x2 X
16.
(32) 3#- 5Jr 17.
(32)
2{f- sJfi
3 11
18. Find the equation of the line that 19. Findx andy.
(31) (35)
passes through (-4, 2) and is
perpendicular to the line that goes 90º
through (-4, 6) and (5, 2).
80°
172 Algebra 2 Lesson 38
20. Solve by graphing and then get an exact solution by using either substitution or
123
! elimination.
3x - 3y = -6
{ 3x +y = 6
Add:
X 3x 4 6
21. --- 22. ---+-
(27) x+5 x2 + 4x - 5 (27) x(x + 2) x
Solve:
3x + 2 X - 3
4x 2x + x = 5
23. --- = 2 24.
(24) 5 7 (24) 3- 4
Simplify:
25. 3.J2(5.f12 - 2.J2) 26. 4-fi0(3.J2 - 2-!5)
(20) (20)
(x-2)-1 (y-2 x)-3 xºy
27. 28. -2 2 - (- 2) 3 - (-2) - 2° - 2
(2 ) (x-2)2 x4.xxoyox2 (A )
(0.00035 X 10- 14 )(0.003 X 10 5)
29.
(21) 21,000 X 10- 4 0
2 2 2 2
30. Multiply· 4 x - y- (x y 3x y2z2)
(4) • 2 ---=2 - ---"---
z z p
LESSON 38 Powers of Sums • Solving by Factoring •
Only Zero Equals Zero
38.A
powers of We know that x 2 means to multiply x by x.
SUmS X2 = X . X
In the same way, (x4y-3z 2) 2 means to multiply x4 y- 3z2 by x4y-3z 2 .
(x4y-3z2)2 = (x4y-3z2) . (x4y-3z2) = x8y-6z4
The same result can be obtained by using the power theorem for exponents by multiplying
the exponents, as shown here.
(x4y-3z2)2 = x8y-6z4
We must be careful, however, when the notation indicates that a sum is to be raised to a
power, because
(2x2 + 3y)2
means that 2x 2 + 3y must be multiplied by itself. The power theorem cannot be used as in
the last example. We will use the vertical format to multiply.
2x 2 + 3y
2x2 + 3y
4x 4 + 6x 2y
6x 2y + 9y2
4x 4 + 12x 2y + 9y 2
38.B solving by factoring 173
example 38.1 Exp-ªnd: (-!___-!- 3}
solution This notation indicates that x + 3 is to be used as a factor three times.
(x + 3)(x + 3)(x + 3)
We will use two steps to find the product of the three factors.
(x + 3)(x + 3) = x 2 + 3x + 3x + 9 = x 2 + 6x + 9
Now we multiply this product by x + 3.
x 2 + 6x + 9
X + 3
3 2
x + 6x + 9x
3x 2 + 18x + 27
x + 9x 2 + 27x + 27
3
We must try to remember that the power theorem can be used only when a product is
raised to a power. The power theorem cannot be used when a sum is raised to a power.
38.B
solving by If a product of two factors equals zero, then one of the factors must be zero. For instance, if
factoring we have the notation
(4)( ) = o
the only possible correct entry for the second set of parentheses is O.
(4)(0) = o
In the same way, if we have an indicated multiplication of two factors equal to zero,
( )( ) = o
then either the first factor must equal zero, or the second factor must equal zero. This fact is
so important that we give it a name, the zero factor theorem. The formal statement of this
theorem is as follows.
ZERO FACTOR THEOREM
If p and q are any real numbers and if p · q = O, then
either p = O or q = O, or both.
We use this theorem to help us solve equations by factoring.
example 38.2 Solve: -x + x 2 = 6
solution First we rewrite the equation so that the three given terms are on the left side and are in
descending powers of the variable.
x2 - X - 6 =Ü
Next we factor the trinomial and get
(x - 3)(x + 2) = O
Now the zero factor theorem tells us that in this case there are just two possibilities.
Either x - 3 equals zero or x + 2 equals zero.
lfx - 3= O If X + 2 = Ü
+ 3 = +3 - 2 = -2
X = 3 X = -2
174 Algebra 2 Lesson 38
W e will check both solutions in the original equation.
lf X = 3: If X= -2:
-(3) + (3) 2 = 6 -(-2) + (-2) 2 = 6
-3 + 9 =6 2 + 4 =6
6 =6 Check 6 =6 Check
The zero factor theorem can be extended to the product of any number of factors by
saying that if the product of two or more factors equals zero, then one or more of the factors
must equal zero.
I
EXTENSION OF THE ZERO FACTOR THEOREM
If a, b, e, d, ... , represent real numbers and if
a·b·c · d · e · f ... =0
then one or more of the factors equal zero.
W e will use this fact in the next example.
example 38.3 Solve: -35x = -2x 2 - x
3
solution Again the first step is to write the equation in standard forrn.
x3 + 2x 2 - 35x = O
Next we factor out an x to get
x(x 2 + 2x - 35) = O
and then we factor the trinomial.
x(x - 5)(x + 7) = O
Now, by the extension of the zero factor theorem, one of these factors must equal O.
lf X =0 lf X - 5 =5 If X + 7 =0
X= 0 X =5 X = -7
W e finish by checking all three solutions in the original equation.
'-,,
If X = O: lf X = 5: lf X = -7:
-35(0) = -2(0) 2 - (0) 3 -35(5) = -2(5) 2 - (5) 3 -35(-7) = -2(-7) 2 - (-7) 3
0=0-0 -175 = -5 - 125 245 = -98 + 343
O= O Check -175 = -175 Check 245 = 245 Check
Thus, x = O, 5, -7
38.C
only zero If we sol ve the following two equations by factoring,
equals zéro (a) x 3 + 2x 2 - 35x =O (b) 2x 2 + 4x - 70 =O
the results of the factoring are similar.
(a) x(x - 5)(x + 7) = O (b) 2(x - 5)(x + 7) = O
In both cases we have the product of three factors equal to zero, and it would appear to sorne
that each equation has three roots. In equation (a), we can set each ofthe factors equal to zero
and find that the solutions to the equation are
O, 5, and-7
..,
problem set 38 175
E_9-_uation (b) is different because although it has three factors, only two of the factors
can ever be equal to zero. The factor (x - 5) equals zero if x equals 5 and the factor
(x + 7) equals zero if x equals - 7, but there is no way that 2 can equal zero. The number
2 equals only the number 2.
\ Sorne teachers try to help students avoid a mistake by having them record the solution
for (b) as
X =5 X = -7 2 =f:. o
practice a. Expand: (x + 2) 3 b. Solve: - 36x = 16x 2 - x 3
problem set l. Verruca counted protrusions. She found that 3 times the number of protrusions was
15
38 ! 15 less than -4 times the opposite of the number of protrusions. How man y protrusions
did she count?
2. Two kilograms of iron was melted with 7 kilograms of other metals to make the
08
J alloy. If 1440 kilograms of the alloy was required, how many kilograms of iron
should be used?
3. Charles and Matthew knew that the formula for sulfuric acid was H2S04. If they had
137
! 196 grams of sulfuric acid, what was the weight of the sulfur (H, 1; S, 32; O, 16)?
4. The ratio of the two numbers was 7 to 2. When Sir Richard and Marion multiplied the
121
J denorninator by 1O, they found that the result was 84 greater than twice the numerator.
What were the numbers?
5. Jerry and Milton set out for a ride in the hill country at 30 mph. Their car broke down
rnJ and they caught a ride back home in a truck at 20 mph. If they were gone for 1Ohours,
how far from home did the breakdown occur?
Expand:
6. (x + 5) 3 7. (x + 4) 3
(38) (38)
Sol ve:
. 2 3
8. -x + x2 = 12 9. -48x = - 2x - x
(38) (38)
10. 2x 2 + 2x - 112 = O
(38)
Simplify:
x 2 + 7x + 10 x 2 + 2x - 15
11.
(36)
14x + 9x 2 + x 3 x 3 + llx 2 + 28x
12. -16- 114 13. -16-3/4 14. 82/3 15. (-8)1/3
(35) (35) (35) (35)
16. Find the are a of this triangle. 17. The radius ofthis circle is 20 m. Find
(13)
the length of DEF.
(/ 1)
Dimensions are in inches.
D~
F E
Simplify:
2
x2 - a mp - 5
18. X
19. 4
(33) a (33) p2
ª2 -
X
4p2 - 4
176 Atgebra 2 Lesson 39
(0.00007 10-23 )(3000 X 10-IO)
vuf2 + v2{11
X
20. 21. 3 5
(2 1) 7000,000 X 10-30 (32)
22.
(32)
-2
ff + 7 -
Hi
11
23.
(20)
3J24(2-J6 - 3,JU)
24. Find the equation of the line that goes through the points (-2, 5) and (3, 4).
( 14)
5x - 2 X
25. Solve: - - = 7 26. Dividex4 - 1 by x + l.
(24) 3 4 (16)
27. Find the distance between (-2, 5) and (3, 4).
(/O)
1 3x 2x + 1
28. Add: - - + - - + - - - - -
r27¡ X + 3 X + 2 X 2 + 5X + 6
Simplify:
29. ( p 2y -2)- 3 p -2 ( y º) - 2
30. 13º - 321 - _1_ - 30 (-33 - 32)
(2) (p-2p0py) - 3(yp -2) - 4 p (2 ) 2-2
LESSON 39 Differe ne e of Two Squares •
Parallelogram Proof • Rhombus
39.A
difference of Ifboth terms of a two-term algebraic sumare identical except that the sign ofthe second term
two squares is different, we say that each expression is the conjugate of the other expression. Thus,
-2.x - 3y is the conjugate of -2.x + 3y
-2x + 3y is the conjugate of -2.x - 3y
3x + 4 is the conjugate of 3x - 4
3x - 4 is the conjugate of 3x + 4
When conjugates are multiplied, the product <loes not have a middle term, as seen here.
-2x - 3y 3x - 4 a+ b
-2x + 3y 3x + 4 a - b
4x 2 + 6xy 9x 2 - 12x a 2 + ab
- 6xy - 9y 2 + 12x - 16 - ab - b 2
4x 2 - 9y2 9x 2 - 16 ª2 - b2
We see that each of these products of conjugates can be written as the difference of two
squared expressions.
(2x)2 - (3y)2 (3x) 2 - (4) 2 (a)2 - (b)2
These expressions can be factored only by recognizing that the expression is the
difference oftwo squares. There is no procedure to follow.
example 39.1 Solve 4x 2 - 9 = O by factoring.
solutíon We recognize that the left-hand side of the equation is the difference of two squares.
Thus, we factor as follows :
(2.x - 3)(2.x + 3) = o
39.B parallelogram proof 177
-We finish the solution by using-the zern-faeter theorem.
If2x-3=0 If 2x + 3 = O
2x = 3 2x = -3
3 3
X=
2 X = 2
example 39.2 Solve 81m2 - 25 = O by factoring.
solution We recognize that the left-hand side of the equation is a difference of two squares,
which we factor as
(9m + 5)(9m - 5) = O
We complete the solution by setting each factor equal to zero.
If 9m + 5 = O If 9m - 5 = O
9m = -5 9m = 5
m = -~ m=9
5
9
39.B
parallelogram We remember that a parallelogram is defined to be a quadrilateral with two pairs of parallel
proof sides. Also recall that a parallelogram has four other properties, which are listed here.
l. The sides opposite each other have equal lengths.
2. The angles opposite each other have equal measures.
3. The sum of the measures of any two consecutive angles is 180°.
4. The diagonals bisect each other.
We proved properties 1, 2, and 3 in Lesson 37. Now we will prove property 4. Since
the pairs of opposite sides in a parallelogram have equal lengths, we can use identical tick
marks to indicate that the long sides of parallelogram ABCD below are equal.
D
j;¿Vª C
The small, shaded angles at B and D have equal measures because they are altemate interior
angles formed by diagonal BD and the parallel long sides. The vertical angles marked at the
intersection of the diagonals are equal. Thus, the third angles in each triangle are equal, and
the triangles are similar by AAA. The scale factor is 1 because the corresponding long sides
have equal lengths, so the triangles are congruent by AAAS.
!lCMD := !lAMB
Al so, CM:=MA CPCTC
DM:= MB CPCTC
This proves that the diagonals of a parallelogram bisect each other.
r
178 Algebra 2 Lesson 39
39.C
rhombus A rhombus is a parallelogram that has three additional properties. The first is the definition
of a r~ombus. The other two properties are theorems and can be proved.
l. A rhombus is a parallelogram whose four sides have equal lengths.
2. The diagonals of a rhombus bisect the angles of the rhombus.
3. The diagonals of a rhombus are perpendicular bisectors of each other.
To prove that the diagonals of a rhombus bisect the angles of the rhombus, we draw
¡¿ye
diagonal AC in rhombus ABCD. We will prove that diagonal AC bisects LA and LC.
A D
Since ABCD is a rhombus, side AB is congruent to side BC. Also, we know that in a triangle,
the angles opposite sides of equal lengths have equal measures. Therefore, LI = L3.
Because the rhombus is a parallelogram, side BC is parallel to side AD, and side AB is
parallel to side DC. Therefore, L2 = L3, because they are altemate interior angles formed
by diagonal AC and parallel sides BC and AD. Also, LI = L4, because they are altemate
interior angles formed by diagonal AC and parallel sides AB and DC.
Therefore, Ll = L3 , L2 = L3 and Ll = L3, LI = L4. By the sixth postulate of
Euclid, we know that things equal to the same thing are equal to each other.
Thus, L 1 = L2 and L3 = L4. Therefore, diagonal AC bisects LA and LC. We can also
show that diagonal BD bisects LB and LD in the same way. This proves that the diagonals
of a rhombus bisect the angles of the rhombus.
Because the rhombus is a parallelogram, we already know that the diagonals bisect
each other. To prove that the angles formed by the diagonals are right angles, we use the fact
that the diagonals bisect the angles of the rhombus and the fact that the sum of the measures
of two consecutive angles in a parallelogram is 180º, as we remind ourselves in the figure on
the left.
D e D e
\
Bº
A B A B
Aº Bº
A+B=180 2 2
In the rhombus on the right we see that the base angles in the shaded triangle measure half
of A and half of B. Since A + B equals 180, half of that sum equals 90, and x + 90 must
equal 180. Thus, x must equal 90 so that the sum of the measures of the three angles is 180º.
This proves that the diagonals of a rhombus are perpendicular bisectors of each other.
example 39.3 DEFG is a rhombus. The measure of the E F
reflex angle is 280º. Find A, X, B, K, and C.
280º
problem set 39 179
solution The sum oi-280,_X, and A_equals 360._Ihus,Lplus A mustequal 80 ~
X+ A = 80
Angles X and A have equal measures because DF bisects the angle at D. Thus, both X and A
equal 40.
X= 40 A= 40
The sum of two adjacent angles in a parallelogram is 180°, so K plus B equals 100.
K+B=lOO
But EG bisects the angle at G, so K equals B.
K = 50 B = 50
Angle C is a 90º angle because the díagonals of a rhombus are perpendicular. Thus,
e= 90
practice a. Solve 144s2 - 36 = O by factoring. - ·
b. Solve 121m2 - 64 = O by factoring.
c. MNOP is a rhombus. The measure of N O
the reflex angle is 306º . Find X,
A, and Z.
306º
problem set l. Sorne of the sophomores were ingenuous, but ~ had ulterior motives for their actions.
15
39 ! If 420 did not have ulterior motives, how many did have ulterior motives?
2. Sorne of the teacher' s proclamations were democratic, but 72 percent were ukases. If
19
J 9576 were democratic, how many were ukases?
3. The chemical formula for carbon dioxide is C02 . If the reaction produced 528 grams
137
! of carbon dioxide, what was the weight of the carbon produced (C, 12; O, 16)?
4. The symbol for strontium is Sr. If the mixture was 14 percent strontium and 688 grams
19
J of the mixture was not strontium, what was the weight of the strontium?
5. Jimmy and Gary ran from the disaster at 5 mph. Then they reconsidered and walked
122
J back at 3 mph. If they were gone for 8 hours, how far did they run from the disaster?
6. Find an angle such that 7 times the complement of the angle is 110° greater than twice
(5)
the supplement of the angle.
7. The area of the triangle is 52 ft 2 . Find MP. The radius of the circle equals MP. Find the
<BJ area of the circle.
A13
M~X
Sol ve:
8. x 2 - 9 = O 9. 36x 2 - 36 = O
(39) (39)
10. 24x = -l lx 2 - x 3
(38)
180 Algebra 2 Lesson 39
11. Expand: (x - 1)3
(38)
Simplify:
x 3 + 6x 2 + 5x 7x + 8x 2 + x 3
12.
(36) x 2 + 2x - 15 x 2 + 5x - 14
2º -3º
13. 14.
(35) _4-3/2 (35) _27-213
ax2 - _± m2p - 6
15. a 16. X
2
-4
(33) (33)
m2 p-
~ +6
a x
(3000 X 10- 4 !)(0.0008 X 10 1º) 2(3 _5[13
17. 18.
(21) 2,400,000 X 10 8 (32) fi3 ~3
19.
(32)
5#-2~ 20.
(20)
5-[45 - 2m + 2..JloS
21. Find x and y.
(11)
(2x. + 4y)º
22. WXYZ is a parallelogram. The measure of angle YZW is 68º. Find mLWXY. Find ·
(37)
x and y.
w 3y+ 4
--+---- X
Z 2x+ 3 Y
23. Simplify: 3{12 ( 4-fj - 3.J3)
(20)
24. Find the equation of the line that passes through (2, 4) and is perpendicular to the line
(31)
that passes through (2, 4) and (-3, -2).
Sol ve:
l 1 1
25. 2-x - 3- 26. 0.002x - 0.02 = 6.6
(24) 4 2 16 (6)
3 2x 3x + 2
27. Add: - - + + -2 - -
¡27¡ x + l y(x + 1) x + 2x +1
2 2
28. Simplify· 4 xy + 4x y
(25) • 4 xy
29. Expand· 4x-2y-2 (3x2y2z2 2xºy-2)
<4J • z2 4 + z2y2
:,.
30. Evaluate: -2º - 3º(-2 - 5º) - ~+ x 2y - x y if x = -2 and y = 3
m ~-
40 Abstract Fractional Equations 181
LESSON 40 Abstract Fractional Equations
We have noted that the easiest way to solve fractional equations is to eliminate the
denominators as the first step. Thus, to solve this equation
4+x+2_=4
5 3
we begin by multiplying every numerator by 15, which is the least comrnon multiple of the
denorninators. This will perrnit the elimination of the denominators.
15( 4 + X) + 15(7) = 4 (l 5) multiplied by 15
5 3
12 + 3x + 35 = 60 eliminated denominators
3x = 13 simplified
13
X= - sol ved
3
We also elirninate the denominators as the first step in the solution of abstract
equations, as we will demonstrate in the following examples. (In the solution of abstract
equations, we will assume that no variable or combination of variables in any
denominator equals zero.)
a m
example 40.1 Sol ve for x: - + - = c
X a
solution We will solve in three steps. The first step will be to multiply every numerator by the
least common multiple of the denominators, which is ax. Then we will cancel the
denominators.
a m
Step 1: -·ax+- · ax=c · ax multiplied by ax
X a
2
a + mx = cax canceled denorninators
Next we move ali terms that contain x to the same side of the equation (either si de) and factor
out the x.
Step 2: a 2 = cax - mx added -mx to both sides
2
a = x(ca - m) factored out x
We finish by dividing both sides by (ca - m), which is the coefficient of x.
x(ca - m)
Step 3:
ª2
ca - m
= ca - m ----- ª2
ca - m
=X divided
example 40.2 Solve for m: ~ + c = l.
m a
solution Again as the first step, we will eliminate the denominators. We begin by multiplying
every numerator by ma.
Step 1: (ma)~ + (ma)c = (ma)l. multiplied
m a
ax+ mac = my canceled
182 Algebra 2 Lesson 40
Next we move all terms that contain an m to the same side of the equation and factor
out the m.
Step 2: ax= my - mac added - mac to both sides
ax= m(y - ac) factored out m
We finish by dividing both sides by y - ac, and we get
ax
Step 3:
y - ac
=m
In step 2 if we had placed ali terms that contained m on the left side, our answer would
have been
m = -y-ax
+ ac
which is the same answer as the one above except that ali signs above and below are
different. We remember that we can always multiply the denominator and the numerator by
the same nonzero quantity. If we use (-1) as the multiplier, we can change this last answer
to the first form of the answer.
- ax (-1) ax
-y + ac (-1) y - ac
Both answers are equally correct and neither is preferred.
6 m + k
example 40.3 Solve for p: - - ax
p y
solutíon Again we begin by canceling the denominators.
6 m
(py)- - (py)ax = (py)- + (py)k multiplied by py
p y
6y - pyax = pm + pyk canceled
Next we place all terms that contain p on the same side and factor out the p.
6y = pm + pyk + pyax added + pyax
6y = p(m + yk + yax) facto red
Again we finish by dividing both sides by the coefficient of the variable for which we are solving.
6y = p
m + yk + yax
5
practice a. Solve for m : - - ay !!_ + s b. Find x: m + E. = z
m X X m
problem set l. Man y students took a foreign language to in crease their vocabularies and improve their
19
40 ! grammar. These students eamed 64 percent more than the others. How much did they
make ifthe others eamed $1 ,200,000?
2. The more successful professionals had vocabularies that were 280 percent larger than
19
! those who were less successful. If those who were less successful knew 4800 words,
how many words did those who were more successful know?
3. The formula for iron sulfide is FeS. If the iron (Fe) in a batch of iron sulfide weighed
137
! 448 grams, how much did the iron sulfide weigh (Fe, 56; S, 32)?
4. Shoes cost $20 per pair, and boots cost $60 per pair. Arlene and Jerry spent $8000 and
091
bought 3 times as many boots as shoes. How many pairs of each did they buy?
5. Amy hada 120-mile head start on Kathy. Kathy drove at 15 miles per hour, and Amy
1341
ran at 3 miles per hour. How far did Kathy have to drive to catch Amy?
problem set 40 183
6. Find a: ~ .¡-m-= e 7. Finda: x+ e = 2:'..
(40) X a (40) m a
8. Find y: ~ - ax = m + k 9. Find k: !!.. - b = !!!.
(40) p y (40) e k
10. Expand: (x - 3 )3
(38)
11. ABCD is a rhombus. Find X, Y, and Z.
(39)
B
~----___,,..e
318º
Solve:
12. 4x 2 - 49 = O 13. x 3 + 3x 2 = 18x
(39) (38)
Simplify:
lOx - 7x 2 + x3 x 3 - 8x 2 + 15x
14.
r36! x2 + 4x - 12 x 2 + 3x - 18
(-4º)2
15.
(35) 4-3/2
4x 2a 1
-- + -
1 y2 ª2
16. 17.
(35) 16-114 (33) 2
2- - -
y2a2
xy2
- -4
p (4000 X10 14 )(0.007 X 10-23 )
18. 19.
(33) 2 1 (21) 14,000 X 10-20
ay- -
p
20. 3-JSO - 2{72 + 3{162 21. 3 # +2H
(20) (32)
22. Find A, B, and C. 23. The altitude of a circular cylinder is
(11) (2)
8 cm. The volume of the cylinder is
32Jr cm3 . What is the radius of the
cylinder?
y
24. Find the equations oflines (a) and (b).
(12)
6
1 1
5
1 1 4
I/
t-t- 1-(a) 3
2 t- (b) t:;;k:'.'-
1
1 1 I/
-6-5-4-3-2
X
l/2 3 4 5 6
V
V
1/
1/
1/
184 Algebra 2 Lesson 41
Sol ve:
3 - 2x X
25. +- 5 26. 0.004x - 0.02 = 2.02
(24) 4 3 (6)
3
27. Add: i + - 2- + 2
x 28.
(25)
Simplify·• x -+- 4x
(27) X X + 2 X + 3X + 2 X
2 2 2
x- -
29. Expand: - y(x
-- 3x -
p - - y)
(4J p y p
. 1 1
30. Evaluate: x 2 - xy - x 3 1f x = - and y = -
(3) 2 3
LESSON 41 Units • Unit Multipliers
41.A
units When we attach words to numbers as shown here,
4 ft 6 centimeters 42.78 mph 93 liters
we often call the resulting combinations denominate numbers. The Latin prefix for
"completely" is de-, and the Latin word for "to name" is nominare. Thus, denominate
literally means "completely named." The words are called the units of the denominate
numbers. Thus, the units in the denominate numbers above are feet, centimeters, miles per
hour, and liters.
We find it convenient to use exponential notation to handle units. Ifwe do this, we can
handle units the same way we handle numbers or variables. This is especially useful when
we multiply or divide units, as we see in these examples.
3
(a) ft 2 · ft = ft 3 (b) cm = cm2
cm
d3 . 3
(d) ~n. = in.
m. 2
(e) L = yd 2
yd
41.B
unit multipliers - We remember that any nonzero quantity divided by itselfhas a value of l.
¿2 = 1 24.123 = 1 6 ft
2
= 1 4 in. =
x 24.123 6 ft 2 4 in.
Furthermore, we remember that the product of any quantity and 1 is the quantity itself.
2
x ym(l) = x 2 ym (4 :t }1) = 4 :t (3 in.)(1) = 3 in.
We know that 12 in ches equals 1 foot, so if we write either
12 in. 1 ft
or
1 ft 12 in.
we have written an expression whose value is l. We can multiply any expression by either
of these terms without changing the val ue of the expression. We call these terms unit
multipliers for two reasons: One reason is that the expressions contain units, and the second
reason is that the expressions have a value ofunity (1). Unit multipliers are very helpful when
we want to change one set of units to another set of units.
.,
41.B unit multipliers 185
examgle_41.1 Use a unit multiplier to change 600 inches to feet.~----
solution We will use one ofthe unit multipliers above. We choose the one on the left.
. 12 in. 7200 in 2
600 m. X - - = - - - -
1 ft ft
This answer is not incorrect, but it is not what we want. Let's try again using the other unit
multiplier.
600 .iR:- X __!_!__ = 50 ft
12 .iR:-
This time the inches canceled, and we found the desired answer.
example 41.2 Use unit multipliers to convert 44 square feet to square inches.
so/ution W e write what was given and use 1 for a denominator.
44 ft 2
1
We note that square feet (ft2) is in the numerator. Thus, we will use the unit multiplier that
has the abbreviationft in the denominator. We must use two unit multipliers, because we are
converting from square feet (ft2) to square inches (in.2).
44ir2° x 12 in. x 12 in. = (44)(l 2)(l 2) in.2
1 Ut lit
The multiplication in this example is relatively easy, but sorne unit conversion
problems will result in very complicated multiplications and divisions. W e suggest that these
answers be left in the form abo ve or that a pocket calculator be used to get the final numerical
answer. These problems are designed to teach unit conversions and are not designed for
practice in arithmetic.
We have begun our study of unit conversions with problems that can be solved
mentally without the use of uriit multipliers. lt is recommended that the use of unit
multipliers not be avoided in these simple problems, because the unit conversion problems
that we encounter later will be rather involved. The use of unit multipliers will make these
involved conversions straightforward, and the experience that we gain by doing simple
problems will prove to be valuable.
example 41.3 Use unit multipliers to convert 42 square yards to square inches.
solution W e could use the fact that 1 yard equals 36 inches, but instead we will go from square yards
(yd2 ) to square feet (ft2 ) to square inches (in. 2), a procedure that is recommended because
shortcuts can lead to errors.
42# X
3 .ft X
3 .ft X
12 in. X
12 in. = 42(3)(3)(12)(12) in. 2
1 .yd 1 .yd 1 .ft 1 .ft
example 41.4 Use unit multipliers to convert 16 cubic miles (mi3) to cubic inches (in.3) .
solution We will go from cubic miles (mi 3) to cubic feet (ft3) to cubic inches (in. 3 ).
A 5280.ft 5280.ft x 5280.ft 12 in. 12 in. 12 in .
16 . m r x - - x - - x--x--x--
1 .mi- 1 .mi- 1 .mi- 1 .ft 1 .ft 1 .ft
= (16)(5280)(5280)(5280)(12)(12)(12) in. 3
lt seems that there are quite a few cubic inches in 16 cubic miles.
186 Algebra 2 Lesson 41
practice a. Use one unit multiplier to change 840 inches to feet.
b. Use two unit multipliers to change 90 square feet to square inches.
c. Use six unit multipliers to convert 30 cubic miles to cubic inches.
problem set l. While Dr. Andy operated, he thought of consecutive odd integers. His integers were
61
41 r such that 4 times the sum of the first and fourth was 12 greater than 3 times the sum of
the second and third. What were the first four integers on Dr. Andy' s list?
2. The formula for chromium chloride is CrC1 3. What would be the weight of the chlorine
371
r (Cl) in 1256 grams of chrornium chloride (Cr, 52; Cl, 35)?
3. The delivery truck unloaded 184 percent more silicon than was required for the
91
r experiment. If 1136 tons were unloaded, how many tons were required for the
experiment?
4. Bob and Judy found that their horde of nickels and dimes was worth $7. If they had a
091
total of 100 coins, how many coins of each kind did they have?
5. Larry and Shadid rode on their motor scooters at 16 mph until Larry ran out of petrol.
291
r Then they walked the rest of the way at 4 mph. If the entire trip was 76 miles and it
took a total of 7 hours, how far did they walk, and how far did they ride?
Use unit multipliers to convert:
6. 87 ft 2 to square inches 7. 61 yd2 to square inches
(41) (41)
8. 32 rni 3 to cubic inches
(41)
. d X k 10. Findp·• -xy k m
9. Fm p: - - - =e (40) - -
(40J p m p e
11. Find e· 4P _ xk Y
(40) •
x -
e = -m
12. Find sides m and p. 13. !J.BDE is an isosceles triangle.
(26) 01
!J.DEF is an equilateral triangle.
Find x, y, and k.
B
8 12
A F e
Sol ve:
14. 16x = -x 3 + 10x 2 15. 4x 2 - 9x = O
(38) (38)
16. Divide 2x 3 - 1 by x - 2.
(16)
17. The area of this figure equals the sum
{])
(13)
of the areas of the triangle and the
semicircle. Find the area of the figure.
3
42 Estimating with Scientific Notation 187
Simplify_;
3
x + 8.x 2 + 15x x 2 + 2.x - 8
18. 19. 3 r21s
(36) x 2 - 4x + 4 l2x + x 3 + 7x 2 (35)
2
ax- -a
x (21,000 X 10- 42 )(500,000)
20. 4 21.
(33)
ax - - (21) 0.00015 X 10-7
X
22.
(32)
3 rI - 6fs/2
f7 23.
(20)
4.fi4(2-!6 - 3.fi)
24. Find the equation of the line that is perpendicular to 3y + x = -2 and passes through
(31) •
the pomt (- 2, -5).
Sol ve:
-3 - X X 1 1
25. 7 26. 2-x - -
(24) 2 2 (24) 3 9 18
27. Add· 2 2x + 2 ,
(27! • x2(x - 2) - x2 - 4
Simplify:
4x + 8.x 2 x2 xº x-1 (x-2 )2 yx-3
28. 29.
(25) 4x (2) (x2y )-3 xyx-2 x2
30. Evaluate: x 3 - xy + x 2 1ºf 1
x=-an d y = -1
(3) 2 3
..
' '--,
LESSON 42 Estimating with Scientific Notation
The scientific notation problems we have encountered thus far have been carefully designed
so the numbers multiply and divide easily, and so the first part of the answer is an integer.
(0.0003 X 10- 6 )(4000)
15 4
problem
(0.006 X 10 )(2000 X 10 )
(3 X 10- l0)(4 X 10 3 )
scientific notation
(6 X 10 12 )(2 X 10 7 )
12 X 10-7 = 1 X 10-26
simplified
12 X 10 19
These problems have been used to help us develop the skills required to handle both positive
and negative integral exponents in scientific notation. Unfortunately, real-life problems
contain numbers that are not so easy to handle. Por instance, the answer to the last example
in Lesson 41 was
16(5280)(5280)(5280)(12)(12)(12) in. 3
Multiplying these numbers by hand would be tedious, and we might make a mistake. If we
·, use a calculator that does not have scientific notation, we get an error notation early because
188 Algebra 2 Lesson 42
the answer is a number too large for these calculators to handle. lf we use a calculator that
has scientific notation for this multiplication, we will get
4.0697 X 10 15
However, we will find to our dismay that we often make mistakes when we use calculators
for complicated operations such as this one. Thus we need to develop a way to see if this
answer is reasonable, and we should be able to estímate the answer when a calculator is not
available. In this problem, we should be able to estímate an answer between
4 x 10 14 and 4 x 10 16
This would let us know that our calculator answer of
4.0697 X 10 15
is a reasonable answer. There would be no excuse for accepting an answer of
4.0697 X 1021
and blaming the error on the calculator. A mistake that generates an answer
1,000,000 times
the correct answer is totally inexcusable.
example 42.1 Estímate this product:
( 16)(5280)(5280)(5280)( 12)( 12)( 12)
solutíon Let' s begin by rounding each number to one digit and writing each number in scientific notation.
(2 X 10
1)(5 X 103)(5 X 103)(5 X 103)(1 X 10 1)(1 X 10 1)(1 X 10 1)
We used 2 x 10 1 for 16, 5 x 103 for each 5280, and 1 x 10 1 for each 12.
Multiplying, we get
(2)(5)(5)(5) X 10
13 = 250 X 10 13 "' 3 X 1015
From this estímate we see that our calculator answer of 4.0697 x 10 15 is probably correct.
example 42.2 Use scientific notation to help estimare the answer to this problem.
(3728)( 470,165 X 10-l 4 )
(278,146)(0.000713 X 10-5 )
solutíon We write each entry in scientific notation, rounding to one digit. Then we simplify.
3 9
(4 X 10 )(5 X 10- ) "' l X l0-2
(3 X 10 5 )(7 X 10-9 )
example 42.3 Use scientific notation to help estímate the answer to this expression.
(0.0418765 X 10-l 4 )( 41,725 X 10 43 )
9764 X 10-23
solutíon We use an approximation in scientific notation for each entry. Then we simplify.
(4 X 10- 16 )(4 X 10 47 ) 16 10 31
= - X - - "' 2 X 10 51
1 X 10-19 1 10-19
practice a. Estímate this product: (13)(5280)(5280)(12)(12)
Use scientific notation to estímate:
(4353)(933,216 X 10-ll)
b.
(319,214)(0.01603 X 10-3 1)
(0.013926 X 10- 12 )(27,153 X 10 21 )
c.
6354 X 10-3 l
problem set 42 189
problem set l. Pelagic fish were notusually seen-near--the reef, so 1he diver w~S-surprised to find that
15
42 ! f¡ of the fish sighted were pelagic. lf the di ver saw 2244 fish on the morning di ve, how
many were pelagic?
2. Only 20 percent of the students were taciturn, as most of them had a penchant for
19
! prolixity. If 4800 had a penchant for prolixity, how many students were there in all?
3. 1t took 600 grams of potassium chlorate to make a batch of 3600 grams of the
08
; aggregate. If 43,200 grams of aggregate was required, how much potassium chlorate
was needed?
4. The chemical formula for potassium chlorate is KCI0 3. lf 488 grams ofthis compound
137
! was on the scalés, how much did the potassium (K) weigh (K, 39; Cl, 35; O, 16)?
5. Bruce and Lynn found that the larger number was 2 greater than 4 times the smaller
(21) •
number. Also, the larger number was 6 smaller than 8 times the smaller number. What
were the two numbers?
Estimate:
(2472)(570,185 10- 12 )
X
6. (24)(5280)(5280)(5280)(12)( 12)( 12) 7.
(42) (42) (243,195)(0.0003128 X 10-6 )
(0.0319743 X 10- lS )(61,853 X 10 37 )
8.
(42) 6934 X 10-29
9. Use unit multipliers to convert 40 cubic yards to cubic inches.
(41)
.!!... pe
10. Find e: m - x 11. Find y: ax + m = -
r4o; e m (40) y d
12. Divide 4x 3 - 1 by x + 2.
(16)
13. The radius of the circle is 2 cm and
is; X = 120. Find the area of the shaded
region of the circle.
Sol ve:
14. -20x = x 3 - 9x 2
(38)
15.
(39)
4x 2 - 25 =O
Simplify:
x3 - 3x 2 + 2x x 3 - 6x + x 2
16. 17. -81-314
2
(36) x + 3x - 4 15 + 8x + x 2 (35)
m - 4
18. _x___I 19. 2 f3 _5 fll
(33)
6- - (32) fil ~3
x
20.
(20)
3-[6(2{6 - 4.J2) 21.
(20)
3-fiü + 2,f45 - ffe5
22. Find the length of side a and side b.
~
(22)
16 b
30 ~·
190 Algebra 2 Lesson 43
23. Find x and y.
(35)
24. Find the equation of the line that passes through the point (-3, -2) and is perpendicular
131
¡ to the line that passes through the points (-3, -2) and (4, 5).
Solve:
-2x - 4 X 1 1 3
25. 5 26. 3-x - -
(24) 2 3 (24) 4 8 16
3 4 3
27. Add:
(2 7) X+ 2 x2 - 4 X - 2
Simplify:
28.
X
-- y -2 ( 2 2
X -
3X
--
-2) 29.
4x 2 - 4x 4
14! y2 y-2 (25) 4x 2
30. Evaluate: -3x - x-2 - x-3 if X=
(3) 2
LESSON 43 Sine, Cosine, and Tangent • Inverse Functions
43.A
sine, cosine, Here we show three triangles. Each one is a right triangle, and each one contains a 30° angle.
and tangent
240~120
~2 12~60
~ ~
3.464 103.92 207.85
The longest side of a right triangle is always the side opposite the right angle, and this side
is called the hypotenuse. The hypotenuses of these triangles (from left to right) are 4, 120,
and 240 units long.
We remember that right triangles that also have one equal acute angle are similar
triangles and that the ratios of corresponding sides of similar triangles are equal. If for each
of the three triangles shown we write the ratio of the side opposite the 30° angle to the
hypotenuse, we get these expressions,
2 60 120
4 120 240
43.A sine, cosine, and tangent 191
each of which has a value of 0.5. We would find this to be true for this ratio in any right
triangle with a 30º angle. In a right triangle we call this ratio, which is the ratio of the
side opposite the angle to the hypotenuse, the sine of the angle.
. side opposite the 30º angle
sin 300 =
hypotenuse
This ratio always equals 0.5 for a 30º angle. Every angle has a specific value for the ratio of
the opposite side to the hypotenuse.
In a right triangle the ratio of the side adjacent to the angle to the hypotenuse is
called the cosine of the angle. For these triangles the ratios are
3.464 103.92 207.85
4 120 240
Each of these ratios has a value of approximately 0.8660, which we round off to 0.87. This
ratio has the same value in any right triangle with a 30° angle, regardless of the size of
the triangle. So we say
cos 300 = side adjacent the 30º angle "" 0. 87
hypotenuse
We call the ratio ofthe side opposite the angle to the side adjacent to the angle the
tangent of the angle. Thus,
side opposite the 30º angle
tan 30º
side adjacent the 30º angle
This ratio is approximately 0.5774, which we round off to 0.58 .
2 60 120
3.464 "" 0.58 103.92 "" 0.58 "" 0.58
207.85
There is nothing sacrosanct about the words sine, cosine, and tangent, and there is no
particular reason for them to be defined as they are. Leaming which one has which definition
is simply a matter of memorization, and mnemonics are always helpful for memorizing. On
the left we will write the abbreviations for sine, cosine, and tangent in that arder. On the right
we will use the first letters of the words opposite, hypotenuse, and adjacent to form the first
letters of the words in a sentence that is easy to remember.
opposite Osear
sin A = - -
hypotenuse had
adjacent a
cos A = --
hypotenuse hold
A opposite on
tan = --
adjacent Arthur
Thus, if we can remember to write down "sine," "cosine," and "tangent" in that arder and
then write down "Osear had a hold on Arthur," we have the definitions memorized.
The sines, cosines, and tangents of angles can be obtained by using the m,
8, and
D keys on a scientific calculator. To find the proper values when the angle is measured
in degrees, the calculator must be in the degree mode. Calculators will give an estimate of
the value of a trigonometric function to more than five decimal places. To find the sine of
39.2º, first put the calculator in degree mode (press the key D or m ).
Then
ENTER DISPLAY
-
39.2 39.2
0.632029302
192 Algebra 2 Lesson 43
To find the cosine of 39.2°,
ENTER DISPLAY
39.2 39.2
m 0.774944488
To find the tangent of 39.2º,
ENTER DISPLAY
-
39.2 39.2
0.815580098
Often we must multiply the trigonometric function of an angle by a number. To find the
value of 4 cos 57.2º, we can enter the 4 first or enter the cosine of 57.2º first. To enter the
4 first, we proceed as follows :
ENTER DISPLAY
--4
57.2
El
4
4
57.2
0.54170821
2.166832841
To enter the cosine of 57.2º first, we proceed as follows:
ENTER DISPLAY
57.2 57.2
-
m
El
4
0.54170821
0.54170821
4
2.166832841
Por convenience, when we transcribe these answers, we will round them to two
decimal places.
4 cos 57.2º "" 2.17
example 43.1 Find (a) the sine of A, (b) the cosine of B, (e) the tangent of C. Round answers to two
decimal places.
7 8.6 10
4 5 6
B
5.74 7 8
so/ution We will use our mnemonic to help remember the definitions of sine, cosine, and tangent. We
will use a calculator to do the divisions, and we will round answers to two decimal places.
(a) sm
. = -
Osear opposite 4
- sin A = = - "" 0.57
had hypotenuse 7
a adjacent 7
(b) cos = - - cos B = = - ""0.81
hold hypotenuse 8.6
on
(e) tan= - - tan e = opposite = ~ "" 0.75
Arthur adjacent 8
problem set 43 193
43.B
inverse The in verse sine of a number is the angle whose sine is the number. Several examples will help.
functions (a) The sine of 30º is 0.5, so the inverse sine of 0.5 is 30º.
(b) The cosine of 30° is approximately 0.866, so the in verse cosine of 0.866 is 30º .
(e) The tangent of 30° is approximately 0.577, so the in verse tangent of 0.577 is 30°.
To find the inverse sine, cosine, and tangent of a number, we use the - key followed by
the trigonometric function key.
example 43.2 Find (a) the angle whose sine is 0.643 and (b) the angle whose cosine is 0.216.
solutíon (a) ENTER DISPLAY
(b) -- 0.643
EN TER
0.643
40.0158 "' 40°
DISPLAY
practice Use a calculator to evaluate:
a. 4 cos 75.8º b.
-- 0.216
6 sin 37.42º
0.216
77.52579 "' 77.53°
Por these triangles, find sin C, cos D, and tan E:
d.
c.~
7 .52
3.61 4.76
e 3.08
6.60
D
3.63
e.
14.28
8.73
E
11.30
f. Find the angle whose tangent is 0.405.
g. Find the angle whose sine is 0.794.
problem set l. The oligarchs were in control, although they comprised only 0.0032 of the total
43 <óJpopulation. If there were 1280 oligarchs, what was the total population?
2. The boys believed that temerity was a desirable attribute, so the number of boys who
9
<! were temerarious increased 132 percent in only one month. lf the temerarious now
number 9280, how many boys were temerarious last month?
3. The chemical formula for sodium hydroxide is NaOH. What is the weight of the
37
< ! sodium (Na) in 320 grams of sodium hydroxide (Na, 23 ; O, 16; H, 1)?
4. Twenty-three percent of the mixture was cadmium. If the total weight of the mixture
9
<! was 3000 grams, what was the weight of the other constituents of the mixture?
5. Connie was 20 miles ahead of Larry when he started after her. lf he caught her in 5
34
< ! hours and traveled twice as fastas she traveled, how far did he have to go to catch her?
194 Algebra 2 Lesson 43
6. Use the mnemonic "Osear hada hold on Arthur" asan aid in writing the definitions of
143
J •
sme . A , an d tangent A .
A , cosme
7. U se a calculator to evaluate: (a) 417 cos 51.5° (b) 32.6 tan 86.3°
(43)
8. Use the definitions of sine, cosine, and tangent and the triangles shown to find to two
43
< ! decimal places: (a) sin A, (b) cos B, and (e) tan C.
7.6 9.2
5 6 8
A B
5.74 7 6
9. Use unit multipliers to convert 4 ft 3 to cubic inches.
(41)
m
10. Find b: !!.. - x = .!!_ 11. Find p: xz - k
(40) b z (40) p e
12. Find m: ~ - !!:._ =E
(40) m e z
13. Solve for a, b, and c.
(26)
b
a 7
2
4 2
Solve by factoring:
14. -x 3 - 9x 2 = 20x 15. 4x 2 - 81 = O
(38) (39)
16. Expand: (x - 3) 3
(38)
Simplify:
5x - 6x 2 + x 3 x2 - 9 16-3/4
17. 18.
(36) x 2 + 2x - 3 x 3 - 8x 2 + l5x (35)
1
4x + -
19.
(33)
-- 4
ay2
X
X
20.
(32) lf-4# 21.
(20)
3-fi, ( 5-JU, - ..J2)
22. The altitude of this isosceles triangle
03
! is 4. Find A and B.
23. Find the equation ofthe line that passes through the point (-2, -5) and has a slope of- t.
(14)
24. Solve· 5x - 7 3x - 2
(24) • 2 - -5- :=: 4
5
25. Estimate: ( 47;816 X 10 )( 4923 x 10-14)
(42) 403,000
44 Solving Right Triangles 195
26. Solve the system by graphing, and then get an exact solution by using either
1231
substitution or elimination.
2x - 3y = -9
{ X+ y = 2
3 2 3x+2
27. Add: - - - 2
+ -2 - -
(27) X + 1 x (x + 1) x - 1
4. -2 ( 2p -2 X 2 4 -2 )
28• Simp i y.. ~
. lºf _2 - ~
~ p y p2
29. Find the distance between (-2, 5) and (4, 4).
(1 0)
1
30. Evaluate: x 2 - yx - (x - y ) if X = and Y = 4
(3) 2
LESSON 44 Solving Right Triangles
Sines, cosines, and tangents are ratios and are always the same for any given angle. For
example, the sine, cosine, and tangent of37º given by the author' s calculator are as follows:
sin 37º = 0.601815 cos 37° = 0.7986355 tan 37º = 0.753554
Since these ratios depend only on the size of the angle and do not depend on the l'ize of the
triangle, we can use them to find missing parts of right triangles. If we use these six- and
seven-digit figures in our calculations, we tend to get lost in the arithmetic of the problems.
This is true even when four-digit values are used. Thus, for the present we will round the
numbers and concentrate on the process rather than on the exactness of the answers.
example 44.1 Find the missing parts of this triangle.
~y 24º
9.5
so!ution The sum of the interior angles of any triangle is 180º. This triangle has one 90° angle and
one 24º angle. Thus, angle B must be 66°, because 90º + 24° + 66º = 180º.
Now we can use either the 24 ° angle or the 66º angle to find H and y. We decide to use
the 24º angle. Beginners often find it difficult to decide whether to use the sine, cosine, or
tangent in a particular case. Sorne find it helpful to use ali three and see which ones work out.
We will do this. Before we use a calculator, we always estimate the answer. This will
prevent us from making mistakes with the calculator and accepting an answer that is absurd.
We estimate first: Y is a number between 3 and 6.
H is a number between 10 and 14.
Now we use the calculator to find the sine, cosine, and tangent of 24 º. For convenience, we
round these values to two decimal places.
sin 24° = 0.41 cos 24° = 0.91 tan 24º = 0.45
196 Algebra 2 Lesson 44
Next we write all three ratios and substitute.
( ) .
a sm 24
0
= opposite
hypotenuse ---- 0.41 "' l'._
H
(two unknowns)
(b) cos 240 = adjacent
hypotenuse ---- 0.91 "'
95
H
· (one unknown)
(c) tan 24º = opposite
adjacent ---- 0.45 "' _L
9.5
(one unknown)
We see that we cango no further in (a), because we still have the two unknowns,y and
H, but only one equation. However, equations (b) and (c) can be solved, because each
of these equations contains only one unknown.
9.5
(b) 0.91 "" H ---- H =
95
·
0.91
---- H"' 10.44
(c) 0.45 ,,,, _L
9.5 ---- (0.45)(9.5) "" y
---- 4.28 ""y
From (b) we find that H is approximately equal to 10.44, which agrees with our estímate. Also,
we see thatH equals 9.5 divided by the cosine of24º. We can use a calculator to compute this
value without copying the value of the cosine and rounding. Thus,
H=~
cos 24°
....
ENTER
9.5
24
DISPLAY
9.5
9.5
24
- 0.913545457
10.39904465 "" 10.40
This answer of 10.40 differs from the 10.44 we got when we rounded the value ofthe cosine
before we divided.
In (c) the y-value of 4.28 agrees with our estímate. We can get a more exact answer by
not rounding the value of the tangent and computing the value on the calculator.
y = 9.5 tan 24º
If we do this, we get
y = 4.22967251 "" 4.23
example 44.2 Find the missing parts of the triangle.
solution We estimate flrst. Looking at the figure, segment mis a little shorter than 14, say between
8 and 12. Segment x is even shorter, say between 6 and 10. Angle B must be 55º,
because 90º + 35º + 55° = 180º. Now we can use the angle measures to find the lengths.
This time we decide to use the 35° angle. W e use the calculator to find the values of the sine,
cosine, and tangent of 35°.
sin 35º "" 0.57 cos 35° "" 0.82 tan 35° "" 0.70
44 Solving Right Triangles 197
Now we write all three ratios and substitute where possible.
( ) . 350
a sm = opposite
hypotenuse ---- 0.57 "' _..::
14
(one unknown)
(b) cos 350 = adjacent
hypotenuse ---- 0.82"' m
14
(one unknown)
(c) tan 35º = opposite
adjacent ---- 0.70"' ~
m
(two unknowns)
This time we see that we can proceed no further with equation (c ), because this equation has
two unknowns, x and m. Equations (a) and (b), however, contain only one unknown and can
be solved.
(a) 0.57
X
14 ---- (0.57)(14) "' X
---- 7.98 "'X
m
(b) 0.82 "' - ---- (0.82)(14) "' m ---- 11.48 "' m
14
From (a) we see that x = 14 sin 35°. Ifwe use the calculator and multiply 14 by the sine of
35º, we get a slightly different value.
(a) x = 14 sin 35° = 8.030070109 "' 8.03
If we calculate m directly, we get
(b) m = 14 cos 35° = 11.46812862 "' 11.47
These answers agree with our estimates, so we accept them as probably being correct.
example 44.3 Find the missing parts of the triangle.
Bº
7
X
solutíon When two sides of a right triangle are given, we can always find the third side by using the
Pythagorean theorem.
72 = 62 + x2
49 = 36 + x 2
13 = x 2
m =x
Now, to find angleA, we will use trigonometric functions. We will try all three functions and
see what happens.
(a) sinA = opposite
hypotenuse ---- sin A = .::_
7
(two unknowns)
(b) cosA = adjacent
hypotenuse ---- cos A = -
7
6
(one unknown)
(c) t
an
A
= opposite
adjacent ---- tan A=.::_
6
(two unknowns)
We can find the measure of angle A the quickest by using equation (b).
(b) cos A = -6 ---. cos A = 0.8571
7
198 Algebra 2 Lesson 44
The angle whose cosine is 0.8571 is the in verse cosine of 0.8571. Thus, we use the mm
keys to find the angle.
ENTER DISPLAY
---
0.8571 0.8571
0.8571
31.0074861 "" 31.01º
Now since the sum of angleA and angle Bis 90º, we can find angle B by subtracting 31.01 º
from 90º.
Angle B "" 90° - 31.01 º -- Angle B "" 58.99º
practice Use trigonometric functíons as necessary to find the missing parts of these triangles:
··~y b.
yº
21º
12
6.4
problem set l. A secret number was unearthed in the Mayan ruins. When the number was increased
44 rs¡by 5 and this sum multiplied by -2, the result was 18 greater than 6 times the opposite
of the number. What was the secret number found in the ruins?
2. Bobby and Garnetta thought of four consecutive odd integers such that 5 times the sum
(óJ of the first and the third was 22 greater than the product of 8 and the sum of the second
and the fourth. Find the numbers.
3. The mixture was composed of antimony and tin, and 430 tons of antimony was
os¡ required to make 700 tons of the mixture. How many tons of tín was required to make
2800 tons of the mixture?
4. Emelio and Nessie had 550 grams of freon in a container. What was the weight of
(JlJ the carbon (C) in the container, given that the formula for freon is CCI 2F 2 (C, 12;
Cl, 35; F, 19)?
~
5. The trip was only 200 miles, so Bob and Rita rode at 25 mph for a while. Then they
--
doubled their speed for the last part of the trip, so that the total time for the joumey
- -
would be 5 hours. How far did they drive befare they increased their speed?
6.A4
(44)
28°
9.5
7.L
Use trigonometric functíons as necessary to find the missing part; of these triangles:
~y (44) 14
31º
8º
X
8.
(44)
7
/ªº 1X
m
Aº
4
9. Use unít multípliers to convert 4 square miles to square feet.
(41)
10. Find m: ~ - e = !!_ 11. Find m:
3
k - !!._
(40) m d (40) m p e
12. Find e: !!:... + d = ~
(40)
e m
problem set 44 199
4x+:t3?:7
13. ABCD is a parallelogram. The B 4x +y . e
37
r ! measure of LBAD is K º. Find
mLABC. Find x and y.
A O
Solve by factoring :
14. 24x = -x 3 + 10x 2
(38)
15.
(39)
25p2 - 81 = o
4
16. Divide x - 1 by x + 4.
(1 6)
Simplify:
14x + 9x 2 + x 3 _,_ x 3 + 12x 2 + 35x
17
(36j x2 - x - 6 · x 2 + lOx + 25
18. --
(35) -324/5
19. This figure is the base of a cone that is
(BJ 4 feet high. Find the volume of the
cone. Dimensions are in inches.
2 6
Simplify:
5x 2 + _!_
3 {2 - 5
v[17 .J12)
X
20.
(33)
pm
2
+5
21.
(32) fu 2 22.
(20)
3.J6 (2 .J6 -
23. Find the equations oflines (a) and (b ). y
(12)
6
5
1
4
3- - (a) --
1
1
X
- 6-5-4 -3-2 - 1 1· 2 3 4 5 6
,,
1
1
Lz ....
13
·¡ . ~
-- (b) ..V
-y .~65
Sol ve:
. 5x - 2 _ 2x - 4 = 1 2 1
24 6 25. 3- k + - = -
(24) 3 2 (24) 5 5 10
26. Solve the system by graphing, and then get an exact solution by using either
23
r J substitution or elimination.
2x - y = 5
{ 4x + 3y = 9
X 2
27. Add: - - - -
(27! X + 2 x2 - 4
. (51,463 X 10- 14 )(748,600 X 10-2 l)
28• Estlmate:
(42) 7 ,861,523
29. Evaluate: a 2 - ab 2 if a = _!_ and b = _ _!_
(3) 2 2
30. Simplify: -2º - 22 - (-2) 3 - J-2 - 3o¡ - (-2) 3
(A)
J
200 Algebra 2 Lesson 45
LESSON 45 Differe ne e of Two Squares Theorem
The two equations
(a) x2 = 4 and (b) x2 - 4 = O
are two different forms of the same equation. In (b) the equation is written as the difference
of two squares. lt can be solved by factoring.
x2 - 4 = O equation
(x + 2)(x - 2) = O factored
X= 2 or X = -2 sol ved
In the same way, any other equation that is in the form
p2 = q2
can be sol ved by rewriting the equation as the difference of two squares and factoring.
p 2 = q2 equation
p 2
- q 2
=O difference of two squares form
(p - q)(p + q) = O factored
p = +q or p = -q sol ved
It is important to note that we get two solutions to this equation. One is positive and the
other is negative.
This result is important and useful, and we call it the difference of two squares
theorem. We state it formally here.
DIFFERENCE OF Two SQUARES THEOREM
If p and q are real numbers and if p 2 = q 2 , then
p = q or p = -q
We find this theorem will permit quick solutions to problems in which a squared variable is
equal to a constant, as shown here.
EQUATION SOLUTION
2
x =3 x=±-f3
x 2
=5 x=±.J5
The same pattem holds if the squared term contains a constant. First, we take the square root
of both sides, and then we sol ve the resulting equation.
EQUATION SOLUTION
2 -2 ± _.J3
(x + 2) = 3 x+2=±-f3 - - X=
2
(p - 4) = 5 p - 4 = ±.JS -- p=4±.J5
(m +¡y = 7
3
m+-=+-J?
4 - -- m = _l
4
± -J7
example 45.1 Solve: (x + 17) 2 = 2
solution We begin our solution by taking the square root of both sides. We remember that there are
two answers.
'- + 17)2 = 2
(x equation
x+l7=±-J2 square root of both sides
X = -17 + ,fj, and X = -17 - ,fj, two solutions
problem set 45 201
We will check both solutions in the original equation.
Check -17 + ./2: Check -17 - ./2:
(-17 + ,/2 + 17)2 = 2 (-17 - ,/2 + 17)2 = 2
(,/2)2 = 2 (-,/2)2 = 2
2 =2 Check 2 =2 Check
example 45.2 Solve: (X + ~ r = 3
solution We begin by taking the square root of both sides of the equation.
(x+~r =3 equation
X+ -
2=±.J3 square root of both sides
5
X =-~ ± J35
added -~
5
to both sides
Now we check:
2+.J3:
Check -- Check -~ - .J3:
5 5
(-52+.J3 +52r =3 (-52- .J3 +52r =3
(.J3)2 =3 (-.J3)2 =3
3=3 Check 3=3 Check
practice Use the difference of two squares theorem to find the solution to each equation.
a. x2 = 14 b. (x + 9)2 = 11 c. (x+~r =8
problem set l. Since knowledge of chernistry is useful even in nonscientific fields of study, a majority
19
45 J of the students elected to take chemistry. If 38 percent did not take chernistry and 248
students did take chernistry, how many students were there in ali?
2. The chemical formula for phosphine is PH 3 . If the hydrogen (H) in a quantity of
37
' ! phosphine weighed 24 grams, what was the total weightofthe phosphine (P, 31; H, 1)?
3. Sergio and Lolita found that brornides took up 36 percent of the storage space in the
9
r J stockroom. If 5376 bottles did not contain brornides, how many did contain bromides?
4. Roses were $12 per bunch, and carnations were $14 per bunch. Amy and Kathy bought
(19) •
a total of 11 bunches and spent $138. How many bunches of each d1d they buy?
5. The train made the trip in 8 hours, and the bus made all but 80 miles of the trip in
34
' ! 12 hours. What was the rate of each if the rate of the train was 30 mph greater than the
rate of the bus?
Use the difference of two squares theorem to find the solution to each equation.
6. x2 =5 7. (x + 7) 2 = 11
(45) (45)
(45)
8. (x + 12) 2 = 2 9.
(45)
(x+¡r=l3
202 Algebra 2 Lesson 45
10. Find side x. 11. Find side p.
(44) (44)
pº
10 p
X 4
38º
y
12. Find angles A and B. 13. Use unit multipliers to convert
(4 /)
(44)
100,000 square Ill1·1es to square me
. hes.
8 ~12
LA
14. Estímate· (571,652)(40 316) 15. Find side d.
(42) • '
214,000 X 10 - (26)
~5
8 4
16. Find p: mx + l. e 17. Fmd p: -5x - k = -m
(40) 4 p (40) p e
Solve by factoring:
18. x 3 = -5x 2 + 50x 19. 36x 2 - 25 =O
(38) (39)
Simplify:
x 3 + 6x 2 - 7x x 3 - 2x + x 2
20. 21. -<-21rs13
(36) x 2 + 4x - 21 x 2 + 2x - 15 (35)
22. The perimeter of this figure is 12
2
r J (24 + 4n) cm. Find the area of the /!"
shaded semicircle. ,, ,, ·"
6
r
2
4
Simplify:
1
4xp - ~
23.
(33) 2
24.
(32)
5 fI + 3f2fI
fs
6p - !!______
X
25. 2-JS (3-JlS - 2Jlü)
(20)
26. Find the equation of the line that passes through (-2, -5) and has a slope of -~.
~ 3
27. Solve· 5x - 2 x - 3 4
(24) • 7 - -5-·
46.A more on radical expressions 203
28. Solve the system by graphing, and then find an exact solution by using either
(2J) substitution or elimination.
2x + 3y = 3
{ X - 5y = 20
2 3 2x
29.
(27)
Add:
x-2 x+2 x
2
-= 4
30.
(3)
Evaluate: a 2 - ab 3 if a = 2
and b = _!_
2
LESSON 46 More on Radical Expressions •
Radicals to Fractional Exponénts
46.A
more on W e have been simplifying expressions such as
radical
expressions -~ +3#
by first using the quotient of square roots theorem, then rationalizing the denominators by
using the denominator-numerator rule, and finishing by finding a common denominator
and adding.
(a) - .J2 + 3-J3 quotient of square roots theorem
-13 .J2
(b) - .J2 -13 + 3-J3 .J2 {6 3{6
--+- rationalized denominators
-13 -13 2 .J2 3 2
(e) -2{6 + 9{6 = 7{6 found common denominator
6 6 6 and added
Problems such as this one are good practice problems but will provide even more practice if
we add one more term whose simplification requires that we use the product of square roots
theorem.
example 46.1 Simplify: 3J% + 3H - -!90
solution The last term was contrived so it will contain a -JW, as will the first two terms. We begin
example 46.2 Simplify: 3 # - sH + 3..[56
solution Again we begin by simplifying the radicals .
3 .J2 ,.¡:¡ - 5 ,.¡:¡ .J2 + 3 .¡¡ ffe
,.¡:¡ ,.¡:¡ .J2 .J2
3ffe _ sffe + 6 ffe
7 2
As the last step, we use 14 as the common denominator and add.
6ffe 35ffe 84ffe 55.Ji4
-----+--
14 14 14 14
204 Algebra 2 Lesson 46
46.B
radicals to Many radical expressions are easier to simplify if we first change the radical expressions to
fractional expressions that have fractional exponents.
exponents
example 46.3 Simplify: ~ 3-[3
solution We begin by replacing both radicals with parentheses, brackets, and fractional exponents.
[3(31/2)]112
Next we use the power theorem and get
3112(3114)
We multiply expressions with like bases by adding exponents, so we get as our answer
33/4
example 46.4 Simplify: ~3-[3
solution First we replace the radicals with parentheses, brackets, and fractional exponents.
[3(31/2)]113
Next we use the power theorem to simplify.
31!3(3116)
Then we multiply the exponential expressions by adding the exponents.
32/6(31!6) = 3316 = 31/2
example 46.5 Simplify: ~ x 3 y 2 VXJt
solution W e replace the radicals with parentheses and fractional exponents and get
(x3y 2) 112(xy) 113
Next we use the power theorem.
x312yxil3yl!3
We finish by multiplying exponential expressions with like bases and we get
x312xll3yyl!3 = x916x216y313YI/3 = x11/6y4/3
example 46.6 Simplify: ~ x 5 y3 ~ xys
solution First we replace the radicals with parentheses and fractional exponents.
(x5y3) 1!3(xy5) 1/4
Next we use the power theorem.
x513yx1!4y514
Finally we simplify to get
x23112y914
t Even roots of even powers can be troublesome when the replacements for the variable are negative
numbers. Thus, for the present, the domain for problems like this one will be assumed to be the set of
positive real numbers.
problem set 46 205
practice Simplify:
a. 3~ + 5~ - J84 b. 2t -5JI + -Jili c. ~ 7-/7
problem set l. Many did not considera 140 percent increase to be excessive, as the total was still only
9
46 <! 1440. What was the total before the increase?
2. One thousand grams of beryllium and 3000 grams of other elements made up the
08
! mixture. If 24,000 kilograms of the mixture was needed, how much beryllium was
required?
3. The formula for ammonium chloride is NH4Cl. If the chlorine (Cl) in a quantity of
137
; ammonium chloride weighed 140 grams, what was the weight of the ammonium
chloride (N, 14; H, l; Cl, 35)?
4. The ratio of fairies to elves was 7 to 2, and the number of fairies was 11 greater than
(21) •
3 times the number of elves. How many of each were there?
5. Bruce and Maria headed north at 11 a.m. at full speed. After 4 hours Bruce was
134
! 16 miles ahead. What did Bruce considerto be full speed ifMaria's speed was 16 mph?
Simplify:
6.
(46)
5 IT + 2 ~3
f2 fI - .,; 600 7.
(46)
3H - 5fs + 3.Ji40
8.
(46)
~5./5 9.
(46)
~6-J6
10. ~ x3y3 vY 11. ~x5y3 ~xys
(46) (46)
Sol ve:
12.
(45)
(x - ~) 5
2
= 7 13.
(45)
(x-±)2=5
14. Find angle B and side y. 15. Find angle A and side C.
(44) (44)
xt:=h 24º
7
4
D
e
16. Estimate· ( 476,800)(9,016,423 x 104)
(42) • 408 X 1010
. ax k X yb
17. Fmdm: - - e= - 18. Find e: - - - = p
(40) b m (40) m e
19. Find sides x and y.
(25)
,/
20. Solve -40x = 13x 2 + x 3 by factoring.
(38)
Simplify:
x 2 + 45 + 14x x 3 - 2x - x 2 22. 8-4/3
21.
(36)
x3 + IOx 2 + 9x x2 - 2x - 35 (35)
206 Algebra 2 Lesson 47
23. Find x, y, and z.
(35)
xº
40º
Simplify:
m2
- -x
X
24. 2 2s. 3-/7(2.J14 - -/7)
(33) (20)
l!_ + 2x
X
26. Find the equation of the line that goes through (-2, 4) and is perpendicular to the line
(14)
that goes through (-5, 7) and (4, 2).
Sol ve:
-x + 3 2x + 4 -2x - 5 X - 2
27. - = 5 28. --- = 7
2 3 4 3
(24)
29.
(24)
Solve the system by graphing, and then get an exact solution by using either
\
(23)
substitution or elimination.
X - y = -3
{ X+ 2y = -2
1
30. Evaluate: a 2 - a 3 b - ab if a = _..:_ and b =
(3) 2 4
LESSON 47 Rate Unit Conversions • More on Fractional
Exponents
47.A
rate unit Rate units such as miles per hour or feet per second contain both a distance unit anda time
conversions unit. To convert rate units, we use distance unit multipliers to convert the distance units and
time unit multipliers to convert the time units.
example 47.1 Use unit multipliers to convert 42 inches per second to miles per hour.
so/utíon We begin by writing the unit "inches per second" in fractional form.
42 in.
s
We will convert the inches to miles first. We will go from inches to feet and from feet to miles.
~~
1 k X ~~-
42.Hr. X ~~ 1 mi
1s 12.Hr. 5280.ft
47.B more on fractional exponents 207
Now our rate is miles per second. We continue by converting seconds to minutes and then
minutes to hours.
42.ift:- X ___!l!:_ X ~ X 60.s- X 60.mirr = (42)(1)(1)(60)(60) mi \
1s 12.iR:- 5280it 1.mirr 1 hr (1)(12)(5280)(1)(1) hr
If we use a calculator to multiply and divide and then round the answer to two decimal places,
weget
2.39 mi
hr
example 47.2 Use unit multipliers to convert 480 miles per hour to feet per second.
solution Again we begin by writing the given units in fractional form.
480mi
hr
Now we will use one unit multiplier to convert miles to feet and two unit multipliers to
convert hours to seconds.
480.mi- 5280 ft 1 hr 1.mirr (480)(5280)(1)(1) ft
--X--X--X--= -
1 hr 1.mi- 60 .mirr 60 s (1)(1)(60)(60) s
Now a calculator can be used to get a decimal answer if desired.
example 47.3 Use unit multipliers to convert 15 inches per second to yards per hour.
solution W e will convert inches to feet to yards and seconds to minutes to hours.
15 .iR:- 1 it 1 yd 60 g 60 .mirr (15)(1)(1)(60)(60) yd
--X--X-X--X--= -
1s 12 .iR:- 3 it 1.mirr 1 hr (1)(12)(3)(1)(1) hr
47.B
more on Sorne problems involving exponents are trick problems and cannot be simplified unless
fractional one realizes that they are trick problems.
exponents
example 47.4 Simplify: ~27{3
solution This is a trick problem that cannot be simplified unless it is recognized. The trick is to
write 27 as 33 so ali the bases will be the same.
~33{3
Next we replace the radicals with parentheses, brackets, and fractional exponents.
[ 33(3112)] 1/3
Now we use the power theorem and finish by adding the exponents.
31(3116) = 3116
To work these problems, we must always remember simplifications such as
4 = 22 9 = 32 16 = 24 27 = 33
If we do not recognize the problem and make these replacements, the expressions
cannot be simplified.
208 _Algebra 2 Lesson 47
example 47.5 Simplify: ~ 4 .fi
solution First we write 4 as 22 .
~22.fi
Next we replace the radicals with parentheses, brackets, and fractional exponents.
[ 22(2112)] 116
Then we finish by using the power theorem and the product theorem.
2216(21112) = 25112
practice Simplify:
ª· V64-f4 b. ~9,,/3
Use unit multipliers to convert:
c. 85 miles per second to miles per hour d. 207 miles per hour to feet per second
problem set l. Three sevenths of the assembled throng watched in horror as the tsunami approached.
47 rsJ If 2800 did not watch in horror, how many were in the throng?
2. Melissa giggled as she thought about four consecutive odd integers such that 5 times
6
rJ the sum of the first two was l Oless than 7 times the sum of the second and fourth. What
were her four integers?
3. Thirty percent of the girls often pondered their muliebrity, and the rest didn't even
9
rJ know what the word meant. If 1400 were ignorant of the meaning, how many girls
were there in all?
4. The chemical formula for sulfurous acid is H2S0 3 . If the oxygen in a quantity of
37
r ! sulfurous acid weighed 192 grams, what was the total weight of the sulfurous acid
(H, l; S, 32; O, 16)?
5. Tacitus made the first leg of the trip to Londinium in his chariot at 8 kph and walked
9
ri ¡ the last leg at 4 kph. If the total distance traveled was 48 km and the total time was
7 hours, how far did hewalk, and how far did he ride?
Use unit multipliers to convert:
6. 52 inches per second to miles per hour 7. 805 miles per hour to feet per second
(47) (47)
8. 13 inches per second to yards per hour
(47)
Simplify:
9.
(47)
V 25.JS 10.
(47)
v 9,j3
11.
(46)
~x2y ~y2x 12.
(46)
~2Vi
13.
(46)
3H- 5H + 2ffe 14.
(46)
3H -2fr- Jill
15. Find x . 16. Find x.
(44) (44)
X~ y~
9
y
problem set 47 209
Sol ve:
17.
(45)
(x - 3) 2 = 5 18.
(45) (x+~Y=~
19.
(42) •
40,216 X 107
5
Estímate· ( 3 6,421 X 10 )( 493 025)
,
20.
(40)
Find x: ay
X
+ =!!!:e
p
21. . d p: -a
Fm ::_ = b 22. Find side C.
(40) X p (26)
B A
3
23. Given: mLJAC = 150º
(/)
Find: x, y, z , s, p, and m
J
H
Simplify:
x2p
- - -m
24. m
(33) X
m-p
-14x + x 3 + 5x 2 x3 - 2x 2 - I5x
25.
2 2
(36)
x + 12x + 35 x + 8x + 15
26. _ 2 r413
(35)
27. Solve the system by graphing, and then get an exact solution by using either
(23)
substitution or elirnination.
X - 4y = 8
{ 2x - 3y = 9
28. Find the equation of the line that goes through (-2, 5) and has a slope of ~.
~ 5
29. Solve 20x = -12x 2 - x 3 by factoring .
(38)
30. Evaluate: - a - a 2 - a 3 - ab if a= 2 and b =l
(3) 5
1
21 O Algebra 2 Lesson 48
LESSON 48 Radical Equations
We have noted that the difference of two squares theorem permits the solution of sorne
equations by taking the square roots of both sides of the equation. W e can use this theorem
to find the roots of the equation
(x + 2) 2 - 5 = O
First, we transform the equation by adding +5 to both sides. We get
(x + 2) 2 = 5
Next we take the square root of both sides, remembering that we get two signs on the
right-hand side.
X + 2 = ±.JS square root of both sides
X= -2 ± .J5 added -2 to both sides
If we wish, we can list the two roots separately by writing
x = -2 + .J5 and x = -2 - .J5
We use another process to solve equations that contain a square root radical. First we
isolate the radical, and then we square both sides of the equation. This process is permitted
because it follows directly from the definition of the square root of a positive number.
DEFINITION oF SQUARE RooT
If x is a positive real number, then ¡¡ is the unique positive
real number such that ( ¡¡) 2 = x.
But when we do this, we must always check our answers in the original equation,
because squaring both sides of an equation sometimes generates an equation that has
roots that are not roots of the original equation. To see how this is possible, let us begin
with the equation
X= 2
whose only solution is the number 2. Now, if we square both sides of this equation, we get
the equation
x2 = 4
Now we have an equation that can be satisfied by using either +2 or -2 as the replacement
for x. The number 2 is a solution to both the original equation and the new equation, but
-2 is not a solution to the original equation. By squaring both sides, we have generated
an equation that has more solutions than the original equation.
example 4 8 .1 Solve: ~ - 2 = 6
so/ution We begin by isolating the radical by adding +2 to both sides of the equation. We get
~=8
Next we square both sides, remembering that ( ~ ) 2 X - 4.
x-4=64
W e finish by adding +4 to both si des.
X = 68
48 Radical Equations 211
Now we must check this solution in the original equation to see if it satisfies the original
equation.
~ -2=6 original equation
-)68 - 4 - 2 = 6 substituted 68 for x
ffe-2=6 simplified
8 - 2 =6 took square root
6 =6 check
Thus, 68 is a solution to the original equation.
example 48.2 Solve: ~ + 2 = -7
solution We always begin by isolating the radical.
~=-9
Now we square both sides and solve.
X + 4 = 81 ----- X = 77
Now we must check the original equation to see if77 is a solution.
~ + 2 = -7 original equation
-J77 + 4 + 2 = -7 substituted
..J8I + 2 = -7 simplified
9 + 2 = -7 not true
Since 9 + 2 ":f. -7, then 77 is nota solution to the original equation. Thus, we find that
the original equation has no real number solution.
example 48.3 Solve: ~ - 3 = 5
solution We begin by isolating the radical.
~=8
Now we square both sides and solve.
X - 3 = 64 ----- X = 67
W e finish by checking 67 in the original equation.
-J 67 - 3 - 3 = 5 ----- -J64 - 3 5 ----- 8-3=5
5 =5 Check
example 48.4 Solve: ~x 2 + 2x + 13 - 3 = x
solution We begin by isolating the radical by adding +3 to both sides.
~x2 + 2x + 13 = x + 3
Now we square both sides and solve.
x 2 + 2x + 13 = x2 + 6x + 9 squared both sides
4 = 4x simplified
1 =X divided by 4
We check by replacing x with 1 in the original equation.
~(1) 2 + 2(1) + 13 - 3 = 1 replacedxwith 1
-Jl6 - 3 = 1 simplified
= 1 check
"' 212 Algebra 2 Lesson 48
practice Solve:
a. ~-3=7 b. .¡;-+5 + 1 = -11
c. ~x + 2
3x - 10 + 2 X
problem set l. The lieutenant noted that 0.68 of the frontiersmen at the conclave wore buckskin. If
9
48 r > 512 did not wear buckskin, how many frontiersmen were at the conclave?
2. If 140 grams of germanium was required to make 1540 grams of the compound, how
(18) •
man y grams of other elements were reqmred to make 6160 grams of the compound?
3. If a crucible contained 972 grams of FeBr2, what was the weight of the iron (Fe) in the
(3 7) .
cruc1ble (Fe, 56; Br, 80)?
4. In a group of children, 5 times the number of boys was 17 greater than 3 times the
2
rn number of girls. Also, 6 times the number of girls was 2 greater than the number of
boys. How many were boys and how many were girls?
5. The freight train took 20 hours to make the same trip the express train made in 1Ohours.
22
r > Find the speed of each if the express train was 30 mph faster than the freight train.
Sol ve:
6. ~ -3=4 7. .¡;-+5 + 3 = -4
(48) (48)
(48)
8. ~ x 2 + 8x + 15 - 5 = x
9. Use unit multipliers to convert 60 miles per hour to feet per second.
(47)
Simplify:
10.
(46)
~2Vi 11.
(46)
~m2y ~m4y 12.
(47)
~8Vi
13.
(46)
3
f5 íI + 2,J4ü
fI - f2 14.
(46)
2
Hi ff
- -
7
l
+ 2 -bo8
Sol ve:
2
15.
(45)
(x - ~) 7
= 4 16.
(45)
(x - 3) 2 = 16
17. Find angle C and side b. 18. Find angle A.
(44) (44)
a Aº
6
4
b Bº
X
19. Estimate· ( 4,071,623)(51,642 x 105)
(42) • 200,000 X 10- 13
20. Find p: !!_ - !..... + k = m
(40) X p • y
21. If tlre measure of an angle is Aº, the measure of its supplement is (180 - A)º, and the
5
r > measure of its complement is (90 - A)º . Find an angle such that twice its supplement
is 40° greater than 4 times its complement.
22. Divide 3x 3 - 2 by x + l .
(16)
23. Find the distance between the points (-4, -3) and (-8, 2).
(10)
49.A linear intercepts 213
Simplify:
x 2 - 3x + 2 . x2 + x - 6
24.
(36) x3 + 4x 2 - 5x ..,. 35x + 12x 2 + x 3
25. -16- 314
(35)
26. The figure is the base of a cone that is
<BJ 4 me
. hes h.ig h . The d.imens1ons
. are m.
inches. Find the volume of the cone in
cubic inches.
12
27. Find the distance between the points (-2, 5) and (7, -3).
(10)
X - 1
X X2
28. Simplify:
(33) X+ 2
--
2 - 4
X
29. Find the equation of the line that passes through the points (2, 5) and (7, -3).
(1 4)
30. Solve· 2 X - 3 X 5
(24) • --
2 2 3
LESSON 49 Linear Intercepts • Transversals
49.A
linear We remember that a line is completely identified if we know its slope and its intercept. The
intercepts equation of the line in the figure on the left is
2
y = --x + 2
3
The first number in the equation is- ~ . This number is the slope and tells us that the slope is
negative and that the ratio of the rise to the run is 2 to 3. The last number in the equation is
2, and this number is the y-intercept of the line, which is the y-coordinate of the point where
the line crosses the y-axis.
y y
l..., 6 6
1 1 1
... 5
4
1 1 1 1
5
4
3 >- 2 3
1
"1 .... y= --X+
3
2 2
1
1
1
.,._ 1 1
-6 -5 - 4 -3 - 2-1 1 2 3' 5 6
X -6 -5-4-3-2 -1 1 2 3 5 6
X
12
13 " L2
13 1
L4 L4 1
L5 L5
16 L6
Sometimes it is necessary to find the equation of a line whose intercept is not shown on the
graph. The line shown on the right is an example. By drawing a triangle, we can determine
-- l
214 Algebra 2 Lesson 49
that the slope of this line is approximately - 6. lf we replace m with -6 in the equation
y = mx + b, we get
Y = -6x + b
Now, to determine the intercept, we must estimate the coordinates of one point on the
line and use these numbers for x and y in the equation. lt appears that the line goes
through the point (4, O). We will use these numbers for x and y and solve for b.
o = -6(4) + b substituted
o = -24 + b multiplied
24 = b sol ved
Now that we have the intercept, we can write our estímate of the equation of the line as
Y = -6x + 24
49.B
transversals The next two problems are designed to give us practice both with right triangle trigonometry
and with the relationships of the angles formed when transversals intercept parallel lines.
example 49.1 Lines (1) and (2) are parallel. Find sides a and b.
b
(1) ------~--~~
(2) - - - . - - - - - - - - -
solution Angle z equals 27º because it and the 153º angle together make a straight line whose angle
measure is 180º. Angle Pis 27º because LP and Lz are corresponding angles.
. 27°
sm = -b
7 -- b
0.45"' -
7 -- 3.15"' b
cos 27° = !!:._
7
a
-- 0.89"' -
7
a
-- /
6.23 "'a
tan 27º = (two unknowns)
b
example 49.2 Lines (1) and (2) are parallel. Find sides M and N.
~:;;;¿;
(1) : ......... 1 ..
(2) 1 M "
problem set 49 215
solution Angle Bis 22º because 22º + 158º = 180º. Thus, angle A equals 22º because LA and LB
are corresponding angles.
~N 22º
M
N
. 22º = -N
sm
90 ----- 0.37 "' -
90 ----- 33.3 "'N
M M
cos 22° = -
90 ----- 0.93"' -
90 ----- 83.7 "' M
tan22 º = -N (two unknowns)
M
practice a. Find the equation of the line shown. b. FindN.
y
a
5
4
N
3
I
2
1
I
-a-5-4-3-2 -1 1 2 3
X
5 a
12
L3 I
L4
15 J
La
problem set l . Five times the sum of a number and -13 is 92 less than 4 times the opposite of the
5
49 <! number. What is the number?
2. The number of celebrants increased 160 percent as the satumalia drew to a close. If
9
<! there were 1092 celebrants at the end, what was the number before the increase?
3. The formula for beryllium fluoride is BeF2 . lf the fluorine (F) in a quantity of this
37
< !compound weighs 95 grams, what is the total weight of the beryllium fluoride
(Be, 9; F, 19)?
4. In Saudi Arabian currency 1 riyal equals 20 qurush. Sheik Ahab had 15 coins whose
19
< J value was 205 qurush. How many coins of each kind were there?
5. Grant and Bruce went jogging. Grant was 200 yards ahead of Bruce after 1O minutes.
134
! Find Bruce' s speed if Grant' s speed was 240 yards per minute.
6. Find the equation of the line shown. y
(49)
a
5
4
3
1
2
1
1
- a -5 -4 -3 -2 -1
X
1 2 4 5 a
12
L3 1
14 1
15
la
-,
216 Algebra 2 Lesson 49
7. Find side N.
(49)
Sol ve:
8.
(48)
~-3=5 9.
(48)
~x 2 - 2x + 5 = x + 1
10. Use unit multipliers to convert 200 inches per minute to feet per second.
(47)
Simplify:
11.
(47)
~9./3 12.
(46)
lfilfi
13. ~ x2y3 ~ xy4 14. ~FY
(46) (46)
15.
(46)
3 12 + 2 ~7
f2 G. - 3,[56 16.
(46)
5Jf + 3Ji + --./1 62
Solve:
(x - 1)
2
17.
(45) 3
= 5 18.
(45)
(x + 2f = 16
14
19. Estimate· ( 5 l7,832x10- )(80123)
~~ . 200,000 X 10-42 '
2 3 m
20. Find y: ~ + e = m - d 21. Findp: -
(40) y X (40) X y p
22. Expand: (x + 1)3
(38)
x 2 - 6x + 5 2 - 3x + x 2
23. Simplify: 7 3 2
(36J 20x - 9x 2 + x 3 x - 7 x + 12x
24. Find the distance between the points (4, 2) and (-5, 3).
(10)
25. Find the equation of the line that passes through (4, 2) and (-5, 3).
(14)
26. The measure of each of the exterior angles of a regular polygon is 12º. How man y sides
(35)
does the polygon have?
12º
Add:
X 3x 5 -3 3x + 2
27. 28.
(27) ay2 - a2y3 - j4 (27) X+ 3 - x2 - 9
Sol ve:
x-2 x-3 X X+ 2
29. ----- 2 30. -----=
(24) 2 3 (24) 2 5
50.B completing the square 217
LESSON 50 Quadratic Equations • Completing the Square
50.A
quadratic A quadratic equation in one unknown has the number 2 as the highest power of the
equations variable. The highest power of x in each of the three equations shown here is 2,
x2 = -4x + 2 X - 3 = x2 x 2 + 4x - 2 =O
so these equations are all quadratic equations. We have solved quadratic equations thus far
by two methods. To use the first method, we factor and then use the zero factor theorem. To
review this method, we begin with the equation
x 2 +X - 2 = Ü
First we factor and get
(x + 2)(x - 1) =O
and then we set each of the factors equal to zero and sol ve.
lf X + 2 =Ü lf X - 1 =Ü
X = -2 X =J
The other method can be used when the equation is in the form
(x - 2) 2 = 3
We can solve equations that are in this form by taking the square root of both sides and
remembering the ± sign that appears on the right.
(x - 2) 2 = 3 equation
X - 2 = ±-13 square root of both sides
x=2±-J3 added +2 to both sides
50.B
completing the Unfortunately, the factoring method cannot always be used, because sorne equations cannot
square be factored into binomials whose constants are all integers. For example, the equation
x 2 + 4x - 2 = O
cannot be factored. The inability to factor sorne quadratic equations is offset by the fact
that any quadratic equation can be rearranged into the form
2
(x + a) = k
and then the equation can be solved by taking the square root of both sides, as we have
just demonstrated. The method used to accomplish this rearrangement is called completing
the square. lf we rearrange the equation
x 2 + 4x - 2 = O
by completing the square, we can change the equation into this form
(x + 2) 2 = 6
which we can sol ve by taking the square root of both sides.
X+ 2 = ±-16 square root of both sides
X = -2 ± -J6 added -2 to both sides
218 Algebra 2 Lesson 50
To complete the square, it is necessary to remember the form of a trinomial that is the
square of sorne binomial. On the left we show severa! binomials, and on the right we show
the trinomials that result when the binomials are squared.
(a) X + 2 (a') (x + 2)2 = x 2 + 4x + 4
(b) X - 5 (b') (x - 5) 2 = x 2 - lOx + 25
(e) X - 6 (e') (x - 6) 2 = x 2 - 12x + 36
2 2
(d) X + 8 (d') (x + 8) = x + l6x + 64
2 2
(e) X - 3 (e') (x - 3) = x - 6x + 9
In each of these examples we note that the last term of the trinomial is the square of
one half of the middle term of the trinomial. Thus,
~ MIDDLE TERM)
2
LASTTERM (
In (a') 4 is
(~r
In (b') 25 is (-l~r
In (e') 36 is (-1;r
In (d') 64 is
c~r
In (e') 9 is
(-%r
This pattern occurs every time we square a binomial. There is nothing to understand.
It happens, so we will remember it and use it. This pattern is the key to completing
the square.
Thus, if we have the expression
2
x + lOx + ?
and ask what number should replace the question mark if the trinomial is to be the square of
sorne binomial, the answer is 25 because
2
(1~) = 25
So the completed expression is
2
x + lOx + 25
Thus, the binomial that was squared to get this result had to be x + 5 because
(x + 5) 2 = x 2 + IOx + 25
example 50.1 Sol ve x 2 + 6x - 4 = O by completing the square.
solution We want to rearrange the equation into the form
2
(x + a) = k
We begin by enclosing the first two terms in parentheses and moving the -4 to the right-hand
side as +4.
(x 2 + 6x ) = 4
50.B completing the square 219
Note that we left a space inside tbe parnntheses. Now_we want to change the expression
inside the parentheses so that it is a perfect square. To do this, we first divide the coefficient
of x by 2 and square the result.
(%)2 = 9
Then we add this number to both sides of the equation.
(x 2 + 6x + 9) = 4 + 9
Now the left-hand side can be written as (x + 3)2 and the right-hand side as 13.
2
(x + 3) = 13
We finish the solution by taking the square root of both sides and remembering the ± sign
that will appear on the right.
X+ 3 = ±-Jl3 square root of both sides
X = -3 ± .fij added -3 to both sides
example 50.2 Solve 2x + x 2 - 5 = O by completing the square.
solution We want to change the form of the equation to
(x + a) 2 = k
We begin by moving the constant term to the right-hand side and enclosing the other two
terms in parentheses. We leave a space inside the parentheses.
(x 2 + 2x ) =5
Now we square l. of the coefficient of x
2
(%)2
and add it to both sides.
(x 2 + 2x + 1) = 5 + 1
The left-hand side is a perfect square, and the right-hand side is 6.
(x + 1)2 = 6 simplified
x + 1 = ±.J6 square root of both sides
x = -1 ± -J6 added -1 to both sides
example 50.3 Solve x 2 = 5x - 5 by completing the square.
solution We begin by placing the constant term on the right and enclosing the other two terms in
parentheses, remembering to leave a space in the parentheses.
(x 2 - 5x ) = -5
Next we divide -5 by 2 and square the result.
(~)2
25
4
25
Now we add to both sides.
4
X
2 -
25)
5x + 4 -5 + 25
( 4
220 Algebra 2 Lesson 50
Next we write the left-hand side as a perfect square and simplify the right-hand side.
(X- 25r 45 = simplified
X-%= ±H square root of both sides
X= %±H added 1 to both sides
2
x=~±Fs simplified
2 2
practice Solve by completing the square: x 2 = 9x - 7
problem set l. The Two-Steppers were good recruiters , as they numbered 10 more than 5 times the
~n .
50 number ofthe Waltzers. Also, there were 10 times as many Two-Steppers as Waltzers.
How many of each were there?
2. The first part of the trip was in a surrey at 8 mph, and the last part was in a buckboard
29
< ! at 12 mph. If the total trip was 104 miles and took 10 hours, how much of the trip was
made in each type of carriage?
3. What is the weight of the sodium (Na) in 348 grams of NaCl (Na, 23; Cl, 35)?
(37)
4. Richard and Lynn found three consecutive even integers such that 7 times the sum of
6
<J the first and third was 48 less than 10 times the second. What were the integers?
5. Hadrian's soldiers increased their wall-building speed by 140 percent. If their new
9
<J speed was 432 inches per <lay, what was their old wall-building speed?
Solve by completing the square:
6. x 2 + 8x - 4 = O 7. 12x + x 2 - 5 =O 8. x 2 = 7x - 3
(50) (50) (50)
9. Find the equation of this line. 10. Find angle C and side M.
(49) (49)
6
I 5
4
3
I
2 M
1
- 6-5-4 -2- 1
X
1 2 3 4 5 6
I
12
-3
,_..,
L.
I Ls
Ls
Sol ve:
11.
(48)
~x2 - 4x + 20 = x + 2 12.
(48)
-5 = -~ + 1
13. Use unit multipliers to convert 400 yards per second to miles per hour.
(47)
Simplify:
14.
(46)
~2 V2 15.
(47)
~9.J3
16.
(46)
~ m3 y5 V m 2y2
14
17.
(46)
5
MN +2 -
3
l
- --.) 297
18. Estímate: ( 746 ,800 X 10 )(703,916 x 104)
(42 ) 500,000
51.A imaginary numbers 221
Find e: -mxc~ k = ~ 20. Find -p· 4 3x e
19. (40) • - - -
(40) p r X p m
21. Find c. 22. Divide 4x 3 + 3x + 5 by 2x - 3.
(26) (16)
~b
24 6
23. Solve x 3 - 28x = 3x 2 by factoring.
(38)
Simplify:
x 2 + 49 - 14x x 3 - 4x 2 - 12x
24
r16i x 3 - 13x 2 + 42x -35 - 2x + x 2
25. -49 312
(35)
26. The volume of a prism whose base is
(8)
shown is (600 - 50.n) cm3 . Find the
height of the prism. Dimensions are in 10
centimeters.
20
27. Find the equation of the line that passes through (-2, 5) and is perpendicular to the line
3x - 5y = 2.
131
!
28. Find the distance between the points (-3, 5) and (-3, 7).
(10)
29. Solve: -2(x 0 - x - 3) - l-2° - 31 = x - 2(-2 - 4)
(4)
. . x2y-2 (4pox-5z2 3x-4y2)
30. Multlply. - - - _ - _
2
<4! z2 p 0 y 2 z p
LESSON 51 lmaginary Numbers • Product of Square Roots
Theorem • Euler's Notation • Complex
Numbers
51.A
imaginary We know that +2 and-2 are both square roots of 4, because
numbers (+2) 2 = 4 and (-2) 2 = 4
We remember that when we use the notation
-14
we are designating +2, because we reserve the notation -J4 to designate the principal or
positive square root of 4. If we wish to designate -2, which is the negative square root of 4,
we can write
--14
and if we wish to designate both +2 and -2, we use both the plus sign and the minus sign
and write
±-14
222 Algebra 2 Lesson 51
We remember that if the square root of a number is multiplied by itself, the result is the
number.
DEFINITION oF SQUARE RooT
If x is a positive real number, then -[; is the unique positive
real number such that ( -[; ) 2 = x.
Thus, it follows that
-fj-fj = 3 .J 0.046 .J 0.046 0.046
RR= 3_!_
2
and it also follows that
RR=-4
But where on the number line can we locate R? Any positive or negative number times
itself equals a positive number, nota negative number! There is no number on the number
line that can be used for x in the following expression.
(x)(x) = -4
Thus, on the number line, we can locate both +-!4 and --!4 as shown,
-14 J4
-5 -4 -3 -2 -1 o 2 3 4 5
but we cannot locate +H or -Ron the number line. For this reason, unfortunately, we
call R an imaginary number. We say unfortunately because all numbers are ideas and
thus all numbers are really imaginary. The number -f4 is an idea that we can graph on the
number line, and the number R is an idea that we cannot graph on the number line. We
call the square roots of negative numbers imaginary numbers because we cannot find
them on the number line. The numbers that we can locate on the number line are called
real numbers to distinguish them from numbers that cannot be found there.
51.B
product of When one radicand (the number undemeath the radical sign) is a negative number, we cannot
square roots always use the product of square roots theorem as we have in the past. There are two versions
theorem of the product of square roots theorem. One version applies when at least one radicand is
positive.
PRonucT OF SQUARE RooTS THEOREM
(AT LEAST ÜNE Posn1vE RADICAND)
If m and n are real numbers and one is a positive number
or both are positive numbers, then
rmFn = ..¡;;;;;
Thus, -[3-JS = -Jl5 and .J=3..J5 = ..J-15.
The rule is different when both radicands are negative.
PRODUCT OF SQUARE ROOTS THEOREM
(BOTH RADICANDS NEGATIVE)
If m and n are both negative real numbers, then
rmFn
= _..¡;;;;;
51.D complex numbers 223
e-xample 51 .1 Simplify: ta) -J3-f2- eh) -J3 ..J=2:- (c) .J=3F2
solution In (a) and (b) at least one radicand is positive, so we simplify in both by multiplying the
radicands.
(a) -)3-fi = .J6 Cb) -J3-J=2 = R
In (c) both radicands are negative, and we use a different rule.
(c) R-1=2 = -,/6
51.C
Euler's The eighteenth-century Swiss mathematician Euler, pronounced "oiler," in addition to other
notation major accomplishments, made four significant contributions to the notations used in
mathematics. He introduced the Greek letter L. (sigma) to stand for summation. He invented
functional notation, and he was the first to use the letter e to represent the base of natural
logarithms. In addition, he introduced the use of the letter i to represent H .
" i= H
The first three concepts will be used in later courses. The concept of i will be used in
this course.
It happens that the solutions of many quadratic equations are numbers that are wholly
or in part the square roots of negative numbers. We can use the first part of the theorem on
the previous page to write one of these as a real number times H . For example, if we ha ve
-J-13
we can write this as
~ 13(-1)
and use the product of square roots theorem to write
mP
Instead of writing H , Euler used the letter i. Thus, he would have written the above as
Jl3i
We surmise that Euler began to use i instead of H because i can be made with only one
stroke of the pen (if you leave off the dot), while H requires three strokes of the pen.
example 51.2 Use Euler' s notation to write: (a) -J -13 (b) R (c) -J3-J=2
solution (a) -J-13 = ~ 13(-1) = -Jfj¡
(b) R = ~ 4(-1) = 2i
(c) -J3 Pi, = -J3 -fi¡ = .J6i
51.D
complex A complex number is a number that has a real part and an imaginary part. Thus,
numbers 4 + Si and Si + 4
are complex numbers. We say that when we write the real part first, as we did on the left,
we ha ve written the complex number in standard form. We add complex numbers by
adding the real parts to find the real part of the sum and the imaginary parts to find the
imaginary part of the sum.
example 51.3 Add: 4 + 6i + 3i - 2
solution We add real parts to real parts and imaginary parts to imaginary parts and get
2 + 9i
224 Algebra 2 Lesson 51
example 51.4 Add: (4 - 3i) + (6 - 4i) - (2 - Si)
solutíon First we remove the parentheses and get
4 - 3i + 6 - 4i - 2 + Si
Now we add the like parts and get
8 - 2i
Since H times H equals -1, then ii equals -1 and i 2 equals -1. We must keep this
in mind when simplifying expressions that have i as a multiple factor.
example 51 .5 Simplify: 2ii - 3iii + 2i - 4 - R
solutíon We pair the i's as follows.
2cii) - 3i(ii) + 2i - 4 - R
Now we remember that each (ii) = i 2 = -1, so we have
2c-1) - 3i(-1) + 2i - 4 - R
Now we simplify
-2 + 3i + 2i - 4 - 2i
and finish by adding like parts.
-6 + 3i
example 51.6 Simplify: 3i 3 + 2i 2 + 7i + 4 + 2i 5
solutíon We will begin by expanding and pairing the i's.
3i(ii) + 2(ii) + 7i + 4 + 2(ii)(ii)i
Next we remember that each (ii) equals -l.
3i(-1) + 2(-1) + 7i + 4 + 2(-1)(-l)i
Now we multiply and get
-3i - 2 + 7i + 4 + 2i
and lastly we simplify and get
2 + 6i
practice Simplify:
a. 2¡¡ - 7 ¡¡¡ + 2i - 4 - R b. 3i 3 + Si 2 + Si + 7 + 2i 5
problem set l. Times were so hard that three-seventeenths of the knights did not even have a gauntlet
15
51 ! to fling down. If 72 knights were in this category, how man y knights were there in all?
2. Five hundred twenty-eight students had limited vocabularies and thus found that
19
! lucubration was almost impossible. If these students constituted 22 percent of the total,
how many students were there in all?
3. The weight of the sodium (Na) in a quantity of NazSO 4 was l lS grams. What was the
(3 7) •
total we1ght ofthe Na2S04 (Na, 23; S, 32; O, 16)?
4. Horatio gleefully fingered his borde of quarters and dimes. If their total value was
119
! $6.SO and he had 3S coins, how many coins of each type did he have?
5. Buggs made the trip at 40 miles per hour during the first hiatus. Joan made the same
122
! trip at SO miles per hour during the second hiatus. How long was the trip if it took
Buggs 2 hours longer than it took Joan?
problem set 51 225
_ Simplify::_ _ __
6.
(51)
5 + 6i - 3i - 2 1.
(51}
5¡¡ - 8iii + 2¡ - 4 - -J=5
8. 5i 3 + 3i 2 + 7ii + 4 + 2i 7 9. -3i 2 - 2i + i 3 - 3
(51) (51)
Solve by completing the square:
10. x 2 =
(50)
-X + 1 11. -4
(50)
= -x 2 - 3x
12. Find the equation of this line. 13. Find side m.
(49) (49)
y
p
6
5
4
1
3
2
1
1
X
-6 -5-4 -3-2 - 1 1 2 \3 4 5 6
L2
La
L4 \
\
L5
La
14. Solve: ~ + 5 = 2
(48)
15. Use unit multipliers to convert 20 inches per hour to miles per minute.
(47)
Simplify:
16.
(46)
~3../3 17.
(47)
~9V3 18.
(46)
~x2y2m~xym2
19. 3 /2 + 3 03 + 3._j104 20. (-27)-5/3
(46) fu ~2 (35)
. (4,941,625)(7,041,683)
21 . Est1mate:
(42) 0.00007142 X 10 - 5
22. Find p: ~ - e = .!:__ 23. FindR2: - -
3
RX1 -- R2
<40J p m (40)
p
24. If two inscribed angles in a circle
rn¡ intercept equal ares, the angles are
equal. Angles LAPB and LARB are
equal because they both intercept are
AB. Find x, y, m, and z. B
25. Find the equation of the line through (-4, -2) that is perpendicular to the
(31) •
!me 3x + 2y = 5.
26. Find the distance between the points (-2, -5) and (-2, -8).
(10)
2 2 2
27.
(4)
Multiply: X-
oY( 4p 2px y)
-2 - - - 2- 28. Divide 2x 3 - 2x + 4 by x + 2.
(16)
p X y y
Solve:
-X - 2 X+ 2
29. ------=3
(24) 4 3
30. -2(x 0 - x - 2) - l-21 + 30(-x - x 0 ) = -x
(4)
226 Algebra 2 Lesson 52
LESSON 52 Chemical Mixture Problems, Type A
In chemical mixture problems two different constituents are mixed to get a desired result.
Often one of the constituents is water, and the other is alcohol or iodine or antifreeze or
whatever else is mixed with the water. The key equation in one of these problems comes
from either constituent. Thus, if the constituents are water and iodine, the statement can be
made about water.
water poured in + water dumped in = water total
Or the statement can be made about iodine.
iodine poured in + iodine dumped in = iodine total
We will restrict our investigation of these problems to two basic types. The first type is
discussed in this lesson, and the second type will be discussed in Lesson 61 .
example 52.1 A druggist has one solution that is 10% iodine and another that is 50% iodine. How much of
each should the druggist use to get 100 milliliters (mL) of a mixture that is 20% iodine?
solution A picture is helpful.
~PN DN~
50% 10%
\:==:20%~
As shown in the figure, we will pour in sorné of the 50% solution and dump in sorne of the
10% solution. We can work the problem by considering either iodine or water. First we will
work it by considering only the iodine. Our equation in words is
iodine poured in + iodine dumped in = iodine total
Next we write three sets of parentheses that we will use as "mixture containers."
()+()=()
Many people find that using ''mixture containers" is helpful, and the use of these
containers is recommended. Now we put the requisite mixture in each container. We use
P N in the first one, D Nin the second one, and 100 in the third one.
(PN) + (DN) = (100)
Next we multiply each set of parentheses by the proper decimal number so that each
term represents only iodine.
(a) 0.5(PN) + 0.l(DN) = 0.2(100)
This equation has two unknowns, so we need one more equation. The equation is
(b) PN + DN = 100
We solve equation (b) and find that PN = 100 - DN. Then we substitute 100 - DN for
P Nin equation (a) and sol ve.
0.5(PN) + O.l(DN) = 0.2(100) equation (a)
0.5(100 - DN) + 0.IDN = 0.2(100) substituted
50 - 0.5DN + O.IDN = 20 multiplied
0.4DN = 30 simplified
DN = 75 mL divided by 0.4
52 Chemical Mixture Problems, Type A 227
- And sine~- PN + DN = 100,------ - - - - -
PN = 25mL
Thus, the druggist should use 25 mL of the 50% solution and 75 mL of the 10% solution. If
we wish to work the problem by considering only water, the word statement would be
water poured in + water dumped in = water total
The entries in the mixture containers are exactly the same,
(PN) + (DN) = (100)
but the decimal multipliers are different because this time each term repr~sents water.
(e) 0.5(PN) + 0.9(DN) = 0.8(100)
The second equation is the same as before.
(b) PN + DN = 100
Either substitution or elimination can be used to solve equations (e) and (b), and the same
answers will result.
PN = 25mL DN = 75mL
Thus, the druggist should use 25 mL of the 50% solution and 75 mL of the 10% solution.
example 52.2 A chemist has one solution that is 10% salt and 90% water and another solution that is only
2% salt. How many milliliters of each should the chemist use to make 1400 mL of a solution
that is 6% salt?
solution We can use the same diagram as in the preceding example. Only the percents are different.
~PN DN~
~. 2%
C '6%, ~
This time we decide to work the problem by considering water. Thus, our equation in
words is
water poured in + water dumped in = water total
Next we write the set of parentheses that we call "mixture containers." Their use in these
problems is always helpful.
()+()=()
Mixture containers always contain mixtures. We will use P N and DN to represent the
unknown mixtures.
(PN) + (DN) = (1400)
This time we use decimal multipliers so that the decimal times the mixture equals water,
0.9(PN) + 0.98(DN) = 0.94(1400)
and we get
(a) 0.9PN + 0.98DN = 1316
We have two unknowns, so we need another equation, which is
(b) PN + DN = 1400
228 Algebra 2 Lesson 52
We solve (b) for PN and substitute into (a) and solve.
0.9(1400 - DN) + 0.98DN = 1316 substitution
1260 - 0.9DN + 0.98DN = 1316 multiplied
0.08DN = 56 added -1260 to both sides
DN = 700mL
Thus, PN =
1400 - 700 =
700 mL. Thus, the chemist should use 700 mL of the 10%
solution and 700 mL of the 2% solution.
practice A chemist has one solution that is 25 % salt and 75 % water and another solution that is only
5% salt. How many milliliters of each should the chemist use to make 1600 mL of a solution
that is 15% salt?
problem set 1, A druggist has one solution that is 10% iodine and another that is 40% iodine. How
52
52 f > much of each should the druggist use to get 100 mL of a mixture that is 25% iodine?
2. A chemist has one solution that is 25% salt and 75% water and another solution that is
52
f > only 5% salt. How many milliliters of each should the chemist use to make 1400 mL
of a solution that is 10% salt?
3. Whatis the weight ofthe sodium (Na) in 1580 grams ofNa2Sz03 (Na, 23; S, 32; O, 16)?
(37)
4. Four times the number of yellows equaled 76 reduced by 6 times the number of reds.
(21)
If there were 4 more yellows than reds, how many of each were there?
5. Queen Hatshepsut rode a litter at 2 kilometers per hour for the first part of the joumey
29
r > to the necropolis. She was going to be late, so she changed to a chariot traveling
8 kilometers per hour for the last part of the trip. If it was 28 kilometers to the
necropolis and the trip took 8 hours, how far <lid she ride in the litter and how far <lid
she ride in the chariot?
Simplify:
6.
(51)
4i 2 - 3i + 2 1.
(51)
3¡ 5 - ¡ + 5 - -J=9
8.
(51)
.,J-16 - 2i 2 - 2i 9. 2¡ 4 +
(51)
-J=9 - 3¡ 3
Solve by completing the square:
10. 2x + 5 = x 2 11. x 2 - 5x = 2
(50) (50)
12. Find the equation of the line. 13. Find P.
(49) (49)
y
~7 ~
6
5
4
J
3
1/
2
1
-6-5-4-3 - 2 - 1
X
1 2 3 5 6
1 2 1/
13 ¡
1/
'•
Ls
16
Sol ve:
14.
(48)
~x 2 + 2x + 10 = x +2 15.
(48)
3 = -5 + ~
16. Use unit multipliers to convert 200 inches per hour to miles per minute.
(47)
53.A metric unit conversions 229
Simplify:
17. 2~2Vi- 18. 3 ~9~
(46) (47)
19.
(47)
~4x 3 y 5 ~ 8xy 2 20.
(46)
3M-
13
5fl + M42
5
21. Estimate· (9 87,612 X 10 )(413,280) 22. Find x: ..::_ - e + !!:_ = m
(42) •
(74,630)( 400) (40) p b
Simplify:
x2y
-2 - p
x2 + 3x - 28 24. -165/4 p
23. 25.
(26)
21x + 10x 2 + x 3 (35) (33) m 1
p p2
26. Find x, y, z, and p. 27. Add: _ _3_ + 2x + 4
( // ) (27) X - 3 X 2 - 9
~
/~
28. Find the equation of the line that passes through the point (-2, - 7) and is parallel to the
(20) •
!me 2x + 3y = 4.
29. Divide: 3x 3 - x by x - 4
(16)
30. Solve: 3 x + 4 - 2x - 5 = 4
(24) 2 3
LESSON 53 Metric Unit Conversions • English Units to
Metric Units • Weight Combination by Percent
53.A
metric unit The meter is the basic unit of length in the metric system. A meter is justa little longer than
conversions a yard. There are 100 centimeters in a meter, and there are 1000 meters in a kilometer, which
is a little more than half a mile. From these relationships, we get two metric unit multipliers
that can be used for distance and area conversion.
100 cm 1m 1000 m 1 km
(a) - - - or - - and (b) or
1m 100 cm 1 km 1000 m
example 53.1 Use unit multipliers to convert 7560 centimeters to kilometers.
solution We will go from centimeters (cm) to meters (m) to kilometers (km) .
7560 .cm x ~ x
1
km = 7560
km = 0.0756 km
100.cm 1000.m (100)(1000)
This problem illustrates the beauty of the metric system. Ali we have to do to change
units in the metric system is to move the decimal point.
230 Algebra 2 Lesson 53
example 53.2 Use unit multipliers to convert 15,740,000 square centimeters to square kilometers.
so/ution We will use two multipliers to go from square centimeters (cm2 ) to square meters (m2) and
two more to go to square kilometers (km2).
15,740,000d X l .m X l .m X l km X 1 km = 15,740,000 km2
100.cm 100.cm 1000.m 1000.m 1 X 10 10
= 0.001574 km2
Again we note that all we had to do was to move the decimal point.
53.B
English units We need to know only one equivalence to change from English units oflength to metric units
to metric units oflength.
2.54 cm = 1 in.
This equivalence is exact, because 1 inch is exactly 2.54 centimeters long. This definition
of the inch is official and has been official for almost 100 years. Thus, to go from English
units to metric units, we first go to inches in the English system. Then we convert to
centimeters.
example 53.3 Use unit multipliers to convert 32 yards to meters.
solution Sorne tables give a direct conversion from yards to meters. We disdain these
conversions because the tables are not always available. We need only remember that ·
2.54 centimeters equals 1 inch to make any English to metric conversion involving
length, area, or volume. Thus, in this problem we will use unit multipliers as required to go
from yards to feet to inches to centimeters to meters.
32.yd X 3.ft X 12.iir. X 2.54.cm X 1m (32)(3)(12)(2.54)(1)
--= m
l~ lft 1.Hr. 100 .cm (1)(1)(1)(100)
example 53.4 Use unit multipliers to convert 0.042 square kilometers to square miles.
so/ution We need to use two unit multipliers in each step as we go from square kilometers to square
meters to square centimeters to square inches to square feet to square miles.
0.042 .krfí2' X 1000.m X 1000.m X 100.cm X 100.cm X 1.iir. X l .Hr.
Lkm 1.km 1.m 1.m 2.54.cm 2.54.cm
lft lft lmi lmi
X--X--X X--
12 .Hr. 12 .Hr. 5280 ft 5280 ft
(0.042)(1000)(1000)(100)(100)(1)(1)(1)(1)(1)(1) ·2
= m1
(1)(1)(1)(1)(2.54)(2.54)(12)(12)(5280)(5280)
53.C
weight Thus far, we have investigated the relative weights of the elements in chemical compounds
combination by using ratios. For example, in a molecule of the compound
by percent Na2S 20 3
there are two atoms of sodium (Na), two atoms of sulfur (S), and three atoms of oxygen (0).
If we use the gram-atomic weights of these elements, we can find the gram molecular weight
ofthe molecule (Na, 23; S, 32; O, 16).
Two atoms of sodium: 2 X 23 = 46 grams
Two atoms of sulfur: 2 X 32 = 64 grams
Three atoms of oxygen: 3 X 16 = 48 grams
Gram molecular weight of a molecule = 158 grams
\::
problem set 53 231
The decimal part of the total made up by an element can be found by dividing the atomic
weigfit of tl1e element by the molecular weight of the moíeCUle.
Sodium = ~ . = 0.29 Sulfur = -64 = 0.41 Oxygen = -48 = 0.30
158 158 158
The percent of each element by weight is found by moving each of these decimal points two
places to the right. If we do this, we get
Sodium = 29% Sulfur = 41 % Oxygen = 30%
The sum of these percents is 100 percent. Sometimes, because of rounding, the sum will not
be exactly 100 percent.
example 53.5 What percent by weight of N~S 2 0 3 is sodium (Na)?
so/ution From the above, the compound is 29% sodium.
practice a. What percent by weight of CC1 4 (carbon tetrachloride) is carbon (C) (C, 12; Cl, 35)?
b. Use unit multipliers to convert 0.073 square kilometers to square miles.
problem set l. What percent by weight of Na2S 20 3 is sodium (Na) (Na, 23; S, 32; O, 16)?
(53)
53 2. A chemist has one solution that is 20% alcohol and another that is 60% alcohol. How
152
> much of each should the chemist use to get 100 mL of a solution that is 52% alcohol?
3. The hospital pharmacist wanted 250 mL of a solution that was 72% iodine. How many
152
> milliliters of a 40% solution should be mixed with how many milliliters of an 80%
solution to get the desired result?
4. The results totaled 80 and the number of good results totaled 8 more than 5 times the
(2 1)
number of bad results. How many results were good, and how many were bad?
5. The automobile was traveling at 50 mph and had already gone 200 miles when the
134
>airplane set out in pursuit. If the airplane overtook the automobile in 4 hours, what was
the speed of the airplane?
Use unit multipliers to convert:
6. 9,350 centimeters to kilometers 7. 32 meters to yards
(53) (53)
8. 16,480,000 square miles to square centimeters
(53)
9. 0.063 square kilometers to square miles
(53)
Simplify:
10.
(51)
-R + 2 + 2i 5 11.
(51)
2i 2 +Si+ 4 + H
12. -4i 5 + 2 ..J-16 13. 2i3 - ¡4 + 3¡2
(51) (51)
Solve by completing the square:
14. x2 - 5 = Sx 15. -x 2 = -6x - 6
(50) (50)
16. Find side m.
(4 9)
A
~1
232 Algebra 2 Lesson 54
Solve:
17.
(48)
~ -1 16 18.
(48)
~x 2 + 2x + 5 - 3 X
Simplify:
5
19
(46j -v~
2V2 20.
(47)
~814,-;;;
3
-V -'
21. ~x2y~xy2 22. _4- 512
(46) (35)
23.
(46)
3~ - 2# - 2-/50 24.
(42)
Estimate: ( 2 ,135,820)( 4,913,562)
801,394,026
X m k
25.
140¡
Find p : - - - + -
y p e
o 26.
(40)
Find x: .!!_ + e
X
d
27. FindB. 28. Find x, y, P, Q, and R.
(26) (1 /)
12
5 5
29. Divide x 3 - 2x + 2 by x + l.
( 16)
30. Find the solution to this system by graphing. Then find the exact solution by using
1231
either substitution or elimination.
2x - 3y -9
{ 5x + 3y 3
LESSON 54 Polar Coordinates • Similar Triangles
54.A
polar W e can use two different methods to describe the location of a point on the coordinate plane
coordinates with respect to the origin. One method is to use one number to give the location of the point
to the right or the left of the origin and another number to give the location of the point above
or below the origin. When we do this, we say we are using rectangular coordinates. To
associate the numbers with the proper directions, we can use parentheses and ordered pairs
(x, y ), or we can omit the parentheses and use letters (often i, j, and k) to designate directions.
In this book i always represents H. so we decide to use the letters R and U to indicate
directions. We will use +R for right, -R for left, +U for up, and -U for down. We will
demonstrate this notation by using rectangular coordinates to locate the four points on the
"-
54.A polar coordinates 233
following graph. For point (a) we write 4R + 3U; for point (b) we write -3R + SU; for
poinC(c) we wrile=3R---=-3V; ano for poillt (o) we write 5R - -zv~
6
5
(b)
4
3
(a)
2
1
X
-6 -5 -4 -3 -2 -1 o 1 2 3 4 5 6
1
2
(d)
3
(e)
4
5
6
The other way to describe the location of a point is to use a distance at a given angle.
The angle is measured counterclockwise from the Iine that normally designates the
+x-axis. We say that we are using polar coordinates when we designate the location of a
point by using an angle and a distance.
lt is interesting to note that seafarers and air navigators have always measured their
angles clockwise from due north, while mathematicians, for sorne reason, measure their
angles counterclockwise from due east!
We will use notations such as
4/57º and 7 /230°
to designate the magnitudes and angles. The first number gives the magnitude and the second
number gives the angle. Thus the above would be read from left to right as 4 at 57° and 7 at
230º. In many books the authors use ordered pairs to designate the magnitudes and the
angles. In these books the magnitudes and angles shown above would be written as the
ordered pairs
y y
6 6
5 1 1 1 1 1
5 f- (7, 230º)
~~ ~7~)
1 1 1
4
Ó4 , 1 1 1
3
1 1 1 1
--?~º7
'-2 ~
y
1 1
V 1\ 1 1 1 1 l /I
X X
- 6-5 -4-3-2-1 123456 -6-5 -4-3~ 2 - 1 / . 1 23 4 5 6
12 t-f-,...7 ~-2
13 -3
L4 ,r 1
V 1 14
L5 5
16 1• 1 -16
In mathematics and science a vector is defined as a quantity that has both a magnitude
and a direction. Since each of the line segments shown in the figures abo ve has a magnitude
and a direction with respect to the origin, we can call these line segments vectors. In the
figure on the left we designate the point by using the vector 4/ 57º, and in the figure on the
right we designate the point by using the vector 7 /230°.
/ We can use sines, cosines, and tangents to help us convert from rectangular coordinates
to polar coordinates or from polar coordinates to rectangular coordinates. For the present we
will concentrate on learning how to convert from polar coordinates to rectangular coordinates.
/
234 A/gebra 2 Lesson 54
example 54.1 Change 4/57º to rectangular coordinates.
solutíon We draw the vector that designates the point
and then complete the triangle by
drawing a vertical line frorn the point to
thex-axis.
57~ p
We can find M and P by using the sine and cosine.
(a) sin 57º = M (b) cos 57º = !..
4 4
We solve these equations for M and P and get
(a) 4 sin 57º = M (b) 4cos57° = P
We use a calculator to get the sine and cosine and then multiply.
4(0.84) = M 4(0.54) = p
3.36 = M 2.16 =p
Thus the point is 2.16 to the right of the origin and 3.36 abo ve the origin, so its location can
be described in rectangular coordinates by writing
2.l6R + 3.36U
example 54.2 Change 7 /230º to rectangular coordinates.
solutíon We draw the vector and then complete the 230º
triangle by drawing a vertical line frorn
the end of the vector to the x-axis. Since
230º is 50º more than 180º, the angle in our
triangle is 50º.
We can find D and C by using the sine and cosine.
(a) sin 50º = D (b) cos 50º = ~
7 7
We solve these equations for D and C and get
7 sin 50° = D 7 cos 50º = e
We get the sine and cosine from a calculator and then multiply.
7(0.77) =D 7(0.64) =e
5.39 = D 4.48 = e
Thus, our point is 4.48 to the left of the origin and 5 .39 below the origin. We indicate this in
rectangular coordinates by writing
-4.48R - 5.39U
It is helpful if we note that only the sine and the cosine of the angle are used when
we break a vector into its cornponents. If H is the hypotenuse and () is the angle, then
one cornponent is
H cos () and the other component is H sin()
practice 235
example 54.3 Change 42/340º to rectangular coordinates.
solution We draw the vector and then complete the 340º
triangle by drawing a vertical line from ------
the end of the vector to the x-axis. Since
340° is 20º less than 360º, the angle in the
triangle is 20º.
E
Again, we need to use only the sine and the cosine.
E F
(a) sin 20º (b) cos 20º
42 42
42 sin 20° = E 42 cos 20º =F
42(0.34) =E 42(0.94) =F
14.28 =E 39.48 = F
Thus, our point is 39.48 to the right and 14.28 down. We indicate this by writing
39.48R - 14.28U
54.B
similar Sometimes the lengths of the sides in similar triangles are represented by letters. These
triangles triangles are similar.
We can sol ve for one of the variables in terms of the other variables. The first step is to write
the equal ratios. We decide to put the sides opposite the single-tick-marked angles on top.
e d
- = -
a b
The next step is to cross multiply. If we do, we get
be= ad
Now we can solve for any one of the variables by dividing. If we want to solve for d, we
would divide both sides by a.
be ad
divided both sides by a
a a
be = d canceled
a
practice a. Change 28/310º to rectangular coordinates.
b. The two triangles in this figure are
similar. Use R, S, T, and V to write a
proportion. Then solve for R in terms
of S, T, and V.
236 Algebra 2 Lesson 54
problem set l. Sarah wants to mix 400 liters of a solution that is 57.5% iodine. She has two solutions
152
54 ! available. One is 20% iodine and the other is 70% iodine. How many liters of each
should Sarah use?
2. Selby was in the next stall, and she needed 150 mL of a solution that was 30%
152
! glycerine. The two solutions available were 10% glycerine and 40% glycerine. How
many milliliters of each should Selby use?
3. What percent by weight of potassium chlorate is potassium (K)? The chemical formula 1
153
! for potassium chlorate is KC10 (K, 39; Cl, 35; O, 16).
3
4. The ratio of ducks to geese was 5 to 4. Four times the number of ducks was 40 greater
1211
than 3 times the number of geese. How many of each kind of fowl were present?
5. The sports car was twice as fast as the truck and took 3 hours less to make the trip. If
122
! the truck traveled 50 miles per hour, how long was the trip?
6. Change 5/56º to rectangular coordinates.
(54)
7. Change 8/212º to rectangular coordinates.
(54)
8. Find T in terms of R, S, and V.
54
< ! Remember that inscribed angles that
intersect the same are are equal angles.
Use unit multipliers to convert:
9. 100 square kilometers to square centimeters
(53)
10. 100 square feet to square centimeters
(53)
11. 60 miles per hour to kilometers per second
(47)
Simplify:
12.
(51)
-R - 2¡ 3 + 4¡ 4 13.
(51)
3¡ 3 + 2¡ - 4i 2 + -J=9
14. -3i + 2i 2 - 2 + i 15. 2i 2 + 2i - 2.,J-25
(51) (51)
Solve by completing the square:
16. x 2 = 7 + 3x 17. -7x = -x 2 + 3
(50) (50)
18. Find the equation of the line shown.
(49)
6
5
4
3
2
1
-6-5-4-3-2-1 1 2 3 4 5/6
X
12
13 /
L4 /
L5
L6 /
11
55.A advanced abstract equations 237
Solve:
4x - 2 3
~x 2
X -
19. 7 20. - X - 5 + 1 = X
(24) 5 2 (48)
21. ~ -11 = 22. Find k: .::_ - cm = !!..
(48) (40) k c
23. Find m: !!_ - x + _!!___ y
(40! p m
Simplífy:
24. ~4.fi 25.
(47)
~93"'3
-V .J
26. VXY~xy 2 27. -81 114
(35)
(47) (46)
2
X p- - X
':--
28.
(46)
2~ _ sH + 2-184 29.
(33) x2y
-- -
p2
X
p2
30.
(4!
Multiply: 4 x -2 YP ( P - 1m 2 Y
m2y-1 l6x-2y -
2
2x yº
m-2
p)
i:
'--
LESSON 55 Advanced Abstract Equations • Word Problems
"and Quadratic Equation~
55.A
'
advanced We remember that equations that contain many variables and that have no numerical answer
abstract are often called abstract equations. We remember that when an equation has rational terms
equations (fractions), the solution is facilitated if we begin by eliminating the denominators. Thus, to
solve the equation
-a + -Y = c
X m
for x, we begin by multiplying every numerator by xm and then cancelíng the denominators.
a Y multiplied by xm
- xm+-·xm =c·xm
X m
am + yx = cxm canceled denominators
am = cxm - yx added-yx
am = x(cm - y) factored out x
am
=x divided
cm - y
The same procedure is used for more complicated equations. Parentheses sometimes help us
to avoid mistakes.
238 Algebra 2 Lesson 55
a+ b y
example 55.1 Solveform: - - + - = k
X m
solution We can prevent sorne mistakes when we cancel if we enclose sums in the numerators in
parentheses. Then, after we cancel, it is important to eliminate the parentheses by
multiplying. In this problem we begin by enclosing a + b in parentheses. Then we
multiply each term by mx, cancel, and eliminate the parentheses by multiplying.
_(a_+_b_) mx + 1- mx = kmx nmltiplied by mx
X m
(a + b)m + yx = kmx canceled
am + bm + yx = kmx multiplied
yx = kmx - am - bm added -am - bm
yx = m(kx - a - b) factored out m
yx
=m divided
kx - a - b
mp d +e
example 55.2 Solveforx: - + -- = d
e X
solution We use parentheses around d + e and then multiply by ex.
mp (d +e)
-ex+ ex = dex multiplied
e X
mpx + de + ee = dex canceled and multiplied
de + ee = dex - mpx added -mpx
de + ee = x(de - mp) factored out x
de + ee
=x divided
de - mp
mx d
example 55.3 Solvefora: - + -- = p
y a+ b
solution We begin by multiplying every numerator by y(a + b) and canceling.
mxy(a + b)
- - - - + dy(a + b) =pya+
( b)
multiplied
y a+ b
mxa + mxb + dy = pya + pyb canceled and multiplied
mxa - pya = pyb - mxb - dy moved three terms
a(mx - py) = pyb - mxb - dy factored out a
pyb - mxb - dy
a= divided
mx - PY
55.B
word problems Algebra books often contain problems whose solutions require the solutions of quadratic
and quadratic equations. Consecutive integer problems in which two of the integers are multiplied often
equations lead to quadratic equations.
problem set 55 239
example 55.4 Find three consecutive integers such that the product ofthe first and the third is 4 greater than
4 times the second.
solution As always we begin by writing the integers as
N N + 1 N+2
Now we write the equation.
N(N + 2) - 4 = 4(N + 1) equation
N
2
+ 2N - 4 = 4N + 4 multiplied
2
N - 2N - 8 =O simplified
(N - 4)(N + 2) =O factored
N = 4, -2 sol ved
Since we found two values of N, we get two sets of three consecutive integers. They are
4, 5, 6 and -2, -1, O.
. m + s a Find m: ay + __
e_ s
practice a. Fmd p: - - + - - t b.
p X X m + Z
c. Find three consecutive integers such that the product of the first and third is 5 greater
than 5 times the second. ·
problem set l. Find three consecutive integers such that the product of the first and the second is equal
(55) •
55 to the product of -6 and the thlfd.
2. Find three consecutive even integers such that the product of the first and the third is
155
! 24 less than 9 times the second.
3. One solution was 5% bromide, and the other was 40% bromide. How much of each
152
! should be used to get 60 mL of a solution that is 12% bromide?
4. The formula for carbon tetrachloride is CC1 4 . What is the weight of the carbon in 1368
(37) •
grams of carbon tetrachlonde (C, 12; Cl, 35)?
5. Find three consecutive..multiples of 3 such that 6 times the first is 48 greater than 4
16
! times the third.
6. Find x: ª +b +L
m
k 7 · Find e·• mp + d -+- e
(55)
d
155) X e X
8. F:ind b: mx + _d_ = p
!55J y a + b
Change to rectangular form:
9. 40/325° 10. 10/ 200°
(54) (54)
Use unit multipliers to convert:
11. 4 cubic yards to cubic meters
(53)
12. 1000 feet per second to kilometers per minute
(47)
Simplify:
13.
(51)
4¡ 5 - 2 .J=§ - 2¡ 4 14. 4 + 2¡ 2 + 3i -
(51 )
R
15. 2i 3 + 2i 4 + 2 - 2i 16. -3i 6 - 2i - 2 - 2i 2
(51) ( 51)
J 240
. Algebra 2 Lesson 55
Solve by completing the square:
17. x 2 = 5x + 5 18. x 2 - 6 = 6x
(50) (50)
Sol ve:
19. ~+4=2 20. ~x 2 - 2x + 14 - 12 = x
(48) (48)
Simplify:
21.
(47)
~ 16"2 22.
(47)
~27V3
23. ~x2y~x5y2 24. -815/4
(46) (35)
2s.
· (46)
4
Hi ff+2 -
l
2
- 4AA
. (4,183,256)(704,185 X 10- 42 )
26 . Est1mate:
(421 802,164 X 10
27. FindB. 28. Find x in terms of y, p, and m.
(26) (54)
6
A
e
4 4
29. Find the volume of the prism shown. Dimensions are in feet.
(8)
BI
8
2 2
. l'f . apx - lOpa + 3xpa x - 21 + 4x
30. S1mp 1 y.
!36J
2
x + 5x - 14 -20ap + xpa + ax 2 p
56.A angles in circles 241
- rESSON 56 Angles in Circles •---Proofs
56.A
angles in We remember that the measure of an are of a circle is the same as the measure of the central
circles angle formed by the radii connecting the endpoints of the are to the center of the circle. The
endpoints of one are are also the endpoints of another are.
290°
Minor are is Bc. Major are is B'XC:
If the two ares are not equal, we call the longer are the major are and the smaller are the
minor are. When we name the minor are, we name the endpoints and use an are sign. When
we name the major are, we name the endpoints and one other point on the major are between
the endpoints. We remember that if two circles have the same radii, we say that the circles
are equal (congruent) circles.
If a line intersects a circle in two places, the line is called a seeant. The part of the secant
that is inside the circle is called a ehord. If a line intersects (touches) a circle at only one
point, the line is called a tangent, and the point where the line and the circle touch is called
the point of tangeney. A tangent is always perpendicular to the radius of the circle at the
point of tangency.
Secant Chord Tangent
If two lines that are not parallel intersect a circle, the angles formed at the intersection
of the lines are related to the ares the lines intercept on the circle. The relationship is
determined by the location of the vertex of the angles formed by the intersecting lines.
We remember that if the vertex is on the circle, the angle is called an inseribed angle.
We also remember that the measure of an inseribed angle equals half the measure of
the intereepted are.
ar---/
In the figure on the left, angleA is a 30º angle because both the central angle and the are have
a measure of 60º. In the figure on the right, both angle A and angle B have a measure of 30º
because they both intersect a 60º are.
242 Algebra 2 Lesson 56
If two lines interseet inside a circle, the measures of the angles formed equal
one half the sum of the measures of the intereepted ares. If the Iines intersect outside
the circle, the measure of the angle formed equals one half the differenee of the
measures of the intereepted ares.
40º
80º 80º
80 + 40
X =
2
= 60 X= = 20
In the diagram on the right above, both lines are secants. The same rule applies if one or both
lines are tangents.
xº
xº
120 - 60 260 - 100
X=
2
= 30 X=
2
= 80
56.B
proofs W e remember that in a triangle the measure of an exterior angle equals the sum of the
measures of the remote interior angles.
3 2 3 2
In both of the figures abo ve, the angles labeled 1 are exterior angles and are equal to the sum
of the angles labeled 2 and 3. In the left-hand figure below, the angles labeled 1 are exterior
angles and thus are equal to the sum of the angles labeled 2 and 3.
In the center circle above, we see that angle 3 equals ~DE, and, on the right above, we see
1------
that angle 2 equals 2AC. Angle 1 equals the sum of these angles, so
Ll = L3 + L2 exterior angle
1 ,--...._ 1 ,--...._
Ll = -DB + -AC substituted
2 2
1
Ll = l._(DB + AC) factored -
2 2
This proves that the vertical angles formed when chords intersect equal half the sum of the
intercepted ares.
problem set 56 243
To prove that the angle formed by two secants that intersect outside a circle equals one
half the difference of the intercepted arcs;-we begin with the figure on the left below. Then
we draw chord AD in the figure on the right.
p p
We note that angle 3 is an exterior angle and, therefore, equals the sum of angles 1 and 2.
Thus, we can write
Ll + L2 = L3
If we solve this equation for Ll, we get
Ll = L3 - L2
The measure of angle 3 is .!.~ and the measure of L2 is .!.&. We substitute and get
2 2
1 ------ - -DB
Ll = -AC 1 ------
2 2
1 ------ - DB)
= -(AC ------ QED
2
The same reasoning process can be used if one or both of the intersecting lines is a tangent
rather than a secant.
practice Find the measures of the angles labeled x.
a. 80º b.
60º
c. d.
problem set l. Find three consecutive even integers such that the product of the first and the second
155
56 ! is 8 greater than the product of -1 O and the third.
2. The chemical formula for methylene bromide is CH2Br2 . If the bromine in a container
153
! of methylene bromide weighs 320 grams, what is the total weight of the methylene
bromide? What percent by weight of the compound is bromine (C, 12; H, 1; Br, 80)?
3. The walk into the country at 4 mph was leisurely, but the ride back at 20 mph on a
!22Jscooter was a little scary. If the total time of the trip was 12 hours, how far was
the walk?
244 Algebra 2 Lesson 56
4. It was necessary to mix 1000 gallons that were 56% fluorine. If one solution was 20%
152
¡ fluorine and another was 80% fluorine, how much of each one should be used?
5. They just kept coming. Their approach was inexorable. Finally, there were
15
31 as many
¡ as were desired. If 1440 carne, how many were desired?
6. Angles P and R are equal because
(//) . ,--....._ .
both mtercept AB. Fmd x and y.
7. Find the measures of the angles labeled x.
(56)
(a) ~ (b)
180º
~
100º
120º
8. Write the ratios of the sides, and find
(54) •
x m terms of m, y, and p.
. a+x e p
9. Fmd x: - b - - m
(55)
= k
10. Fmd e: -m- - -x = p
(55) a+ e m
Convert to rectangular form:
11. 10,a.10° 12. 20/60°
(54) (54)
Use unit multipliers to convert:
13. 60 kilometers per hour to inches per second
(47)
14. 400 cubic yards to cubic centimeters
(53)
Simplify:
15. 3i 5 + 2-J -25 - 3i 2 16. 2i 4 - 3i 3 + 2i + 4
~~'. ~4?fi
(51)
(47)
18.
(46)
J;4 ~xy 2
19. ~25V°5 20. 4 fI - 2 r± - 2ffi
(47) (46) ~¡ ~3
Solve by completing the square:
21. x 2 = 7x + 7 22. -8x - 8 = -x 2
(50) (50)
57 Ideal Gas Laws 245
Sol ve:
23. --./X -F 1 + 1 = 1 2<i. ~x 2 - 2x 1- 21 - 1 X
(48) (48)
ax yp
- - -
y2 X
25. Divide 4x4 - 1 by x - 3. 26. Simplify: -
(16) (33) yp
- - -
xy y2
27. Find the equation of the line through (-5, -5) that is perpendicular to the line that
(31)
passes through (5, -2) and (-3, -3).
Solve:
x-3 2-x a-5 3-a
28. -----=6 29. - - - --
(24) 4 8 (24) 2 4
30. Add: ~ _ 3x + 2 4
(27) 2 2 - - -·.
a y a y(x _ 1) x2 _ 1
LESSON 57 Ideal Gas Ltlws
Ideal gas law problems are simple algebra problems that require the use of ratio equations
for their solution. The equation that can solve any of these problems is called the general
ideal gas law equation. In this equation,
P¡ VI P2 V2
-=--
TI T2
P stands for pressure, V stands for volume, and T stands for temperature. lf we omit one of
these variables, the resulting equation is called Charles's law, Boyle's law, or Gay-Lussac ' s
law. These names are not important, and we will not worry about which is which. The
equations for these laws are
PI p2 V¡ V2
(a)-=- (b)-=- (c) P 1V1 =P2V2
T1 T2 'I'¡ T2
In (a) we have omitted the symbol V. In (b) we have omitted the symbol P, and in (c) we have
omitted the symbol T. The units that we will use in these problems are:
• For pressure: newtons per square meter, atmospheres, millimeters of mercury, torrs, and
pounds per cubic inch
• For volume: liters, milliliters, and cubic centimeters
• For temperature: kelvins t
A pascal (abbreviated Pa) is the SI (metric) unit for pressure and is defined to be 1 newton
per square meter. We will not dwell on the meanings of these units, for this is a topic for
chemistry and physics.
However, we must always be careful to use the same units throughout a particular
problem. The problems will be worded so that the units need not be considered. We will
just use the numbers.
t A kelvin (abbreviated K) is a unit of temperature. To designate 400 of these units, we can write either
400 kelvins or 400 K. The word degree is not used in the kelvin scale as it is in the Fahrenheit (°F) and
0
Celsius ( C) scales. Absolute zero is O kelvin, which is approximately equal to -273°C.
246 Algebra 2 Lesson 57
example 57 .1 Four liters of an ideal gas at a temperature of 800 kelvins had a pressure of 100 newtons per
square meter. If the volume were increased to 10 liters and the temperature reduced to
600 kelvins, what would the pressure be?
solutíon We begin by writing the general gas law equation.
P¡ V¡
-=--
Pz v2
T¡ T2
The symbols P 1, V 1, and T 1 represent the original pressure, volume, and temperature; and the
symbols P2 , V2 , and T2 represent the final pressure, volume, and temperature. If we replace
these letters with the proper numbers, we get
(100)(4) p2 (10)
800 600
600
We can solve this equation easily by multiplying both sides by .
10
600
10
(100)(4)
800
p2 (10) . 600
600 10 ---- 30 = P2
Since P1 was given in newtons per square meter, then P2 will be in newtons per square
meter, because the same units must be used for the same variable everywhere in a
problem. Thus our final pressure is
P 2 = 30 newtons per square meter
example 57 .2 The initial pressure of a quantity of an ideal gas was 400 newtons per square meter, and the
initial temperature was 1200 kelvins. The volume was held constant. What was the pressure
if the temperature was decreased to 900 kelvins?
solutíon First we write the gas law as
P¡ V¡
-=--
Pz v2
T¡ T2
If the volume is held constant, V 1 equals V2. We can mentally divide both sides of the
equation by V and eliminate volume. Now we have
P¡ Pz
- =-
T¡ T2
Next we insert the given values for the variables.
400 p2
-=-
1200 900
We can salve for P 2 by multiplying both sides of the equation by 900.
900 . 400 = p 2 . 900
1200 900 ---- 300 = P2
Since P 1 was given in newtons per square meter, then P2 will be in newtons per square
meter, because the same units are always used for a variable everywhere in a problem.
Thus our answer is
P2 = 300 newtons per square meter
problem set 57 247
example 57 .3 The temperature of a quantity of ideal gas was held constant in an experiment. The original
pressure was 7 atmospheres, and the originfil volume was 4T liters. 1f the volume was
reduced to 10 liters, what was the final pressure?
so/ution We write the gas law as
P1V1 P V2
- = -2 -
T¡ T2
Sin ce the temperature is constant, we can omit the symbol T from both si des of the equation
and write ·
P 1V 1 = P 2 V2
Now we replace the symbols with the given numbers.
(7)(42) = (P2)(10)
We solve by dividing by 10.
(7)(42) P2 (10)
__. P2 = 29.4 atmospheres
10 10
The final pressure is in atmospheres, because atmospheres was the unit of
pressure for P1.
.¡
practice a. Eight liters of an ideal gas at a temperature of 1000 kelvins had a pressure of 200
newtons per square meter. If the volume were increased to 1Oliters and the temperature
reduced to 800 kelvins, what would the pressure be?
b. The temperature of a quantity of ideal gas was held constant at 1400 kelvins in an
experiment. The original pressure was 11 atmospheres, and the original volume was
44 liters. If the volume were reduced to 4.4 liters, what would the final pressure be?
problem set l. Four liters of an ideal gas ata temperature of 800 kelvins hada pressure of 100 newtons
1571
57 per square meter. Ifthe volume were increased to 12 liters and the temperature reduced
to 600 kelvins, what would the pressure be?
2. The temperature of a quantity of ideal gas was held constant in an experiment. The
1571
original pressure was 7 atmospheres, and the original volume was 42 liters. If the
volume was increased to 49 liters, what was the final pressure?
3. The initial pressure of a quantity of an ideal gas was 400 newtons per square meter, and
(57) .
the temperature was 1200 kelvms. The volume was held constant. What was the
pressure if the temperature was decreased to 300 kelvins?
4. To get 1000 gallons of mixture that was 35 .2% alcohol, it was necessary to mix sorne
1521
20% alcohol solution with sorne 40% alcohol solution. How much of each solution was
required?
5. Find four consecutive odd integers such that the product of the third and fourth is
(55) •
49 greater than the product of the first and the number 1O.
6. Find the measures of the angles labeled x.
(56)
(a) ~ (b)
- V
210º 48º
z
248 Algebra 2 Lesson 57
a e X - Q k
7. Findy: m 8. Find a: - - - - e
(55) X - y p (55) • p d
Convert to rectangular form:
9. 4/40° 10. 40/330°
(54) (54)
Use unit multipliers to convert:
11. 40 centimeters per second to miles per hour
(47)
12. 1000 cubic centimeters to cubic feet
(53)
Simplify:
13.
(51}
3i3 - 2i 2 + i 4 e- 5 14.
(51)
-2-!=9 - 3i 2 + 2i - 2
Sol ve by completing the square:
15.
(50)
-5x - 6 = -x 2 16.
(50)
-6x + x 2 = -5
17. Find the equation of the line shown.
(49)
6
5
4
3
/ 2
1
/
-6-5 -3-2- 1 12 3 4 5 6
X
/ 12
13
I L4
15
Ls
Sol ve:
18. ~ +2=3 19. ~x 2 - X + 13 - 1 = X
(48) (48)
20.
X - 2
----=5
X
21. ~ _ 3x + 1 = 3
(24) 4 3 (24) 4 2
Simplify:
22.
(47)
~ 9V3 23.
(46)
f x43 / 2
'/ -V X- y
24.
(47)
V4?fi 25.
(46)
3H 1ff- 2~ +
2
X y - 1
ps z
26. 16-5/4 27.
(35) (33) X 4
--;;s - ~
28. Solve: -2(-xº - 4º) - 3x(2 - 6º) = (x)(-2 - 32 - 2) - x(-2 - 2°)
(4)
29. Solve -28x + x 3 = 3x 2 by factoring.
(38)
30. Add· __.::.._ X +2
(27) • 2 -
a a(a + 2)
58.B more on completing the square 249
L~ssoN-58 Le.ad Coefficients · -More onCompleting the
Square
58.A
lead The number in front of the x 2-term in a quadratic equation is called the coefficient of the
coefficients x 2-term. When a quadratic equation is written in descending powers of the variable, the
x 2-term comes first and is the lead term. Thus, the coefficient of this term is often called the
lead coefficient of the equation.
(a) 4x 2 + 3x + 5 =O (b) x 2 - 3x + 5 =O
In equation (a) we say that the lead coefficient is 4. The coefficient of thex 2 -term in equation
(b) is 1 and is not written, because x 2 has an understood coefficient of 1. W e say that equation
(b) has a unity lead coefficient, because mathematicians often say unity instead of saying 1.
58.B
moreon The coefficient of the x 2 -term in the following equation is understood to be 1, and we say
completing the that this polynomial equation has a unity lead coefficient.
square x2 - 3x + 5 = O
We have discussed the method of completing the square to solve quadratic equations whose
lead coefficient is 1. If the lead coefficient is not 1, then the first step is to divide every
term on both sides of the equation by the lead coefficient. The result will be an equation
with a unity lead coefficient that we can solve by completing the square.
example 58.1 Solve 4x 2 + 3x - 3 = O by completing the square.
solutíon The coefficient of the lead term is not 1, but is 4. Thus, we begin by dividing every term by
4. Then we place parentheses around the first two terms and move the constant to the
right-hand side of the equation.
2 3 3
X +-X - - = Ü divided by 4
4 4
( x2 + ¡x J= ¡ rearranged
Next we multiply the coefficient of x by .!.. and square the result.
2
(¡. ±r (%J2 =
9
64
Then we add _2._ to both sides of the equation and get
64
(
X2 + l X + _2._J = l + _2._
4 64 4 64
2
N ow we write the left si de as ( x + %J , simplify the sum, and solve.
(X+ lr
8
= 57
64
simplified
x+l8 = ±m 64
square root of both sides
x=~±-[57 added _ l to both sides
8 8 8
250 Algebra 2 Lesson 58
example 58.2 Sol ve 5x 2 - x - 2 = O by completing the square.
solutíon The first step is to divide every term by 5.
2 1 2
X - -X - - = 0
5 5
Next we move the constant to the right-hand side and use parentheses.
( x2 - ~X ) 2
5
Then we multiply - ..!. by ..!. and square the result.
5 2
(-~·±r=(-l~r 100
1
Next we add - - to both sides of the equation.
100
+ _l ) 2 1
(
x2 - ..!.x -+-
5 100 5 100
Now we simplify and solve.
(X - l~r 41
= 100 simplified
±~ 1~~
1
X - lQ =
square root of both si des
X=
_!_ ± )41 sol ved
10 10
practice Solve by completing the square:
a. 3x 2 + 5x - 6 =O b. 3x 2 - X - 1 =0
problem set l. Six liters of an ideal gas at a temperature of 600 kelvins had a pressure of
1571
58 4 atmospheres, If the volume was increased to 8 liters and the pressure decreased to
3 atmospheres, what was the final temperature?
2. The carbon in a container of C6H 8NC1 weighed 360 grams. What did the entire
137
¡ compound weigh (C, 12; H, 1; N, 14; Cl, 35)?
3. In the compound of problem 2, what percent by weight of the compound was chlorine (Cl)?
(53)
4. Two solutions are to be mixed to make 50 mL of a solution that is 16% bromine. One
1521
solution is 10% bromine, and the other solution is 40% bromine. How much of each
solution should be used?
5. After 3 hours the racer was 15 miles ahead of the trotter. At that point, how far had the
(34) .
trotter trotted rf the racer's speed was 20 mph?
Solve by completing the square:
6. 3x 2 + 4x - 3 =O 7. 4x 2 - x - 5 = O 8. 3x 2 - 4 = -2x
(58) (58) (58)
problem set 58 251
9. Find x, y, and z.
(35)
• X - a y Fm d p: -ª- - e= -y
10. Fmd p: - - - e = - 11.
(55) p k (55) X - p k
Convert to rectangular form:
12. 4/220° 13. 10/315º
(54) (54)
Use unit multipliers to convert:
14. 70 meters per second to miles per hour 15. 40 cubic feet to cubic centimeters
(47) (53)
Simplify:
16.
(47)
'WV3 17.
(47)
~4J2
18. ~ x2y3 ~ xys 19. - 16-3/4
(46) (35)
20.
(46)
5 rs _ f5ru +
fil
2 3-J 220 21.
(51)
5¡ 3 - 6i 8 + 2,J-25 - 4i 2
Estimate: ( 40,6 2 1,857)(6,03 l ,824)
22.
(42) 19,610 X 10-24
2 2
x + 16 + IOx . x + 8x + 15
23. Simplify:
(36) x2 + l lx + 24 x 2 - 25
24. The figure shown is the base of a 6
(2)
cylinder 3 cm high whose volume is
(72 - 6n") cm3 . Find theradius ofthe
semicircle. 4
x 2a2 4
m P3
25. Simplify:
(33)
~- 5
mp3
26. Solve by graphing and then find an exact solution by using either substitution or
231
r elimination.
3x + 4y = - 4
{ X - 5y = 10
27. Divide 4x 3 - 5 by x + 2.
( 16)
Solve:
3 - X 4x
28.
(24)
----
2 3
7 f2ii'\
G.)
x 0 - 2x - 5(x - 3°) = -2x 0 - 7
b ex
30. Add: + 2
r27J a(y + 1) a (y + 1)
(
252 Algebra 2 Lesson 59
LESSON 59 Experimental Data • Simultaneous Equations
with Fractions and Decimals • Rectangular
Form to Polar Form
59.A
experimental Linear equations in two unknowns have applications in real-life problems. In chernistry and
data other advanced courses that use mathematics, we will find that the relationship between two
variables can often be expressed by using equations. Fortunately, many of these equations
are linear equations, and thus their graphs are straight lines. We can look at the graphs and
get a pictorial representation of the relationship between the two variables being considered.
Laboratory experiments are used to confirm theories. If theory indicates that a
relationship is linear, we estimate the line indicated by the data points. Then we write the
equation of the line, using the variables of the data rather than x and y.
example 59.1 The data graphed below carne from an experiment involving bronze and copper. The shading
around the points indicates that, due to potential errors in measurement, the data may not be
exact. The line represented by the data points has been estimated. Write the equation of this
line, which gives bronze as a function of copper. Note that the two scales are different.
50
(/)
40
E
~
Ol
o 30
~
.~
Q)
N 20
e
e
ce
10 /
5 10 15 20 25
Copper in kilograms
solution Bronze is graphed vertically and copper is graphed horizontally, so in the equation we will
replace y with B and x with Cu. Thus, our equation is
B = mCu + b
From the triangle the slope is 3.5, so we have
B = 3.5Cu + b
Now we can use the coordinates of one point on the line to solve for b. We select the point
(15, 40) and replace Cu with 15 and B with 40.
40 = 3.5(15) + b --- 40 = 52.5 + b --- b = -12.5
Thus the equation is
B = 3.SCu - 12.5 kilograms
This equation only approximates the equation of the Iine indicated by the data points.
The values of m and b that we found are not exact.
59.B simultaneous equations with fractions and decimals 253
example 59.2 The data graphed below carne from an experiment that involved nitrogen and sulfur. Write
an equation that expresses n itro gen as a function of sulfur. Note the extreme difference in the
horizontal and vertical scales.
10
/
8 .y
en / '
E V
Cll illi / -~~ ,___
o, 6
!:
e
Q)
OJ 4
/.
·~ ~ ·
. 6.4
g
~
z
2
..
l7
V
"111 1/
35
10 20 30 40 50
.Sulfur in grams
solution Nitrogen is plotted vertically, so our equation is
N = mS + b
6
The slope is about .4 , which approximately equals 0.18, so we can write
35
N = 0.18S + b
Since the point (10, 1) appears to rest on the line, we replace S with 10 and N with 1 to get
(1) = (0.18)(10) + b -- b = -0.8
so the complete equation is
" N = 0.18S - 0.8 grams
This equation approximates the relationship in the data. It is not exact. It is only
possible to get approximate equations from experimental data. Teachers should bear
this in mind when grading these problems. Since we cannot print exact answers,
tolerance should be given to students' answers to these problems.
59.B
simultaneous Sorne systems of simultaneous equations that contain fractions and decimal numbers look
equations with very complicated. If we remember, as the first step, to change these equations to equations
fractions and in which all numbers are integers, the solution will be much easier.
decimals
x 3y 2
(a) - + - = --
example 59.3 Sol ve: 2 5 5
(b) l
0.06x - 0.2y 1.04
solution We can eliminate the denominators in the fractional equation by multiplying every
term by 10.
X
(a) -(10) + -(10) =
2
3y
5
-~(10)
5 -- (a') 5x + 6y = -4
254 Algebra 2 Lesson 59
And in equation (b) we can change the decimal coefficients to integers if we multiply every
term by 100.
(b) 0.06x(l00) - 0.2y(IOO) = 1.04(100) -- (b') 6x - 20y = 104
Now we can solve these equations by using the elimination method.
(a') Sx + 6y = -4 - - (-6) -- -30x - 36y = 24
(b') 6x - 20y = 104 - - (5) -- 30x - lOOy = 520
-136y = 544
y = -4
We find x by replacing y with -4 in equation (a').
Sx + 6y = -4 equation (a')
Sx + 6(-4) = -4 replaced y with-4
Sx - 24 = -4 multiplied
Sx = 20 added 24
X= 4 divided
Thus, our solution is the ordered pair (4, -4).
59.C
rectangular We can convert a number from rectangular form to polar form by using the rectangular
form to polar coordinates to find the tangent of the angle. Then we use the - D keys on a calculator
form to find the angle. The hypotenuse of the triangle can be found by using trigonometric
functions or by using the theorem of Pythagoras. The use of the sine and cosine to find the
hypotenuse is not ideal, because this method propagates errors made when the angle was
deterrnined.
example 59.4 Convert -SR - 3U to polar form.
y
6
5
4
3
2
1
-6 -4 -3 e>V 1 2 3 4 5 6
X
,, v,:¡_ 1
-2
/
3
4
5
6
solution We begin by locating the point on the coordinate plane and then drawing the triangle. We
remember that-5R means 5 to the left and -3U means 3 down.
First we find the tangent of angle e.
tan () = opposite
--
3
tan () = - -- tan () = 0.6
adjacent 5
Then we use a calculator to find that angle () is approximately 31.0º .
Angle whose tangent is 0.6 = 31.0º
problem set 59 255
N ow we can use either the sine of 31 º or the cosine of 31 º to find H. W e decide to use the sine.
3 3
sin 31 º = 2. -- H = sin 31 º -- H = 0.5150
-- H = 5.83
H
Finally we write the coordinates of the point in polar form and remember to add 180º so that
the polar angle will be a third-quadrant angle.
-SR - 3U = 5.83/211º
If we use the Pythagorean theorem, we can find the exact length of H.
H = ~3 2 + 52 = -f34
Thus the location of the point can also be designated by writing
-[341211°
practice a. The data points shown come from an experiment that involved nitrogen (N) and
fluorine (F). Write the equation that gives nitrogen as a function of
fluorine: N = mF + b.
500
400
rJ)
E
C1l
.....
Ol 300
!:
e
Q)
200
gOl
z
100
30 32 34 36 38
Fluorine in grams
X 2y 3
- +- = --
b. Solve: 3 7 7
{
O.Oix - 0.6 y 3.03
c. Convert -3R - 5 U to polar form.
problem set l. Find four consecutive integers such that the product of the first and the fourth is 22 less
1551
59 than the product of 1Oand the opposite of the third.
2. What is the weight of the oxygen (0) in 460 grams of the compound whose formula is
(37) ?
C2H60 (C, 12; H, 1; O, 16).
3. Rasputin ran part of the way at 8 mph and walked the rest of the way at 3 mph. If the
1291
total trip was 4 1 miles and the total time was 7 hours, how far did he run and how far
did he walk?
4. One solution was 90% iodine, and the other was 70% iodine. How much of each should
1521
be used to get 100 liters of a solution that is 78% iodine?
5. In an experiment with a quantity of an ideal gas, the temperature was held constant.
1571
The initial pressure and volume were 14 newtons per square meter and 1O liters. If the
pressure was increased to 20 newtons per square meter, what was the final volume?
256 Algebra 2 Lesson 59
6. The data graphed are data points from an experiment. Write the equation that gives
159
J zirconium as a function of calcium: Zr = mCa + b.
28
~
26
... \
en
E
~
•
Cll
\
o, 24
.!::
E
:J
·¡;: 22
-
~
Í\._
-\
2
N
o
• \ '\
20 \
"\
92 94 96 98 100
Calcium in grams
7. Find the measures of the angles labeled x.
(56)
(a) ~ 42º (b)
78º
X 3y 1
- +- = --
8. Solve: 3 4 4 9. Convert -4R - 2U to polar forro.
(59) (59)
{
0.04x - 0.2y = 1.13
10. Convert 30/330º to rectangular forro.
(54)
Solve by completing the square:
11. 2x 2 =X + 5 12. 3x 2 - 5 2x 13. 3x 2 - 4 =X
(58) (58) (58)
14. Find the area of this isosceles triangle.
º
Ll
3
! Dimensions are in centimeters.
m
p - s e
15. Find m: - - - - + x = O 16. Findp: _!!!:__ - !:.... + 4 = O
·¡55J m 4 (55) p + S X
Use unit multipliers to convert:
17. 40 inches per second to meters per hour
(47)
18. 18,000 cubic centimeters to cubic feet
(53)
Simplify:
19.
(5 1)
i
4
+ s + 3.J=9 - 2R 20.
(51)
3i 5 - 2i 2 - 4 -
Sol ve:
21.
(48)
~x 2 - 4x + 39 + 1 = x + 4 22.
(48)
~ +2=-4
60 Direct and lnverse Variation 257
Simplify:
23.
(46)
~3-)3 24.
(47)
~4-J2 25. -16-314
(35)
26. ~x 2 y~y 5 x 4 27. í2 - 4 [13 + 3--./234
(46) (46) f13 ~2
2 2 3
28. Solve: x-4
-- - ~-2=2
3 2 29. Add: ~ + x + + __x_
(24) 2 ~n y y2a y(a + y)
(x oyp) - 3 X 3 YP oP-2
30.
(2)
Simplify: X
2
p 2 Yo (y 3p)2 x 3 yo p 2
LESSON 60 Direct and Inverse Variation
When the statement of a problem says that A varies directly as B or that A is directly
proportional to B, the equation
A= kB
is implied. When the statement says that A varies inversely as B or that A is inversely
proportional to B, the equation
A - k
B
is implied. The constant k is called the constant of proportionality. Note that k is always
in the numerator. In direct variation, both variables are in the numerator; and in
inverse variation, one variable is in the numerator and the other is in the denominator.
The key to working variation problems is recognizing the equation implied by the statement.
The following examples should be helpful.
lMPLIED
STATEMENT EQUATION
The number of boys varied directly as the number of girls. B = kG
k
The price varied inversely as the number. p = -
N
The resistance is directly proportional to the length. R = kL
The number of revolutions per minute (RPM) is inversely
k
proportional to the number of teeth. RPM =
N,
The water produced varied directly as the amount of
hydrogen bumed. W = kH8
Direct and inverse variation problems are four-step problems. The first step is
recognizing that the words varies directly (is directly proportional to) and varies
inversely (is inversely proportional to) imply equations of the forms
A= kB and A - k
B
The next step is to find k. In order to find k, the problem must give sample values of A and
B. The third step is to replace k in the equation with the proper number. The last steps are to
reread the problem, make the final substitution, and then solve the equation.
258 Algebra 2 Lesson 60
example 60.1 The number of boys in every classroom of a school varies directly as the number of girls. In
one room there are 8 boys and 2 girls. If there are 5 girls in another room, how many boys
are in this room?
so/ution (a) We write the equation implied by the words varies directly.
B = kG
(b) We use 8 for boys and 2 for girls and solve for k.
(8) = k(2) -- k =4
(e) We replace k in the equation with 4.
B = 4G
(d) Now we use 5 for G and solve for B.
B = 4(5) -- B = 20boys
I
example 60.2 The number of revolutions per minute (RPM) varies inversely as the number of teeth in the
gear. If 40 teeth result in 100 RPM, what would be the RPM if the gear had 30 teeth?
so/ution We will use the same four steps as in the last problem.
(a) First we write the equation implied by the words varies inversely.
RPM = l::__
Nt
(b) Next we find k.
100 = -k ---- k = 4000
40
(e) Then we replace k with 4000.
RPM = 4000
Nt
(d) Now we substitute 30 for the number of teeth and solve for RPM.
RPM = 4000 RPM = 133!_
30 -- 3
example 60.3 The number of clowns was directly proportional to the number of performers. If there were
40 clowns when there were 20,000 performers, how many clowns would there be if there
were 12,000 performers?
solution We will again use four steps.
\l
(a) C = kP implied equation
(b) 40 = k(20,000) -- k
500
solved for k
1
(e) C = _I_p replaced k with - -
500 500
(d) e = - 1- 02,000)
500 -- e= 24 clowns found e when p equals 12,000
practice a. The number of bluebirds in every tree in the grove varied directly as the number of
redbirds. In one tree there were 12 bluebirds and 3 redbirds . If in another tree there
were 6 redbirds, how many bluebirds were in this tree?
b. The number of revolutions per minute (RPM) varies inversely as the number of teeth
in the gear. If 60 teeth result in 150 RPM, what would be the RPM if the gear had
100 teeth?
problem set 60 259
problem set l. The number of boys in every classroom of a school varies directly as the number of
-so @!! girts. In one room there are 8 boys and 2 girIB. Ifin another room there are 7 giils, how
many boys are in this room?
2. The number of revolutions per minute (RPM) varies inversely as the number of teeth
6
r o¡in the gear. If 40 teeth result in 100 RPM, what would be the RPM if the gear had
25 teeth?
3. The number of clowns was directly proportional to the number of performers. If there
(60)
were 40 clowns when there were 20,000 performers, how many clowns would there be
if there were 8000 performers?
4. The volume of a quantity of an ideal gas was held constant. The initial pressure and
(57) •
temperature were 400 newtons per square meter and 500 kelvms. What would the
pressure be if the temperature were increased to 1000 kelvins?
5. There were 50 more pugnacious students than trepid students. In fact, twice the
12
n number of pugnacious exceeded 3 times the number of trepid by 60. How many
students were in each category?
6. Convert 4/135° to rectangular form. 7. Convert -2R + 4U to polar form.
(54) (59)
2 3
-x +-y = 34
8. Solve: 5 2
(59) {
0.02x + 0.3 y = 6.2
Solve by completing the square:
9. 4x 2 - 3 =X 10. 3x 2 = 2x + 1
(58) (58)
11. The data points shown carne from an experiment involving sodium (Na) and carbon (C) .
Write the equation that expresses sodium as a function of carbon: Na = mC + b.
159
¡
10
-
8
en ~·-¡__.....-
E ,_,.
co
....
•
• .. 1 --
O) 6
,__ ,_,....,
LA-"
.!: ~ ~
E ]......--' .....
•
~
• -
~
:eo 4
(/) -
2
I '
20 40 60 80 100
Carbon in grams
12. Find x and y.
(1 7)
a m . xy +e k
13. Findx: e+ - 14. Fmd e: +d
(55) X+ y d (55) m z
260 Algebra 2 Lesson 60
Simplify:
15.
(51)
3¡ 3 - p + 3..J=9 - 2 + i 2 16.
(51)
3¡ 4 - 2i 2 + 2 - 3~-25
j
Use unit multipliers to convert:
17. 60 centimeters per second to miles per hour
(47)
18. 1,400,000 cubic centimeters to cubic yards
(53)
Simplify:
19.
(47)
~27 Í'3 20.
(47)
W1V3
21. s1-314 22. ~m2p~m5p4
(35) (46)
23.
(46)
5~ + 3~ - 5-JS 24.
(42)
E .
stimate:
(5,162,348)(0.0000165)
0.003217642
25. Find K.
(26)
15 5
26. Given mLABC = 140º , find x, k, and s.
(/)
B
E
A, 140º e
27. Find an exact solution to the following system by using either substitution or
03 151
' elimination:
2x - 3y = -3
{ 2x +y = 8
28. Solve x 3 + 50x = 15x 2 by factoring.
(38)
29. Find the equation of the line that has a slope of ~ and passes through the point (-40, 2).
(14)
3~. Multiply: 3x-4y0y2(2x2y2 - yºxºp-2)
r1 x2 X y4 X 4y 4
\ T
61 Chemical Mixture Problems, Type B 261
----mssoN-61 Chemical Mixture Problems, -rype B
In the chemical mixture problems worked thus far, we have mixed two solutions of different
percentage concentrations to get a mixture that has a different percentage concentration from
either of the original solutions. lt is interesting to note that the percentage concentration of
the final mixture must fall between the percentage concentrations of the two solutions used.
For example, if we pour in sorne 15 % iodine solution
~PN DN~
15% 60%
~ ~----j~
and dump in sorne 60% iodine solution, we can get a final mixture whose concentration
is somewhere between 15% iodine and 60% iodine. It is impossible to mix these
solutions and get a final concentration greater than 60 % iodine or less than 15 % iodine.
For want of a better name, we will call problems like the one above type A chemical
mixture problems. Now we will look at another kind of chemical mixture problem. We will
call these type B problems. In a type B problem we will begin with a given mixture and add
to it or remove something from it. As in type A problems, the equation will make a
statement about one of the components of the mixture.
example 61.1 How much water must be evaporated from 100 gallons of a 10% brine solution to get a
40% brine solution?
solution Usually we would begin by deciding whether to work the problem in water or in salt. For this
example we will work the problem both ways to demonstrate that both ways give the same
answer. First, we write the true statements that consider either water or salt.
CONSIDERING WATER CONSIDERING SALT
Water one - water out = water final Salt one - salt out = salt final
wl - Wo = WF S1 - S0 = SF
Now we write the mixture containers. Their use is very important in mixture problems.
()-()=() ()-()=()
Next we make the entries in the containers, being careful to use neither W nor S as a
variable. Our original mixture was 100 gallons, so this goes in the first container. W e
evaporated sorne, so E goes into the second container. The final mixture is the original
mixture minus what was evaporated, so 100 - E goes in to the last container.
CONSIDERING WATER CONSIDERING SALT
(100) - (E) = (100 - E) (100) - (E) = (100 - E)
Now we multiply each container by the proper decimal so that the containers times the
decimals in the left-hand exarnple represent water and those in the right-hand example
represent salt. No salt was evaporated, so the multipliers for the center containers are 1 and O.
CONSIDERING WATER CONSIDERING SALT
0.9(100) - (E) = 0.6(100 - E) 0.1(100) - O(E) = 0.4(100 - E)
Note that if a mixture is 0.9 water, then it is 0.1 salt; and if it is 0.6 water, then it is 0.4 salt.
Now we solve.
90 - E = 60 - 0.6E 10 = 40 - 0.4E
30 = 0.4E -30 = -0.4E
75 =E 75 =E
Thus, both approaches give the same result. We must evaporate 75 gallons of water to
get a mixture that is 40% salt.
262 Algebra 2 Lesson 61
example 61.2 When Frank and Mark finished milking, they found that they had 900 pounds of milk that
was 2 percent butterfat. How much butterfat did they have to add to raise the butterfat content
to 8 percent? (Whole milk is a mixture of skim milk and butterfat.)
so/ution This time we are adding something,' so the final mixture will weigh more than the original
mixture. We remember that the decimals for 2 percent and 8 percent are 0.02 and 0.08. We
decide to work this problem in butterfat.
Butterfat one + butterfat added = butterfat final
B 1 + BA = BF
Now we write down the mixture containers and use PN for the amount poured in.
(900) + (PN) = (900 + P N)
Now since we decided to work the problem in butterfat, our decimals are 0.02, 1, and 0.08.
0.02(900) -1' l(PN) = 0.08(900 + P N) equation
18 + PN = 72 + 0.08PN multiplied
0.92PN = 54 added -0.08PN and -18
PN = 58.7 divided and rounded
Thus, 58.7 pounds of butterfat should be added to get a mixture that is 8 percent butterfat.
example 61.3 Virginia and Campbell had 100 kilograms of a 20% glycol solution. How much of a 40%
glycol solution should they add to get a solution that is 35% glycol?
solution We decide to make the statement about glycol.
Glycol 1 + glycol added = glycol final
Next we write the mixture containers. In the first we place 100. In the second we write PN
for "poured in," and in the last we write 100 + PN"
(100) + (PN) = (100 + PN)
Now we multiply each container by the proper percentage.
0.2(100) + 0.4(PN) = 0.35(100 + PN)
Then we multiply and solve.
20 + 0.4PN = 35 + 0.35PN multiplied
0.05PN = 15 simplified
PN = 300 divided
Thus, if they pour in 300 kg of a 40% glycol mixture, the result will be a mixture that is
35% glycol.
practice How much water must be evaporated from 400 gallons of a 15% saline solution to get a 40%
saline solution?
problem set l. The rate of decomposition varied directly as the amount of substance present. When
601
61 r the amount was 5 kilograms, the rate was 0.005 kilogram per second. What was the
rate of decomposition when the amount was 0.3 kilogram?
2. The volume of a quantity of ideal gas was kept constant in an experiment. The final
(SlJ temperature was 600 kelvins (K), and the final pressure was 300 newtons per square
meter. What was the original pressure if the original temperature was 1000 K?
3. How much water must be evaporated from 100 gallons of a 10% brine solution to get
16
1) a 20% brine solution?
problem set 61 263
4. When Frank and Mark finished rnilking, they found that they had 900 pounds of milk
CóJJtnat was 2 percent butterfat. How much butterfat did they have to add to raisethe
butterfat content to 10 percent? (Whole milk is a mixture of skim milk and butterfat.)
5. Zollie and Beau had 100 kilograms of a 20% glycol solution. How much of a
(óJJ 30% glycol solution should they add to get a solution that is 25% glycol?
6. Convert 20/165° to rectangular forro.
(54)
7. Convert 6R - 2U to polar forro.
(59)
2 2
-x - - y = -4
8. Solve: 3 5
(59)
{ 0.2x + 0.9y = 19.2
Solve by completing the square:
9. -4x - 4 = -5x 2 10. -X = 7 - 2x 2
(58) (58)
11. The data points shown come from an experiment involving lead (Pb) and antimony
(59)
(Sb). Write the equation that expresses lead as a function of antimony:
Pb = mSb + b.
100
•/
80
1~
•
(/)
"O
e
::J
o
c.
.!:
"O
60
•¡
/."/
Cll 40
Q) Íl)
•
....J
20
/
l.i>
/
2 3 4 5
Antimony in pounds
12. Find x and y.
(35)
62º
13. Find e (m +e+ x)b a 4y m
p 14. Find a: ---'----- + - d
(55) • k + d (55) 2a +X C
Simplify:
15. -2i 2 - 3i - 4 - 2-J=i 16. 8i 4 - 2¡ 3 - 6 - 4.,J-16
(51) (51)
17. Use unit multipliers to convert 40 cubic centimeters per second to cubic inches per hour.
(47)
18. Use unit multipliers to convert 4 cubic feet to cubic centimeters.
(53)
264 Algebra 2 Lesson 62
Simplify:
19. ~32.fi 20.
(47)
~ 83/,l2
'Y L,
21. -8-5/3
(47) (35)
22.
(46)
~x 5 y~y2x 23.
(46)
3H -4# + 8.fM
24. Estimate: ( 41,685,231)( 0.0012846 x 10-14)
(42) 0.001998 X 10-
25. Find C. 26. Solve for r in terms of s, t, and v.
(22) (54)
5~ B
12 ?=:j4
27. Solve by graphing and then find an exact solution by using either substitution or
1231
elimination.
X - 2y = -6
{
. X+ y = -1
28. Solve -15x = -x 3 + 2x 2 by factoring.
(38)
29. Find the equation of the line that passes through (-2, 4) and is perpendicular to
13
1) 2X + 3y = 5 .
30. Solve: -22
(4)
- 32 - (2º) 2 - (-2) 0 . = -x(-2xº - 5°)22
LESSON 62 Complex Roots of Quadratic Equations
When we solve quadratic equations by completing the square, we will find that we get SODle
solutions of the form
X = -3 ± H
Now since the square root of a negative number can be written by using Euler's
notation, we can write this answer as
X = -3 ± .JS¡
In this lesson we will complete the square to solve quadratic equations whose solutions
are complex numbers.
example 62.1 Solve: -x + 3x 2 + 5 = o
solution As the first step we write the equation in standard form.
3x 2 - X + 5 = 0
62 Complex Roots of Quadratic Equations 265
Then we divide every term by 3 so that the coefficient of x 2 will be 1.
2 1 5
X - -X+ - = Ü
3 3
Next we write the parentheses and move the constant term to the right-hand side.
( x2 - ~X ) = -%
Now we multiply the coefficient of x by .!.. and square the product.
2
(-~. ~r 36
Then we add __!_ to both sides of the equation.
36
+ __!_) 5 1
(
X2 - .!_X -- + -
3 36 3 36
Now we simplify and sol ve for x.
(x -ir 59
36
simplified
±~-~:
l
x-- square root
6
X = .!.6 +- -6---i
-[59. sol ved
example 62.2 Solve: -2x + 5x 2 = -3
solutíon First we write the equation in standard form.
5x 2 - 2x + 3 =o
Next we get a unity lead coefficient by dividing by 5.
( x2 - ~X ) =
3
5
Now we multiply -~ by .!.. and square this product.
5 2
(-~ . ~r
1
25
Now we add __!_ to both sides of the equation.
25
(
X2 - ~X + __!_) 3
--+-
1
5 25 5 25
Then we simplify and finish the solution.
(x - ~r 14
25
simplified
±~-~~
l
x-- square root
5
X = 5 +
-
.!. ffe.
-5-i sol ved
266 Algebra 2 Lesson 62
practice Solve by completing the square: -x + 5x 2 + 3 =O
r.
problem set l. The number of victories varied inversely as the skill of the opponents. The team won
1601
62 8 games when the opponents had a skill factor of 2. How many victories could be
expected when the opponents' average skill factor was 8?
2. The initial state for a quantity of an ideal gas was a pressure of 600 newtons per square
1571
meter,~ temperature of 300 kelvins, and a volume of 2 liters. If the volume was
increased to 4 liters and the pressure was decreased to 400 newtons per square meter,
what was the final temperature?
3. The vat contained 40 liters of a 5% salt solution. How much of a 20% salt solution
0n .
should be added to get a 10% salt solutlon?
4. Part of the joumey was by sleigh at 8 mph, and the rest was by truck at 20 mph. If the
1291
total distance of the joumey was 152 miles and the total time was 10 hours, what part
of the trip was by sleigh?
5. In the chemical compound CH4 0N 2 , what percent of the total weight is nitrogen (N)
~ (C, 12; H, l; O, 16; N, 14).?
6. Convert 20/340° to rectangular form.
(54)
7. Convert -2R + SU to polar form.
(59) I
1 2
-x - -y = -1
8. Solve: 3 3
(59)
{ 0 .02x + 0.4 y = 2.58
Solve by completing the square:
9. -X + 2x 2 + 3 = 0 10. -5x + 6x 2 = -3
(62) (62)
11. The data points shown carne from an experiment that involved bismuth (Bi) and
(59)
mercury (Hg). Write the equation that expresses bismuth as a function of
mercury: Bi = mHg + b.
50
' ~/ ...
1/ ..
40
.
~ .
en ¡'
E
....
Cll
O> 30
vi
lit I
.•
.!::
..e
:; 1
E 20
en
i:ñ
/t
/
10
1 /e
••
2 4 6 8 10
Mercury in grams
12. The volume of the right circular
(2)
cylinder shown is l 1,520n cubic
inches. Find the radius. Dimensions
are in inches. 20I L-------
(a + b)m 6x
13. Find b: - k = !!_ 14. Findy: - e= E
(55) e r (55) 2y + 4a r
'I
problem set 62 267
Simplify:
15.
(51)
373--=-R - 2 - -J9 + 3. 16.
(51)
-3i 3 + 2i - 4 - 3i 2 - 2.J9
Use unit multipliers to convert:
17. 600 cubic centimeters per minute to cubic feet per second
(47)
18. 20 cubic yards to cubic centimeters
(53)
Simplify:
19.
(47)
~16.fi 20.
(47)
1/4V2 21. _45/2
(35)
22.
(46)
~xy 7 Vx 5 y 23.
(46)
3H- s{[- 3~
. E . (0.000618427 x 10 14 )(7,891,642)
24 . stimate:
(42) 3, 728,196,842
25. Find B.
(26)
~A
24 6
26. Find the measures of the angles labeled x.
(56)
(a) 68º (b)
27. Solve by graphing and then find an exact solution by using either substitution or
23
r J elimination.
2x - 3y -9
{ 2x + 3y -3
28. Solve 50x + x 3 = 15x 2 by factoring.
(38)
29.
4
Find the equation of the line whose slope is -t and that passes through the point
(1 ) (-5, -7).
30. Solve: 3 + x _ ~ = 4
(24) 2 7
268 Algebra 2 Lesson 63
LESSON 63 Addition of Vectors
To add two vectors, we first write the vectors in rectangular forrn. Then we add the horizontal
components to find the horizontal component of the sum and add the vertical components to
find the vertical component of the sum. The process is easier to understand if we think of
each vector as describing ajoumey, as in the following example.
example 63.1 Flying Arrow left the village and traveled 20 miles on a heading of 20º. From this point he
traveled 40 miles on a heading of 21 O~. How far from the village did he end up?
solution We need to add the vectors 20/20º and 40/210°. We remember that when we break up
a vector k into components, one component is k sin() and the other component is k cose.
20/20º 40/210°
210º
~N
~- s
E
N = 20 sin 20º S = 40 sin 30º
N "' 20(0.34) = 6.8 s "' 40(0.5) = 20
E = 20 cos 20º w = 40 cos 30°
E "' 20(0.94) =
18.8 w "' 40(0.87) = 34.8
Thus, 20/20º = 18.8R + 6.8U and 40/210º = -34.8R - 20U. Now we add the
vectors by adding like components algebraically.
18.8R + 6.8U
- 34.8R - 20.0U
-16R - 13.2U
Thus, Flying Arrow ended up 16 miles west and 13.2 miles south of the village.
16.0
13.2
example 63.2 Add 30/55º and 10/170º.
solution We can think of these as trips of 30 miles and 1O miles in the directions given. First we find
the horizontal and vertical components of each vector.
N = 30 sin 55º = 24.57456
30 N "' 24.5746
E = 30 cos 55º = 17 .207293
17.2073
E
problem set 63 269
N = 10 sin 10º = 1.7364818
N~170º 1.7365
w = 10 cos 10° = 9.8480775
"" 9.8481
Next we write the vectors in rectangular form and add algebraically.
17.2073R + 24.5746U
-9.8481R + l.7365U
7.3592R + 26.3111U
If we round the sum of the vectors to two decimal places, we get 7.36R + 26.31U.
H = ~ (7.36)2 + (26.31) 2 = 27.32
26 31
26.31 tan e = · = 3.575
7.36
e = arctan 3.575 = 74.37°
Thus, the polar form of the sum of the vectors is
27 .32 /74.37°
practice Tracker left the cabin and traveled 25 miles on a heading of 20º . From this point she went
50 miles on a heading of 215.º. How far from the cabin did she end up?
problem set l. Odysseus found that his troubles varied directly as his distance from his home island
(60) •
_,, 63 of lthaca. If he had 20 troubles when he was 400 rmles from home, how many troubles
did he have when he was only 60 miles from home?
2. The pressure of a container of ideal gas was held constant for an experiment. The initial
157
! temperature was 800 kelvins, and the initial volume was 20 liters. If the final volume
was reduced to 12 liters, what was the final temperature?
3. Somehow salt found its way in to the rain barrel, for the 50 gallo ns of water it contained
(61)
was found to be 4% salt. How much pure water must be added to reduce the salt
content to l %?
4. Oedipus beat Rex to the goal by 4000 feet. If Rex ran at 20 feet per second and Oedipus
(34)
ran at 40 feet per second, what was the length of the race course?
5. The weight of the carbon in a container of C3H7 Cl was 48 grams. What was the total
(37) •
we1ght ofthe compound (C, 12; H, 1; Cl, 35)?
6. Running Bear left the village and traveled 30 miles on a heading of 30º. From this point
163
! he went 50 miles on a heading of 220°. How far from the village did he end up?
7. Add 30/45° and 10/160°.
(63)
8. Write 7.3R + 26.34U in polar form.
(59)
1 5
-x - - y = -48
9. Solve: 5 2
(59) {
0.4x + 0.05y = 5
Solve by completing the square:
10. -X = -2x 2 - 5 11. 3x 2 = -4 + 2x
(62) (62)
270 Algebra 2 Lesson 63
12. The data points shown carne from an experiment that involved molybdenum (Mo) and
159
J zirconium (Zr). Write the equation that expresses molybdenum as a function of
zirconium: Mo = mZr + b.
1000
en
E 900
~
Cl)
o
:52 800
so
E
::J
e
<ll
700
-o
..e
>-
o 600
~
40 60 80 100 120
Zirconium in kilograms
13. Find the surface area in square
(B ) .
centlmeters o f th e pnsm
. shown.
Dimensions are in meters.
14. Find z· P + zy a
15. Find m · P + ZY a
!55J •
m - e b (55J •
m - e b
Simplify:
16.
(51)
4i 3 - ¡ 5 + 2i 2 - --./ -16 17.
(51)
3 - 2¡ 5 - 3i 4 + R -i (
Use unit multipliers to convert:
18. 400 centimeters per minute to yards per second
(47)
19. 4 cubic miles to cubic kilometers
( 53)
Simplify:
5
20 ~ 21 5
~ 4
(46) '\/ 3'lfj (47; v4'Vi ~~; (-27)-2/3
23.
(46)
~ xy2 ~ x3 y 24.
(46)
3~ + 5H - 3-f126
. ( 476,158 10 22 )(79,318,642)
X
25 . E st1mate: 14
!42J (983,704)(514.0 X 10- )
26. A circular cone has an altitude of 6 meters. The volume of the cone is 12tr cubic meters .
12
J What is the radius ofthe cone?
27. If the measure of an angle is A 0 ," the measure of the supplement is (180 - A)º, and the
(5)
measure of the complement is (90 - A)º. Find an angle such that 12 times its
complement is 20 greater than its supplement.
28. Find the equation of the line that passes through (2, - 7) and is parallel
(20)
to 5x + 4y = 7.
64.A complex fractions 271
Sol ve:
29. -2º - 22 - 22(-2 - 1°)x - 3x - 7x0y° - 4 = 2
(4)
4x + 5
30. ~ = 2
(24) 3 7
LESSON 64 Complex Fractions • Complex Numbers
64.A
complex Any fraction that contains more than one fraction line is called a complex fraction. Thus,
fractions this expression
1
- +x
_b_ _
a
b
is a complex fraction. We can simplify this fraction by adding in the numerator and then
multiplying both the denorninator and the numerator by !!.a .t
T·(~)
1 1 + bx
- +x
_b_ _
a ---- b
a ---- ~. (~)
---- 1 + bx
a
b b
The next example is just a little more involved.
1
example 64.1 Write the following as a simple fraction: a + - - -
1
- +x
b
solution We begin by simplifying the second term.
b
1· - -
-1-
- +x
---- 1 + bx ---- 1 + bx
--·--
1 + bx
b ---- 1 + bx
b
b b b 1 + bx
Now we add the first term and the second term.
b
a + 1 + bx two terms
--+-- new denominators
1 + bx 1 + bx
a(l + bx) b a + abx + b
---+-- added
1 + bx 1 + bx 1 + bx
tThe arrows indicate successive steps in the simplification process. Equal signs could have been used
instead of the arrows.
272 Algebra 2 Lesson 64
example 64.2 Write !!:.. + ~ as a simple fraction.
X 1+ -
X
solution First we simplify the second terrn.
a 4
-+---
X X+ b
X
- a
-+--
X X+
4x
b
Now we use x(x + b) as a common denorninator and add.
---+--- new denominators
x(x + b) x(x + b)
2
a(x + b)
---'-----'- + -4x-- new numerators
x(x + b) x(x + b)
ax+ ah+ 4x 2
--~ added
x(x + b)
64.B
complex W e remember that we say that any number that can be graphed on the number line is a
numbers real number.
-2./2 +2./2
-6 -5 -4 -3 -2 -1 o 2 3 4 5 6
On this line we have graphed 2-fi, and -2-J2, so both of these numbers are real
numbers. Square roots of negative numbers or numbers that have i as a factor, such as
2¡ g --1-1 ..J -142 -fl¡
cannot be graphed on the number line. We remember that we call these numbers imaginary
numbers to distinguish them from the real numbers. If a number has a real part and an
imaginary part, such as
-4 + 2i 5 - 3i 7-J2 + 6i
we call the number a complex number. Ifthe real part is written first and the imaginary
part is written second, we say that the complex number is written in standardf orm. W e
define standard forrn to be the forrn
a + bi
where both a and b are real numbers. Since zero is a real number, then
o+ 2i which is 2i
and 7 - Oi which is 7
are complex numbers written in standard form. Thus, every real number is a complex number
whose imaginary part is zero, and every imaginary number is a complex number whose real
part is zero. For this reason, we can say that all of the following real numbers and imaginary
numbers are also complex numbers.
3.
-7 2i -3-J2 --J2i 5 --¡
4
example 64.3 Simplify: ..J=2 -1=3
so/ution We remember that when both radicands are negative, the radicands cannot be
multiplied to change the form of the expression. First we must use Euler's notation.
-fi,¡ . -fj¡ which is -J6¡2
But i 2 equals -1, so our answer is
-~
problem set 64 273
example 64.4 Simplify: 4i 3 - 2i 4 + 2-J=§ + R R
solution We use three steps.
4(ii)i - 2(ii)(ii) + 2{9¡ + -.f3¡-.f3¡
Now we remember that i 2 = -1 and we write
-4i - 2 + 6i - 3
Now we add like parts and write the result in standard form.
-5 + 2i
example 64.5 Multiply: (4 + 2i)(3 - 2i)
solution We will use the vertical format.
4 + 2i
3 - 2i
12 + 6i
- 8i - 4i 2
12 - 2i - 4i 2
Now since i 2 equals -1, then -4i 2 equals +4, so our answer is
16 - 2i
example 64.6 Multiply: (5i - 2)(4 + 3i)
solution This time we use the horizontal format and get
(5i - 2)(4 + 3i) = 20i + 15i 2 - 8 - 6i
Now we simplify and remember that 15i 2 equals -15, so we get
-23 + 14i
practice Simplify:
1 s 3
a. b + 1 b. -+-
- + 2m z 5 + 2s
z z
c. i 4 3
- si - 3H H d. (3 + 5i)(4 - 5i)
problem set l. The total weight of the carbon varied inversely as the total weight of the fluorine . The
6
64 ' º> carbon weighed 300 grams when the fluorine weighed only 2 grams. What was the
weight of the carbon when the fluorine weighed 0.5 gram?
2. An amount of an ideal gas was placed in a container whose volume was constant. The
(57)
pressure was found to be 700 newtons per square meter, and the temperature was
400 kelvins. If the pressure was increased to 2800 newtons per square meter, what was
the final temperature?
3. Two containers are on the shelf. The first one contains a 30% iodine solution, and the
52
' > other contains an 80% iodine solution. How much of each should be used to get
50 liters of a solution that is 40% iodine?
4. The ride in was quick, as the speed was 400 kilometers per hour. The ride out at
22
< > 100 kilometers per hour was much more relaxing. If the total time in and out was
40 hours, what was the distance in?
5. The chemical formula for methyl iodide is CH3I. What percent of the total weight of
53
< > this compound is iodine (1) (C, 12; H, 1; 1, 127)?
274 Algebra 2 Lesson 64
Simplify:
2 3
6. m + -2-- 7. m + --s
(64) (64)
- +s a 2 + -
e a
m
8. -+--
e
8
9.
(64)
9i 3 - 3i 4 + 2R + -!=2-!=2
(64)
2 + m
e
10.
(64)
-F4 + -!=2-!=2 -4 3 u.
(64)
i4 - 3i 2 - 2-J=iR
4
12. 2 -J=§ - 3i + 2-!3 R +i 13. (2 + 3i)(5 - 3i)
(64) (64)
14. (3i - 5)(2 + 4i) 15. (2i - 4)(i + 2)
r
(64) (64)
16. Add: 10 / 10º + 30 / 150º 17. Write -4R - 6U in polar form.
(63) (59)
- x - -y = 28
18. Solve: 2 51
(59)
0.02 x + 0.4 y = 4.4
Solve by completing the square:
19. 3x 2 = -2x - 5 20. -3x + 2x 2 = - 7
(62) (62)
21. The data points shown carne from an experiment that involved tungsten (W) and
(59)
iridium (Ir). Write the equation that expresses tungsten as a function of
iridium: W = mir + b.
100
1\....1 J
rJ)
E
90 t--r------i-~K~·--l--1t--r-r-,--
~
Cl
..Q 80 1\ • ..J
:2 '
e I'
eQ) '.!! •
70
tl 1\
Cl
e
:::J
f-- ! ~ \._ _
60 \
~+-+--t--t--r--r---r--¡"li~r-
1500 1600 1700 1800 1900
lridium in kilograms
22. Find the area of this figure.
(13)
5m
23. Use unit multipliers to convert 400 cubic centimeters per second to cubic inches per hour.
(47)
Simplify:
1
24.
(47)
~9V3 25.
(46)
2~ - 3{% + 2.Ji4<)
a(b + e) d a(b + e) d
26. Find x: - m = - 27. Find e: -m=-
(55) X f (55) X f
65 Advanced Substitution 275
28. Solve by graphing and then find an exact solution by using either substitution or
123
J elirnination. -
X - 3y = -6
{ 2x + Sy = 15
29.
(38)
Solve 56x = -15x 2 - x 3 by factoring .
. (146,842 X 10 2 )(0.0007892)
30• E st1mate: 42
(42J (96,478 X lQ 14 )(0.000712 X 10 )
\
LESSON 65 Advanced Substitution
We have used substitution to solve systems of equations that are derived from uniform
motion word problems. In the systems studied thus far, such as
RwTw + 210 = RRTR Rw =4 RR =6 Tw+TR=5
the values of two of the variables have always been given. In the system of equations above,
we have been told that Rw equals 4 and that RR equals 6. Now we will investigate the
solution of a system of four equations in which none of the values of the variables is given.
In a later lesson, we will find that these equations will permit the solution of a new type of
uniform motion word problem. ,1
In the problem sets the problems of this type will be exactly like the two problems that
we will work here. The numbers and the subscripts will change, but otherwise the problems
will be the same.
example 65.1 Find the values of all four variables in this system of equations.
(a) RwTw = 6 (b) R 8 T8 =6 (e) RB = 3Rw (d) T8 =2 - Tw
solution We will use either equation (a) or equation (b) as our base equation and will substitute the
other three equations into the base equation. Equation (e) determines which of the first two
equations will be the base equation. Equation (e) has two forms :
R
(e) RB = 3Rw (e') _JJ_ = Rw
3
If equation (b) is used as the base equation, we would use form (e) and replace R 8 with
3Rw. If equation (a) is used as the base equation, we would use form (e') and replace Rw
with ~ . Either way will work, but the second approach introduces a fraction, which
complicates the solution. Thus, we will use equation (b) as the base equation and replace
RB with 3Rw and TB with 2 - T W"
(b) R 8 T8 ~ 6 base equation
(d) (3Rw)(2 - Tw) = 6 substituted
(e) 6Rw - 3RwTw = 6 multiplied
Now we have used three of the four equations.
RwTw = 6 ~ ~ ~
276 Algebra 2 Lesson 65
Next we use the remaining equation by replacing Rw T w in equation (e) with 6.
6Rw - 3(6) = 6 substituted
6Rw - 18 =6 multiplied
6Rw = 24 added +18
Rw =4 divided
We did not decide to solve for Rw when we began the solution. We just began
substituting and simplifying, and it turned out that this approach produced the value
of Rw. Now we will use this value of Rw to help us find the other three variables. .f
R8 = 3Rw equation (c)
R 8 = 3(4) = 12 substituted
Now we will use Rw = 4 and R8 = 12 in equations (a) and (b) to find T w and T8 .
¡/ RwTw = 6
4Tw = 6
equation (a)
substituted
R8 T8 = 6
12T8 = 6
equation (b)
substituted
3 1
Tw = - divided TB = - divided
2 2
example 65.2 Find the values of all four variables in this system of equations.
(a) RP TP = 693 (b) ReTe = 165
(c) RP = 3Re (d) TP + Te = 12
solution This problem is just like the preceding one except that equation (d) must be rearranged before
it can be used. We Jook at equation (c) and decide to use equation (a) as the base equation
because we can replace Rp with 3RC"
RpTp = 693 base equation
(3Re)(l2 - Te) = 693 substituted
36Re - 3ReTe = 693 multiplied
Each time we get to this point in one of these problems, we will ha ve a double variable. This
time it is Re Te, and equation (b) tells us that Re Te = 165. We substitute 165 for ReTe
and solve.
36Re - 3(165) = 693 substituted 165
36Re - 495 = 693 multiplied
36Re = 1188 added 495
Re= 33 divided
Again, we note that we did not select the variable Re in the beginning. We just
substituted until we got a solution for one of the four variables. lt just happened to be
Re Now we find RP"
RP = 3Re equation (c)
RP = 3(33) substituted
Rp = 99 multiplied
Now we will use RP = 99 and Re = 33 to solve for TP and Te
RPTP = 693 equation (a) ReTe = 165 equation (b)
99TP = 693 substituted 33Te = 165 substituted
TP =7 divided Te= 5 divided
problem set 65 277
_ practice Find the-v-alues of aU four variables in-this system of-equations.-
RPTP = 288 ReTe = 108 RP = 3Re TP + Te = 12
problem set l. The weight of the silicon varied directly as the weight of the phosphorus. When the
160
65 ! silicon weighed 400 kilograms, the phosphorus weighed 100 kilograms. What was the
weight of the silicon when the phosphorus weighed only 12 kilograms?
· 2. The temperature of a fixed amount of an ideal gas was held constant at 600 K. The
157
! initial pressure and volume were 800 newtons per square meter and 2 liters. What was
the final pressure if the volume was reduced to 0.1 liter?
3. The solution carne up to the SOO-mL mark on the beaker. If the solution was 84%
~n .
alcohol, how much alcohol should be evaporated so that what ts left would be only
80% alcohol?
4. The ignorant exceeded the erudite by 400. In fact, the ignorant numbered 100 more
121
! than 4 times the number of erudite. How many fell into each category?
5. Four percent of the phosgene combined with other chemicals. If 1920 kilograms did
19
! not combine, how much did combine?
Solve:
rZi RwTw = 8, RBTB = 8, RB = 4Rw, TB = 2 - Tw
rZi RPTP = 600, ReTe = lOS, RP = SRe, TP + Te= lS
(~j Rl TI = 120, Rz T2 = 120, Rl = 2Rz, T¡ + Tz = 6
Simplify:
1 4 1 a
9. x+--b 10. -+--1 11. x+--l
(64) (64) (64)
a+ - e a+ - 1+ -
e b a
12.
(64)
R-RR +2i 5 -4 13.
(64)
(Sí - 2)(2í - 3)
r
14. (-í - 3)(-2i + 4) 15. Add: 20/4Sº + 10/210º
(64 ) (63)
-x - -y = 1
16. Write 3R - SU in polar form. 17. Solve: 7 61
(59) (59)
0.3x + 0.07y = 0.84
Solve by completing the square:
18. -2 = -3x 2 - 7x 19. 2x 2 - 4 = -Sx
(58) (58)
20. The data points shown carne from an experiment that involved potassium (K) and
(59)
radium (Ra). Write the equation that expresses potassium as a function of
radium: K = mRa + b.
500
j
CI) "PI'
E 400
~
O)
-~ 300
•.. /
/
E r'
~
~
"¡jj
CI)
a..
200
J
•
~
100
.,_ /
~'
I
•
1400 1600 1800 2000 2200
Radium in grams
278 Algebra 2 Lesson 66
21. Find the measure of arcAB in terms of
un .
y. Then find the measure of angle x m
terms ofy.
22. Use unit multipliers to convert 600 cubic feet per hour to cubic inches per minute.
(47)
Simplify:
23. ~- x 2_.Jl
_y_
3
(47)
24.
(47)
~4?/2
25.
(46)
H- 31[- 2Fo 26.
(55)
Find x:
a(b
X
+ e)
-m= -
d
f
X d
27. Find b: -m=-
(55) a(b + e) f
2 x 2 - X - 56
32 - I2x + x
28. Simplify:
(36) x 3 + x 2 - 20x . .,. 45x + 14x 2 + x 3
5
29. Estimate· ( 47 ,123 X 10 )(980)(476) 30.
4
Add: - - - - 2
3
142 ) • (0.00134)(576 X 105) (27) X+ 2 x - 4
LESSON 66 Signs of Fractions • 30º -60º -90º Triangles
66.A
signs of Every fraction has three signs. If one of the signs is not written, it is understood to be a plus
fractions sign. One of the signs is in front of the fraction, and the other two are above and below, as
shown here.
+3
+4
In this case it is unnecessary to record the plus signs, for the fraction can be written with just
one signas
3
4
Any two of the three signs of a fraction may be changed without changing the value of
the fraction.
+3 -3 +3 -3
(a) (b) +- (c) +- (d)
+4 +4 -4 -4
Each of these four notations designates the same number, which is
3
4
We find that the ability to change signs is often helpful when we add fractions.
66.B 30º-60º-90º triangles 279
1 7a
example 66.1 Add: - - - -
X - ·3 -X+ 3
solution The fractions can be added if we make the denominator of the second fraction x - 3. To do
this, we must change both signs below; and then we must change either the sign on top or the
sign in front. We choose to change the sign in front.
1 7a
--+--
x-3 x-3
Now the denominators are the same, so we add and get
1 + 7a
x-3
example 66.2 Add: 4 x + 5 + 2x - 3
X - 3 3- X
solution We will change the second fraction by changing all signs below and all signs above. Thus,
the + in front of the second fraction remains unchanged.
4x + 5 -2x + 3
+
x-3 x-3
Now the denominators are the same, so we add the numerators and get
2x + 8
x-3
66.B
30º -60º-90º Right triangles whose acute angles are 30º and 60º are encountered often in physics and
triangles engineering. These triangles are often called "30° -60º -90º triangles." These triangles are all
similar to this triangle.
Sometimes we forget the lengths of the sides of this triangle and forget which length goes
where. If we can remember to begin with an equilateral triangle whose sides are 2 units long,
we can develop this triangle quickly.
2
'\
280 Algebra 2 Lesson 66
Next, on the left we draw the perpendicular bisector of the base and use the Pythagorean
théorem to find the altitude.
H2 + 12 = 22
H2 = 3
.J3
H = -J3
example 66.3 Use similar triangles to find x and y .
sólution One acute angle is 60°, so this is a
30°-60º -90º triangle and is similar to the
triangle on the right.
y
n~
First we find the scale factor from right to left.
2TF = s
s¡¡ = s
2
Now we use this scale factor to find x and y.
-J3TF =X 1 SF =Y
-13(%) = X 1(%) = y
sJ3 =X
5
2 =y
2
practice Actct:
3m 3x + 7 X - 7
a. ---- --- b. ---+--
z - 2 -z + 2 -x - 4 X+ 4
c. Find a and b.
problem set 66 281
problem set l. The amount of cobalt varied inversely as the amount of uranium. When there were 5
(60) •
66 grams of cobalt, the mass of the uranmm was 20 grams. How much cobalt was there
when only 2 grams of uranium was present?
2. The initial pressure, volume, and temperature of a quantity of ideal gas were
57
< > 400 newtons per square meter, 6 liters, and 200 kelvins. What was the temperature if
the pressure was increased to 800 newtons per square meter and the volume was
increased to 60 liters?
3. The solution had to be exactly 36% arsenic. Two solutions were available. One was
52
< > 60% arsenic, and the other was only 20% arsenic. How much of each should have been
used to get 200 liters of solution that was 36% arsenic?
4. Cleon had a 10-mile head start when Deborah set out in pursuit in a chariot. If Cleon
34
< > was walking at 4 miles per hour and the speed of the chariot was 6 miles per hour, how
long did it take Deborah to catch Cleon?
5. The laboratory assistant stumbled upon a container of methyl bromide, CH3Br. If the
37
< > methyl bromide weighed 950 grams, what did the bromine (Br) weigh (C, 12; H, 1; Br, 80)?
Add:
---
. 7a x+5
--+
2x - 3 4 2x
6. 7. 8. ---
(66) X+ 3 -x - 3 (66) X+ 3 -3 - X (27) x2 - 4 x-2
9. Three equal semicircles are drawn on
(2)
the diameter of a circle with a center
Q as shown in the diagram. If the
area of the circle is 9tr square inches,
find the area of the shaded region. Al 1 • 1 ID
Sol ve:
10. RTTT
(65)
= 300, RPTP = 1200, Rp = 8RT, TT = TP + 3
11. RPTP
(65)
= 624, RTTT = 364, TP = TT - 4, RP = 4RT
12. In the figure shown, if the small circle
(B)
has a radius r meters and the larger
circle has a diameter 6r meters, what is
the area of the region inside the large
circle and outside the small circle?
Simplify:
1 1
13. ax+ --1 . 14. m + -1
(64) (64)
a+ - X X+ -
x X
15.
(64)
- R-!=2 + R - RR - 2¡ 3
282 Algebra 2 Lesson 66
16. (4i - 2)(3 + Si) 17. Add: 4/28º + 10/35º
(64) (63)
18. Write 8R + 4U in polar form.
(59)
3 1
-x - - y == -2
19. Solve: 8 4
(59)
{ 0.012 x + 0.02 y 0.496
Solve by completing the square:
20. -3 == -2x 2 - 6x
(58)
21. 5x 2 - 4 == -5x
(58)
22. Use similar triangles to find x and y .
(66)
23.
(59)
The data points shown carne from an 3400 -
)111
experiment that involved calcium (Ca)
and magnesium (Mg). Write the E 3200 1/
equation that expresses magnesium as a
/ ¡
~
function of calcium: Mg == mCa + b. -~ 3000 /•
V
E
,, ./
:J
-~ 2800
e
O'>
Y'
Ctl
::::? 2600
1-
V -
40 44 48 52
Calcium in grams
24. Use unit multipliers to convert 1Ocubic inches per hour to cubic centimeters per minute.
(47)
Simplify:
25.
(46)
~x 112 P° 26.
(46)
Vx11s v;
27.
(46)
\[f + 1JI -6J40 28.
(55J
Find Y'
•
px - Y
m - e
k
d
m k
29. Find x: -- + - ==- e
(55) px - y d
. (40,213 X 10 5 )(748,609 X 10-30)
30. Est1mate:
(42¡ (0.164289 )(506,217 X 10 2 )
67 Radical Denominators 283
LESSON 67 Radical Denominators
When a pair of two-part expressions are the same in all respects except that the signs in the
middle are different, we say that each of the expressions is the conjugate of the other
expression. Thus,
-4 + .J3 is the conjugate of -4 - .J3
-4 - .J3 is the conjugate of -4 + .J3
-2 + bx is the conjugate of -2 - bx
-2 - bx is the conjugate of -2 + bx
a + b is the conjugate of a - b
a - b is the conjugate of a + b
We have studied the products of conjugates and noted that the results are always the
difference of two squares. Consider the following multiplications.
(a) (b)
-4 + .J3 a + b
-4 - .J3 a - b
16 - 4.J3 a2 + ab
+ 4.J3 - 3 - ab - b2
16 - 3 a2 - b2
In this lesson we are interested in expressions that contain square root radicals, such as (a)
above. We note that the product of the conjugates is 16 - 3, which equals 13, a whole
number. W e can use this observation to help us simplify expressions such as the following:
-4 + .J3
We can eliminate the radical in the denominator by multiplying above and below by the
conjugate of the denominator. Again, we find another use for the most important rule in
algebra, the denominator-numerator rule, as we can use it to simplify this expression. We say
that an expression containing square root radicals is in simplified form when no
radicand has a perfect square factor and when no radicals are in the denominator.
1
example 67.1 Simplify: -4 + .J3
solution We can eliminate the radical in the denominator if we multiply above and below by
-4 - .J3 , which is the conjugate of -4 + .J3 .
1 (-4 - .J3) - -4 - .J3 - -4 - .J3
-4 + .J3 (-4 - .J3) - 16 + 4.J3 - 4.J3 - 3 - 13
Note that we were unable to get rid of the radical expression. Ali that we could do was
to eliminate radical expressions in the denominator.
3
example 67 .2 Simplify: .J3 + .J2
2
solution We simplify by multiplying above andJJelow by the conjugate of the denominator.
3 (2.J3 - Ji) 6.J3 - 3.J2 6-[3 - 3.fi
2.J3 + .J2 (2.J3 - Ji) 12 - 2 10
284 Algebra 2 Lesson 67
practice Simplify:
5
a. b.
-3 + ,j7 3-fi, + -J3
problem set l. The number of Danish invaders who were repulsed varied directly as the number of
(60)
67 Danes who attacked. If 12,400 attacked and 2000 were repulsed, how many attacked
if 3000 were repulsed?
2. The temperature of a quantity of ideal gas was held constant at 700 K. If the pressure
~n .
of 800 newtons per square meter was mcreased to 1200 newtpns per square meter,
what was the final volume if the initial volume was 300 cubic centimeters?
3. The original mixture weighed 400 pounds and was 20% fertilizer. How much of another
61
< J mixture of 80% fertilizer should be added so that the result would be 32% fertilizer?
4. There were 75 more nurses than doctors. In fact, 8 times the number of nurses
(2 1) •
exceeded 10 times the number of doctors by 140. How many of each were there?
5. When the reaction was complete, the researchers found that 40 percent of the iridium
(9)
had not reacted. lf 240 grams had reacted, how much had not reacted?
Simplify:
2 1 2
6. 7. 8.
(67) -4 + J5 (67) 2-fi, + -J3 (67) 3-J5 - 3
Add:
4x + 2 3 4 2
9. --- 10. +--
(66 ) X - 2 2 - X (27)
x2 - 9 X - 3
11. Solve: RPTP = 1062, RTTT = 295, Tp = TT - 2, RP = 6RT
(65)
Simplify:
X
12. 4x+-ª- 13. a+ 1
(64) a (64)
x+ - m+ -
b x
14.
(64)
(5 - i)(6 + 2i) 15.
(64)
R - ~ + R -J2 - 4i 2
16. Add: 10/217º + 8/227º
(63)
r
17. Write -4R - 3U in polar form.
(59)
-x - -y = o
18. Solve: 7 25
(59)
0.2x - 0.04 y = 2.4
Solve by completing the square:
19. -X = -1 - 4x 2
(62)
20. 3x 2 + 5 = -2x
(62)
21. Use similar triangles to find x and y. 5
(66)
¡-y
xvy
22. Use unit multipliers to convert 400 cubic centimeters per hour to cubic inches per minute.
(47)
68.A scientific calculator 285
23. The data points shown carne from an experiment that involved silver (Ag) and gold
591
r (Au). Write the equation that expresses silver as a function of gold: Ag = mAu + b.
10
I~
rn
8
~
1~ •
E
ro· 6
~
o, ~ ....
.S
Q¡
.
.2:
ü5
4
""'~ ~ ~,
2
80 90 100 110 120
Gold in grams
Simplify:
24.
(47)
~2?/4 25.
(46)
~x 2 yp~xy 2
26.
(46)
4 f3
~u
+ 2 {U - 2..J 297
~3
27. Findx· a(b + e) m p
(55) • - -
X y
28. Find e: x - 1- = p
(55J a(b + e) m
29. Find the equation ofthe line that passes through (-2, 4) and (5, 7).
(14) .
30. Find the distance between (-2, 4) and (5, 7).
(10)
LESSON 68 Scientific Calculator • Scientific Notation •
Powers and Roots
68.A
scientific The calculator frees the user from mundane arithmetic chores and permits rhoré emphasis to
calculator be placed on understanding. However, a calculator cannot be used to replace understanding
itself. For instance, if the user does not know that the simplification of
_32
is -9, the calculator would be of no help in simplifying
-3.0165 2
because there would be no way of telling whether the calculator answer made sense or not.
Calculator instruction manuals often seem to concentrate on exotic manipulations that
invariably lead to errors when tried by the beginner. The only sure way to avoid mistakes is
to always estimate the answer before a calculator is used.
Always estimate the answer before using a calculator.
286 Algebra 2 Lesson 68
There is almost never an excuse for accepting a wrong answer from a calculator, because
wrong answers usually differ greatly from any reasonable estimate of the correct answer.
The instructions in this book are for calculators that use algebraic operating systems.
68.B
scientific Pressing the IB key on the calculator will change the sign ofthe number in the display. We
notation use this key to enter negative values. To enter-55 we enter 55 and use the 18 key to change
it to -55 .
labeled D on sorne calculators and
..
ENTER
55
a
DISPLAY
55
-55
The exponent in scientific notation is entered by using the exponent key. This key is
on others. To enter -416.2 x 1o- 4 , we first en ter
the 416.2 and then change the sign.
Now we enter the exponent.
..
ENTER
416.2
DISPLAY
416.2
-416.2
-
ENTER
4
DISPLAY
-416.2
-416.2
00
04
example 68.1
..
Lastly we change the sign of the exponent.
ENTER
Simplify: (-40,652 x 10- 8 )(0.000324 x 10 15 )
DISPLAY
-416.2 -04
so!ution We always estimate first.
(-4.0652 X 10- 4 )(3.24 X 10 11 ) == -1.2 X 108
Now we use the calculator. First we enter the negative number.
..
ENTER
40652
Then we enter the negative expónent.
DISPLAY
40652
-40652
..-
ENTER DISPLAY
- 40652 00
8 -40652 08
-40652 -08
Next we press the multiply key. The use ofthe D key in the previous step will switch sorne
calculators into the scientific mode. In this case the display will remain in scientific notation.
For other calculators the display will return to standard notation provided that the number is
not too large or too small.
-
ENTER DISPLAY
- 4.0652 - 04
-0.00040652
(scientific mode)
(standard mode)
68.C powers and roots 287
Now we enter the second number.
..
ENTER
0.000324
15
Now we finish by pressing the equals key.
DISPLAY
0.000324
0.000324
0.000324
00
15
ENTER DISPLAY
El -131712480 :o: -1.32 X 108
We will accept an answer of -1.32 x 108 since it is close to our estimate of -1.2 x 108.
example 68.2 Simplify: 40,652 x 10-8
0.000324 X 1015
so!ution We always estímate first.
4.0 X 10-4
3.0 X 1011 "" 1.3 X 10-15
This time we will put the calculator in the scientific mode before we begin. Then all displays
will be in scientific notation. We enter the numerator first.
..
ENTER
40652
IB
8
40652
40652
40652
40652
DISPLAY
00
08
-08
When we press the divide key, the decimal point will shift but the display will be in scientific
notation.
-ENTER
Now we enter the bottom number and press the equals key.
DISPLAY
4.0652 -4
..
ENTER
0.000324
15
El
-
DISPLAY
0.000324
0.000324
0.000324
1.254691358
00
15
-15
Our answer rounded to two places is 1.25 x 10-15, which agrees with our estímate of
1.3 X 10-15.
68.C
powers and We remember that a rational number is a number that can be written as a fraction of integers.
roots Thus, the numbers
(a) 0.43 (b) 3.43 (c) 0.3 (d) 4.6
are rational numbers because they can be written as
(a)
43
(b)
343
(c) (d) 4~ 14
100 100 3 3 3
288 Algebra 2 Lesson 68
Every rational number can be written either as a decimal number that has a finite number of
digits oras a decimal number whose digits repeat in a pattern. Conversely, decimal numbers
that either have a finite number of digits or whose digits repeat in a pattern are rational
numbers. Thus, the numbers
4.687254 and 4.672672672
are rational numbers. In Lesson 104 we will show how they can be written as fractions of
integers.
Numbers such as ;r, e, -J7, ?J4,
and 'if3 are irrational numbers because they cannot be
written as fractions of integers. The decimal representation of every irrational number has an
infinite number of digits that do not have a repeating pattern. It is helpful to remember that
if an integral root of an integer is notan integer, then the root is an irrational number. Thus,
the numbers 4 115 , '!;/5' 75 118 ,
3
m, m
1
and are all irrational numbers.
The scientific calculator will give usan approximation of any rational or irrational root
or power of any positive number. Thus we can raise 23 to the ;r power or take the 7rth root of
23. This procedure is explained in examples 68.3 and 68.4 below.
237r "' 18,966.80 1![i3 = 23l/Jr "' 2.71
The calculator will also raise negative numbers to either positive or negative integer powers
c-2.3r3 "' -0.082 c-2.3) 3 "' -12.167
and will find odd roots of negative numbers.
lf=i= (-4)
113 "' -1.58 ~-14 = (-14) 115 "' -1.69
We knpw that the square root of a negative number is an imaginary number. The discussion
of the fourth, sixth, and higher even roots is a topic for advanced mathematics courses and
will not be considered in this book. The calculator will not find even roots of negative
numbers.
Scientific calculators are programmed to find only roots or powers of real
numbers that are real numbers.
3 2
example 68.3 Evaluate: · ~ 50.42
solutíon (a) We always estimate first. The third power of 3 is 27, and the third power of 4 is 64.
33 = 27
43 = 64
We guess that the answer will be sorne number between 3 and 4. Now we use the
calculator.
EN TER DISPLAY
--50.42
3.28
El
This answer agrees with our estímate, so we accept it.
50.42
50.42
3.28
3.304
example 68.4 Evaluate: (a) (9.26) 4 ·58 Cb) C9.26r4.58
solutíon (a) We always estimate first.
104 = 10,000
105 = 100,000
problem set 68 289
We guess that the answer will be sorne number between 10,000 and 100,000. Now we
use the calculator.
ENTER DISPLAY
-9.26
4.58
El
9.26
9.26
4.58
26,734.88
This answer agrees with our estimate, so we accept it.
(b) (9.26r 4·58 is the reciproca! of (9.26) 4·58 . One way to find the answer is to find the
reciproca! of the answer to (a).
ENTER DISPLAY
-
26,734.88
3.74
Another way is to raise 9.26 to the -4.58 power.
ENTER
26,734.88
DISPLAY
X 10-S
-
9.26
4.58
ea
El 3.74
9.26
9.26
4.58
-4.58
X 10-S
practice Use a calculator to simplify. Estimate first.
0.00042 X 10-l 7
\ a. b. 4.~
568,425 X 10 5
C. (0.00042 X 10-17 )(568,425 X 105) d. <1.8 6r4.86
problem set l. The number of dastards varied directly as the number of poltroons. When there were
(60 )
68 800 dastards, the poltroons numbered 9600. When there were 24,000 poltroons, how
many dastards were there?
2. The temperature of a quantity of an ideal gas was held constant at 1400 K. If the
(57) •
pressure of 1200 newtons per square meter was mcreased to 1600 newtons per square
meter, what was the final volume if the volume was initially 200 mL?
3. The original mixture weighed 800 pounds and was 40% slaked lime. How much of a
6
rn 20% slaked lime mixture should be addeCÍ to reduce the lime concentration to 36%?
4. The fugacious numbered 14 more than twice the number of the ephemeral. Also, twice
2
rn the number of fugacious was 100 less than 20 times the number of the ephemeral. How
many of each were there?
5. Twenty percent of the advancing army wanted to storm the fortress. If the rest totaled
9
<> 6720 and just wanted to sleep in the shade, how many were in the advancing army?
First estimate the answer and then use a calculator to get a more exact answer.
6. (a) 0.000418 X 10-14 (b) (0.00037 X 10-13)(7231 X 104)
(68! 501,635 X 10,;
3
7. (a) ·~ 192 (b) (l.76r3·42
(68)
290 Algebra 2 Lesson 68
8. Use similar triangles to find x and y.
(66)
2)3
9. ABCD is a parallelogram. Nis the midpoint of BC. Mis the midpoint of BN. Which of
<BJ the three triangles whose base is AD has the largest area?
B M N C
~
A D
10. Find mMN.
(35)
89º
(2x + 10)º
Simplify:
1 4 2
11. 12. 13.
(67) -2 - .J2 (67) 3.J2 - 1 (67) 3-fj - 5
Add:
-7 2x 15. _2_ - 3
14.
(66) -x + 3 - x 2 - 9 (66) 4 ;-- X x 2 - 16
16.
(65)
Solve: R 0 T0 = 140, R 8 T8 = 140, R8 = 2R 0 , T8 = T0 - 7
Simplify:
17. 4r + __!!!:_ 18. 3a + __!!:!__
m
(64)
X+ -
(64)
a+ ~
X a
19. (Si - 2)(3i + 4) 20. -r-2 .J2 - 3i 2 - r-9 + 2¡ 4 + 4
r
(64) (64)
21. Add: 40/315º + 10/24º
(63)
-x - -y = -2
22. Solve: 5 23
(59)
-0.06x - 0.4y = -7.2
Solve by completing the square:
23. -2x = -1 - 4x2 24. -3x 2 + 5 = -2x
(62) (58)
69 Gas Law Problems 291
25. Use unit multipliers to convert 700 cubic centimeters per minute to cubic inches per hour.
(47)
26.
(46)
~3V3 27.
(46)
~xy 5 ~x 5 y
2s.
(46)
3 fI - 5f2fI + 2-fM
~3 29.
(55)
Findb: X
m !.!...
(a+ b) - y e
30. Find the equation of the line that passes through (-8, 2) and (5, -7).
(14)
LESSON 69 Gas ÚlW Problems
In Lesson 57 we leamed that the gas law for a fixed amount of an ideal gas can be written as
PV PV
-1 -
1 =-
2 -
2
Tl T2
We have been substituting numbers in these equations and then solving. Many people
believe it is a better procedure to salve the equation for the desired variable and then
substitute. We will do that in the next two examples. Also, we will use values, such
as 0.0004 x 10 16 , for the variables so we can get practice in using scientific notation as well
as in rearranging equations.
example 69.1 A quantity of an ideal gas had initial pressure, volume, and temperature values of 40 x 104
atmospheres, 0.0003 x 10- 6 cm3 , and 700 x 104 K. Find the final temperature if the final
pressure was 0.0004 x 10 15 atmospheres and the final volume was 0.015 x 10- 14 cm3 .
Begin by solving the equation for T2 .
solution We need to sol ve the ideal gas law for T2 in terms of the other variables. We begin by writing
the ideal gas law.
P1V1 = P2 V2
1i T2
Next we salve for T2 . As always in a fractional equation, our first step is to eliminate the
denominators. We do this by multiplying both sides by T 1T2 .
P 1V 1 P V
7 1T2- -
71
= -72- 2T1T 2 --- T2 P1V1 = P2V2 T1
2
Now we complete our solution for T2 by dividing both sides by P 1V 1.
T2FrVí - P2 v2 T¡
F
1
.Yí - P V
1 1
--- T2 =
P2V2T1
P V
1 1
We finish by inserting the given values of P 2, V2 , T 1, P 1, and V 1 and simplifying.
(0.0004 X 10 15 )(0.015 X 10- 14 )(700 X 10 4 )
T -
2 - (40 X 10 4 )(0.003 X 10--6)
(4 X 10 11 )(15 X 10- 17 )(7 X 10 6 )
= (4 X 10 5 )(3 X 10-10 )
= 35 X 105
<.
292 Algebra 2 Lesson 69
Thus, the final temperature is 3.5 x 106 . The temperature for T1 was in kelvins, so
the temperature for T 2 will also be in kelvins. The same units are always used
throughout a problem.
T 2 = 3.5 X 106 K
example 69.2 A quantity of ideal gas had initial values of 0.003 x 10 14 lb/in.2 , 0.007 cm3 , and 7000 K.
Find P 2 if the final volume was 3 x 102 cm3 and the final temperature was
0.003 x 107 K. Solve the equation for P 2 as the first step.
solution We write the ideal gas law equation.
P V¡ P2 V2
-1 - = - -
Tl T2
Now, as always with fractional equations, we begin by eliminating the denominators.
P V P V
T 1T2 -1-1 = -2- T
2
1T 2 --- T2 P1V1 = P2V2 T1
.rl 72
Now we solve for P2 by dividing by V2T 1.
T2 pl Vl
V2T1
-
pzY21í
----
Y21í --- T2P1Vl
V-T =P2
2 1
We finish by inserting the numbers and simplifying.
(0.003 X 10 7 )(0.003 X 10 14 )(0.007) _ (3 X 10 4 )(3 X 10 11 )(7 X 10-3 )
(3 X 10 2 )(7000) - (3 X 10 2 )(7 X 10 3 )
= 3 X 107
The units of P2 are pounds per square inch, because P 1 was in pounds per square inch. Thus,
P2 =3 X 107 lb/in. 2
practice A quantity of an ideal gas had initial pressure, volume, and temperature values
of 50 x 103 atmospheres, 0.008 x 10- 4 cm3 , and 300 x 105 K. Find the final
temperature if the final pressure was 0.00005 x 10 14 atmospheres and the final volume
was 0.000014 x 10- 8 cm3 . Begin by solving the ideal gas law equation for T2 .
problem set l. A quantity of an ideal gas had initial pressure, volume, and temperature values of
69
69 r J 80 x 105 atmospheres, 0.0005 x 10-7 cm3 , and 800 X 105 K. Find the final
temperature if the final pressure was 0.0008 x 10 16 atmospheres and the final
volume was 0.013 x 10- 12 cm3 . Begin by solving the equation for T2 .
2. By using the Pythagorean theorem, we can see that the diagonal of any square is equal
rioi to the product of a side and -J2 and that the length of a side equals the length of the
hypotenuse divided by -J2 .
~1 [2J3 [2J13 [2J~
3 13 .J7
The diagonal of a square is 7. What is the length of a side? What is the area of the square?
3. The borax varied inversely as the tungsten. If 400 tons of borax went with 5 tons of
6
r o¡ tungsten, how much borax went with 25 tons of tungsten?
4. Two solutions were available. One was 80% alcohol and the other was 40% alcohol.
rszi How much of each should be used to get 2000 rnL of a solution that is 64% alcohol?
problem set 69 293
5. The bus headed north at noon at 50 miles per hour. At 2 p.m. the train headed north
134
¡ from the same station at 70 miles per hour. What time was it when the train got within
40 miles of the bus?
Add:
6.
.
- - - --
2x - 3
7.
2x + 3
---+---
2x 3
(66) x-5 5 - X (66) X - 2 2 - X -X + 2
3x + 5 2
8. +-
2
-
(27) X - 5 x - 25
Simplify:
9 _4 2 2
10. 11.
(67j 3 - .J2 (67) 5 - 3.fi, (67) 3 - 2-JS
~fsj Solve: RGTG = 171, RRTR = 171, RR = 3RG, TR = Te - 6
Simplify:
a
13. m+ 14. x+ - - 1
(64) 1 (64)
m+ - x+ -
m a
15. (4i - 2)(2i - 4) 16. --r-2...r-2 + 2¡ 3 - i 2
r
(64) (64)
17. Add: 20/30º + 60/210º 18. Write 2R - 3U in polar form.
(63) (59)
-x +-y = 28
19. Solve: 3 25
(59)
-0.05x - 0.2y = -5.5
Solve by completing the square:
20. 3x 2 + 8 = 5x
(62)
21.
(62)
3x 2 + 8 = -5x
22.
(13)
Given: mAC = 120º A
llABC is equilateral.
BC = 10
Find: mBC, míJi, and the area
of llABC
23. Use unit multipliers to convert 4 cubic feet per minute to cubic inches per hour.
(47)
24. The data points shown carne from an experiment that involved chromium (Cr) and
159
¡ vanadium (V). Write the equation that expresses chromium as a function of vanadium:
Cr = mV + b.
1200
)j
tJl 1000 V
~
E
I
1•
Cl 'lk
.S
800
E
/
:J
.E 600
e
..r::
ü 400
..,1/ H
rÁ
¡ ¡-
60 70 80 90 100
Vanadium in grams
.f
294 Algebra 2 Lesson 70
Simplify:
25.
(47)
~271/3 26.
(46)
~ xm 5 ~ xm 2
27.
(46)
2{[ + 5~ - 5JSQ
28. Find x: a( x + y) - ~ = k
(55) m z
29. Solve·. x + 2 - 3x - 3 = 2
(24) 5 4
30. Use a calculator to evaluate. Estimate first.
(68)
26
(a) 472.2 X 10- (b) (l. 24)-2.73
1658.27 X lOIO
LESSON 70 Advanced Abstract Equations
Sometimes it is necessary to use the distributive property as the first step in solving a
fractional equation.
example 70.1 Solve for b: x = p( ~ + : )
solution We begin by multiplying to eliminate the parentheses. lf we do this, we get
x=E+mp
a b
Next we want to eliminate the denominators. We can do this if we multiply every numerator
by the least common multiple of the denominators and cancel the denominators.
x · ab = E.. · ab + mp · a1T - - xab = pb + mpa
.« .e _?
Now we place all terms that have a factor of bon one side and then factor. Then we divide.
xab - pb = mpa added-pb
b(xa - p) = mpa factored
mpa
b = xa - p
divided
example 70.2 Find e: xp = m ( 1--
+b e + -P ª)
so/ution We begin by multiplying so we can eliminate the parentheses.
mb ma
xp=--+-
1 +e p
problem set 70 295
To eliminate the denominators, we multiply every numerator by the LCM of the
denominators.
mbp(l + e) ma (l )
p (1 + e) xp = +- p +e
1 +e p
Then we cancel the denominators and multiply to get
xp 2 + xp 2c = mbp + ma + mac
Next we place all terms with a e factor on one side, factor out the e, and divide.
xp 2c - mac = mbp + ma - xp 2 added -xp 2 - mac
c(xp 2 - ma) = mbp + ma - xp 2 factored out e
mbp + ma - xp 2
e = xp 2 - ma
divided
practice Find k: mx p(-z- + s)
=
X+ k
2
y
F
problem set l. The initial pressure, volume, and temperature values of a quantity of an ideal gas
169
70 ! were 0.001 x 10- 13 newton per square meter, 0.04 x 10 14 liters, and 4 x 10 3 K.
What was the final temperature if the final pressure and volume
were 0.04 x 105 N/m 2 and 500 liters? Salve for T2 as the first step.
2. The beaker contained 400 mL of a solution that was 20% alcohol. How many
6
r n milliliters of a 50% alcohol solution must be added so that the result will be 26%
alcohol?
3. Tourist tickets far the flight from Rhinelander to Hodag were $50 each, whereas first-
119! class tickets were $100 each. If 60 people paid $5000, how many flew as tourists and
how many flew first class?
4. The container contained 680 grams of the compound CaSO4 . What was the weight of
(37) •
the sulfur (S) m the compound (Ca, 40; S, 32; O, 16)?
5. Find three consecutive even integers such that 4 times the product of the first and the
155
! third is 28 greater than the product of -10 and the sum of the second and the third.
6.
(70)
Find b: m = x(-2p1- +
3
b
z) 7.
(70J
Find s: ac = x (__!!!:__
r +s
+ !._)
z
Add:
3x - 2 3x 4 4x - 5
8. --- 9. +--
(66) x-2 2 - X (27) x2 + 8x + 12 x+2
Simplify:
2 2 2
10. 11. 12.
(67)
.J2 - 4 (67) 3.J12 - 2 (67) 2.Jl - 2
13. Salve: RBTB = 65 , RxTx = 104, Rx = 2RB, Tx = TB - 1
(65)
Simplify:
' a m X
14. xy+-- 15. -+--1
(64) (64)
1 + !!.. Y a+ -
b y
16. (2 - 3i)(5 - 6i) 17. -R--!=2-r-J+R
(64) (64) .
18. Add: 4/340º + 6/320º 19. Write -4R + 5 U in polar form.
(63) (59)
.;
296 Algebra 2 Lesson 70
1 1
- X - -y = -2
20. Solve: 5 4
(59) {
0.01 x + 0.3y = 5.5
Solve by completing the square:
21. 3x 2 + 1 = 4x
(58)
22.
(62)
-4x + 7 = -3x 2
~
23. Use similar triangles to find a and b.
(66)
60°
b
24. The data points shown carne from an experiment that involved cobalt (Co) and nickel
1591
(Ni). Write the equation that expresses cobalt as a function of nickel: Co = mNi + b.
100
~
90
(J)
U\ O
E
~ 80 ~'
Ol
.S
.... 4 \1
Cil 70
..e
o \
ü
60 • ~
\
80 100 120 140 160
Nickel in grams
25.
(68)
Use a calculator to simplify. Estimate first. ....
46,831 X 10- 4z
(a) 9140.26 X 10-33
(b) 2.Ti46
Simplify:
26. ~ x4y3 ~ x2y
(46)
27.
(46)
R 2~ + - 2)126
28. Divide 4x 3 - 2 by x - l .
(16)
29. Find the equation of the Iine that passes through (-2, 5) and that is perpendicular to the
(31 ) .
hne 4x + 3y = 5.
30. Solve·• 4-
x -- 2 3x - 2
(24)
10
5 4
71 Quadratic Formula 297
LESSON 71 Quadratic Formula
We have found that sorne quadratic equations can be solved by factoring and then using the
zero factor theorem. We will use this procedure to solve x 2 + 2x - 15 = O. First we
~~~ .
(x - 3)(x + 5) = O
Now, from the zero factor theorem we know that if the product of two factors equals zero,
one of the factors must be zero. So
Ifx-3=0 lf X +5 = Ü
X =3 X = -5
We have also found that quadratic equations that cannot be factored, such as
x2 + 3x - 3 = O, can be rearranged into the form
(x + ~r = ~1
This form of the equation can be solved by taking the square root of both sides of the
equation.
(x + ~r = ~1 equation
x+-
3
2
= ±fl square root of both sides
_l ± {21 simplified
~4
X=
2
As we know, this method is called completing the square and can be used to solve any
quadratic equation. There is a quicker method, however, that we can use. We can complete
the square on the general form ofthe quadratic equation and derive a formula whose use will
give us the same answer. We begin this derivation by writing a general quadratic equation
using the letters a, b, and e as the constants.
ax 2 + bx + e = O
Next we give x 2 a unity coefficient by dividing every term by a, and we get
b e
X 2 +-X+ - = Ü
a a
Now we move ~ to the right-hand side and use parentheses.
a
( x2 +~X+ ) =
e
a
Note that we placed the -; well to the right of the equals sign. Now we multiply ~ by ~
and square the result.
(.?:a . !)2
2
= _.!?!.___
4¿
Next we add :'2 inside the parentheses and also to the other side of the equation. On the right
a b2 e
we are careful to place 4a2 in front of - ;;- .
x2 + kx + _.!?!.___) = _.!?!.___ - ~
( a 4a 2 4a 2 a
298 Algebra 2 Lesson 71
2
Next we write the term in parentheses as a squared term and combine b 2 and _.:.__
4a a
2 2
x + ..!!___) = b - 4ac
( 2a 4a 2
Finally, we take the square root of both sides and solve for x.
x + - = +~b - 24ac
b 2
took square roots
2a - 4a
_..!!.___ + .J~
b-2 ---4
- a-c
X= solved for x
2a - 2a
-b ± ~b 2 - 4ac
X= added
2a
This result is called the quadratic formula and should be memorized. It will be used in
many higher mathematics courses.
>
The derivation of the quadratic formula will be required in future problem sets . This
derivation requires only simple algebraic manipulations, and the requirement that a student
be able to perform this derivation is not unreasonable.
example 71.1 Use the quadratic formula to find the roots of the equation 3x 2 - 2x + 5 = O.
-b ± ~b 2 - 4ac
solution The formula is X=
2a
If we write the given equation just below the general quadratic equation,
ax 2 + bx + e = O general equation
3x 2 - 2x + 5 = O given equation
we can note the following correspondences between the equations:
a =3 b = -2 e =5
If we use these numbers for a, b, and e in the quadratic formula, we get
-(-2) ± ~ (-2) 2 - 4(3)(5)
X=
2(3)
= 2±r-56 =!.±ffii
6 3 3
example 71.2 Sol ve x 2 = 3x + 28 by using the quadratic formula.
-b ± ~b 2 - 4ac
solution The formula is X=
2a
We rearrange the given equation so that it is in standard form, and we write itjust below the
general quadratic equation.
ax 2 + bx + e =O general equation
x2 - 3x - 28 =O given equation
We note the following correspondences between the coefficients:
a =1 b = -3 e = -28
We use these values in the quadratic formula and simplify.
X =
3 ± .J9-
2(1)
4(1)(-28)
---- 3
x= ·- - - -
± .J9 +
2
112
---- X
3 ± -Ji2I
2
problem set 71 299
So x = 3 + 11 or x = 3 - 11
2 2
14 8
- 2 - 2
=7 = -4
This means that the factors of the original equation are (x - 7)(x + 4 ), and the equation
could have been solved by factoring. This shows that the quadratic formula can be used
to solve any quadratic equation-even those that can be solved by factoring.
practice a. Begin with ax 2 + bx + e = O and derive the quadratic formula.
b. Use the quadratic formula to solve 2x 2 - 6x + 4 = O.
problem set l. The temperature of a quantity of an ideal gas was held constant at 740 kelvins . Find the
final pressure if the initial pressure and volume were 40,000 x 1o-3 newtons per
1691
71
square meter and 4000 x 10-2 cm 3 and the final volume v.:as 8000 x 10- 2 cm3 .
Begin by solving the equation for P 2 .
2. The number of folk dancers varied directly as the number of people who attended the
(60)
festival. If 4800 attended the festival and 240 were folk dancers, how many attended
the festival when the folk dancers totaled 600?
3. One solution was 10% fluorine, and the other was 30% fluorine. How mu ch of each
(52)
should be used to get 200 ml of a solution that is 17% fluorine?
4. Sandy ran out at 8 mph and rode back to Ski Island in a jitney at 24 mph. If the total
(22)
trip took 8 hours, how far did she run and how far did she ride?
5. In the compound H2C0 3, what percent of the weight of the compound is hydrogen (H)
-...- (53)
(H, 1; C, 12; O, 16)?
6. Begin with ax 2 + bx + e = O and derive the quadratic formula.
(71)
Use the quadratic formula to solve:
r 7. 4x 2
(7/)
- 2x - 6 =O 8.
(71)
2x 2 =-X - 4
9. MNOP is a rhombus . Find x, y, and z.
(39)
10. Find x: r =
(70)
m(- X
1
-
+ C
+ l)
y
M N
4x + 5 4
11.
(66)
Add: ~_
X
2 2 - X
4
12. Simplify: ¡,;;
(67) 2 - 3-y l2
13. Solve: RMTM = 160, RPTP = 400, Rp = 2RM, TP = TM +
(65)
Simplify:
X b
14. x+-- 15. a+--
(64) 1 (64) a
1 +- a+ -
X b
16.
(64)
3
-3i + 2..J=2-J2 - -J=9 17. (-i - 1)(-3i + 2)
(64)
300 Algebra 2 Lesson 71
18. Add: 20/70º + 10 / 40º 19. Write 4R - 4U in polar form.
(63) (59)
3 1
-x - -y = 2
20. Solve: 8 2
(59) {
0.06x - 0.2y -0.64
2
21. Sol ve 3x - 2x + 5 = O by completing the square.
(62)
22. Use similar triangles to find a and b.
(66)
~ 11
30°
23. The data shown carne from an experiment that involved lead (Pb) and boron (B). Write
the equation that expresses lead as a function of boron: Pb = mB + b.
159
>
90 /
1.
rJ)
E 70
~
E
.E */
••
50
/
.!::
-o
Cll
Q)
__J
30
<j
10
/ t
2 "'4 6 8
Boron in milligrams
Simplify:
24.
(47)
~81-13 25.
(46)
~ x 5 y6 ~ xy 3
26.
(46)
3
fris + 3ffI2 - 6-J4o 27.
(38)
Expand: (x - 2) 3
2 1
X y - -
y
28. Simplify: 2
(33)
~ -6
y
29. Use a calculator to simplify. Estímate first.
(68)
-471,635 X 10 5 3 06
(a) 0.0071893 X 10-! 4 (b) (2 .4)- .
30. Use similar triangles to solve for b in terms of x, y, and z.
(54)
72.A lines from experimental data 301
LESSON 72 Lines f rom Experimental Data •
Negative Angles
72.A
lines from Thus far in the problems dealing with experimental data, an estimation of the line indicated
experimental by the points has already been drawn. In science courses it is necessary to do one's own
data estimate of the line indicated by the data points. In future problems about experimental data,
the data points will be graphed, but the line will not be drawn. Students will have to estímate
the location of the line indicated by the data points and draw it themselves.
example 72.1 Draw the line that seems to fit the data shown. Then write the equation that expresses saltas
a function of carbon.
10
I•
•• •
1 -
A
8
B
rJ)
E
~
Ol
.5
.....
-¡¡¡
(/)
6
4
•
2 •
40
• 80 120 160 200
Carbon in grams
so/ution There is never an exact answer to these problems. The experimental data points are often
scattered, and we can only estímate the position of the line.
10
J<tjl /
A ;h
8
. .J /B
/ ~
rJ)
E
~
Ol
.5
.....
-¡¡¡
6
4
•/V /
(/)
!/
2
//
I"
1::1'/
40 80 120 160 200
Carbon in grams
Above we have drawn two lines, either of which might represent the relationship in the data.
We have labeled the lilles A and B. Line A appears to pass through the points (140, 10) and
(60, 1), and line B seems to go through (40, 0) and (120, 6).
302 Algebra 2 Lesson 72
9 3
Slope of A 80 or 0.1125 Slope of B = - or 0.075
40
s = 0.1125C + b S = 0.075C + b
1 = 0..1125(60) + b o= 0.075(40) + b
1 = 6.75 + b o= 3 + b
b = -5.75 -3 = b
Equation A: S = 0.1125C - 5.75 Equation B: S = 0.075C - 3
These equations are somewhat different, but the data are quite scattered. Other pairs of
equations are not as close to each other as these are. For example,
S = 475C - 23 and S = -578C - 460
differ greatly. Your answers to problems like these in the problem sets should be
approximately the same as the answers given in the back of the book. However, they will
almost never be exactly the same as the answers given in the back of the book.
72.B
negative Rectangular coordinates designate the location of a point by giving the distance of the point
angles to the left or right of the origin and the distance of the point abo ve or below the origin. Thus,
the coordinates
4R + 3U
tell us that the location of the point is 4 units to the right of the origin and 3 units above the
origin. We can locate the same point by saying that it is 5 units from the origin atan angle
of 36.87º.
6
5
4
3
2 1-- _ 5 /
1
%\ 3
/ 36.87º 1 X
-6 -5 -4 -3 - 2 - 1 o 1 2 3 4 5 6
1
2
3
4
-5
6
Remember to measure the angle counterclockwise from the positive x-axis, because this is
the way mathematicians measure positive angles. There is only one way to designate a
point in rectangular coordinates, but we can use either positive or negative angles when
72.B negative angles 303
we use polar coordinates. Negative angles are also measured from the positive x-axis,
but they are measured in the clockwise direction.
y y
5
4
-323.13º _,- "'-._
3
/
/ 2 f-- - 5 !'...
V
/ 1 / 3
1/
-i r
X X
-5 -4 3 - 2 -1 o 1 2 31 4 5
-1 1
\ /
-2 2
V
-3
-4
""" 3
4 - ~
-5 5
Since a full revolution is 360º, the negative angle is
- (360° - 36.87°) = -323.13°
Thus we can say that these two notations designate the same point.
5/36.87º equals 5/-323.13°
example 72.2 Write 4/-210º in rectangular coordinates.
solutíon We always measure the angle first and then measure the length; then we draw the
triangle.
Now we solve for A and B.
sin 30º = ¡A ___ A = 4 sin 30º ___ A = 4(0.5) ---A=2
cos 30º = !!..4
--- B = 4 cos 30º --- B = 4(0.8660) --- B"" 3.46
Thus we can write
4/-210º = -3.46R + 2U
304 Algebra 2 Lesson 72
practice a. Write 5/-230° in rectangular coordinates.
b. Estimate the location of the line indicated by the data points. Write the equation that
gives hydrogen (H) as a function of carbon (C) : H = mC + b.
130
o
..
/.
en 120
E
(1j
Ci 110
!:
... "' .....
e
~
o 100
-o>-
•
I
90 •
•
•
100 102 104 106 108
Carbon in grams
problem set l. A container contained 500 mL of a solution that was 52% water. How much water
61
72 < ¡ should be removed from the solution so that the remainder would be only 40% water?
2. Pollyana felt that 31,314 things were felicific . If this was 3.07 times the number of
6
<J things considered felicific by the average person, how many things did the average
person think were felicific?
3. Only 34 percent of the people in the mob carried a flambeau . If 5412 did not carry a
9
<! flambeau, how many people were in the mob?
4. Flotsam and jetsam littered the beach. The pieces of flotsam numbered 160 more than
21
< ! the pieces of jetsam, and 6 times the number of pieces of jetsam outnumbered the
number of pieces of flotsam by 40. How many pieces of each were there?
S. A quantity of an ideal gas was confined in a container of fixed volume. If the
69
< ! initial pressure and temperature were 500 x 105 newtons per square meter and
0.0004 x 107 K, what was the pressure when the temperature was changed to
0.002 x 105 K? Begin by solving the equation for P 2 .
6. Estimate the location of the line indicated by the data points shown. Then write the
rn ¡ equation that expresses salt as a function of _carbon: S = mC + b.
10
•
en
E
~
8
6
•
..
. - -
•
O>
.!:
.....
ñi 4
•
(J)
2
\
40 • 80 120
Carbon in grams
160 200
7. Write 3/-250° in rectangular coordinates.
(72)
8. Write -60R - 20U in polar form.
(59)
. 9.Begin with ax 2 + bx + e = O and complete the square to derive the quadratic
7
< n formula.
• 1
problem set 72 305
Use the quadratic formula to solve:
10. 5x 2 = -7 - 2x 11. 3x 2 + 7x = -3
(71) (71)
2x + 3 3x - 2
12.
(70!
Find m 1: a = x(--
m
1
+ _l'm ._) 13.
(27)
Add:
x 2 - 2x - 8
+--
x-4
1 2
3
14. Simplify: r;;;;
(67) 2 + 3'\/20
15.
(65)
Solve: RPTP = 693, RcTc = 165, Rp = 3RC' Tp = Te + 2
Simplify: .,
b
16. ab + - - 17. x2 + y
b + -1 (64) 1
(64) y+-
b xy
18.
(64)
(-3i - 5)(i + 5) 19.
(64)
-4i 3 -3i 2 +-!=9-.J=3.J=3
l 1
-x - -y = 2
20. Solve: 4 5
(59) {
0.03x - 0.4y -1.64
21. Solve 2x 2 - x + 4 = O by completing the square.
(62)
22. Find the measure of the angles labeled x.
(56)
(a) 17° (b)
272°
135º
Simplify:
-2º
23. ~4-fi 24. _g-4/3
(47) (35)
25.
(46)
~a 5 y ~ay 4 26.
(46)
2 fl + 4 f3IT. - 2-J135
f5
27. FindB.
(26)
6 4
28. Solve: (-2) 0 - 22 - 2 - 2° - l-2 - 21 - 2 3 = -2(-2x - 2)
(4)
29. Find the equation of the line that passes through (-7, O) and is perpendicular to the line
(JI) 4y - 3X -- 1•
30. Use a calculator to simplify. Estimate first.
(68)
3.~ 243
4
(a) -35,123 X 10 (b)
-798 X 10-IS
306 Algebra 2 Lesson 73
LESSON 73 Mor(! on Radical Denominators
In Lesson 67 we leamed to eliminate the radical in the denominator of expressions such as
2 - 3-fj,
by multiplying above and below by the conjugate of the denominator.
1 2 + 3-fj, - 2 + 3-fj,
2 - 3-fj, 2 + 3-fj, - 4 - 6-!2 + 6-!2 - 18
2 + 3-fj, - -2 - 3-fj,
=
-14 14
If the original expression contains radicals above and below, such as
4 + -fj
2 - 3-fj
we still multiply above and below by the conjugate of the denominator. This will
eliminate the radicals in the denominator but not in the numerator.
example 73.1 Simplify: 4 + -fj
2 - 3-fj
solution We remember that an expression that contains square root radicals is in simplified form when
no radicand has a perfect square as a factor and no radicals are in the denominator. We can
rationalize the denominator if we multiply above and below by 2 + 3-fj .
4 + '-!3 2 + 3-fj
2 - 3-fj 2 + 3-fj
We have two multiplications to perform, one above and one below. Many people find it
easier to do these multiplications separately and then write the answer. We will do this.
ABOYE BELOW
4 + -fj 2 - 3-fj
2 + 3-fj 2 + 3-fj
8 + 2-fj 4 - 6-f3
+ 12-fj + 9 + 6-f3 - 27
17 + 14-fj 4 - 27 = -23
Thus our simplification is
17 + 14-13 -17 - 14-13
or '-
-23 23
example 73.2
4 - -12
Simplify: 4 + 3-fj,
solution We will multiply above and below by 4 - 3-fj, .
4 - -12 4 - 3-fj,
4 + 3-fj, 4 - 3-fj,
problem set 73 307
We haYe two multiplications to perform.
ABOYE BELOW
4- .fi 4 - 3-/2
4 - 3-/2 4 + 3-/2
16 - 4-/2 16 - 12-/2
- 12-/2 + 6 + 12-/2 - 18
22 - 16-/2 16 - 18 = -2
Thus, the simplification can be written as
22 - 16-/2
which simplifies to -u+ s..fi
-2
example 73.3 Simplify: 3.Jli -2-fj
3-fj - 2-/2
solutíon We will multiply aboye and below by 3-fj + 2-/2 .
3.Jli -2{3 3-fj + 2-/2
3-fj - 2-/2 . 3-fj + 2-/2
Again we haYe two multiplications to perform.
ABOYE BELOW
~
3J12 - 2{3 3-fj - 2-/2
3-fj + 2-/2 3-fj + 2-/2
27 - 6-/6
9-136 - 18 + 6{24 - 4-/6
+ 6-/6 - 8
54 - 18 + 12-16 - 4-/6 = 36 + 8-/6 27 - 8 = 19
Thus our result is
36 + s-16
19
practice Simplify:
5 + -13 2.Jli - 3-fj
a. 2{3 b.
2-fj - 3.fi
problem set l. The chemist calculated that the carbon (C) in the compound C 2H 5Br weighed
(37) •
73 48 grams. What was the total we1ght of the compound (C, 12; H, 1; Br, 80)?
2. Twice the number of pansies exceeded 4 times the number of daisies by 8. Also, 7 times
21
r > the number of daisies was 4 less than 3 times the number of pansies. How man y of each
were there?
3. The wolf loped for a while at 16 mph and finished the joumey by trotting at 12 mph.
29
r > If the total trip was 256 miles, and he loped for 2 more hours than he trotted, how far
did he trot?
4. The number of frangibles Yaried inYersely with the strength of the clay. If 50 were
6
r o¡ frangible when the clay strength measured 50, how many were frangible when the clay
strength dropped to 25?
5. The pressure of a quantity of ideal gas was held constant at 1100 newtons per square
69
( > meter. The initial temperature and Yolume were 700 x 105 kelYins and 0.0004 liter.
What was the final temperature ifthe final Yolume was 0.08 liter? Begin by solving the
equation for T2 .
308 Algebra 2 Lesson 73
Simplify:
6 3+-!5 ,.J8 - 2-J2
7.
(73j 2 - 2-!5 (73) 3-fj, - 2-J3
8. The diagonal of a square is 7 meters. What is the length of one side of the square? What
(10)•
1s the area of the square?
9. Estimate the location of the line indicated by the data points. Write the equation that
172
J gives hydrogen (H) as a function of carbon (C): H = mC + b.
130
C/)
120
E
~
Ol
11 o
.~
e
Q)
Ol
e
"C
100
>.
I
90
•••
100 102 104 106 108
Carbon in grams
10. Add: 8/20° + 6/320°
(63)
11. Write 4R + 9U in polar form.
(59)
12. Begin with ax 2 + bx + e = O and complete the square to derive the quadratic
17
IJ formula.
Use the quadratic formula to solve:
13. 2x 2 + 5 = -5x 14. 2x 2 - 4 = -5x
~IJ (71)
15. . m : xc = px ( -1- - - 1 )
Fmd 16. Add: 3x - 2 - -
4x-- -
3
<70J
1 km m <66J x - 2 2 - x
2 1
17. Solve: RATA = 160, R 8 T8 = 240, R8 = 2RA, TA + T8 = 7
(65)
Simplify:
18.
(64)
ax 2 _ a 19.
(64)
(3i + 2)(i - 4) - F9
a - J_
ax
20. Solve the system by graphing, and then find an exact solution by using either
123
J substitution or elimination.
2x + 3y = 6
{ X - 2y = 4
21. Solve x 2 + 6 = 3x by completing the square.
(62)
22. Find x, y, a, b, and c.
(11 )
74 Uniform Motion with Both Distances Given 309
Simplify:
-22
23.
(47)
3 ~ 9 -V¡;;3_, 24.
(35) -16-3/4
25.
(46)
~a 2 x 0 yx 112 y 2 26.
(46)
2{f + 3~ - 2{40
x 3 - I6x - 6x 2 -50 - 5x + x 2
27.
(36)
x 2 - 8x - 20 x 3 - 5x 2 - 24x
2
28. Find the equation of the line that passes through (-5, 2) and has a slope of --.
(14) 5
29. Use a calculator to simplify. Estimate first.
(68)
24
(a) 4,168,214 X 10 (b) (4 .0l)-5.34
74.612 X 10-S.3 4
3x - 5 X
30. Solve: - - = 6
(24) 2 3
LESSON 74 Uniform Motion with Both Distances Given
The distance diagrams and equations for the uniform motion problems that we have worked
thus far have been similar to one of the following:
(a)H DA
Da
(b) 1•
D
A
•
120
Da
• 1 (e)
DA
1 ,., •
Da
40 .1
RATA = RBTB RATA '+ R8 T8 = 120 RATA + 40 = R8 T8
In (a) the distances traveled were equal. In (b) the sum ofthe distances traveled equaled 120,
and in (e) the distance traveled by B was 40 greater than the distan ce traveled by A. In sorne
problems the distance by each object is given. In these problems we get two distance
equations. Each of the equations will contain two different unknowns, so two more
equations will be needed. One of these equations will be an equation about rates, and the
other equation will be an equation about times.
example 7 4.1 Friar Tuck rode the 24 miles to the fair in Nottingham ata leisurely pace. He stayed too long
at the fair and had to double his speed on the way back in order to get home in time. If his total
traveling time was 9 hours, how fast did he travel in each direction? What were the times?
solution When both distances are given, we can write two distance equations.
DG -1 1- Da
(a) RGTG = 24 (b) R 8 T8 = 24
We have four unknowns but only two equations. We reread the problem to get the other two
equations. One equation is a rate equation, and one equation is a time equation.
(e) R8 = 2RG (d) TG + T8 =9
310 Algebra 2 Lesson 74
W e will use equation (b) as our base equation.
RBTB = 24 equation (b)
(2RG)(9 - TG) = 24 substituted
18RG - 2RGTG = 24 multiplied
18RG - 2(24) = 24 substituted
RG = 4mph divided
Since RB = 2RG, then RB = 8 mph.
Now we will use these values in equations (a) and (b) to find TG and TB.
RGTG = 24 equation (a) RBTB = 24 equation (b)
4TG = 24 substituted TB = 24 substituted
TG = 6hours divided TB = 3 hours divided
example 7 4.2 Atalantaran 4 times as fast as her challenger~ In fact, she ran 80 miles in 2 hours less than it
took her challenger to run 28 miles. How fast did each of them run? How long did they run?
solution Both distances were given, so we will have two distance diagrams and two distance
equations.
DA _¡ De
-l
(a) RATA = 80 (b) RcTc = 28
We reread the problem and write the rate equation and time equation.
(c) RA = 4Rc (d) TA = Te - 2
We will use equation (a) as our base equation.
RATA = 80 equation (a)
(4Rc)<Tc - 2) = 80 substituted
4RcTe - 8Rc '= 80 multiplied
4(28) - 8Rc = 80 substituted
32 = 8Rc simplified
4mph =Re divided
Since Atalantaran 4 times as fastas her competitor, her rate was 16 mph. Now we use these
rates in equations (a) and (b) to find the times.
RATA = 80 equation (a) RCTC = 28 equation (b)
16TA = 80 substituted 4Te = 28 substituted
TA = 5 hours divided Te= 7 hours divided
practice Bemard raced twice as fastas the local domestique. For this reason he raced 120 miles in 3
hours less than it took the domestique to race 105 miles. How fast did each of them race?
What was the time of each racer?
problem set l. Little John rode the 28 miles to Sherwood Forest ata leisurely pace. He stayed too long
74
74 r J at Robin' s lair and had to double his speed on the way back in order to get home in
time. lf his total traveling time was 12 hours, how fast did he travel in each direction?
What were his times?
. 2. Regina cycled 4 times as fast as her challenger. In fact, she cycled 80 miles in 2 hours
74
r J less than it took her challenger to cycle 30 miles. How fast did each of them cycle?
How long did they cycle?
problem set 74 311
3. The initial pressure, volume, and temperature of a quantity of an ideal gªs were
169
> 0.004 x 105 newtons per square meter, 0.02 x 104 liters, and 0.06 x 10 kelvins.
Find the final temperature if the final pressure and volume were 400 x 105 newtons
per square meter and SOO x 104 liters. Begin by solving for T2 .
4. Two thousand liters of a solution was 92% alcohol. How much alcohol should be
16
1) extracted to reduce the concentration to 80% alcohol?
5. Find three consecutive odd integers such that 4 times the product of the second and
155
.. > third is 12 greater than 20 times the sum of the first and second .
Simplify:
6.
2 - f3 7.
3-J2 - 4
8.
4-J2 - 5
(73)
-13 - 2 (73)
-J2 - 3 (73)
2 - 3-/8
9. Estimate the location of the line indicated by the data points, and write the equation
172
> that gives nitrogen (N) as a function of fluorine (F): N = mF + b.
500
•
<J)
E
ctl
Oi 300
400
•
!:
e
Q)
•
Ol 200
g
z •
100 •
•30 32 34 36 38
Fluorine in grams
10. Add: 4/-13Sº + 6/200º
(72)
11. Write -SR - SU in polar form.
(59)
12. Begin with ax 2 + bx + e = O and complete the square to derive the quadratic
171
> formula.
Use the quadratic formula to solve:
13. -3x 2
(71)
- X =4 14.
(71)
-X - 3x 2 = -4
15.
(70)
Findx: a = m(-1
. pe
- ~)
X
16.
170¡
.d
Fm x 1: -a = e -
m x
(1
1
+-
x
b)
2
Simplify:
a
17.
(64)
ax - X 18.
(64)
(2i - 3)(i - 3) + R + 3¡ 3
x- -
a
3 2
3x - 2 -x - -y = 2
19. Add: X 2 + 7 X + 10 - - -- 20. Solve: 2 s
(27) X+ 5 (59)
{ 3x + 0.5y = 17
21. Sol ve 3x 2 - x = - 7 by completing the square.
(62)
312 Algebra 2 Lesson 75
22. Find x and y.
( 11)
(3x + 3y)°
Simplify:
-3º(-3º) 2
23.
(47)
2~4-fi 24.
(35) _9-3/2
25.
(46)
~4x 2 y 5 ~8y 5 X 26.
(46)
2~ + 3H - 3-[42.
27. Find the equation of the line that passes through (-2, O) and is parallel to the
(20) •
lme 4x - y = 7.
Sol ve:
x_-_2 =
_4_x_-_3 __
28. ~-2=7 29. 5
(48) (24) 7 3
30. The diagonal of a square is
0
(10)
9-fi meters, as shown. What is the
length of one si de of the square? What
is the area of the square?
LESSON 75 Factorable Denominators and Sign Changes
W e have discussed how the addition of rational expressions can sometimes be facilitated by
making sign changes in one or more of the expressions. For example, if we wish to add the
expressions
3x + 2 X - 3
---+--
x-5 5-x
we can do so easily if we change the sign in front of the second expression and ali the signs
in the denominator of the second expression.
3x + 2 X - 3
x-5 X - 5
Now the denominators are the same, and we can add the numerators and get
3x + 2 - X+ 3 2x + 5
X - 5 X - 5
75 Factorable Denominators and Sign Changes 313
We have also learned to add algebraic expressions in which it is helpful to factor one or more
denominators as the first step. In this lesson we will add expressions that require factoring in
one term and sign changes in another term.
X+ 3 3
example 75.1 Add: 2 X - 6 -- --
X - 3 - X
solution First we factor the first denominator.
X+ 3 3
--------
(x - 3)(x + 2) 3 - X
Now we need to change the signs in the second denominator. We do this and get
X+ 3 3
-----+--
'\ (x - 3)(x + 2) x - 3
We see that the second denominator needs an x + 2 factor to make the denominators the
same, so we multiply above and below by x + 2.
x+3 3 (x + 2)
- - - - - + - --
(x - 3)(x + 2) (x - 3) (x + 2)
Now both denominators are the same, and we can finish by adding the numerators .
X+ 3 + 3x + 6 4x + 9
(x - 3)(x + 2) x2 - X - 6
We could have left the denominator in factored form, but we chose to multiply it out.
Add· X+ 7 3
example 75.2 . 2
X + 2x + 1 -1 - X
solution This problem requires that we factor the denominator of the first expression and change the
signs in the second expression. W e factor first and get
X+ 7 3
(x + l)(x + 1) -1 - X
To permit changing the signs in the second denominator, we must change either the sign in
front or the sign above. We choose to change the sign in front, and now we have
X+ 7 3
-----+--
(x + l)(x + 1) x + 1
Now we need another x + 1 factor in the second denominator, so we multiply above and
below by x + 1. Then we add the numerators.
X+ 7 3 (x + 1) X+ 7 + 3x + 3 4x + 10
.-
(x + l)(x + 1) (x + 1) (x + 1) (x + l)(x + 1) (x + l)(x + 1)
This time we left the denominator in factored form.
example 75.3 Add·. 2
X - 3 + X+
---2
X - 2x - 15 X - 5
solution Again we find that one denominator must be factored and the signs must be changed in the
other denominator. W e do this and get
x-3 x+2
---
(x - 5)(x + 3) x - 5
314 Algebra 2 Lesson 75
Now we need another x + 3 factor in the second denominator.
x-3 X + 2 (X + 3)
-- ·
(x - 5)(x + 3) (x - 5) (x + 3)
We finish by adding and simplifying, and get
x - 3 - x 2 - Sx - 6 -x 2 - 4x - 9
(x - 5)(x + 3) (x - S)(x + 3)
Add: X - 2 5
practice 2 +X+
--
X - 3x - 4 4 - X
problem set l. David traveled 120 miles in 1 hour less than it took Emily to travel 360 miles. Emily
74
75 r ! could do this because she drove twice as fastas David. Find the rates and times ofboth.
2. A quantity of an ideal gas was confined in a container whose volume was fixed at 0.05
69
( ! liter. The initial pressure and temperature were 0.0036 x 10-2 newton per square
meter and 50 x 107 K. Ifthe temperature was changed to 40 x 104 K, find the final
pressure. Begin by solving for P 2.
3. The time to complete the job varied inversely as the number of men working. When
6
r o¡ 500 men worked, the job could be completed in 10 days. How long would 200 men
take to complete the job?
4. The bus headed north 2 hours before the train headed north from the same town. The
34
r ! rate of the train was 60 mph, and the rate of the bus was 40 mph. How long did it take
the train to get 20 miles ahead of the bus?
5. Sandra bought lilies for $4 each and poinsettias for $6 each. She bought 2 fewer lilies
09
! than poinsettias and spent a total of $192. How many of each did she buy?
Add:
X+ 4 2 X - 3 X+ 2
6. 7.
(75)
x 2
+ 2x - 3 1- X (75) x2 - X - 12 -3 - X
Simplify:
2 - -J2 2 - 3f3
8. r;:; 9.
(73) 3 + -V 2 ( 73) 3 - 2./12
10. A square is inscribed in a circle whose
(1 0)
area is 9n cm2 , as shown. What is the
radius of the circle? What is the
length of a diagonal of the square?
What is the area of the square?
11. Estimate the location of the line 28
( 72)
indicated by the data points, and write
the equation that gives vanadium (V) en 26
as a function of potassium (K): E
~
V= mK + b. O>
24
.S
E
::i
'5 22
al
e
al
> 20
92 94 96 98 100
Potassium in grams
problem set 75 315
12. Begin with ax 2 + bx + e = O and complete the square to derive the quadratic
7
< JJ formula.
13. Add: 10/30º + 10/-380º
(72)
14. Write -2R - 8U in polar form.
(59)
15. Use the quadratic formula to find the roots of - 2x + 4 = -5x 2 .
(71)
16.
(70)
Find y: m =
X
cm(!!:. + !!_)
X y
~y
17. U se similar triangles to find x and y.
(66)
8
Simplify:
ª2
18. a2y + ---a 19. (2 + i)(i - 4) - -J-16
(64) (64)
a+ -
y
1 1
-x + -y = 15
20. Solve: 4 3
(59) {
0.02x + 0.2 y 6.4
21.
(62)
Solve 3x 2
+ 2 = -x by completing the square.
22. The area of the triangle reduced by
2
<! th e area of the sem1circ
. . 1e, as shown, is
.
2
(48 - 2n) m . Find H and r,
H
assuming both are integers.
12
Simplify:
-2º(-2º)
23.
(46)
4~2Vi 24.
(35) _4-312
25.
(46)
~mp 5 ~m 2 p 4 26.
(46)
3 f2 + 2 f7{!_ -
f8 2-[56
27. Use a calculator to simplify. Estímate first.
(68)
4813 X 10- I4 3.lfi98
(a) (b)
0.01903 X 10- 22
28. Find the equation of the line through (5 , 7) that is perpendicular to the line passing
(3 1)
through (-2, 4) and (-3 , 5).
Sol ve:
4x + 7 5x
29. -J3x - 5 - 2 = 7 30. 4
(48) (24) 2 3
316 Algebra 2 Lesson 76
LESSON 76 Using Both Substitution and Elimination •
N egative Vectors
76.A
using both W e have found that we can use either the substitution method or the elimination method to
substitution solve a system of two equations in two unknowns, such as
and 3x + 2y = 8
elimination { X+ 3y = -2
When we have to solve a system of three equations in three unknowns, it is sometimes
helpful if we begin by using substitution and then finish by using elimination.
example 76.1 Use substitution and elimination as necessary to solve this system of equations.
X = 2y (a)
X + y + Z = 9 (b)
{
x - 3y - 2z = -8 (c)
solution Equation (a) tells us that x is equal to 2y. Thus, we will substitute 2y for x in equations (b)
and (c) and then simplify.
(b)
(c)
(2y) + y +
(2y) - 3y - 2z
z = 9
= -8
---
---
3y + z = 9
-y - 2z = -8
(d)
(e)
Now we have two equations in y and z that can be solved by using either substitution or
elimination. W e will use elimination and will multiply the top equation by 2.
(d) 3y + z = 9 --- (2) --- 6y + 2z = 18
(e) -y - 2z = -8 --- (1) --- -y - 2z = -8
5y = 10
y =2
We can use 2 for y in either equation (d) or equation (e) to find z. This time we will use both
equations to show that either one will give the desired result.
EQUATION (d) EQUATION (e)
3y + z = 9 equation -y - 2z = -8 equation
3(2) + z = 9 substituted -(2) - 2z = -8 substituted
6 + z = 9 multiplied -2z = -6 simplified
z = 3 sol ved z = 3 sol ved
Finally, we can use 2 for y and 3 for z in any of the first three equations to find x. This time
we will use all three .
EQUATION (a) EQUATION (b) EQUATION (c)
X= 2y x+y+z=9 X - 3y - 2z = -8 equation
X = 2(2) X + 2 + 3 =9 X - 3(2) - 2(3) = -8 substituted
X= 4 X= 4 X= 4 sol ved
Thus we find that the solution to this system of three equations in three unknowns is the
ordered triple (4, 2, 3).
76.B negative vectors 317
example 76.2 Use substitution and elirnination as necessary to solve this system of equations.
2x + 2y - z = 12 (a)
3x - y + 2z = 21 (b)
{
x - 3z = O (e)
solution If we sol ve equation (e) for x, we get
X= 3z
Next, in equations (a) and (b), we will replace x with 3z and then simplify.
(a)
(b)
2(3z) + 2y - z
3(3z) - y + 2z
= 12
= 21
------ Sz + 2y
l lz - y
= 12
= 21
(d)
(e)
We can elirninate y if we multiply equation (e) by 2 and add.
(d) Sz + 2y = 12 --- Sz + 2y = 12
(e) llz - y = 21 --- 22z - 2y = 42
27z = 54
z =2
Now we can use 2 for z in either equation (d) or equation (e) to find y. We choose to use
equation (d).
Sz + 2y = 12 equation (d)
5(2) + 2y = 12 substituted
2y = 2 simplified
y = 1 divided
Now we can use 2 for z and 1 for y in any of the original equations to find x. Equation (e) is
the simplest so we will use it.
X - 3z =Ü equation (e)
X - 3(2) = Ü substituted
X =6 sol ved
Thus, we find that the solution to this system of three equations in three unknowns is the
ordered triple (6, 1, 2).
76.B
negative In Lesson 72 we noted that there is only one way to use rectangular coordinates to designate
vectors the location of a point, but more than one form of polar coordinates is possible because either
positive angles or negative angles may be used.
Since the point is 8.66 units to the right of the origin and 5 units above the origin, we can
designate its location with rectangular coordinates by writing
8.66R + SU
318 Algebra 2 Lesson 76
If we wish to use polar coordinates to name the same point, we can use either a positive angle
or a negative angle, so we can write either
10/30° or 10/-330°
To make matters even more confusing, we note that it is also possible to use negative
magnitudes to locate a point.
1
+210º )¡
..
We see that if we begin by tuming through an angle of +210º or-150º, we are pointing away
from the point. Now if we back up l O units, we are on the point. Thus, the point can also be
designated by using negative magnitudes and writing -
-10/210° or -10/-150º
example 76.3 Add: -4/-20º + 5/135º
solution We begin l:Íy drawing the vectors. We lay out the angles first and then the magnitudes.
]'
A
e
B .:-20º
A = 4 sin 20º "" 4(0.3420) -- A "" 1.368
B = 4 cos 20º "" 4(0.9397) -- B "" 3.7588
e = 5 sin 45° "" 5(0.7071) -- e "" 3.5355
D = 5 cos 45º "" 5(0.7071) -- D "" 3.5355
Thus, we go 3.7588 + 3.5355 = 7.2943 to the left and 1.368 + 3.5355 = 4.9035 up.
Therefore, our answer is
-7.29R + 4.90U ~
X = 3y
practice a. Solve: x+ y+ z = 56 b. Add: -2/-15º + 5/110º
{
X - 2y - 3z = -25
problem set l. Claudius could walk the 32 miles to Pompeii in 2 hours more than it took Tiberius to
(74)
76 drive the 72 miles to the sea. Find the rate of each and the time of each if the rate of
.
Tiberius was 3 times that of Claudius .
2. The initial pressure, volume, and temperature of a quantity of an ideal gas were
(69)
700 x 105 newtons per square meter, 700 x 10- 7 liter, and 56 x 104 K. What would
be the final volume if the pressure were changed to 3500 x 104 newtons per square
.... meter and the temperature were changed to 8000 x 105 K? Begin by solving the
equation for v2.
3. The elixir was much too powerful, as 500 mL of it tested at 64% alcohol. How much
(6 /)
alcohol had to be evaporated to reduce the alcohol concentration to 40%?
problem set 76 319
4. The chemical formula for sodium hypochlorite is NaClO. Benjamin had 280 grams of
137
J chlorine (Cl) available. What would be the total weight of the oxygen (0) and sodium
(Na) thathe wouldneed to make a batch ofsodiumhypochlorite (Na, 23; O, 16; Cl, 35)?
5. When the chips were down, Chester found that 4 times the number of blue chips
12
/J exceeded 3 times the number of red chips by 14. Also, 6 times the number of red chips
exceeded the number of blue chips by 7. How many chips were down?
Sol ve:
X = 2y 2x + 2y - z = 81
6. X+ y+ Z = -198 7. 3x - y + 2z = 27
(76)
{X -
(76) {
3y - 2 z = 16 X - 3z = Ü
8. Add: -5/-20º + 4~ 9. Write . -4R - 1U in polar form .
(76) (59)
10. Add: 5 x + 2 - - ___3_::_
!75J x2 + 3x - 10 2 - x
Simplify:
2-fi - 1 3 - -fi
11. r;; 12.
(73) 1 - -v 2 (73) 4 + 2,JS
13. Estimate the location of the line indicated by the data points, and write the equation
172
! that expresses aluminum (Al) as a function ofboron (B): Al = mB + b.
280
(J)
260
E
~
240 .,
•
Ol
..~
E
::i
e
.E 220
•
::i •
<i:
200 ••
......,
2 4
• 6 8 10
Boron in grams
14. Begin with ax 2 + bx + e = O and derive the quadratic formula.
(71}
15.
<70J
Find x: -ª-
e + x
= m(.!.r + .!.)t
m(~ + ~)
a
16. Find t:
(70) c+x
17. Solve 7x 2 - x - 1 = O by completing the square.
(58)
Simplify:
18.
(64)
X+ _a_ 19. C3 - i)C2 - i) - 2¡ 2 - .r-9
a+ a (64)
"" ;
20.
(59)
Solve: 3
l
3
2
- x + -y = 31
{ 0.02 x + 0.7y 27.6
320 Algebra 2 Lesson 77
21. Find the radius of the circle. The
(JO)
quadn·¡atera1 is
. a rectang1e.
Simplify:
- -1º(-1º)
22.
(47)
5 ~25 ..JS 23.
(35) _4-512
24. ~ my3 ~m3y 25. 2H + 3JI _ 2.J216
(46) (46)
26. Use a calculator to simplify. Estimate first.
(68)
18
(a) 0.00842 X 10 (b) (4 _63 )5 .12
4,198,312 X 10-l 3
27. Find the equation of the line that passes through (-5, - 7) and (2, 4).
( 14)
Sol ve:
15x - 2 2x - 5
28. .J2x - 2 + 7 = 9 29. -- 3
(48) (24) 3 4
30. Find the area of this figure.
3
0 J Dimensions are in inches.
LESSON 77 Advanced Radical Equations •
Multiple Radicals
77.A
advanced Thus far, we have restricted our investigation of radical equations to equations that contain
radical one radical, such as
equations ~ =4
We can solve this equation for x if we begin by squaring both sides of the equation.
( ~ )2 = 42
Then we simplify and complete the solution.
X - } = 16
X = 17
77.B multiple radicals 321
As the final step, we must check the solution in the original equation, because squaring
both sides of an equation sometimes generates an equation that has more solutions than the
original equation.
.J(l7) - 1 = 4
--!16 = 4
4 =4 check
lt can be shown that ifboth sides of an equation are raised to the nth power (n = 2, 3, 4, . .. ),
the solutions of the original equation (if any exist) are also solutions of the resulting equation.
This permits us to salve many radical equations by isolating the radical and then raising both
sides to the integral power that will eliminate the radical.
example 77.1 Salve: Vx 3 + 6x 2 - 4 - x - 2 = O
solution We begin by isolating the radical on one side of the equation.
V
x 3 + 6x 2 - 4 = x + 2
Now we raise both sides of the equation to the third power to eliminate the radical.
CV x3 = (x + 2)3
+ 6x2 - 4 )3
3 2
x + 6x - 4 = x 3 + 6x 2 + l2x + 8 multiplied
-4 = 12x + 8 simplified
-12 = 12x added-8
-1 =X divided
Now we must check the answer in the original equation.
Vc-1) 3 + 6(-1) 2 - 4 - c-1) - 2 = o
\!1+1-2 =0
1 + 1 - 2 =o check
77.B
multiple When an equation contains more than one radical, it is sometimes necessary to square both
radicals sides of the equation more than once to eliminate ali the radicals.
example 77.2 Salve: ~ - ,,JI + 1 = O
solution We begin by rearranging the equation so that ~ is isolated on the left-hand side.
~ = ,,JI -1
Now we square both sides to eliminate the radical on the left.
(~)2 = (,,JI - 1)2
On the left we get k - 5, and on the right we must multiply ,,JI - 1 by ,,JI - 1 to get
k - 2,,JI + l.
k - 5 = k - 2..[k + 1
Now we rearrange so that .Jk is isolated.
-6 = -2,,Jk
3 = ,,JI
Next we square both sides again and get,
9 =k
322 Algebra 2 Lesson 77
Now we must check this value of k in the original equation.
~ (9) - 5 - $9) + l = o substituted
-J4 -3+1=0 simplified
o =o check
example 77 .3 Sol ve: ~ + -[; = 2
solution We begin by changing the equation so that ~ is isolated on the left side.
~ =2--Fs
We will square both sides to eliminate the radical on the left side.
( ~ )2 = (2 - -f;)2 square both sides
s - 8 = 4 - 4-f; + s multiplied
-12 = -4-Fs simplified
3 = _¡; divided by -4
Now to finish, we square both sides again and get
9 = s
......
as a solution. Now we must check this value of s in the original equation.
~-
.
"1
-~ - ~(9) - 8 + $9) = 2 substituted
-JI + 3 = 2 simplified
4 = 2 not true
Our answer does not check, so the original equation has no solution.
practice Solve:
a. ~x3 + 3x 2 - 8 - x - 1 = O b. ~ +-Fs = 4
problem set l. Hahira could drive 320 miles in twice the time it took Sylvester to drive 240 miles. The
(U) .
77 speed of Sylvester was 20 mph greater than that of Hahira. What were the speeds and
times of both?
2. Enjoyment for sorne varied inversely as the cost. If enjoyment measured 500 when the
601
r cost was $10, what did enjoyment measure when the cost was reduced to $1?
3. The drink was cloying because it was 30% sugar. If 50 liters of the drink were on hand,
(61) •
how much water should be added to reduce the sugar concentrat10n to 3% sugar?
4. Rasputin searched for three consecutive multiples of 7 such that the sum of the first and
61
r 4 times the third exceeded 3 times the second by 133. What were the multiples?
5. Camilla ran and Quitman walked. Thus, Camilla could complete the trip in 6 hours,
221
r while Quitman took 12 hours. What was Camilla' s rate if she ran 4 miles per hour
faster than Quitman walked?
Solve:
6. Vx 3 + 9 x 2 - 27 - x - 3 = O 7. .,) m - 12 - ..¡;;; + 2 = O
rx+y -
(77) (77)
z =7 r+ y + z =?
8. X - 2y + Z = -2 9. 2x - y - z = -4
(76 ) (76)
2y + z = o z = 2y
problem set 77 323
10. Use similar triangles to find r and t.
(66)
11. Add: -4/-30º + 6/-200º
(76)
12. Write -2R - 7U in polar form.
(59)
13. Add: 7X + 2 2
(75) 2 - --
X - 2x --= 15 5 - X
Simplify:
\
14. 2 - -J2 3 + 2-!5
15.
(73) 2-fi, - 1 (73)
1- .J5
16.
(64)
a+
a+ ~
a
-a 17.
(70)
d x R1
(ª
Fm R2 : -a = m - + -
R2
b)
18.
~ /)
Simplify: -H - 3i 3 - 2i 4
~
+2
3 2
-x +-y = 10
19. Solve: 7 5
(59)
{ 0.03x - 0.2y = -1.58
20.
(58)
Sol ve - 7x - 1 = 2x 2 by completing the square.
21. Use the quadratic formula to solve: -8x - 1 = 2x 2
(71)
22. Given: mBC = 30°, mOB = 3 23. A circle is inscribed in a square whose
IBJ Find: mLAOC, mLOCA, mLOAC, oo¡ areais4cm2 .Howlongisasideofthe
. and the area of the 30º sector square? How long is a diagonal? What
is the radius of the circle?
A
24. Use unit multipliers to convert 4000 cubic centimeters per second to cubic feet per minute.
(47)
Simplify:
(-3) 0 (-3º)
25.
(4 7)
~4lfi 26.
(35) _9 - 312
27. (2-!5 + 5)(5,fiü - 1)
(20)
28. Find the equation of the line that passes through (-2, 4) and is perpendicular
(31)
to 5x + 4y = 3.
29. Find the distance between (- 3, 8) and (5, -2).
(10)
30. Solve· 3 x - 1 x - 5
(24) • 4 - - -7- = 1
324 Algebra 2 Lesson 78
LESSON 78 Force Vectors ata Point
In the study of physical science much effort is devoted to understanding the relationships that
force, mass, weight, velocity, and acceleration have to one another. In this study it is helpful
to use vectors to represent forces. If we do this, we can add the force vectors that act on a
point to find the resultant force.
\l
example 78.1 Two ropes are attached to a point and pulled on with the directions and magnitudes shown.
What is the resultant force on the point?
solutíon If we complete the triangles, we get a picture of the problem. The left-hand vector pulls to
the left and up, and the right-hand vector pulls to the right and up.
70
A
4~
45º ~o
B e
Next we solve for A, B, C, and D.
A = 70 sin 45° --- A "" 70(0.7071) = 49.497 e = 40 cos 30º"" (40)(0.8660)
= 34.64
B = 70 cos 45º --- B "" 70(0.7071) = 49.497 D = 40 sin 30º = 40(0.5) = 20
Thus the total left-right force is -49.497 + 34.64 = -14.857 and the total up-down force "
is +49.497 + 20 = 69.497. Thus the resultant force is -14.86R + 69.SOU.
To express the resultant force in polar coordinates, we need to find the angle and the
hypotenuse of the triangle.
69 5
tan() = · = 4.6770 so () "" 77.93°
14.86
69.50
Polar angle = 180° - 77.93º = 102.07°
F = ~(69.5) 2 + (14.86) 2 "" .J5051 "" 11.01
102.07°
14.86
Thus the resultant force is 71.07 /102.07º. This is the angle and pull that must be used
with a single rope to get the same result obtained by using the two ropes.
- ,
problem set 78 325
example 78.2 Here a point is acted on by a push force and a pull force as shown. Find the resultant force
on the point.
10
solution The point can't tell the difference between a push of 10 from the left and a pull of 10 from
the right. So we can redraw the problem, showing both vectors as pull vectors.
10
The horizontal vector is lOR + OU, and we find the horizontal and vertical components of
the other vector to be 13.S6R + SU.
10 e B = 16 cos 30º "' 13.S6
e = 16 sin 30° = s
The resultant vector is the sum of the two vectors.
~8
10.00R + OU
13.S6R + SU
23.S6R + SU 23.86
s
tan e = 23.S6 "' 0.335
---- e "' rs.54<:>
F= ~(23.S6) 2 + s2
So the resultant force in polar form is
---- F "' -)633.3 ---- F "' 25.17
25.17 /18.54º
practice Two ropes are attached to a point and pulled on with the directions and magnitudes shown.
What is the resultant force on the point?
problem set l. Rita covered the 135 miles in 4 fewer hours than it took Jean to cover 945 miles. If
174
78 ! Jean' s speed was _3 times that of Rita, what was the speed of each and for how long did
each one travel?
2. Cathy and Emie had four consecutive e ven integers. They found that the product of the
(55) •
second and fourth was 16 less than the product of -3 and the sum of the first and thlfd.
What were their integers?
326 Algebra 2 Lesson 78
3. Fourteen percent of the compound was pure chlorine. If 3440 grams was not chlorine,
19
! what was the total weight of the compound?
4. The assonance was uncanny, because 42 percent of the chords sounded alike. If 232
19
! chords had different sounds, how many chords were there in ali?
5. The quotient of two numbers was 2, and their product was 200. What were the numbers?
(21)
6. The value of the fraction was 5. Twice the numerator was 6 greater than 7 times the
121
! denominator. What was the fraction?
Sol ve:
7.
(77)
~ + Fx = 3 8.
(77)
~ + Fx = 4
9.
(77)
-Jk - 24 = 6 - .Jk
10. Estímate the location of the line indicated by the data points, and then write the
!72J equation that expresses steel (S) as a function of iron (Fe): S = mFe + b.
120
100
(/)
e
.8 80
.!:
Qi
Q)
60
• •
(jJ
40
•
120 140 160 180 200
lron in tons
X - 2y - Z = -9
11. Solve: 2x - y + 2z = 7
(76)
{
3x - y = O
12. The two forces act on a point as 13. Add: X -
3 +~
178
! shown. Find the resultant force. <75J x2 + 5x - 14 2 - x
Simplify:
3 - -.f5 2 + 2-!2 4 - 3-J2
14. ~ 15. 16.
(73) -V 5+2 (73) 3 - 3-J2 (73) 1- -J2
2
17. Use the quadratic formula to solve: x = -x -
(71)
18. Find R 1: me = a(_!_ + - 1-) 19. Find e: me = a(_!_ + _l )
~ X ~ ~ X R¡
Simplify:
a
20.
(64)
a+ - X 21.
(64)
-5i 3 - -J=9 +RR
a + -;¡
79.A metric volume 327
22. Use similar triangles to find a, b, and
661
( the area of th.is tnang
. 1e.
a
23. Use unit multipliers to convert 400 cubic inches per second to cubic centimeters
(47) •
per mmute.
Simplify:
-2º(r2 )
24.
(47)
2~4 6 -fi 25.
(35) 4-3/2
26.
(20)
(2-J4 - 2)(3.../9 - 2) 27.
(46)
4fs -3f% + 2~
28. Use a calculator to simplify. Estímate first.
(68)
5.~ 2 63
4
(a) 70,218 X 10- (b)
. 5062 X 10 5
29.
!48!
Find v if ~
e
=p and if m =4 x 107 , e = 500, and p = 100 x 10- 14.
30. Find S in terms of T, U, and V.
(54)
LESSON 79 Metric Volume • 45°-45°-90º Triangles
79.A
metric volume When we convert units of volume, it is necessary to use three unit multipliers for each step
in the process. For example, to convert 7 cubic meters (m 3) to cubic centimeters ( cm3), we
must use three unit multipliers, as shown here.
7 ;¡rf x 100 cm x 100 cm x 100 cm = 7,000,000 cm3
l.nr 1.nr l.nr
The cubic meter is a rather large unit of volume, and the cubic centimeter is a rather small
unit of volume. The Iiter is used to fill the requirement for an interrnediate unit of volume
and is about the size of a quart. A liter is defined to equal the volume of 1000 cubic
centimeters.
1 liter = 1000 cubic centimeters
Because a cubic centimeter is one one-thousandth of a liter, a cubic centimeter is often called
a milliliter, which is abbreviated mL.
1 cm3 = 1 mL
328 Algebra 2 Lesson 79
We will use the terms cubic centimeter and milliliter interchangeably in this book
because they are used interchangeably in chemistry and other science courses. Because
of the way liters are defined, only one unit multiplier is required to make volume unit
conversions between cubic centimeters (milliliters) and liters.
example 79.1 Use unit multipliers to convert 14,000 rnL to liters.
solution We need only one unit multiplier. We can use either
1000 rnL 1 liter
(a) or (b)
1 liter 1000 rnL
We will use form (b) so that the mL units will cancel.
14,000.m:t:' x 1 liter = 14 liters
1000.m:t:'
example 79.2 Use unit multipliers to convert 4 cubic feet to liters.
solution We will go from cubic feet to cubic inches to cubic centimeters to liters. Note that to go
from cubic centimeters to liters, we need only one unit multiplier.
r-'l' X 12.in:- 12.in:- 12.in;- 2.54.cm 2.54.cm 2.54.cm 1 liter
4 TI- --X--X--X X X X---
1 .ft 1 .ft 1 .ft 1 .in:- 1 .in:- 1 .in:- 1000 .ertr
= (4)(12)(12)(12)(2.54)(2.54)(2.54)(1) liters
(1)(1)(1)(1)(1)(1)(1000)
example 79.3 Use unit multipliers to convert 4.7 liters to cubic inches.
solution We will go from liters to cubic centimeters to cubic inches.
1 in.
4. 7 .liters X 1000 .ertí5
l .liter X
~X ~X - - = (4.7)(1000)(1)(1)(1)
3
.
ID.
3
2.54.cm 2.54.cm 2.54.cm (1)(2.54)
79.B
45º-45º-90º We remember that if a right triangle has a 30º angle, the other angle is a 60º angle ..lf a
triangles right triangle has a 60º angle, the other angle is a 30° angle. Every 30° -60º -90º right
triangle is similar to this right triangle.
lj o
-13
Every right isosceles triangle has two 45º angles. We call these triangles 45º-45º-90º
triangles. Every one of these triangles is similar to this triangle.
12 +l2 = H2
2 = H2
~=H
problem set 79 329
example 79.4 Use similar triangles to find x and y.
X, 45º ". 7
solution This is a 45º -45º -90º triangle. First we find the scale factor.
45º
X' "' 7
1~
y
-J2Sff=1
7
Sff =
-J2
The scale factor has a radical in the denominator that we can rationalize by· multiplying by.
-J2 over ,J2.
Sff = _2_ . -J2 - 7-Jl
-J2 -J2 - 2
Now we can find x and y.
1 . 7-fi, =x 1 . 7-fi, =y
2 2
7j2 7j2
2
=x 2 =y
practice Use unit multipliers to convert:
a. 12,000 liters to milliliters b. 1O cubic feet to liters
c. Use similar triangles to find y and z.
3 1 45º"' z
problem set l. Profligate Pauline found that the total cost varied directly as the number purchased.
(60) •
79 The cost was $2142 when she purchased 3. What would it cost her to purchase 10?
2. Damley could travel 900 kilometers in 5 times the time it took Essex to travel 120
174
! kilometers. Find the rates and times ofboth ifDamley's speed exceeded that ofEssex
by 10 kph.
. 3. What is the percent weight of the carbon (C) in a quantity of carbon dioxide, C0 2
1531
(C, 12; O, 16)?
330 Algebra 2 Lesson 79
4. The two jugs stood side by side on the shelf. One contained a solution that was 60%
1521
antiseptic, and the other contained a solution that was 90% antiseptic. How much of
each should be used to get 50 milliliters of a solution that is 78% antiseptic?
5. When the hoplites collected their weapons, they found that the ratio of swords to spears
~IJ .
was 2 to 7. Further, they found that 5 times the number of swords exceeded the number
of spears by 120. How many of each did they have?
Use unit multipliers to convert:
6. 50,000 mL to liters 7. 20 cubic feet to liters
(79) (79)
Solve:
8.
(48)
~x 2 - 4x + 4 = x + 2 9.
(77)
,¡; 4 - rs+8
2x - y+ 2z = 3
10. X - y - 2z = -6
(76) {
3x - y = O-
11. A 2-newton force and a 1-newton
1781
iorce act on a pomt
.¡: •
as shown. p·md the
resultant force. 2
12. Add· 4 x + 3 2x
(75) • 2 - --
X -9 3-x
Simplify:
13.
-2 -
¡;;
-J3 14.
-1 - -J2
(73) 2-v3 +2 (73) -5 - -J2
2
15. Begin with ax + bx + e = O and derive the quadratic formula by completing
(71)
the square.
16.
(70)
Find a: !!:_ =
X
m[!!_
R¡
+ }!__)
R2
17.
(70)
Find b: !!:_ =
X
m[!!_
R¡
+ }!__)
R2
Simplify:
18. ax_ ax
(64)
a - a
X
19.
(64)
.¡=¡ - 3i 2 - 2i 4 + 2 - -!=2-!=2
1 1
6
20. Solve: Sx - ¡Y = -
(59) {
0.2x + 0.2y = 12
21. Use the quadratic formula to solve: 3x 2 - 1 = 2x
(7/)
22. Use similar triangles to find x and y. 23. Use similar triangles to find a and b.
(66) (79)
./3Aa
3
~
b
/
X
80.A direct variation as a ratio 331
24. Use unit multipliers to convert 40 milliliters per second to cubic inches per hour.
(47)
Simplify:
25.
(47)
3 ~ 92 r-;;
3
'V "
26.
(46)
2 f2 + 3~G_7 - 2 --./126
f2
27. (4.J2 + 3)(5.J2 - 4)
(20)
28. Use a calculator to simplify. Estimate first.
(68)
28
(a) 41,852 x 10 (b) c194ri.o9
0.00492 X 10-! 4
29. Find the equation of the line that passes through (5, 7) and has a slope of .!_.
(1 4) • 5
30. Find the distance between (4, -2) .and.(4, -6).
(10)
,.,.
LESSON 80 Direct Variation as a Ratio • Inverse Variation
as a Ratio
80.A
direct variation When a problem states that variable X varies directly as variable Y, we know that the
as a ratio relationship implied is
X= kY
and that the first step in solving the problem is to find the value of the constant of
proportionality k.
example 80.1 A varies directly as B. If A is 50 when Bis 5, what is the value of A when Bis 7?
solution The equation implied is
A= kB
If we use 50 for A and 5 for B, we find that the constant k equals 10.
50 = k(5) -- k = 10
Now we can completely define the relationship by writing
A= lOB
We are asked to find the value of A when Bis 7, so we replace B with 7 and get
A = 10(7) -- A = 70
There is another way to work this problem, because the statement that A varíes
directly as B also implies the equation
A B
-1 = -
1
A2 B2
.J
332 A/gebra 2 Lesson 80
Note that bothA's are on the same side and thatA 1 and B 1 are both on top. We have
been given initial values of A 1 and B 1 of50 and 5 anda value of 7 for B2 . If we insert these
values, we get
50 5
- = -
Ai 7
We solve this equation by first cross multiplying and then dividing both sides by 5.
7. 50 5A 2
7 · 50 = 5A 2 --
5 5
- - 70 = A2
It is important to understand that there are two ways to work these problems;
sorne authors of upper-level science books use the flrst approach, whereas others use
the second approach.
example 80.2 Cost varíes directly as the number purchased. If 12 can be purchased for $78, how much
would 42 cost?
solution The two equations that we can use are
c1 N¡
(a) C = kN and (b) -
c2 N2
We will first use equation (a) and three steps.
(a) Step 1 C = kN - - 78 = kl2 -- k = 6.5
= 6.5N
Step 2
Step 3
Now we will use equation (b).
C
e = 6.5(42)
-- e = $273
C
(b) _ !
C2
=-
N1
N2
-- 78
--
c2
12
42 -- 78 . 42 = 12C2
78 . 42 -
-- -
12
12C2
12 -- $273 = c2
80.B
inverse If A varíes inversely as B, the following equation is implied.
variation as a
ratio A=!5__
B
This statement also implies the inverted ratio
A B2
-1= -
Ai B¡
Note that both A ' s are on the same side and that both B's are on the other side.
However, the B's are in the inverted form. We will work the next problem using both
formats.
example 80.3 Blues vary inversely as yellows squared. If 100 blues go with 2 yellows, how many blues go
with 10 yellows?
solution The two relationships implied are
y2
(a) B = _!_ (b) .!i 2
y2 B2 Y.21
problem set 80 333
We will use equation (a) first. We begin by finding k.
Step 1 B = _!__
y2 ---- k
100 = (2)2 ---- k = 400
400
Step 2 B
y2
Step 3 400 ---- B = 4
B = (10)2
Thus, 4 blues go with 10 yellows. Now we will rework the problem using equation (b).
y2
Bl
B2
= _l_
y:2
l
---- 100
B2
(10)
(2)2
2
---- 400 = 100B2 ---- 4 = B2
We get the same answer with either approach.
practice Use the equal ratio method to work each problem:
a. Cost varies inversely as the number purchased. If 15 can be purchased for $225, how
much would 42 cost?
b. Blues vary inversely as yellows squared. If 100 blues go with 3 yellows, how many
blues go with 10 yellows?
problem set l. Cost varies directly as the number purchased. If 14 can be purchased for $119, how
6
80 r o¡much would 32 cost? Work the problem using the direct variation method.
2. Blues vary inversely as yellows squared. If 50 blues go with 5 yellows, how many
rso¡ blues go with 10 yellows? Use the equal ratio method to work the problem.
3. The ratio of acrobats in blue to acrobats in pink was 4 to 5. Those who wore blue
2
rn numbered 1200 fewer than twice the number who wore pink. How many wore blue,
and how many wore pink?
3t
4. The place was crowded because times as many people had come as the fire marshal
rsJwould permit. If 650 had come, how many would the fire marshal permit?
5. Dogs were $40 each and cats cost only $2 each. If Doerun bought 30 animals and paid
9
(I !a total of $820, how many animals of each kind did he buy?
Sol ve:
6.
(48)
~x 2 - X - 2 - X +2 o 7. ~ p+20+.fP=10
(77)
X+ y+ Z = 8
8.
(77)
,¡; - 18 + -fi-=-36 = o 9.
(76)
2x - 3y - z = -6
{
2x - z = O
10. Add: 4/60º - 6/-200º 11. Write -2R + 6U in polar form.
(76) (59)
12. Add. 4X + 2 3
(27) • 2 - --
X - 6x - 16 X - 8
Simplify:
3-fi, - 1 2 - 3-fi,
13. 14.
(73) 1 + -fi, (73) 3 - 2-fi,
334 Algebra 2 Lesson 80
15. FindB. 16. Solve -3.x2 + 2 = -3x by
(26) (58)
completing the square.
B
3
17.
rro¡
Find y: a = xm(E..y + g_)
e
18.
(64J
Simplify: 3a - - - 3
a - -
a
19. Use similar triangles to find:
(66,79)
(a) m and n (b) e and d
5/l
~
d
m
60º
e
20.
(64)
-R + .r-9 - ¡3 + .r-2-1=2 - 4¡ 4
2 1
-x - -y = 6
21. Solve: 3 4
(59)
{ 0.07 X + 0.06y 1.32
22. Use the quadratic formula to solve -x 2 = -x - 5.
(71)
23. Use unit multipliers to convert 600 cubic centimeters per minute to cubic feet per hour.
(47)
24. The figure on the left is the base of a right solid that is 6 ft high. How many 1-inch
(BJ sugar cubes will the solid hold? Dimensions are in inches.
Simplify:
-2º(-2)º
25.
(46)
~ x 5y ~ xy 3 26.
(35) -(4)-3/2
27. Solve this system by graphing, and then use either substitution or elimination to get an
23
r J exact solution:
X - 3y = 6
{ 2x +y = -1
3 3x 7x
28. Add: - + -2
+-- 29. Solve: x 3 = 4x 2 + 32x
127¡ ax a x x + a (38)
30. Find the equation of the line that passes through (-2, -3) and is perpendicular to
(31)
-X - y - } = 0
81.B products of complex conjugates 335
LESSON 81 Complex Numbers and Real Numbers •
Products of Complex Conjugates •
Division of Complex Numbers
81.A
complex A complex number is a number that has a real part and an imaginary part. When the real part
numbers and is written first, we say that we have written the complex number in standard form. Thus,
real numbers the general expression for a complex number in standard form is
a + bi
The letter a can be any real number, and the letter b can be any real number. All of
these numbers
4)3 23.
(a) -.J2 + 3i (b) - 5-- + 2)3¡ (c) 3 - .fi, 1
are complex numbers in standard form, because all the replacements for a and b are real
numbers. If a equals zero, the number does not have a real part. Thus, the following numbers
are complex numbers whose real parts equal zero.
23 .
(d) +3i (e) +2.J3i (f) - .fi,l
If the coefficient of the imaginary part of a complex number is zero, we get a complex
number that has only a real part, such as the following:
(g) -.J2 (h) - 413 (i) 3
2
Thus, we see that every real number is a complex number whose imaginary part is zero, and
every imaginary number is a c~mplex number whose real part is zero. Thus, the set of real
numbers is a subset of the set of complex numbers, and the set of imaginary numbers
is also a subset of the set of complex numbers.
The complex number
4 - 3i
5
is not in standard form, because it is not in the form a + bi. However, it takes only a slight
change to write it in standard form as ·
4 3.
- - -¡
5 5
81.B
products of We have noted that the product of a two-part number and its conjugate has the
complex form a2 - b2 .
conjugates a + b 3 + 5-fi,
a - b 3 - 5-fi,
a 2 + ab 9 + ¡5.fi,
- ab - b2 - ¡5.fi, - 50
ª2 - b2 9 - 50
336 Algebra 2 Lesson 81
If we multiply a complex number in standard form by its conjugate, we get an answer
in the form a2 + b2 . The sign change between a2 and b2 is caused by the presence of an
i 2 factor in the second part of the product.
a + bi 3 + 4i
a - bi 3 - 4i
a 2 + abi 9 + l2i
abi - b 2i2 - l2i - 16i2
ª2 + b2 9 + 16
We note that neither product has an imaginary part. We will find that we can use this fact to
elimínate the i factor in the denomínator of a fraction of complex numbers.
81.C
division of The notation
complex
x 2 - 2x + 7
numbers
X+ 3
indicates that x 2 - 2x + 7 is to be divided by x + 3. There is a format anda procedure
we can use to perform this division.
X - 5
J 2
X + 3 x - 2x + 7
x 2 + 3x
- 5x + 7
- 5x - 15
22
. th.is proce dure, we fim d th at x2 - 2x + 7 equals x - 5 + -22
B y usmg -
x + 3 x+3
If we encounter the expression
2 + 3i
4 - 2i
we see that this notation indicates that 2 + 3i is to be divided by 4 - 2i. Unfortunately,
there is no simple format or procedure that we can use to perform this division.
However, we can change the form of the expression by multiplying abo ve and below by
the conjugate of the denominator. The resulting expression will have a denominator
that is a real number.
2 + 3i
example 81 .1 Simplify: 4 _ 2i
so!ution We can change the denominator to a rational number if we multiply above and below by
4 + 2i, which is the conjugate of the denominator.
2 + 3i 4 + 2i
4 - 2i 4 + 2i
We have two multiplications indicated, one above and one below. We will use the vertical
format for each multiplication.
ABO VE BELOW
2 + 3i 4 - 2i
4 + 2i + -
4 -
- 2i
8 + l2i 16 - 8i
+ 4i + 6i2 + 8i - 4i 2
8 + 16i - 6 =2 + l6i 16 + 4 = 20
problem set 81 337
Thus, we can write our answer as
2 + 16i 1 + 8i
=-
20 10
This answer is not in the preferred form of a + bi. We can write this complex number in
standard form if we write
1 4.
- + -i
10 5
example 81.2
4 -.2i
Simplify: 2i - 3
solution Although it is not necessary, we will begin by writing the denominator in standard formas
4 - 2i
-3 + 2i
W e can change the denominator to a real number if we multiply above and below
by -3 - 2i.
4 - 2i -3 - 2i
-3 + 2i -3 - 2i
We have two multiplications to perform.
ABO VE BELOW
4 - 2i -3 + 2i
-3 - 2i -3 - 2i
-12 + 6i 9 - 6i
- 8i + 4i 2 + 6i - 4i2
-12 - 2i - 4 = -16 - 2i 9 + 4 = 13
Thus, the new form of the expression is
-16 - 2i
13
which can be written in standard form as follows:
16 2.
--- -i
13 13
practice Simplify:
2 + 3i 2 - 2i
a. -- b.
3 - 3i 2i - 2
problem set l. Monkeys varied directly as turtles squared. When there were 2 turtles, there were
(80)
81 100 monkeys. How many monkeys were there when there were 5 turtles? Work the
problem once using the direct variation method and again using the equal ratio method.
2. The number of macaws varied inversely as the number of apes squared. When there
(80) •
were 4 macaws, there were 10 apes. How many macaws were there when there were
only 2 apes?
3. Roger made the 375-mile trip in 10 hours less than it took Judy. This was because he
174
! traveled 3 times as fast as Judy traveled. How fast did each travel, and for how long
did each travel?
4. Wittlocoodee has one solution that is 10% glycol and another that is 40% glycol. How
152
! much of each should she use to get 200 liters of solution that is 19% glycol?
5. The curmudgeon chortled with glee when the results were announced, because only
19
! 60% had made it. If 1120 had not made it, how many had tried?
338 Algebra 2 Lesson 81
Simplify:
3 - i 3 - 2i
6. 7.
(81) 2 +Si (81) 2i - 4
8. Find an angle whose supplement is 30º greater than 4 times its complement.
(5)
Sol ve:
9.
(48)
.Jx 2 - X + 30 - 3 X 10.
(77)
.J p - 48 12 - fP
X+ 2y - 3z = 5
11. 2x - y - z = O
(76) {
y - 3z = O
12. The two forces act on a point as 13. Add:
7
X -
2
+~
78
r J shown. Find the resultant force. (75) x2 - 9 3- X
Simplify:
14.
.fi - 5
15.
2-13 - 1
16.
1+ .fi
(73) .fi - 2 (73) 1 - 3-J3 (73) 3 - .fi
17. Find x and y.
(56)
50º
18. Begin with ax 2 + bx + e and derive the quadratic formula by completing
171
! the square.
Simplify:
3a
19. 2a 2 - - - -
(64) 1
a+ -
a
20.
(64)
..J=9 - HH + H.fi - 3¡ 3 - 2¡ 2
2 1
-x - -y = 6
21. Solve: 3 3
(59)
{ 0.15x + O.Ol y 0.84
22. Solve 2 = -2x 2 - 3x by using the quadratic formula.
(71)
23. Divide 4x 3 - x + 2 by x - 4.
(16)
82 Algebraic Simplifications 339
24. Find x and y.
(79)
17
y
45º
X
Simplify:
25.
(47)
3~ 9'ifj 26.
(46)
2fr - 3,J5 + 3-fiü
X 3 2
27. Add: - - + - +-
(27! x + y x 2y xy
28. Solve: -42 - 30 - 2º(x - xº) - 3º(-2x - 5) = 7
(4)
29. Find the distance between (-2, 8) and (5, -3).
(J O)
30. Use a calculator to simplify. Estimate first.
(68)
5
(a) 0.5061 X 10 (b) 6·'!:)594
0.0071643 X 10 - IS
LESSON 82 Algebraic Simplifications
There are three rules of algebra that stand abo ve all the rest. Two of the rules cannot be used
unless an equals sign is present, for these rules apply only to equations. We state them
informally by saying the following .
l. The s·ame quantity can be added to both sides of an equation without
changing the answer(s) te the equation.
2. Every term on both sides of an equation can be multiplied by the same
quantity (except zero) without changing the answer(s) to the equation.
The third rule can be used on the individual terms of an equation and can also be used on
expressions that are not terms of an equation. With few exceptions, if no equals sign is
present, this rule is the only rule that can be used.
3. The denominator and the numerator of an algebraic expression can be
multiplied by the same quantity (except zero) without changing the value
of the expression. We call this rule the denominator-numerator rule.
In Lesson 64 we found that an expression such as
1
a+ --1
1+ -
X
can be written as a simple fraction by using the denominator-numerator rule severa! times.
We review this procedure by first simplifying 1 + ~ . We get
1
a+ X+T
X
340 Algebra 2 Lesson 82
Next we use the same rule again to simplify the second term and get
X
a+--
x + 1
W e finish by using the rule again to change the form of the first term, and then we add the
two terms.
a(x + 1) x ax + a + x
----+-- =
x+l x+l x+l
In this lesson we will discuss the repeated use of the denominator-numerator rule to simplify
expressions that are just a little more complicated.
a
example 82.1 Simplify: a
1+ --1
1 +-
X
solution W e begin by adding 1 + _!_ and get
X
a
a
1 + x+l
X
Next, we simplify the second term of the denominator and get
a
l+~
X+ 1
Now we add the two terms in the denominator and get
a
x+I+xa
X+ 1
We finish by multiplying above and below by the reciprocal of the denominator.
a(x + 1)
x+l+xa
b
example 82.2 Simplify:
a+ _e
X + _!_
y
solution We will use the same procedure we used in the preceding example. We begin by adding
x + f and get
b
e
a+ XL_+ 1
y
Next, we simplify the second term in the denominator and get
b
a+ _5ll__
xy +1
problem set 82 341
Now we add the two terms in the denominator and get
b
axy +a+ cy
xy +1
We finish by multiplying above and below by the reciproca! of the denominator.
b(xy + 1)
axy + a + cy
practice Simplify:
m
a. b.
X
3+ ·-· - 3 X+ P_
3 + - q + _!_
a z
problem set l. The discipline quotient varied inversely as the square of the number of unruly students.
8
82 r o¡If the discipline guotient was 300 when the number of unruly students totaled 5, what
was the discipline guotient when the number of unruly students totaled 10? Use the
equal ratio method to solve the problem.
2. The plane could fly 1920 miles in 4 more hours than it took the racer to drive 320 miles .
174
J The speed of the plane was 3 times the speed of the racer. Find the times of both and
the speeds of both.
3. The initial pressure, temperature, and volume of a guantity of an ideal gas were
57
r J 5 atmospheres, 540 K, and 250 cubic meters. What would the temperature be if the
pressure were increased to 50 atmospheres and the volume reduced to 200 cubic
meters?
4. After running for a while at 10 mph, Mingo slowed to a walk at 5 mph. If he traveled
129
¡ 60 miles in 8 hours, how far did he run, and how far did he walk?
5. The total weight of the sodium monohydrogen phosphate, Na 2HPO4 , was 852 grams.
53
r J What was the weight of the sodium (Na) in this amount of the compound? What
percent by weight ofthe compound was sodium (Na, 23; H, 1; P, 31; O, 16)?
Simplify:
m p
6. 7.
(82) m (82 ) b
2 + - 2 a + --- 3
2 +- m+ -
p Y
8. A circular cone whose radius is 3 meters has a volume of 12n m3 . Find the height of
<BJ the cone.
Simplify:
2 - 3i 5 - i
9. -- 10.
(81) 4 + i (81) 2 - 3i
Sol ve:
11.
(48)
-J x 2 - X + 47 - 5 X 12.
(77)
-J X + 24 + _,Jx == 12
2x - 2y - z == 16
13.
(76) ¡ 3x - y + 2 z == 5
-y + 3z == O
14.
(76)
Add: 5/70º - 30/-20º
3x - 2 X
15. Write -4R + 7 U in polar form . 16. Add: 2
+ --
(59) (75¡ x - 9 3 - X
342 Algebra 2 Lesson 83
Simplify:
3-fi - 1 -2 - {5
17. 18.
(73) 1 + '\/"'
2 (73) 2 + 2{5
19. FindB. 20. Find a: - z p(x
= - - + y )
(26) (70) m2 m a
LÍJc A B
21. Find p: ~ = .!!_(~ + y)
!70J m m a
22. The diagonal of a square is 6 meters long. How long is a side of the square? What is
(79)
the area of the square?
2 1
-x - -y = -1
23. Solve: 5 3
(59)
{ 0.01x + 0.2y = 2.15
24.
171
Begin with ax 2 + bx + e = O and complete the square to derive the quadratic
J formula.
25. Solve -3x 2 - 2 = Sx by using the quadratic formula.
(71)
Simplify:
26.
(46)
~x5y~x2y5 27.
(46)
3~ + 3~ - 4JSQ
-2º
28.
(35) _4-5/2
29. Solve by graphing and then get an exact solution by using either substitution or
123
¡ elimination.
4x - 3y = -3
{ 4x + 3y = 6
30. Use unit multipliers to convert 400 cubic centimeters per second to cubic feet
(47) •
permmute.
LESSON 83 Product Rule with Variables • Power Rule with
Variables
83.A
product rule The two major rules for exponents are the product rule and the power rule. The product rule
with variables tells us that to multiply exponential expressions whose bases are equal, we add the
exponents.
·--·---- ------- ------------------ --- -x2 --x5--=-x1- --- ----
w e can see the reason for this rule if we break down the factors and get
XX • XX.XXX
for there are seven x factors, and we can indicate seven x factors by writing
x7
83.B power rule with variables 343
Since variables represent unspecified numbers, we use the same rule when the
exponents are variables. If the bases are the same, the exponential expressions are
multiplied by adding the exponents. Thus,
xª . xb = xa+b
example 83.1 Simplify: xªy2xxa/2Y3xt4
solution W e simplify by adding the exponents of like bases.
xª + a/2y2x + 3x/4
Now since
a 3a 2x + 3x llx
a+- and
2 2 4 4
we finish by writing
x3a/2yllx/4
X a-2 y a+4
example 83.2 Simplify: a/2 2a
X y
solution W e begin by writing all exponential expressions in the numerator.
xª ~.2x-a/2ya + 4y-2ª
Now we finish by adding the exponents of x and the exponents of y and get
X a/2-2y -a+4
83.B
power rule The power rule for exponents tells us that when we have a notation such as "'
with variables (x3)2
we simplify by multiplying the exponents and get
x6
We can see the reason for this rule if we remember that if a quantity is squared we multiply
the quantity by itself. Thus,
(x3)2 means (x3)(x3) which is x 6
The rule is the same when the exponents contain variables.
example 83.3 Simplify: (xª + 2)2
solution We multiply a + 2 by 2 and get
x2a+4
example 83.4 Simplify: (xª)b (yª)b + 2
X-a
solution First we use the power rule twice in the numerator and get
xªbyab +2a
X-a
We finish by bringing up the x-a from below and get
xªb + ªyªb + 2a
344 Algebra 2 Lesson 83
practice Simplify:
ma-2 Pa+l (mx)z(z)m+3
a. xma3xxm/5axl2 b. c.
ma/3 p2a m-x
problem set l. The number who were resentful varied directly as the number of invidious
180
83 > comparisons that were made. When 1200 were resentful, 300 invidious comparisons
had been made. When 100 invidious comparisons were made, how many were
resentful? Work once using the equal ratio method and again using the direct
variation method.
2. It took Raul twice as long to drive the 420 kilometers to Merida as it took to drive the
174
> 270 kilometers to Tulum. The disparity occurred because Raul drove 20 kilometers per
hour faster when he went to Tulum. What were his times and rates to both destinations?
3. Americus won the race with Ashbum by 400 yards. If Americus's speed was 5 yards ·
134
> per second and her time was 400 seconds, how fast did Ashbum run?
4. Millsap observed that 4 times the number of igneous rocks exceeded 8 times the
12
1) number of sedimentary rocks by 80. He also noted that 10 times the number of
sedimentary rocks exceeded the number of igneous rocks by 140. How many rocks
were igneous, and how many were sedimentary?
5. Lynn and Laws knew that the confection should be exactly 8% sugar. It was to be made
(52) •
usmg one component that was 5% sugar and another that was 20% sugar. How much
of each should they use to get 800 mL of the confection?
6. Find x and y.
(JI)
Simplify:
ax-3m x+2 (a x )m(b x yz+3 a
7. 8. 9. --
(83) a x/3m3 x (83) a-m (82) 1
x+ - - I
a+ -
X
b 2 - 4i 3 + Si
10. 11. --- 12. ---
(82) b (8 1) 1+ i (81) 2 - 2i
a+ - _- -
a
a+ -
b
Sol ve:
13.
rx + 3y - z
X+ 2y = 0
= -3
14. ,.¡¡¡ + .Jk + 32 = 8
(76) (77)
X - 2y + Z = -2
problem set 83 345
15. Two forces act on a point as shown. Find the resultant force.
(78)
16. Add: 1+ 6
2 - 4
_ 3x
(75) X X 2-
--X
Simplify:
17.
-2-J2 - 2
18.
--13 - 3
(73)
4 + -J2 (73) 2 - -J3
19.
(70)
Find m: p ~ -e(; - Y)
20.
(70)
. e: p = -a - e - - y
Fmd
X m
(a )
21. Use similar triangles to find x and y. 22. Use similar triangles to find m and p.
(66) (79)
x~y
~
m/lp
4 ~ 4
2
X - -y = 11
23. Solve:
(59)
{ -o.oL - o.2y = 1.65
24. Solve 2x 2 - 5x = 5 by completing the square.
(58)
Simplify:
25.
(46)
E+2#-5~ 26.
(35)
-2°(-3º)
-2r213
27.
(46)
( ~x2y)4
28. Use unit multipliers to convert 4 liters per second to cubic centimeters per hour.
(47)
29. Find the distance between (-3, 2) and (5, -7).
(10)
30. Find the equation of the Iine that passes through (-3, 2) and (5, - 7).
(14)
,.,
346 Algebra 2 Lesson 84
LESSON 84 Degree of Equations • Solutions to Systems of
Equations
84.A
degree of The degree of a term of a polynornial is the sum of the exponents of the variables of the
equations term. Thus
2 is a zero-degree term
x3 is a third-degree term
2
x ymp is a fifth-degree term
47x is a first-degree term
The degree of a polynomial is the same as its highest-degree term. The degree of a
polynomial equation is also the same as its highest-degree term. Thus
3x 2 + 2x + 5 is a second-degree polynomial
3x 3
+ 2x + 3 2
=O is a third-degree polynornial equation
xy + 5 is a second-degree polynornial
y = 3x + 2 is a first-degree polynomial equation
Thus far we have restricted our equation solving to first- and second-degree polynornial
equations. First-degree equations in two or more unknowns are called linear equations,
because the graph of a first-degree equation is a straight line. The equation
3y + 2x =4
is a first-degree polynomial equation in two unknowns, and thus the graph of this equation
is a straight line. There are an infinite number of ordered pairs of x and y that will satisfy this
equation, and the graph of these points is the line.
84.B
solutions to When we have a system of two linear equations in two unknowns, there are three possibilities
systems of for the number of solutions to the system. The first is that the equations have one common
equations solution. Thus their graphs intersect at only one point, as shown in (a). Each line in (a) has
an infinite number of ordered pairs that satisfy its equation, but only one ordered pair
satisfies both equations and thus lies on both lines.
y y
5
4
1 1 1 1
3 ,__ y=x-E?
2 /
1 /
----1----1~-1--#---1-.......i~-1--1---1----1~.¡........,-- X X
-5 -4 -3 -2 -1 o 1/2 3 4 5
1
V
2y=2X-4_/'
v3
l/l 4
5
(a) {y = X + 2 (b) {y = X - 2
Y = -2x - 1 2y = 2x - 4
84.B solutions to systems of equations 347
In (b) the two equations have the same graph. The coordinates of any point that satisfies
one of these equations satisfy the other equation. In this second case both equations are
satisfied by an infinite number of coordinates.
The third possibility is that the lines have zero common solutions. This happens when
the lines have the same slopes but different intercepts (thus the lines are parallel lines). That
is the case with the lines in (c), which never cross and have no point in comrnon.
y
6
5
/ /
V V
4 /
3 /
/
/
2
/ /
- y= 2x + 2
1 1 1 1 V V y= 2x - 2
X
-6 -5 -4 -3 -2 / o / 2 3 4 5 6
/ 1 /
2
/ /
V ~
J J 5
/ / -6
(c) {y = 2x + 2
Y = 2x - 2
We summarize the three possibilities below:
l. The lines cross and thus have one point in common.
2. The lines overlap because the equations describe the same line.
3. The lines are parallel and have different intercepts, so they have no points
incommon.
If a system has one solution, the lines will cross and the system can be sol ved by graphing or
by using the substitution method or the elimination method. An attempt to salve a system
with infinitely many solutions produces a true numerical statement (one devoid ofvariables)
such as
o= o or 5 =5
We demonstrate by trying to solve system (b) using both substitution and elimination.
SUBSTITUTION ELIMINATION
2(x - 2) = 2x - 4 y = X - 2 --- (2) - - - 2y = 2x - 4
2.x-4=2x-4 2y = 2x - 4 - - - (-1) - - - -2y = -2.x + 4
O= O True O= O True
A system of two equations whose graphs are parallel has no solution, so an attempt to sol ve
one of these systems will fail. The variables can be eliminated, but the result will be a false
numerical statement such as
o=5 or -3 = 7
We demonstrate by trying to find a solution for system (c).
SUBSTITUTION ELIMINATION
2.x-2= 2x +2 y = 2x + 2 --- (-1) --- -y = -2x - 2
-2.x -2x y = 2x - 2 --- (1) --- y = 2x - 2
-2 = +2 False O = -4 False
348 Algebra 2 Lesson 84
A system of equations that has at least one solution common to all equations in the
system is called a consistent system. Thus systems (a) and (b) are consistent systems. A
system with no solution is called an inconsistent system. System (e) is an exarnple of an
inconsistent system.
A system of equations is a dependent system when one of the equations in the system
contains all solutions common to all other equations in the system. Otherwise the system is
an independent system. Thus systems (a) and (e) are independent systems, and system (b)
is a dependent system.
In summary, system (a) has one solution. lt is both consistent and independent.
System (b) has infinitely many solutions. It is consistent and dependent. System (e) is
inconsistent and independent. It has no solutions.
practice Is the following system of equations consistent or inconsistent? Dependent or independent?
3x - y = -2
{ 2y = 6x + 5
problem set l. The number who were admired varied inversely with the number who hada proclivity
8
84 < º! for bragging. When 80 bragged, only 20 were admired. How many were admired when
10 bragged? Work once using the equal ratio method and again using the direct
variation method.
2. The temperature in the gas law equations must be in kelvins, and a temperature
57
< ! in kelvins is a number 273 greater than the number that designates the same
temperature in degrees Celsius. Thus, 50 degrees Celsius (50ºC) equals
273 + 50 = 323 kelvins. lf in an experiment the volume was held constant and the
initial pressure and temperature were 4 atmospheres and 50ºC, what would be the final
temperature in degrees Celsius if the pressure were increased to 8 atmospheres?
3. When the compound was analyzed, its chemical formula was determined to be
53
< ! Li 2Ca 20T If the weight of the lithium (Li) was 56 grams, what was the total weight of
the compound (Li, 7; Ca, 40; O, 16)? What percent by weight of the compound was
lithium?
4. The chernist pondered. She had 160 mL of a solution that was 10% glycol. The other
6
( 1)solution available was 30% glycol. How much of the other solution should she use to
get a solution that was 22% glycol?
5. It took 150 percent more borax than had been agreed on. lf the agreement was for
9
<! 140,000 tons of borax, how many tons did it really take?
Simplify:
6. lx c+2yb/3x-2 - p 7. 8. (xª + 3)bx-2b + 4
(83) (83) (83)
(yª)b + 2 Y - ab p
9. 10. 11.
(83) y -2 +a (82) m (82) b
a + 1 p - - -1
1+ ~ b- -
am x
2 - 3i 3 + 4i
12. 13.
(81) 1+ i (81) 3 - 3i
Solve:
3x - y - 2 z = -6
14.
(77)
~ + .¡; = 8 15. 2x - y + z = 2
(76)
{
-y+ z = o
16. Add: -6/-150° + 4/20º 17. Write 3R + 8U in polar form.
(76 ) (59)
problem set 84 349
4 2 5x 4.fi, - 5
18. Add: 2 --+-- 19. Simplify: .fi, + 2
(75) X -x(x - 3) 3 - x (73) 3
20.
(20)
Multiply: (2 + 3-fiü)( 4 - 5..[45) 21.
r7oJ
Find e: m + x
e p(~ + ~)
22.
(64)
Simplify: -J=3-fj - .fi,.fi, - H + 3i 2 - 2i 5
23. Solve -2x 2 - x = 3 by using the quadratic formula.
(71)
24. A circle is inscribed in a square whose
D
(BJ area is 36 m2 . What is the length of a
side of the square? What is the radius
of the circle? What is the area of
the circle?
25. Estimate the location of the line indicated by the data points, and then write the
72
r J equation that expresses yttrium (Y) as a function ofboron (B): Y = mB + b.
500
en
400 •
E
~ 300
.!::
• •
E
::::¡
~
>-
200 • ••
100
••
92 94 96 98 100
Boron in grams
26. Use a calculator to simplify. Estimate first.
(68)
4
(a) -2.065 X 10 (b) (S 4 _9)- 4.9 1
-500 X 10 6
27.
(46)
Simplify: 3 (I
~3
+ 2
ffIs - 4.J60
28. Use unit multipliers to convert 40 centimeters per second to miles per hour.
(47)
29 . .. Solve-: -2ff(-2~ 3(x-- 225] -=-3(ix -:_- 5o) -= 7 - 2(2x + 2)
(4)
30. Simplify: --3{[(-2 - 3) - 2] - 2[-4(-3 - 2º)]} + 2°(-3)
(A)
350 Algebra 2 Lesson 85
LESSON 85 Systems of Nonlinear Equations
We know that the graph of a first-degree polynomial equation in two unknowns is a straight
line. Each of the variables in the equation
y=2x-4
has an understood exponent of 1, so this equation is a first-degree equation. Also, the
equation has two unknowns, and thus the equation has a straight line as its graph. The
equation
3x - 2y + z = 17
is also a first-degree polynomial equation, but it has three unknowns. The graph of this
equation is not a line but a plane, because the presence of three unknowns requires that we
use three dimensions to picture it. Nonetheless, we still call this equation a linear equation,
for we give this name to any first-degree polynomial equation that has two or more
unknowns. This is the reason that the equations
4x + 2y - 3z - 6k = 14
and 3x + 7y - 2z - 6p + 3m - n = 21
can be called linear equations even though each has more than three unknowns.
Equations that have variables at least one of whose exponents is not 1, such as
x2 + y = 5 or x2 + y2 = 7
and equations in which sorne terms are products of variables, such as
xy =4 and 4x - xy =7
have graphs that are not straight lines, and thus we call these equations nonlinear equations.
The most important nonlinear figures are called conic sections because they can be formed
by a plane cutting a single right circular corre or a double right circular corre. Four important
conic sections are the circle, the ellipse, the parabola, and the hyperbola. The following
figures show how aplane can cut a right circular corre to form conic sections, and two typical
equations for each section are given.
x2+ y2 = 6 2x 2 + 3y 2 = 17
2
2x + 2y 2 = 15 x2 + 5y 2 = 5
Circle Ellipse
y = x2
- 1Ox + 23 x2 - 4y 2 =4
y= 3x 2 - 5 4x 2 - 2y 2 = 6
Parabola Hyperbola
85 Systems of Nonlinear Equations 351
It is interesting to note that if the plan e is tangent to the cone, the set of points where the plane
and the cone touch would form a straight line; for this reason, the straight line can also be
considered to be a conic section.
A nonlinear system of equations is a system in which at least one of the equations
is a nonlinear equation. These systems often have more than one solution, because the
graphs intersect in more than one point.
y
6
2x-y=3/
5 A
x2+y2=9 4 1/
¡-.... I
I
V
2
1 J\ (_g5'5~)
/ 1 1 X
-6 -5 -4 -2 -1 o 1/ 2 4 5 6
\ 1
J1 /
'-..... 2 I Vi
/ (O, -3)
V
/ 5
6
In this figure we show the two points of intersection of the graphs of a circle and a
straight line. The coordinates of either point will satisfy both the equation of the line and the
equation of the circle. The study of the graphs of conic sections is a topic for a more advanced
course, but the solutions of systems of nonlinear equations is a topic suitable for study at
this level.
To solve systems of nonlinear equations, we use the substitution method and the
elimination method just as we have done to solve systems of linear equations. Sorne
nonlinear systems lend themselves more readily to the use of one of these methods than to
the other, as we will see. Also we will find that it is important to remember that these systems
often have more than one solution. We will begin solving for the points of intersection of the
circle and the line shown in the preceding figure .
x 2 + Y2 = 9 (a)
example 85.1 Solve the system:
{ 2x - y = 3 (b)
solution We cannot use elimination, because the variables in (a) are squared and the variables in (b)
are not. Thus, we will solve equation (b) for y and then square both sides.
(b) 2x - 3 = y solved for y
2 2
4x - 12x + 9 = y squared both sides
Now we can use 4x 2 - 12x + 9 instead of y in equation (a). 2
x2 + Y2 =9 equation (a)
x 2 + (4x 2 - 12x + 9) = 9 substituted
Sx 2 - 12x = O simplified
x(Sx - 12) = O facto red
If X =Ü If Sx - 12 =O
X = Ü Sx = 12
12
X= -
5
352 Algebra 2 Lesson 85
We have found two values of x. We will use the linear equation (b) to find a value for y for
both values of x.
2x-3=y equation (b) 2x-3=y
2(0) - 3 = y substituted 2(1;) - 3=y
9
-3 =y solved 5 =y
Thus, the ordered pair (O, -3) is a solution, and (lf, %) is also a solution.
BTD + 5T0 = 25 (a)
example 85.2 Solve the system: { BT _ T = 15
(b)
D 5 D
solution These same equations will be used in a later lesson.to solve a problem about a boat in a river.
B stands for the speed ofthe boat, and T0 stands for the time downstream. We will solve this
system twice. The first time we add the equations just as they are and eliminate the isolated
variable TD"
(a) BT0 + 5T0 = 25
(b) BT0 - 5T0 = 15
2BT0 = 40 added the equations
(c) BT0 = 20 divided by 2
We do not yet have a solution, for BT0 has two variables. The next step is to use 20 as a
replacement for BT0 in either equation (a) or equation (b) . We decide to use equation (a),
so we get
20 + 5T0 = 25 equation (a)
5T0 =5 added-20
TD = 1 divided
Now we can use 1 for T0 in either equation (a), (b), or (c) to solve for B. We decide to use
equation (c).
BT0 = 20 equation (c)
B(l) = 20 substituted
B = 20 sol ved
We could use a less involved procedure ifwe notice that we can eliminate the double variable
BTD in the beginning if we multiply either equation (a) or equation (b) by -1. W e choose to
multiply (b) by -1.
(a) BT0 + 5T0 = 25 --- (1) --- BT0 + 5T0 = 25
(b) BT0 - 5T0 = 15 --- (-1) --- -BT0 + 5T0 = -15
10T0 = 10
TD =1
Now we can use 1 for TDin either (a) or (b). We will use (a).
BT0 + 5T0 = 25 equation (a)
B(l) + 5(1) = 25 substituted
B+5=25 simplified
B = 20 sol ved
practice Solve each system:
BT0 + 9T0 36 x2 + y2
= 25
a. { BT b. { 2x - y = 5
0
- 9T0 = 18
problem set 85 353
problem set l . The number that were improvident varied directly as the number that were thoughtless.
1801
85 If 800 were improvident when 2400 were thoughtless, how many were improvident
when only 9 were thoughtless? Work once using the equal ratio method and again
using the direct variation method.
2. Pippin could cover 640 miles in twice the time it took Le Bref to cover 280 miles. If
1741
Pippin's rate exceeded that ofLe Brefby 20 miles per hour, find the rates and times of
bothmen.
3. More were hoydens than were demure. In fact, 5 times the number that were hoydens
(2 1) •
exceeded the number that were demure by 90. Also, 3 times the number of demure was
only 10 greater than the number of hoydens. How many of each were there?
4. The final mixture had to be exactly 34% gravel. Two piles were available. One was
(52) •
10% gravel and the other was 50% gravel. How much of each should be used to get
400 cubic feet ofthe desired composition?
5. Lothario looked for consecutive odd integers. He wanted three such that the product of
1551
the first and the third was 25 less than the product of 1O and the opposite of the second.
What integers did he want?
Sol ve:
BTD + 6TD 24 x2 + y2 = 16
6. 7.
!851 { BTD - 6TD 12 (85) { 2x - y = 4
Simplify:
a x(b Y - 2y a x b x/3b-2 X
8. 9. a x/2
10.
(83) a2x(b-2)X (83) (82) b
a+ -X
e + m
11.
a
12.
2 - 2i
-- 13.
4 - -J2¡
(82)
2+ - c- (81) 3 - Si (81) 3 + -J2¡
b
e+ -
e
Sol ve:
X+ 2 y + 2z = 6
14. -Jk - 32 + -Jk = 8 15. 2x - y + 3z = 6
(77) (76) {
y - z = o
17. Add· 2x + 3 4
16. The two forces act on the point as (66) • -
(78) X - a a - X
shown. Find the resultant force.
Simplify:
3 - 2-12 4 + -f3
18. ¡;;; 19.
(73) 5 - -V 2 (73) 2 - 2-[3
354 Algebra 2 Lesson 85
20.
(70J
Find p: e = m(:!_e - p)
21.
(64)
Simplify: -.J=2-J2 - 3i 3 + 2i + .J=2 .J=2 - ..J-9
22. Findx.
(56)
(a) (b)
xº
1 1
- x +-y = 3
23. Solve: 9 3
(59) {
0.3x - 0.04y = 2.46
24. Begin with ax 2 + bx + e = O and derive the quadratic formula by completing
(71)
the square.
25. Estimate the location of the line indicated by ·the data points, and then write the
mJ equation that expresses sodium (Na) as a function of magnesium (Mg):
Na= mMg + b.
98
jA
en
•
E
~
Ol
-~
E
90
••
•
:J
'a
o
en
82
52
••
54 56 58 60
Magnesium in grams
26. Solve this system by graphing, and then find an exact solution by using substitution or
.,, rz3J elimination:
... {
X - 4y = -8
3x +y = 6
27. Write equal ratios and find x in terms
1541
of r, s, and t.
28. Use unit multipliers to convert 100 cubic feet per second to cubic centimeters
(47) •
permmute.
Simplify:
-2º
29.
(46)
3
~u
í5 + 3 {12
~5
+ 3-) 240 30.
(35) _4-512
86.B trichotomy and transitive axioms 355
LESSON 86 Greater Than • Trichotomy and Transitive
Axioms • Irrational Roots
86.A
greater than One number is said to be greater than another number if its graph on the number line
lies to the right of the graph of the other number. Thus, we see that -1 is greater than -4,
because the graph of -1 lies to the right of the graph of -4.
-5 -4 -3 -2 -1 o 2 3 4 5
The so-called new mathematics of the l 960s introduced the number line at the elementary
algebra level and used it extensively to give students a visual representation of the
relationships between real numbers. Before this time, the concept of greater than was
explained using only words and symbols. These explanations were abstract and many
students had difficulty in understanding why-1 is greater than -4. When we use the number
line definition of greater than, we can look at the number line and see that -1 is greater
than-4.
Graphing inequalities on a number line affords practice with the concept of greater than
and also allows us to remember the definitions of the domain and of the subsets of the set of
real numbers. Recall that the domain of an equation or inequality is the set of permissible
replacement values of the variable.
example 86.1 Graph: x < 3; D = {Positive integers}
solution We are asked to graph the numbers that are less than 3, but are allowed to consider only
positive integers as replacements for the variable. The solution is
-2 -1 o 2 3 4 5 6
because there are only two positive integers that are less than 3.
example 86.2 Graph: x > -3; D = {Reals}
solution We are asked to designate all real numbers that are greater than -3.
-4 -3 -2 -1 o 2 3 4
The open circle at-3 indicates that-3 is nota member of the solution set of this inequality.
86.B
trichotomy and Sorne fundamental concepts of mathematics are difficult to remember because they are so
transitive self-evident. The trichotomy axiom and the transitive axiom are good examples. The
axioms trichotomy axiom can be demonstrated by having someone write a number on a piece of
paper. Then Jet that person tum the paper over and write a number on the other side. There
are then exactly three possibilities:
l. The second number is the same number as the first number.
2. The second number is greater than the first number.
3. The second number is less than the first number.
These statements are self-evident but are not trivial. They tell us that the real numbers are
arranged in order, and thus we·can say that the real numbers constitute an ordered set. We
say that these three statements form the trichotomy axiom. Trichotomy comes from the
Greek word trikha, which means "in three parts."
356 Algebra 2 Lesson 86
The transitive axiom also has three parts. lt is also self-evident but not trivial. If Arthur
is larger than Billy and Billy is larger than Susan, then Arthur is larger than Susan. The same
statement can be made using smaller than or the same size as instead of larger than. Real
numbers are just like people in this respect, because this thought also applies to real numbers.
We state both of these axioms formally in the box below.
AXIOMS
For any real numbers, a, b, and e:
TRICHOTOMY Exactly one of the following is true:
AXIOM a < b, a = b, or a > b.
If a > b and b > e, then a > c.
TRANSITIVE
If a < b and b < e, then a < c.
AXIOM
If a = b and b = e, then a = c.
example 86.3 Graph: X 1, -4; D = {Negative integers}
solution We are asked to graph the negative integers that are not less than or equal to -4. By the
trichotomy axiom, if the numbers are not less than or equal to -4, they must be greater
than -4. Thus, we can say the same thing by writing
X > -4
In the graph we show the negative integers that are greater than -4.
-5 -4 -3 -2 -1 o 2 3
Note that we do not use an open circle at-4.
example 86.4 Graph: -x + 4 ':/> 2; D = {Reals}
solution Not greater than means "equal to or less than," so we can replace the given symbol with $.
-X + 4 $ 2
Now we isolate x by adding -4 to both sides. We do not reverse the inequality symbol when
we add a negative number to both sides.
-X+ 4 $ 2
-4 -4
-X $ -2
We need to solve for x, not for -x. Thus, we multiply both sides by-1 and reverse the
inequality symbol.
X~ 2
W e finish by graphing this inequality, and we indicate ali real numbers that equal 2 or are
greater than 2.
-1 o 2 3 4 5 6 7
example 86.5 Graph: -x - 4 'l. -2; D = {Negativeintegers}
so/ution W e begin by replacing the symbol for not greater than or equal to with the symbol for
less than.
-X - 4 < -2
86.C irrational roots 357
Now we add +4 to both sides and get
-X < +2
Next we multiply both sides by -1, reverse the inequality symbol, and graph the result.
X > -2
-3 -2 -1 o 2 3
The solution is -1 because -1 is the only negative integer that is greater than -2.
86.C
irrational roots The solution for the points of intersection of the circle and the line shown below was
discussed in the preceding lesson. Finding these points required that we find the solutions to
the quadratic equation
5x 2 - 12x = O
y
6
5
/
4 /
>-
x2 + y2 =9 /
/ I (-1-_?_ ~)
I
2
1
""" I~ 5 '5
I X
-6 -5 -4 -2 -1 o 1/ 2 4 5 6
\ 1
2 11 J
"-- /Vi'
¡ (O, -3)
2x - y= 3 /
/ 5
6
This equation can be factored, and thus the solutions to this equation are rational numbers.
Sorne equations that describe the points of intersection of a line and a circle cannot be
factored, because the solutions to these equations are irrational numbers. These solutions can
be found quickly and easily by using the quadratic formula. Many people always use this
formula when solving real-life quadratic equations, because so many of these equations
cannot be solved by factoring.
2 2
Solve: x +Y = 9 (a)
example 86.6
{ y-x=l (b)
solution We will begin by solving equation (b) for y, and then we will square both sides.
y - X = 1 equation (b)
y =X + solved for y
2
y = x2 + 2x + squared both sides
Now we will replace y2 in equation (a) with x2 + 2x + l.
x 2 + (x 2 + 2x + 1) =9 substituted
2x 2 + 2x - 8 =O simplified
x2 + X - 4 =Ü divided by 2
358 Algebra 2 Lesson 86
This equation cannot be solved by factoring, so we will use the quadratic formula.
-b ± ~b 2 - 4ac
x = formula
2a
X =
-1 ± F- 4(1)(-4) substituted
3
2
1 -JU
X= -2 ± l simplified
Now we could use either equation (a) or equation (b) to find the values of y. We will use the
equation of the line to find y, because it has no squared terms and is easier to use.
y =X+] y = X+ 1 equation (b)
y=(-~+~)+ 1 y=(-~ - ~) +1 substituted
1 -JU
y=-+- y = - --JU
1
- simplified
2 2 2 2
Thus, the ordered pairs of x and y that satisfy the given system are
(_.!.2 + .ffi .!. .ffi)
2 '2
+
2
and (-.!. -
2
.ffi .!. - .ffi)
2 '2 2
practice a. Graph: -x 1, 4; D = { Integers} b. Solve: {x
y -
2
+ y2
X
= 11
= 1
problem set l. The pressure of an ideal gas was held constant at 450 millimeters of mercury. The
~n .
86 volume was 400 hters, and the temperature was lOOOºC. What was the volume when
the temperature was increased to 2000ºC? Begin by adding 273 to convert degrees
Celsius to kelvins.
2. Cuthbert rode jauntily out of town on his scooter at 20 miles per hour. Halfway to the
221
r swamp his scooter broke down, and he had to push it at 2 miles per hour all the way
home. If he was gone for 11 hours , how far was it to the swamp?
3. The large jug contained 100 liters of a solution that was only 50% alcohol. How man y
6
rn liters of a 20% solution should be added to get a solution that is 23% alcohol?
4. The total weight of the carbonic acid, H2C0 3, was 372 grams. What was the weight of
371
r the carbon (C) in this amount of acid (H, 1; C, 12; O, 16)?
5. After the count was completed and the tally made, the observers were amazed to find
16
J that only 0.14 ofthe ducks were ring-necked. If 120,000 ducks were tallied, how many
were ring-necked?
6. A square is inscribed in a circle whose
79
r J area is 25Jr m2 . What is the radius of
the circle? What is the length of a
diagonal of the square? What is the
length of a si de of the square? What is
the area of the square?
Graph:
7. x 1, -2; D = {Negative integers}
(86)
8. - x + 3 :;. 2; D = { Reals}
(86)
(86)
9. -x - 6 l - 3; D = {Negative integers}
problem set 86 359
Sol ve:
BTD + 3TD = 60
11. {x2 + Y2 = 4 1'
10.
!85J { BTD - 3TD = 36 (86) y - X = 1
Simplify:
x2ª(i)2ª xa/3 (xa+2)2
12. 13. 14.
(83) iª'3 (83) x2-a (82) a
X+ - 1.
x+ -
a
2 - 3i 3 + 2i
15. 16.
(81) -5 + i (81) 5-i
17. The average of five numbers is 9. Four of the numbers are 2, 1, 6, and 13. What is the
5
! ! fifth number?
Solve:
X+ 2y - Z = 0
18.
(77)
.J p + 48 8- fP 19.
(76)
{
3x + y - 2z = 3
2x-z=O
20. Add: -10/-40º + 10/-220º 21. Write -3R - lOU in polar form.
(76) (59)
22.
(73)
Simplify:
-3 - 2.,/3
l _ 3.J3 23.
(70)
.
Fmd X+-
b: -
y
2 - e = m - + x
b
(ª )
Simplify:
24.
(64)
--J-16 - .J3.pj + .pj.pj 25.
(46)
5# + 3H - 2-)56
26.
(58)
Solve -3x 2 - 1 = 6x by completing the square.
27. Use unit multipliers to convert 40 square inches per minute to square yards per hour.
(47)
28. Solve -2x 2 - 1 = 6x by using the quadratic formula.
(71)
29. Solve by graphing and then find an exact solution by using either substitution or
1231
elirnination.
2x - 5y = -15
{ 3x + 4y = -4
30. Find the equation of the line that passes through (7, 2) and is perpendicular to the line
31
r J 4x - 6y = 25.
360 Algebra 2 Lesson 87
LESSON 87 Slope Formula
The slope of a line is defined to be the change in the y-coordina te divided by the change
in the x-coordinate as we move from one point on the line to another point on the line.
We will use the points (-3, 4) and (5, -1) on the line graphed below to investigate. When
we graph the points and draw the triangle, we see that the slope is negative and that the rise
over the run is 5 over 8, so the slope of this line is-%.
~ (Point 1)- - - 6
,___ (-3, 4) - t - - - 5
4
!"'--,..._
3
~
5 1 " i'..
-6 -5 -4 -2 -1 o 1 "
2 3 " -...._5 6
1
X
2 8 (5, ~1)
3 (Point 2)
4
5
6
We can get the same answer if we use the definition given in bold print above. We will find
the slope twice to demonstrate that we get the same answer whether we move from point 1
to point 2 or from point 2 to point 1. The definition defines the slope as
change in the y-coordinate
m ==
change in the x-coordinate
First, we will move from point 1 to point 2. When we do, the y-coordinate changes from 4 to
-1, a change of -5.
Change in y == - 5
The x-coordinate changes from -3 to +5, a change of +8.
Change in x == +8
Thus, when we move from point 1 to point 2, we find
change in the y-coordinate -5 5
m == == ~ - --
change in the x-coordinate +8 8
If we move from point 2 to point 1, the y-coordinate changes from -1 to +4, a change of + 5;
and the x-coordinate changes from 5 to -3, a change of-8.
change in the y-coordinate +5 5
m == :=
change in the x-coordinate -8 8
We get the same answer both ways, because +5 divided by -8 is the same number as
-5 divided by +8.
87 Slope Formula 361
If we call the points "point 1" and "point 2" with coordinates (x 1, y 1) and (x2 , y2 ) ,
y
1 1 6
>---- (x1, Y1)- >---- L- 5
4
i"--....._
3
!'):
1 "' ~
~
X
-6 -5 - 4 -2 -1 o 1 2 3 ' 1--... 5 6
1 1
2 (x2, Y2)
3
4
5
6
we see that we can find the slope by using either of these formulas:
Y2 - Y1 Y¡ - Y2
m = or m =
Xz - Xz X¡ - Xz
It malees no difference which subscript comes first as long as the subscripts are in the same
order above and below. It also malees no difference which point is called "point 1" and which
point is called "point 2." Of course, the y's must always be in the numerator.
It is very easy to make a mistake in signs when using the slope formula, in which
case the slope found will be incorrect.
example 87 .1 Use the slope formula to find the slope of the line that passes through (2, -5) and (-3, 7).
solution W e will work the problem twice. The first time (2, -5) will be point 1. We can prevent sorne
mistalees if we first identify the coordinates.
X¡= 2 Y¡ = -5 Xz = -3 y2 =7
Now we use the formul a.
m=
Y2 -
x2 -
Y¡
xz
---- m=
7 - (-5)
-3 - 2
7 +5
=- -
-5
= --
12
5
Now we will find the slope again, but this time we will let (-3, 7) be point l.
X¡ = -3 Y¡ = 7 Xz =2 Y2 = -5
We will get the same answer as we did previously.
m -
Y2 -
x2 -
Y¡
x2
---- m =
-5 - 7
2 - (-3)
-12
2 + 3
12
5
example 87.2 Use the slope formul a to find the slope of the line that passes through (- 5, 100) and
(-33, 57).
solution We decide to let (-5 , 100) be point l. Thus, we get
X¡ = -5 y1 = 100 Xz = -33 y2 = 57
Now we use the formula to find the slope.
m =
Y¡ -
X¡ -
Y2
Xz
---- m=
100 - 57
-5 - (-33)
=
43
-5 + 33
= -28
43
362 Algebra 2 Lesson 87
We see that the slope formula will yield the slope, but it will yield the incorrect
slope unless care is used in handling the signs. Thus, many people believe that the
graphical method of finding the slope is the most reliable.
practice Use the slope formula to find the slope of the line that passes through (-3, 96) and
(-11,49).
problem set l. Juarez's speed was 4 times as great as that of Benito. Thus, Juarez could travel 1440
174
87 ¡ miles in only 4 hours more than it took Benito to travel 120 miles. Find the speed of
both and the times of both.
2. The hours slept varied inversely as the intensity of the hypnophobia. When
180
¡ hypnophobia measured 400 on the H scale, Trishnutt could sleep 10 hours. How long
could she sleep when the reading was 200? Work once using the equal ratio method
and again using the direct variation method.
3. The mixture in the brown barre! was 80% sand, and the mixture in the blue barrel was
152
! 30% sand. How many cubic inches of each should be used to get 600 cubic inches of
a mixture that is 40% sand?
4. A few were holographs but most had been printed on a press. Ten times the number of
2
rn holographs was 102 less than the number of printed ones. Al so, 100 times the number
of holographs exceeded the number of printed ones by 168. How many of each kind
were there?
5. To bottle oxygen, the manufacturer separated the oxygen from KC10 3 . What percent
53
! ! by weight of this compound is oxygen (O)? If 576 grams of oxygen were needed, how
many grams of KC10 3 were required (K, 39; Cl, 35; O, 16)?
6. Write a short explanation of why the slope formula works, and include an explanation
( 87)
of why eit
. her pomt
. can be pomt
. 1 or pomt. 2.
7. Use the slope formula to find the slope of the line that passes through (-2, 108) and
8
( l) (-21, 47).
Graph:
8. x
(86)
-t. -4; D = {Integers}
9. -x + 2 ~ -3; D = {Positive integers}
(86)
Sol ve:
{BTD + 4TD = 36 2
10. 11. {x + y2 = 4
(85) BTD - 4TD = 12 (86) X - 2y = 1
Simplify:
mªm2a + 2y -b (mª - 3)2 y
12. 2-b 13.
(83) y (83) mªyb+I
a Si - 2 -3 + 2i
14. 15. --- 16.
(82) a (81) -1 - i (81) -2 - i
a+ - - b
a+ -
a
17. Use a calculator to simplify. Estímate first.
(68)
(a) (9315 X 10 3)(-2.065 X 10 4) (b) z.~ 1001.94
Solve:
X+ y - 2z = 7
18. 3x - y - z = 3 19. -fi. - ~ 5
(76) { (77)
2x+z==O
problem set 87 363
20. The two forces act on the point as
1781
shown. Find the resultant force.
72º
8
Simplify:
21.
2 - J3 22. -3i 3
- ·FLJ=3
(73)
J3 + 2 (64)
23.
(46)
3H + 3# _ 4Jl89 24.
(70)
. e: -
Fmd y+4
m
- = p - + -
b e
(ª 1)
25. Findx andy.
(35)
80°
yº
26. Solve -3x 2 - 4 = 2x by using the quadratic formula.
(71)
27. Use unit multipliers to convert 10 kilometers per hour to inches per second.
(47)
28. Begin with ax 2 + bx + e = O and derive the quadratic formula by completing
(71)
the square.
Simplify:
_9-3/2
29. 3~94h3
-V.)
30.
(47) (35) -(-27)-2/3
364 Algebra 2 Lesson 88
LESSON 88 The Distance Formula • The Relationship
PV = nRT
88.A
the distance In Lesson 1Owe discussed the fact that the square drawn on the hypotenuse of a right triangle
formula _ has the same area as the sum of the areas of the squares drawn on the other two sides.
¿} a
a2
b2
52 = 32 + 42 c2 = a2 + b2
From this geometric approach, we can deduce the algebraic formula
c2 = a2 + b2
where e is the length of the hypotenuse anda and b are the lengths of the other two sides. We
have been using this formula to find the length of the missing side in a right triangle when
the other two sides are given. If the distance between two points is required, we know that
we can find the answer by graphing the points, drawing the triangle, and then using the
algebraic form of this relationship, which is called the Pythagorean theorem.
To find the distance between (4, -4) and (-2, 3), we first graph the points. Then we
draw the triangle and find the lengths of the vertical and horizontal sides. Now we use 6 for
a and 7 for b and solve for c.
6
5
1 1 ,... 4
(-2, 3) 6
"\ 2
c2 = 62 + 72 1\.
e ~7 2 -- e = -J85 -6 -5 -4 -3 -2 -1 o
1
' \, 2
'\
3
7
5 6
X
2
'\
3
4
"\
(4, -4)
5
1 1 ·,-
6
We note that the length of the vertical si de of the triangle is 7, which is the difference
in the y-coordinates of the points,
+3 to -4 is a distan ce of 7
88.B the relationship PV = nRT 365
and that the length of the horizontal side of the triangle is 6, which is the difference in the
x-coordinates of the points.
-2 to +4 is a distance of 6
To develop a general formula far distance we will call the points point 1 with coordinates
(x 1, y 1) and point 2 with coordinates (x 2, y 2) . Either point can be point l.
y
6
5
1 1 1
(x1, Y1) - 4
"'
-6 -5 -4 -3 -2 -1 o
~
\.
'\I\. 2 3 5 6
X
1
'\
2
3
'\
4 '\
5 (x2, Y2) -
6
1 1 ·1
We see that the lengths of the sides are the absolute values of the differences in the
coordinates. Since any nurnber squared is positive, the absolute-value notation is not
required. Thus, the distance between the points can be represented by
D = ~(x¡ - x2)2 + (y¡ - Y2)2
This is called the distance formula. It is sirnply an algebraic expression that says that the
distance is the square root of the surn of the squares of the sides of the triangle. In this formula
either point can be used as point 1, and thus the following formula will produce the same
result as the formula above.
D = ~(x2 - x¡)2 + ( y2 - Y¡)2
example 88.1 Use the distance formula to find the distance between (4, -2) and (-5, 3).
solution It is easy to rnake mistakes in sign. Thus, we will be careful and begin by writing down the
values of xi' yl' x 2, and y 2 .
X¡ = 4 Y¡ = -2 X2 = -5 Y2 = 3
Now we place these values in one of the two forms of the distance formula and sirnplify.
D = ~(x 1 - x 2)
2+ (y 1 - y 2 ) 2 -- D = ~[ 4 - (-5)] 2 + [ -2 - (3)) 2
D = .Js1 + 25 -- D = ,J 106
88.B
the Sorne people say that unfamiliar concepts are difficult concepts and that familiar concepts
relationship are easy concepts. These people have confused the words difficult and different. We have
PV = nRT found that algebraic concepts that seern difficult at first are really just different, and they
becorne familiar concepts after we have worked with thern far a while. Thus we can
correctly say that algebra is not difficult-it is just different.
The sarne is true far chemistry, physics, and other sciences. This book was written to
permit the student to develop a firm understanding of the foundations of algebra and
geornetry and to prepare far the concepts of advanced courses in rnathernatics and science.
We have introduced sorne problerns that will be encountered in chernistry. These problerns
366 Algebra 2 Lesson 88
are part mathematics and part chemistry. Their introduction at this level permits the
mathematical part to be leamed and allows sorne of the newness of these problems to rub off.
Another kind of problem that will be encountered in both physics and chemistry uses the
relationship
PV = nRT
To use this formula, values for four of the five variables must be given; the formula is then
used to find the value of the variable that is unknown. The letter R stands for a constant
whose value depends on the units used for the other variables. We will always use the units
listed below for the other variables, and thus R will always be 0.0821. The symbols represent
the following:
P = pressure in atmospheres
V = volume in liters
n = number of moles of gas
R = a constant (0.0821)
T = temperature in kelvins
We will not worry about the units. We will insert the numbers for the known values and then
simplify.
example 88.2 Use the relationship PV = nRT to find the number of moles in an amount of gas when the
temperature is 273 K, the pressure is 1 atmosphere, and the volume is 8 liters (R = 0.0821).
solution Sin ce we are finding n, we will begin by solving the abstract equation for n. W e do this by
dividing both sides by RT.
PV nRT PV
RT RT ----- RT
n
Now we make the indicated substitutions and simplify.
(1)(8)
= n
(0.0821)(273)
If a calculator is handy, this reduces to 0.357 mole. A mole is ameasure ofhow many atoros
of gas are present. This concept will be discussed in great detail in an elementary course in
chemistry.
example 88.3 Use the formula PV = nRT to find the volume of 0.832 mole of a gas at a pressure of
3 atmospheres anda temperature of 400 K (R = 0.0821).
solution We begin by solving the equation for V. We do this by dividing both sides by P.
PV
p
nRT
p ----- V= nRT
p
Ñow we make the indicated substitutions and simplify.
V = (0.832)(0.0821)(400)
3
And if a calculator is handy, we find the volume is
V "' 9.11 liters
practice a. Use the distance formula to find the distance between (4, -2) and (-3, 1).
b. Use the relationship PV = nRT to find the number of moles of a quantity of gas when
the temperature is 159 K, the pressure is 2 atmospheres, and the volume is 4 liters
(R = 0.0821). Begin by solving the abstract equation for n.
problem set 88 367
problem set l. Find three consecutive even integers such that the product of the first and third is
(55) •
88 12 greater than the product of 6 and the oppos1te of the second.
2. The tin (Sn) in the tin 11 chromate, SnCrO4 , weighed 595 grams. What was the total
weight of the t~n 11 chromate (Sn, 119; Cr, 52; O, 16)?
37
< !
3. David's speed was 20 miles per hour less than Gretchen's speed. Thus, David could
174
! travel 400 miles in half the time it took Gretchen to travel 1120 miles. Find the speeds
of both and the times of both.
4. The initial pressure, volume, and temperature of a quantity of an ideal gas were
169
! recorded as 740 rnillimeters ofmercury, 10 liters, and 300ºC. Find the final volume if
the final pressure was 1480 millimeters of mercury and the temperature was 1200ºC.
Begin by solving for v2. Remember to add 273 to convert degrees Celsius to kelvins.
5. Use the relationship PV = nRT to find the number of moles in a quantity of gas when
188
! the temperature is 251 K, the pressure is 1 atmosphere, and the volume is 5 liters
(R = 0.0821 ). Begin by solving the abstract equation for n.
6. Write a short explanation of why the distance formula works, and include a discussion
188 )
of wh y ei'th er pomt . 1 or pomt
. can be pomt . 2.
7. Use the distance formula to find the distance between (5, -2) and (-3, 3).
(88)
Graph:
8. -.x - 2 :::; 4;D-= {Negative integers}
(86)
9. -x + 2 1> 3; D = {Negative integers}
(86)
Sol ve:
BTD + 6TD = 22 x2 + y2 = 2
10. 11.
!85! { BTD - 6TD = 10 (86) {X - y = 1
Simplify:
(x2)a + b x-2a +byª (y2ª + 2)2 yª'2b r
12. / 13. 14.
(83) yª 4 (83) yªb2a (82) r
m + 1 -·
-+m
r
pe 4i - 1
15. 16. --
(82) e2 (81) 3¡ - 2
p -
1
p- -
pe
17. Use a calculator to simplify. Estimate first.
(68)
(a) 5712 x 10-2 (b) (184.3r1.62
. 0.0416 X 10 3
Sol ve:
2x + 2y - z = 14
18. ~ + -JZ 7 19. 3x + 3y +z = 16
(77) (76) {
X - 2y = 0
20. Add: -20/-200º + 30/-30º 21. Write 4R - 12U in polar form.
(76) (59)
Simplify:
22.
(5/)
4i 2 - -1=9 23.
(46)
4
· ~3
IT - 5-fi7
li + 3 ~9
1 - -J2 4 + -13
24. 25.
(73) 3 - 2-fi, (73) 1 - -f3
368 Algebra 2 Lesson 89
2
26.
(70)
Find r• x + Y - y ( -1 - -1 )
c x r
27. Solve -x 2 - 2x - 2 = O by completing the square.
(62) .
28.
(47)
Use unit multipliers to convert 10 milliliters per second to cubic inches per minute.
29. Find x and y.
(/)
7
4
o 30.
(24)
Solve· -3x - 2
• - -
2
2x-4=7
3
LESSON 89 Conjunctions • Disjunctions • Products of
Chords and Secants
89.A
conjunctions The English prefixes com- and con- come from the Latin word cum, ~hich means "with" or
"together." For example, the English word compase means "to make by placing together,"
and the confluence of two rivers means "the place where the two rivers flow together." We
use the prefix con- in algebra in the word conjunction to describe a situation where two or
more restrictions on the variable must apply (join together) at the same time. We use the
word and to denote conjunctions by writing and between the two symbolic statements ofthe
restrictions on the variable.
example 89 .1 Graph: - x - 3 :=; -2 and x - 2 < 1; D = {Integers}
solution The word and meaos that both conditions must be met. The additive property of
inequality permits us to add the same quantity to both sides as required to find x.
-X - 3 $ -2 and X - 2 <
+ 3 +3 + 2 +2
-X $ } and X < 3
Now on the left we must mentally multiply both sides by -1 and reverse the inequality
symbol to solve for x.
X;:::-} and X < 3
+ + + +---
-4 -3 -2 -1 o 2 3 4
In the graph we have indicated th~ integers that are less than 3 and are greater than or
equal to -l.
89.B disjunctions 369
example 89 .2 Graph: -2 < x - 2 ::; 4; D = {Reals}
solutíon This notation is an alternative way to write a conjunction. To find the two conditions, we
first cover up the ::; 4 on the right and read the first condition as
-2 < X - 2
Then we cover up the -2 < on the left and read the second condition as
X - 2 ::; 4
We now add 2 to both sides of these inequalities to sol ve for x.
-2 < X - 2 and X - 2 ::; 4
+2 < + 2 + 2 +2
Ü <X and X ::; 6
-2 -1 o 1 2 3 4 5 6 7 8
Thus, the solution is the graph of the real numbers that are greater than O and less than or
equal to 6.
89.B
disjunctions The Latin prefix dis- indicates negation or reversal. For example, disapprove means "not to
approve" and disagree means "not to agree." In algebra we use the prefix dis- in the word
disjunction, which describes a situation where it is not necessary to satisfy both restrictions
on a variable. A number satisfies a disjunction if it satisfies either of the two restrictions
stated in the disjunction. We use the word orto designate a disjunction.
example 89.3 Graph: -x ;::: 3 or -x < -1; D = {Reals}
solutíon The word or indicates that a number satisfies this disjunction if it satisfies the left-hand
inequality or if it satisfies the right-hand inequality. We salve the inequalities for x by
multiplying both sides by -1 and reversing the inequality symbols.
X::; -3 or X > J
Any real number that satisfies either of the restrictions is a solution to the disjunction.
-5 -4 -3 -2 -1 o 2 3 4
example 89.4 Graph: -x - 2 ;::: O or x + 3 > 6; D = {lntegers}
solution We begin by solving both inequalities far x. As the last step on the left, we mentally multiply
both sides by -1 and reverse the inequality symbol.
-X - 2 2 o or X + 3 > 6
+ 2 +2 - 3 -3
-X ;::: 2 or X > 3
X::; -2 or X > 3
• • • • •
-5 -4 -3 -2 -1
1 1
o
1
1
1
2
1
3
• 5• • • ..
4 6 7
This disjunction is satisfied by all integers that are greater than 3 or are less than or equal to
-2. A number qualifies if it satisfies either one of these conditions. Unfortunately (or
fortunately), there is no concise notation for a disjunction. Both conditions must be written
out, and the word or must be written between the conditions.
370 Algebra 2 Lesson 89
89.C
products of We review by remembering that the measures of the vertical angles formed when two chords
chords and intersect equal half the sum of the measures of the intercepted ares. When secants or tangents
secants intersect outside a circle, the measure of the angle formed equals half the difference of the
measures of the intercepted ares.
80º 90º
170º
x= = 85 170 - 90 = 40
X= 2
In this lesson we will prove relationships about the length of the segments. The first is that
when the chords intersect inside the circle, the producís of the chord segmenís
are equal.
4·3=2·6 Sx =3 · 7
We will also prove that when secanís intersect ouíside the circle the producís of the
external segmenís and the whole segmenís are equal.
2 10
3 . 8 =2 . 12 4(4 + x) = 3 · 8
W e can also pro ve that if one of the lines is a tangent, one product is the square of the
tangent segment.
4(x + 4) = 8 · 8
89.C products of chords and secants 371
To prove that the products of the chords are equal, we connect the ends of the chords
to form two similar triangles.
_,s
The two angles marked in the right-hand figure are equal because they both interceptare RS.
The vertical angles are equal so the triangles are similar by AAA. If we write the ratios and
cross multiply, we get
a
X
l.
b -- ab = xy QED
To prove the secant-segment rule, we begin with the left-hand figure below. Then
we draw dotted lines to connect both R and T to the ends of are SU so the angles at R and T
are equal.
T~P ~
R
'
s
T
- p
Then we look at the two triangles separately.
~s
~p T~p
Since the angles at R and T are equal and both triangles contain angle P, the triangles are
similar by AA. If we write the ratios of the corresponding sides, we get
RP UP
= corresponding sides
TP SP
and if we cross multiply, we get
RP · SP = TP · UP
Each of these products has two factors. One factor is the length of the whole secant segment,
and the other factor is the length of the externa! segment of the same secant.
We can develop the tangent rule by increasing the angle at P. As we do this, the length
of the interna! segment gets shorter and shorter until T and U designate the same point and
the product becomes (TP) 2 .
372 Algebra 2 Lesson 89
In the left-hand figure below, the product ofthe length of one secant segment times the
length of its externa! segment equals the product of the length of the other secant segment
times the length of its externa! segment.
/---------,- p F---------,...p /--------"?' p
T T= U
In the center figure , T and U are closer together, and the equation is the same. In the
right-hand figure, the length of the secant segment is the same as the length of the externa!
segment. So in the case of a tangent and a secant drawn from a point outside the circle,
the product of the length of the secant segment and the length of its externa) segment
equals the square of the Iength of the tangent segment from the point.
practice Graph on a number line:
a. -x - 4 $ -1 and x - 1 < 1; D = {Integers}
b. -1 < x - 1 ::; 3; D = {Reals } .
c. Findx. d. Find y.
y
4
problem set l. The number of altercations varied directly as the number who were belligerent by
1801
89 nature. If there were 500 altercations when 10 were belligerent, how many altercations
would there be if 42 were belligerent? Work once using the ratio format and once using
the variation format.
2. The road was rocky, so after running for a while at 10 kilometers per hour,
1291
Clytemnestra slowed to a 5-kilometer-per-hour walk. If the total trip was 65 kilometers
and she made it in 9 hours, how far did she walk and how far did she run?
3. Eight hundred liters of a 79% glycol solution was available. How much pure glycol
(61) •
should be extracted so that the remamder would be only 30% glycol?
4. Sorne were fast and the rest were slow. Ten times the number of fast was 140 less than
12
n twice the number of slow. Also, half the number of slow exceeded 3 times the number
of fast by 1O. How man y were fast and how man y were slow?
5. When Gradgrind peered through the crack, he could see that the number of spotted
191
ones had increased 640 percent. If he could now identify 592 spotted ones, how many
spotted ones had he seen previously?
Graph on a number line:
6. -x - 5 $ -3 and x - 3 < 1; D = { Integers}
(89)
7. -4 < x - 4 ::; 1; D = {Reals}
(89)
8. -x l 2 or -x < 1; D = { Reals}
(89)
problem set 89 373
9. Findx. 10. Findy.
(89) (89)
2\ y
BTD + 5TD = 57 2 2
11. Solve: 12. Solve· x +Y = 3
(85! { BTD - 5TD = 27 (89) • {X - y = 2
Simplify:
xªy2b (xª + 2)112 (yª + 2 )ª(yª)ª k
13. 14. 15.
(83) y3b (83) Y2 +a (82) m + _m_
a + _!__
m
m 3 - 2i 2 - 3i
16. 17. -- 18.
(82)
a+ - - -d
X (81) i - 4 (81) 4i - 1
b + -
e
3x + 2y + z = 9
19.
(76)
Solve:
{
X - 2y - 2z = -3 20.
( 77)
Solve: Ji 3+ ~
2x+ z =0
21. The two forces are applied to an 6
r78! ob.~ect as m
. d.icated . F'm d the resu1tant
force on the object.
1 y: 4 +
. ¡·f
22. S1mp ¡-;::;
213
(73) 3-v 3 - 2
23.
110¡
Find y: _x_ =
a+ e
m(~y + e) 24. Find a: _x_ =
r10¡ a + e
m(~y + e)
Simplify:
25.
(64)
3i 3 + Si - H -fi 26.
(46)
3 fI
f8 +4 fI - 2-J24
~3
27. Solve -7x 2 = -x - 5 by using the quadratic formula.
(71)
28. Use unit multipliers to convert 10 cubic feet per second to cubic inches per minute.
(47)
29. Find x, A , and B.
(3 7)
(6x + 20)º Aº
(4x + 10)º Bº
30. Find the distance between (-2, 3) and (8, 4) .
(88)
374 Algebra 2 Lesson 90
LESSON 90 Systems of Three Equations
The solution to a system of two linear equations in two unknowns, such as
3x + 2y = -4 (a) y
{ 2x - 4y = -8 (b)
6
.,
'
5 V
\ 4
I/
[\ ,....v
3
_, L/
1\
(-2, 1)- i--..\ ...... V
2x - 4y
1 1 1
= 1-8
l./
1
I/ l\ X
-~ ........ V-4 -3 -2 1\
o 1 ~ ~ 1 ~ 6
_)
3
~3x + 2y = -4
1\
4
5
\
6
\
is the value of x and the value of y that will satisfy both equations. A solution exists only if
the graphs of the equations intersect. The graphs of the two equations intersect at the point
whose coordinates are x = -2 and y = 1, so we say that the solution of this system is the
ordered pair (-2, 1). If we substitute these values for x and y in equations (a) and (b), both
equations will become true Q.Umerical equations.
(a) 3(-2) + 2(1) = -4 (b) 2(-2) - 4(1) = -8
-6 + 2 = -4 - 4 - 4 = -8
-4 = -4 True -8 = -8 True
The solution to a system of three linear equations in three unknowns, such as
X + 2y + Z = 4 (a)
2x - y - z = O (b)
{
2x - 2y + z = 1 (c)
is the value of x, the value of y, and the value of z that will satisfy ali three equations. The
graph of a linear equation in three unknowns is a plane, and thus the three equations shown
describe three planes. If the three planes meet in one point, the three coordinates of this point
are the ordered triple (x, y, z) that will satisfy all three equations.
A graphical solution of this system is not feasible, because of the difficulty in drawing
accurate graphs in three dimensions. However, we may use either substitution or elimination
to find the answer. The most common procedure is to add two equations so that one
variable is eliminated. Then the remaining equation is added to one of those already
used so that the same variable is eliminated. The result will be two equations in two
unknowns that can be solved by using either substitution or elimination.
X + 2y + Z = 4 (a)
example 90. 1 Solve: 2x - y - z = O (b)
{
2x - 2y + z = 1 (c)
solution We choose to eliminate z. As the first step we will add (a) to (b) so that z is eliminated. Then
we can add (c) to either (a) or (b) and again eliminate z. We decide to add (c) to (b).
(a) x + 2y + z = 4 (b) 2x - y - z = O
(b) 2x - y - z = O (c) 2x - 2y + z =
(d) 3x + y = 4 (e) 4x - 3y =
practice 375
Now we have the two equations, (d) and (e), in the two unknowns, x and y. We will use
elimination and add (e) to the product of (d) and 3.
3(d) 9x + 3y = 12
(e) 4x - 3y =
13x = 13
X= 1
Now we can use x = 1 in either (d) or (e) to find y. We will use both to show that both will
yield the same answer.
(d) 3(1) + y = 4 (e) 4(1) - 3y = 1
3 +y= 4 4 - 3y = 1
y= 1 -3y = -3
y =1
Now we can use x = 1 and y = 1 in either (a), (b), or (c) to find z. This time we will use
all three equations to show that all three will produce the same result.
(a) (1) + 2(1) + z= 4 (b) 2(1) - ( 1) - z = o z= 1
(c) 2(1) - 2(1) +
+2+z=4 2-1-z=O 2 - 2 + z=1
3 + z = 4 -z = -1 o+ z =1
z =1 z =1 z =1
Thus, the solution is the ordered triple (1, 1, 1).
+ 3z = 9
2x - y (a)
example 90.2 Solve: x + 2y + z = 8 (b)
{
X - 2y + Z = Ü (c)
solution This time we decide to eliminate y. Thus, on the left we multiply (a) by 2 and add this product
to (b). On the right we add (b) and (c) in their present form.
2(a) 4x - 2y + 6z = 18 (b) x + 2y + z = 8
(b) X + 2y + Z = 8 (c) X - 2y + Z = Ü
(d) 5x + 7z = 26 (e) 2x + 2z = 8
Now to eliminatex, we will multiply (d) by 2 and (e) by-5.
2(d) lOx + 14z = 52
,_ -5(e) -lOx - lüz = -40
4z = 12
z =3
Now we could use z = 3 in either (d) or (e) to find x. We will use (e).
(e) 2x + 2(3) = 8
2x+6=8
2x = 2
X =1
Now we could use x = 1 and z = 3 in either (a), (b), or (c) to findy. We decide to use (b).
(b) (1) + 2y + (3) = 8
2y = 4
y= 2
Thus the solution to this system of three linear equations is the ordered triple (1, 2, 3).
X - 2y + 2z 2
practice Sol ve: x+y-z=3
{
3x - 2y - 2z 2
376 Algebra 2 Lesson 90
problem set l. lt took Pedro 5 times as long to travel 300 miles as it took Roberto to travel 160 miles.
(74) .
90 If Roberto' s speed was 50 mph greater than Pedro' s speed, fmd the speeds of both and
the times that both were traveling.
2. Use the formula PV = nRT to find the volume of 0.832 mole of gas at 3 atmospheres
188
J of pressure anda temperature of 400 K. Begin by solving for V (R = 0.0821).
3. Sergio painted sorne boats red and painted the rest blue. The number of red boats was
2
r 1J 5 less than 3 times the number of blue boats. Also, 6 times the number of blue boats
was 70 less than 10 times the number of red boats. How many were red and how man y
were blue?
4. Only 10% of the first solution was glycerine, but 40% of the second solution was
52
r J glycerine. How many liters of each should Lolita use to get 800 liters of a solution that
is 13% glycerine?
5. As Gradgrind watched in horror, Ti; of the spotted ones metamorphosed into striped
(5)
ones. If the number that metamorphosed totaled 672, how many were spotted when
Gradgrind began to watch?
X+ y - Z = 3 2x - y+ z = 2
6. Solve: -x - 2y - 2z = O 7. Solve: X+ 2y + 2z = 3
(90) { (90) {
X - 2y - 2z = 4 2x - 2y + z = O
Graph on a number line:
8. -1 $ x - 1 < 4; D = {Integers}
(89)
9. x - 2 l. O or x - 2 > 2; D = {Reals}
(89)
Sol ve:
BTD + 3TD = 28
11. {x2 + y 2 = 18
10.
(85! { BTD - 3TD = 16 (86) y - X= 4
Simplify:
a 2a x/2(a 2Y yc (m-b)2 X
12. 13. 14.
(83) (a-3) -x (83) m-b/2 xm _ -m
(82)
m - _!_
X
p 1 + 2i
15. 16.
(82)
X - __3!_ (8 1) -5 - i
1 - !!_
X
17. The radius of the circle is 5 cm. Find
B©
(11) ....-...
the length of ABC.
18.
(77)
Solve: .fS - ~ = 3
19. Add: 4/40º - 6/ -120º 20. Write -4R - 1OU in polar form.
(76) (59)
Simplify:
- 2 - -J3 4 + -J3
21. ¡-;:; 22.
(73) 2 - 2 -v 3 (73) 3 - 2 -J3
23.
(64)
-2¡ 2 + p..¡¡ - RR - 2¡ 5
24.
(70)
Find e: ; -m=p(~-i) 25.
(47)
Simplify: ~ 9VJ
91.A linear inequalities 377
26. Findx.
(89)
(a) (b)
27. Solve -6x 2 - x - 5 = O by completing the square.
(62)
28. Use unit multipliers to convert 42 cubic feet to cubic centimeters.
(53)
29. FindB.
(26)
~B
12 e
30. Find the equation of the line that passes through (-2, 7) and is perpendicular to
(31)
X+ 5y= 7.
LESSON 91 Linear Inequalities • Greater Than or Equal To;
Less Than or Equal To • Systems of Linear
Inequalities
91.A
linear A line divides the set of all the points in aplane into three disjoint subsets. These subsets are
inequalities the set of points that lie on the line and the two sets of points that lie on either side of the line.
In the figure, we have graphed the equation y = -tx + 1. The coordinates of all the
points that lie on the line will satisfy this equation. The coordinates of any point not on the
line will satisfy one of the following inequalities.
1 1
(a) Y > --X+ (b) y < --X+
2 2
y
6
1 1
(-2, 4) - 5
4
(4,T 5) -
¡-......
.........
3
..................
2
1 ....... ......... (5, 2)
y= --X+ 1 .........
2 ......... 1
X
-6 -5 -4 -3 -2 -1 o 1 2"- ......... 4 5 6
1 ......... ;-.....
2
3
4
\ 5
6
378 Algebra 2 Lesson 91
lf the coordinates of a point on one side of the line will satisfy one of these inequalities,
the coordinates of ali the points on the same side of the line will satisfy the same
inequality. We will demonstrate this by using in equation (a) the coordinates of the three
points graphed on the previous page. All the resulting inequalities will be true inequalities.
USING (-2, 4) USING (4, 5) USING (5, 2)
1 1 1
4 > - - (- 2) + 1 5 > --(4) + 1 2 > --(5) +
2 2 2
4 > 1 + 1 5 > -2 + 1 5 + 1 2 >
2
3
4 > 2 True 5 > -1 True 2 > True
2
Thus , the coordinates of any point above the line will satisfy this inequality and will not
satisfy inequality (b) ,
1
y < --x + (b)
2
because this inequality is satisfied by the coordinates of all points below the line. W e can
always choose a point blindly and try both inequalities to see which one the coordinates of
the point will satisfy. But if we remember that y is greater than as we go up and that y is less
than as we go down, beginning with a test point is unnecessary. We read
1
y > --x + 1
2
as "y is greater than" and remember that "y is greater than" means "above,'' so this inequality
is satisfied by all points above the line. The other inequality is read as "y is less than" and is
satisfied by all points below the line.
y Is GREATER THAN (POINTS ABOYE) y Is LESS THAN (POINTS BELOW)
1 1
y > --x + 1 y< --x +
2 2
Our surmise can be checked by using a test point if we wish.
91.B
greater than or The two inequalities
equal to; 1 1
(a) + 2y ::; and -X (b) y < -X + 2
less than or 3 3
equal to both designate the points that lie below the same line, for the coordinates of any point below
this line will satisfy both inequalities. In addition, the coordinates of any point that lies on
the line will satisfy inequality (a), for this inequality is read "y is less than or equal to
one-third x plus two."
y y
--
5
4 4
,- - -
--
--
3 3
......
~-,..-
- - -
¡...-- 1
- 1
-. º
¡, -
X X
-! - 4 -3 -2 -1 o 1 2 3
-1,
1 a 3 4
1
2 -2
3 -3
4 -4
5
1 1
(a) y ::::;; - x + 2 (b) y < -x + 2
3 3
91.C systems of linear inequalities 379
When we graph inequalities, we shade the regions whose coordinates satisfy the
inequality. In both figures the area below the line is shaded. In the left-hand figure the line
is drawn as a solid line to indicate that the coordinates of the points on the line also
satisfy the inequality. In the right-hand figure the line is drawn as a dashed line to
indicate that the coordinates of the points on the line do not satisfy the inequality.
91.C
systems of If two linear equations are not equivalent equations, then the lines designated by them either
linear intersect or are parallel.
inequalities y y
5 5
1 1 1 1
4 4- - 1
y= -X - 2 y= -X+ 1
3 3- - 3
' A
2- y = - X -1
1 E
2
-- - ~-
''
- -o >-- _v---
1 2 /
'' ~ X
F
X
-5 -4 -3 -2' o ,,., i.---2 3 4 5 ~- --3 -2 -1 ..... 3 4 5
'
e / ¡.y' D _y
_ ...... 1 1 2
V G
/
/
3 ' 1 - -3
B
4 '' y= -X - 1
3 - -4
5 ' 1 1 1 1 5
The lines in the left-hand figure intersect and divide the figure into four distinct regions.
Region A is above the dashed line and on or above the solid line.
Region B is below the dashed line and on or below the solid line.
Region C is below the dashed line and on or above the solid line.
Region D is above the dashed line and on or below the solid line.
The systems of linear inequalities that define these regions are
1
-x - 1 y :=; I_x - 1
At
~
> -x - 2
2 B ¡y < - x - 2
2
1 1
e{: ~
< -x - 2
-x - 1
2
D ¡y:=;
y >
-x - 1
-X -
2
2
In the right-hand figure,
Region E is above the dashed line, which is above the solid line.
Region F is on or above the solid line and below the dashed line.
Region G is on or below the solid line, which is below the dashed line.
The systems of inequalities that define these regions are
1 1 1
E {y> -x + 1
3 F ¡y< 3x + 1 G {y< -x + 1
3
1 1 1
y ~ -x - 1 y ~ -x - 1 y :=; -X - 1
3 3 3
1
example 91.1 Graph the solution to:
y < lx +2
{y ~ -x - 3
380 Algebra 2 Lesson 91
solution The first step is to draw the lines. We will draw y = -x - 3 as a solid line and y = tx + 2
as a dashed line. \i
y
6
5 ,.
,.
4 ,.
3 - ~ ,,,,..,,,,. 1
,. '"y= x + 2
"" ~
).: ,.
,. '
,.
1
1 1 1 1
2
X
-6 ,. ¡..-.:"4 -~"' -1 o 1 2 3 4 5 6
"" 1
~
4D - y = -x - 3-
5 ""' ' ' '
6 l"'-1
The region we wish to find is above or on the solid line and below the dashed line. We shade
this region in the following figure.
y
6
5
,. ',.
4 ,.
,.
3 ,.
~ ,.
I"'>< -
-6 ,. ,...:4 -~""
,.
,.
-1
,.
1
o 123456
X
"' 1
I~
4 "'
5 I"
6 "'
y > X - 2
example 91.2 Graph the solution to: {
\ y :s; X+ 1
solution In the left-hand figure we draw the lines; and in the right-hand figure we shade the region
between the lines, because the inequalities specify the points that lie above the bottom line
that are also on or below the top line.
y y
5 5
4 V 4 V
3
V 3
V /,
2 V /
V
i/ V
/ /
/
21/ /
- y= X+
1 1 1 /
X
V /
X
- 5 - 4 -3 -2/ o 1 /2 3 4 5 - 5 - 4 -3 -~V o 1 /2 3 4 5
1 / 1 /
V /y=X-2 V /
2 2:
/ /
1/ 1/
3 3
V // 4
V / 4
/ /
5 5
~
problem set 91 381
practice Graph:
a. ry ~
~x-2
-x - 2
3
b.
y >
{ Y~
X -
X+
3
3
problem set 1. The pressure of a quantity of an ideal gas at a temperature of 127°C was 740
57
91 r ! millimeters of mercury. If the volume was not changed, what would the pressure be if
the temperature was raised to 1327ºC? Begin by adding 273 to convert degrees Celsius
to kelvins.
2. The solution in the large container was 60% alcohol, and the solution in the small
(52) •
contamer was only 30% alcohol. How much of each should be used to get 300 mL that
is 42% alcohol?
3. The container held the compound As40 6. What was the percentage by weight of the
53
r ! arsenic (As) in this compound (As, 75; O, 16)?
4. The large plane could travel 3000 miles in 1 more hour than it took the small plane to
74
r ! cover 800 miles. lf the rate of the large plane was 3 times the rate of the small plane,
find the rates and the times of both.
5. The number that were glabrous varied inversely as the average age of those present. If
(80)
35 were glabrous when the average age was 70, how many were glabrous when the
average age was only 50? Work once using the direct variation method and again using
the equal ratio method.
Graph:
y ~ -x - 1
y > X - 1
6. 1 7.
(91) {y < x + 1 (91) { Y~ X+ 2
3
X+ 2y - Z = 1
8. Solve: 2x - y + 2z = 9
(90)
{
X - 2y - 3z = -9
Graph on a number line:
9. 4 < x + 4 < 6; D = {Integers}
(89)
10. x + 2 1, 5 or x + 5 < 6; D = { Reals}
(89)
Solve:
BTD + 2TD = 51 x 2 + y 2 = 12
~8~j { BTD - 2TD = 39
12.
(86) { x+y=4
Simplify:
(xb)2-a xªb a m
13. 14. 15.
(83) xab/2 (82) 1 (82) ma
b+ a+ - - -
1 m
ex+ - a+
X a
2i + 7 3i - 6 1 - -J2 4 + 3-fi,
16. --- 17. 18. 19.
(81) i +2 (81) -2i + 1 (73) 4 - 5-fi, (73 )
--J2
20.
(70)
Find y: ~
my
= d( !....a + b) 21.
(70)
Finda; ~
my
d(~ + b)
22. The two forces are applied on the
~
(78)
object as indicated. Find the resultant
6
force on the object. •
382 Algebra 2 Lesson 92
23. Draw the line suggested by the data points, and write the equation that exprésses output
r721 as a f unct10n
. of mput:
. O = m I + b.
120
100
$
·¡:
•
::::¡
e
:í
o_
:í
80
60
•
o
40
20 24 28 32 36
Input in units
Simplify:
_9312
24.
(35) 272/3
25.
(64)
-2i 5 + 3i 3 - H + R -H H
26.
(46)
2~ + 3J% + 3-fü
27. Begin with a.x 2 + bx + e = O and derive the quadratic formula by completing
(71)
the square.
28. Use unit multipliers to convert 400 milliliters per second to cubic inches per minute.
(47)
29. Divide 3x 3 - 2x + 2 by x + 2.
(16)
30. Find x.
(89)
(a) (b)
LESSON 92 Boat-in-the-River Problems
Robert has a boat that has a speed of 11 mph in still water. If the boat, with the motor turned
off, is placed in a river in which the water flows at 3 mph, the boat will drift downstream at
3 mph. If the boat is headed downstream with the motor turned on, its speed (rate)
downstream would be 14 mph, which is 3 mph plus 11 mph. If the boat is turned around and
is headed upstream, it must go against the current; and its speed upstream would be only
8 mph, which is 11 mph minus 3 mph. Thus, in general, the downstream rate is the speed of
92 Boat-in-the-River Problems 383
the boat plus the speed of the water, and the upstream rate is the speed of the boat mínus the
speed of the water.
Downstream rate = B + W
Upstream rate = B - W
The distance downstream equals the rate downstream times the time downstream, and the
distance upstream equals the rate upstream times the time upstream. These two statements
lead to the following two equations, which can be used to solve almost all boat-in-the-
river problems.
DOWNSTREAM EQUATION UPSTREAM EQUATION
(B + W)TD = DD (B - W)Tu = Du
These two equations contain six unknowns: B, W, TD, DD, TU' and Du. Thus,
boat-in-the-river problems must contain six statements of equality, because six equations
are required.
example 92.1 Robert and Clay could go 60 miles downstream in the same time it took them to go 20 miles
upstream. If the speed of their boat was 8 mph in still water, what was the speed of the current
and what were their times?
solution W e begin by recording the downstream equation and the upstream equation.
DOWNSTREAM EQUATION UPSTREAM EQUATION
(a) (B + W)TD = DD (b) (B-W)Tu=Du
Rather than write the other six equations, we will just make the necessary substitutions. The
times were equal, so we will use T far both TD and Tu· The rate of the boat was 8, the distan ce
downstream was 60, and the distance upstream was 20.
(a) (8 + W)T = 60 (b) (8 - W)T = 20
Next we multiply as required in both equations and get
(a) 8T + WT = 60 (b) 8T - WT = 20
We will use elimination to solve.
(a) 8T + WT = 60
(b) 8T - WT = 20
I6T = 80 --- T = 5 hours
We will now use equation (a) to solve for W.
8(5) + W(5) = 60 substituted
40 + 5W = 60 multiplied
5W = 20 added-40
W = 4mph divided
Thus, the time for both trips was 5 hours, and the speed of the current was 4 mph.
example 92.2 The steamboat Juby Fountain could go 70 miles downstream in 5 hours but required 6 hours
to go 48 miles upstream. What was the speed of the boat in still water and what was the speed
of the current?
solution W e begin by writing both equations.
DOWNSTREAM EQUATION UPSTREAM EQUATION
(a) (B + W)TD = DD (b) (B - W)Tu = Du
Next we replace DD, TD , Du, and Tu with 70, 5, 48, and 6.
(a) (B + W)5 = 70 (b) (B - W)6 = 48
384 Algebra 2 Lesson 92
Now we multiply in both equations and get
(a) 5B + 5W = 70 (b) 6B - 6W = 48
We choose to multiply equation (a) by 6 and to multiply equation (b) by 5 and then to
use elimination.
(a) 5B + 5W = 70 -- (6) ----- (a') 30B + 30W = 420
(b) 6B - 6W = 48 -- (5) -- (b') 30B - 30W = 240
60B = 660
B = llmph
Now we will use 11 for B in equation (a) and solve for W.
5(11)+5W=70 substituted
55 + 5W = 70 multiplied
5W = 15 added-55
W = 3mph divided
Thus, the speed of the boat in still water was 11 mph, and the speed of the current was 3 mph.
example 92.3 The water in the Flint River flows at 5 kilometers per hour. A speedboat cango 15 kilometers
upstream in the same time it tak:es to go 25 kilometers downstream. How fast can the boat go
in still water?
solution We begin by writing both equations.
DOWNSTREAM EQUATION UPSTREAM EQUATION
(a) (B + W)TD = DD (b) (B - W)Tu=Du
Next we reread the equations and make the required substitutions. We use T for both TD and
TU' since these times are equal.
(a) (B + 5)T = 25 (b) (B - 5)T = 15
Now we multiply.
(a) BT + 5T = 25 (b) BT - 5T = 15
We can eliminate the double variable BT if we multiply equation (b) by (-1) and add it to
equation (a).
(a) BT + 5T = 25
(-l)(b) -BT + 5T = -15
lOT = 10
T = 1 hour
Now we use 1 for T in equation (a) and solve for the speed of the boat.
B(l) + 5 = 25 substituted
B = 20 kph added-5
Thus, we find that the speed of the boat in still water is 20 kph.
practice a. Annie and Patrice could go 50 miles downstream in the same time it took them to go
30 miles upstream. If the speed of their boat was 4 mph in still water, what was the
speed of the current and what were their times?
b. The sloop Zollie could go 33 miles downstream in 3 hours but required 4 hours to go
12 miles upstream. What was the speed of the boat in still water, and what was the
speed of the current?
problem set 92 385
problem set l. Alonzo and Rupert could go 70 miles downstream in the same time it took them to go
192
92 ! 30 miles upstream. If the speed of their boat was 10 mph in still water, what was the
speed of the current and what were their times?
2. The motorboat Alexis could go 60 miles downstream in 4 hours but required 5 hours
192
J to go 55 miles upstream. What was the speed of the boat in still water, and what was
the speed of the current?
3. The water in the Kern River flows at 7 kilometers per hour. A speedboat can go
192
> 21 kilometers upstream in the same time it takes to go 35 kilometers downstream.
How fast can the boat go in still water?
4. The gustatory score varied directly as the number of delicious comestibles offered. If
180
> the gustatory score was 500 when 20 delicious comestibles were offered, what offering
was necessary for a gustatory score of 1750? W ork once using the equal ratio method
and again using the direct variation method.
5. Harriet gave Wilbur a 50-yard head start. How long did it take her to catch Wilbur if
(34) •
her speed was 8 yards per second and h1s was only 6 yards per second?
Graph:
6.
(91)
rx+I~X
y > - - 1
7.
(91)
{y < ~X~ 2
X < 2
Solve:
8.
r+y+z=6=
3x - y+ z 8 9. {x2 + y2 = 10
(90) (85)
X+ y = 4
X - 2y + Z = 0
Graph on a number line:
10. -4
(89)
~ x - 2 < 2; D = {Reals}
11. x - 1 -t. 2 or x + 2 l 2; D = { Integers}
(89)
Simplify:
(ya+2)2 x2b/3 X m
12. 13. 14.
(83) xby-a (82)
y+ ¡· y- - (82) a
a+ -a
-X + y 1+ -
m
i - 5 3i + 2
15. 16.
(81) 7 - i (81) 2i - 3
17. Solve: ..fZ - 3 =
(77)
-J z - 27 18.
(76)
Add: -5/20º + 8/-150º
19. Write -SR + 20U in polar form.
(59)
Simplify:
20. 3 - s,fi 21.
8 - -J2 22. ~x4y3 ~xy2
(73) 2 - -J2 (73) 4 - -J8 (46)
23.
(70)
Find R 1: _!!_
by
x[-1 + _1 )
RI R2
24.
(70)
Find y: !!....
by
= x[-
1
R1
+ - -)
1
R2
Simplify:
25.
(64)
i 3 - 2¡ 4 + -J=9 - -J=i-J=i 26.
(46)
rs - 3~5
f12
112 + 2-J60
27. Solve -3x 2 - x = 5 by using the quadratic formula.
(71}
28. Use unit multipliers to convert 15 centimeters per second to yards per minute.
(47)
386 Algebra 2 Lesson 93
4 3x
29.
(75)
Add: X
2
-
9 - -3 + X
30. Find x and y.
(89)
20º
LESSON 93 The Discriminant
In Lesson 70 we completed the square on the general form of the quadratic equation
ax 2 + bx + e = O to derive the quadratic formula. This formula can be used to solve any
quadratic equation.
-b ± ~b 2 - 4ac
X =
2a
We remember that quadratic equations can have three different types of solutions.
l. A single real number
2. Two different real numbers
3. Two different complex numbers
Which type of solution an equation will have is determined by the value of the expression
b2 - 4ac
in the quadratic formula. Because this expression determines the type of answer we will
get, we say that this expression discriminates between the possible types of answers. This
is the reason we call this part of the quadratic formula the discriminant. W e can see how
this expression discriminates if we use the quadratic formula to solve the following
quadratic equations.
(a) x 2 + 4x + 4 =O (b) x 2 + 5x - 1 =O (e) x 2 + 5x + 7 =O
SOLUTION SOLUTION SOLUTION
a= l,b = 4,c = 4 a= l,b = 5,c = -1 a= l,b = 5,c = 7
-4 ± ~42 - 4(1)(4) -5 ± ~5 2 - 4(1)(-1) -5 ± ~ 52 - 4(1)(7)
X= x = X=
2 2 2
X = -2 ± -
-JO X=
-5 ± ~ 25 + 4
X=
-5 ± m- 28
2 2 2
-5 ± .fi9 -5±-/=3
X = -2 X = X=
2 2
X= -~ ± .fi9 X = -~ ± ,J3 i
2 2 2 2
93 The Discriminant 387
In (a) the value of b2 - 4ac is zero, so we get the answer
-2 ± o
for a solution. This has only one value, which is -2. Thus, we see that
(a) When b 2 - 4ac equals zero, the solution is one real number.
In (b) the value of b2 - 4ac is 29, a positive number, so we get the two solutions to
this equation,
s
--+-
m· and
s m
2 2 2 2
From this we see that
(b) When b 2 - 4ac is a positive number, there are two real number
solutions.
In (e) the value of b2 - 4ac is -3, a negative number. In this case we get the following
complex numbers as solutions. ·
5 ~.
--+-z and -- ~-
5 - - z
2 2 2 2
From this we see that
(e) When b 2 - 4ac is a negative number, the equation ha~ two complex
solutions that are conjugates.
example 93.1 What k:ind of solutions <loes the equation x 2 = -4x + 2 have? Do not solve.
solution We rearrange the equation into standard form and find the values of a, b, and c .
._/
x 2 + 4x - 2 = O
a= l,b = 4,c = -2
Now we find the value of b2 - 4ac:
b2 - 4ac discriminant
(4) 2 - 4(1)(-2) substituted
16 + 8 multiplied
24 added
In this equation the discriminant is a positive number, so the equation has two real,
unequal solutions.
example 93.2 What k:ind of roots <loes the equation -2x = -3x 2 - 8 have? Do not solve.
solution We first write the equation in standard form. Then we identify a, b, ande and find the value
of the discriminant b2 - 4ac.
3x 2 - 2x + 8 = O standard form
a= 3,b = -2,c = 8 values of a, b, and e
b2 - 4ac discriminant
(-2) 2 - 4(3)(8) substituted
4 - 96 multiplied
-92 added
The discriminant in this equation has a value of -92, which is a negative number. Thus,
the solution to this equation is a pair of complex numbers that are conjugates.
388 Algebra 2 Lesson 93
practice Use the discriminant to determine the type of solution for each of the following equations.
Do not solve.
a. x 2 = -3x + 2 b. - 4x = -3x 2 - 3
problem set l. The Robert E. Lee could go 45 miles down the Old Muddy in the same time it took it
921
93 r to go 15 miles up the same stream. If the current in the Old Muddy was 5 miles per
hour, what was the speed of the Robert E. Lee in still water?
2. The Memphis Belle could go 48 miles downstream in 4 hours but required 8 hours to
921
r go 64 miles upstream. What was the speed of the Memphis Belle in still water, and
what was the speed of the current?
3. The hydro could go 40 miles per hour on a lake. The same boat could go 21 O miles
921
r down the Echeconnee River in half the time that it took to go 380 miles up the
Echeconnee River. How fast did the Echeconnee flow?
4. Charlemagne trudged the 40 miles to the battle in 4 hours longer than it took Roland
74
! ! to travel 48 miles to the same battle. Roland rode a horse and traveled at twice the
speed of Charlemagne. Find the rates and times of both.
5. The volume of a quantity of an ideal gas was held constant at 3 liters. The initial
~n
temperature and pressure were 3727 º C and 5 newtons per square meter. What would
the new temperature be in kelvins if the pressure were reduced to 1 newton per square
meter? Begin by adding 273 to convert degrees Celsius to kelvins.
Use the discriminant to determine the type of solution that each equation has. Do not solve.
6. x 2 = -5x + 1 7. -3x = -2x 2 - 5
(93) (93)
X + 2y < 2
8. Graph: {
(9 1} y ~ -1
9. Graph on a number line: -3 < x - 4 < 2; D = {lntegers}
(89)
Solve:
X + y - 2z -3
x2 + y2 = 1
10. 2x + y + z = 7 11.
(90) { (85) { X - 2y = 2
3x - y - z = 13
Simplify:
12. (yª+ 2)2ya/3y 2 X m
13. 14.
(83) (82) a (82) 3
1+ - 1 2x + - -1
b+ - 3+-
c m
3i - 5 2i + 4
15. 16.
(81) i - 7 (81) 3i + 2
17.
(77)
Solve: ,fP = 5 + -J p - 35
18. The two forces are applied to the point
s37zl
781
15
r as indicated. Find the resultant force.
12
Simplify:
19. 3 + 4-fj, 5 + -JS
20.
(73) 3-fj, - 4 (73)
5 + 2-!5
21
(47j
~ 4-y5¡;;;2 22. ~xy6 ~x 3 y 5
(46)
94.A dependent and independent variables 389
23.
(70)
Find a. a + e
• --
m m(~ + %) 24.
~
. x: -
Fmd a+c
- = m - + -
m
(1 db)
X
Simplífy:
2s.
(64)
i 3 - 2¡ 2 - -J=9 + p p +2 26.
(46)
3
~9
fI - 3-Jl8
G. + ~2
27. Solve 3x 2 = -x - 2 by completing the square.
(62)
28. Use unit multiplíers to convert 10 meters per second to feet per minute.
(47)
29. Divide x 3 - 3x 2 - 2 by x + 3.
(16)
30. Find x and y.
(89)
90º
5
7
4
LESSON 94 Dependen/ and Independent Variables •
Functions • Functional Notation
94.A
dependent and If we look at the equatíon
independent y = 2x + 4
variables
we see that if we assign a value to x, then the equation will give us a value for y. For instance,
if we ]et x equal 5, then we get
y = 2(5) + 4 substítuted 5 for x
y=l0+4 multíplied
y = 14 added
We fínd that y equals 14. It was not necessary to assign the value to x. We could have
assigned a value to y and solved the equatíon to fínd the matching value of x. If we let
y equal 14,
14 = 2x + 4 substituted 14 for y
10 = 2x added-4
5 =X divided
we find that the matching value of x is 5.
Thus we see that when we have an equatíon in two variables, we can assign a value to
either variable and use the equatíon to find the value of the other variable. W e call the
variable to which we assign the value the independent variable, and we call the other
variable the dependent variable, because its value depends on the value assigned to the
independent variable. To reduce confusion as to which variable is the dependent variable,
we normally use the letters x and y to represent the variables, and we let x be the variable to
which we assign values. Thus, x will almost always be the independent variable, and the
"
390 Algebra 2 Lesson 94
value of y will depend on the value of x. This is the reason that we graph a line by solving
the equation for y.
2
Y = 2x - 3 1 : 1 o l 2 1- 1
Then we assign values to x and see what values of y the equation pairs with the chosen
values of x.
94.B
functions Sorne equations have only one answer for y for any chosen value of x. Both of the
following equations
(a) y = 2x + 4 (b) y = x3 + 4x + 3
are equations ofthis kind. For instance, ifwe givex a value of-3, each equation will give us
one answer for y.
(a) y = 2(-3) + 4 (b) y = (-3) 3 + 4(-3) + 3
y = -6 + 4 y = -27 - 12 + 3
y = -2 y = -36
We see that when we let x equal -3, equation (a) gives usan answer of -2 for y and equation
(b) gives usan answer of-36 for y. Sorne people prefer not to use the word answer, and they
would say that equation (a) pairs or matches the y-value of -2 with the x-value of-3. They
would also say that equation (b) pairs or matches the y-value of -36 with the x-value of-3.
Not all equations have just one answer for y for every value of x. For example, in
the equation
y2 =X
if we let x equal 4
y2 =4
then both +2 and-2 are paired values ofy, for both (+2) 2 and (-2) 2 equal 4.
(+2) 2 =4 (-2) 2 = 4
Mathematicians have found it useful to have a special name for equations that have
only one answer for y for every value of x. They call these equations functional
relationships and use the word function when discussing these relationships. Unfortunately
(or fortunately), the definition of a function has been extended to cover any situation where
each rnernber of a given set of numbers or letters has only one answer.
b ----H--+- d
Domain Range
Here we see that the answer for a is 7, the answer for b is d, and the answer for 4 is 13. This
figure falls under the definition of a function, and we discover that an equation is not
necessary. All we need is two sets. The first set is the values of x that we can use, and the
second set is the collection of all the answers for these values of x. We rernernber that the
domain is the word we use for the permissible values of x, so we call the first set the domain
of the function. Instead of calling the answers answers, we call thern images. Thus, in the
94.B functions 391
above diagrams, the image of a is 7, and the images of b and 4 are d and 13. We call the
collection of all the images the range of the function.
There are two accepted definitions for a function. One definition says that the pairing
or the matching is the function, while the second definition says that the ordered pairs
themselves are the function.
A function is a mapping between two sets that associates
with each element of the first set a unique (one and only
one) element of the second set. The first set is called the
domain of the function. For each element x of the domain,
the corresponding element y of the second set is called
the image of x under the function. The set of all images
of the elements of the domain is called the range of the
function.
A function is a set of ordered pairs in which no two
pairs have the same first element and different second
elements.
Now we need to know what to think when we see the word function. We will be correct if
we always think that
A function is something that has for every value of x
exactly one answer.
If the relationship has one or more answers, it is called a relation. Thus, we see that every
function can also be called a relation; but every relation is not a function, for many relations
have more than one answer.
We will remember that for a relation to be called a function :
l. The domain must be specified or implied.
2. A way must be designated to find every image (answer).
3. There must be exactly one image for every member of the domain.
example 94.1 Which of the following depict functions?
(a) (b) (e)
6 I• 1 7
m
(d)
Real
Numbers ) ~ = x +.2 (
solution Diagrams (a) and (d) depict functions, because both diagrams show exactly one answer for
each member of the domain. In (a) the domain is specified to be the numbers 4 and 3, and
each member of the domain has one image. The image for 4 is 3, and the image for 3 is 3.
Thus both images are the same, but this is acceptable. In (d) the domain is specified, and a
way is given to find any image.
Diagrams (b) and (e) do not depict functions , because in (b) 5 has two images and in
(e) no image is designated for m. Thus, (e) is not even a relation.
392 A/gebra 2 Lesson 94
example 94.2 Which of the following sets of ordered pairs of x and y are functions?
(a) (4, 3), (7, 5), (-3, -2), (- 6, -4)
(b) (4, 3), (5, -2), (7, 3), (6, 3)
(e) (5, -2), (4, -3), (7, - 2), (5 , 4)
(d) (7, -2), (3 , -2), (6, 5), (4, 5)
solutíon (a), (b), and (d) are functions. (e) is nota function because 5 has two images.
94.C
functional If we are given the two equations
notation Y= X+ 2 and Y = X - 5
and are asked to find the value of y when x equals 2, we would want to know which equation
to use. If we use functional notation, we can name the left-hand equation the f-equation and
the right-hand equation the g-equation. If we do this, we will use the notations f(x) and g(x)
instead of using y.
f(x) = X +2 g(x) = X - 5
We read the left-hand equation as "f of x equals x plus 2" and the right-hand equation as
"g of x equals x minus 5." Now if we are asked to find g(2), we are asked to find the value
of the g-equation when x equals 2.
g(2) = (2) - 5 replaced x with 2
g(2) = -3 simplified
Since the answer is -3 when x equals 2, we say that "g of 2 equals -3."
example 94.3 If h(x) = 4x - 3 and p(x) = x 2 - 3x, findp(-3).
solutíon We are asked to find "p of - 3," which is the value ofthe p-equation when x equals -3.
p(-3) = (-3) 2 - 3(-3) replaced x with - 3
p(-3) =9 + 9 simplified
p(-3) = 18 simplified
practice Which of the following sets of ordered pairs of x and y are functions?
a. (5, 1), (4, 0), (-3, -2), (-4, 2) b. (1, 1), (2, -1), (-5, 1), (3, 1)
c. (1, -1), (-1, -1), (6, -2), (4, -2) d. (3, 2), (O, -2), (3, O), (-2, -2)
e. If h(x) = 7x - 2 and p(x) = x 2 - 5x, find p(-5).
problem set l. Use the relationship PV = nRT to find the number of moles in a quantity of an ideal
88
94 r ¡ gas when the temperature is 473 K, the pressure is 2 newtons per square meter, and the
volume is 10 liters (R = 0.0821). Begin by solving the abstract equation for n.
2. Analysis showed that the 40 gallons in the tank was only 20% disinfectant. A 44%
(ól) disinfectant solution was needed. How many gallons of a 60% disinfectant solution
should be added?
3. The Suzie Q could go 48 miles downstream in the same time that it took her to go
92
r ¡ 32 miles upstream. If her speed was 10 miles per hour in still water, what was the
speed of the current?
4. The temperature of a quantity of an ideal gas was held constant at 430ºC. The pressure
(57)
was 700 newtons per square meter and the volume was 1400 mL. What was the volume
when the pressure was increased to 2800 newtons per square meter? Begin by
changing degrees Celsius to kelvins.
problem set 94 393
5. The number of purples varied inversely as the square of the number of reds. When
(80)
10 reds were present, the number of purples was 4. How many purples were present
when the number of reds was only 5?
6. Which of the following sets of ordered pairs of x and y are functions?
(94 )
(a) (3 , 2), (4, 5), (-2, -1), (-5, -3)
(b) (3, 2), (4, -1), (6, 2), (5, 2)
(e) (6, -3), (5, -4), (7, -3), (6, 3)
(d) (6, 2), (4, 2), (5, 4), (3, 4)
7. If h(x)
(94)
= 3x - 1 and p(x) = x2 - 2x, find p(-2).
8. Use the discriminant to determine the kinds of numbers that will satisfy the equation
-x 2 = 4x + 4. Do not solve.
193
!
9. Graph· {2x + 3y > -6
(9 1) • X - 3y ~ -6
10. Graph on a number line: -x + 3 -t. -2 or -x + 3 < -5; D = {Integers}
(89)
Sol ve:
X+ 2y - Z = 2
x2 + y2 = 3
11. 2x - y + z = 2 12.
(90)
{ (86) { x-y=2
3x - y+ 2z = 4
Simplify:
xª'3Y2 p X
13. 14. 15.
(83) x3a/2 (y2)a (82) m (82) b
m+ a+ - - 1
1
p- - ab - -
mp b
2i + 7 -Si - 2
16. - - 17.
(81) -3i (8 1) -2i + 5
18. Solve:
(77)
-Jk + ..Jk - 21 = 7 19. Add: -20/-160º + 20/200º
(76)
20. Write -4R + 8U in polar form .
(59)
Simplify:
21. 2 - 5-fi 22. 4 /5 + 3~s
/U - 2..)240
(73) 3-fi - 2 (46) ~u
(55)
. e: -
23. Fmd a+b
- =
X
(1 + - e)
-
RI R2
24. Find R . a + b
(55) 1· -
X
1
-+-
RI
e
R2
25.
(64)
2
Simplify: 3i + 2i - 2i + 5
'
H - ..J=i-fi
26. Use similar triangles to find:
(66,79)
(a) M andN (b) e and D
e
N~M 45º
~
4
D "'45º.
4
27. Solve -2x 2 = -7 + x by using the quadratic formula.
(71)
28. Use unit multipliers to convert 20 liters per second to cubic inches per minute.
(47)
394 Algebra 2 Lesson 95
29. Estimate the position of the line suggested by the data points, and write the equation
rnJ that expresses the number of neutrons as a function of radiation: N = mR + b.
100
(J)
e
e
-s
80
60
• #1
•
Q)
-e
o
(¡;
40
•
.o
E
:::J
z
20
•. • ..
•
120 140 160 180 200
Radiation in units
3 4 3x
30. Add: 4 3 + -2-
(75) a X X - 9 - 3 +X
LESSON 95 More Nonlinear Systems
The nonlinear systems that we have investigated thus far have been like one of the following :
BTD + 5TD = 25 { x 2 + y2 = 9
(a) (b)
{ BTD - 5TD = 15 2x - y = 3
On the left we have the equations of two hyperbolas, and on the right we have the equation
of a circle and the equation of a straight line. In this lesson we will look at two other types of
nonlinear systems. The first will consist of the equation of a hyperbola and the equation of a
straight line.
6 x - y == 5 (a) (straight line)
example 95.1 Solve the system: {
xy = 4 (b) (hyperbola)
solutíon We cannot use elimination, for the terms in both equations are not alike. Thus, sorne form of
substitution should work. We will solve equation (b) for x and substitute this expression for
x in equation (a).
4
X= equation (b)
y
6( ~) - y == 5 substituted
24 - y == 5 multiplied
y
Now, whenever an equation has denominators , we eliminate the denominators . Thus, we
multiply every term by y and cancel the denominator.
95 More Nonlinear Systems 395
24
y. - - y. y= 5y multiplied every term by y
y
24 - y 2 = 5y simplified
y 2
+ 5y - 24 = o rearranged
(y - 3)(y + 8) = o factored
y= 3,-8 zero factor theorem
We finish by using both 3 and-8 in equation (b) to find the paired values of x.
USING 3 USING-8
x(3) = 4 x(-8) = 4
4 1
X= X= 2
3
Thus, the ordered pairs of x and y that satisfy both equations are 3) and (-i, -8). The G,
graphs of the two equations are shown here, and we note that the line intersects the hyperbola
at the coordinates we have found.
')
y
1/ 1
11
,_
(~. 3)
' 1- 1- 1-1-
'
'
,....
.... '- ~
~
X
r...
1\ 1
-
xy= 4 ~ 1-
6x _,_._
(-~, -8)
1-1-1-
~1-~ - y =5
1-1-1-
1 1 1 1
-
x2 + Y2 = 9 (a) (circle)
example 95.2 Solve the system: { 2x2 - y2 = -6
(b) (hyperbola)
solution This system can be solved by using either substitution or elimination. We must be careful to
get all the answers, because this circle and hyperbola intersect at four different points. We
decide to use elimination. We can eliminate the y 2 terms if we add the equations just as they
are. If we do this, we get
3x 2 = 3 added
x2 = 1 divided by 3
Here we must be careful, because this equation has both +1 and -1 as solutions.
X =±-JI ____. X= 1,-1
Now we must use these values of x one ata time to sol ve for y . We will use equation (a) and
begin by letting x equal +1.
(1)2 + y2 =9 substituted (1) for x
y2 =8 added-1
y = ±2.J2 sol ved
396 Algebra 2 Lesson 95
Thus, there are two points of intersection when x equals 1. So two solutions of the system are
(1, 2..fi) and (1, -2..fi)
Next, we find the values of y that pair with a value of -1 for x . Again we use equation (a).
(-1)2 + y2 = 9 substituted (- 1) for x
y2 =8 added-1
y = ±2-Jl sol ved
Thus, our other two solutions to the system are
(-1, 2..fi) and (-1, -2..fi)
Here we show the graphs of the two curves and note that there are four points where the
curves intersect.
y
6
[\_
5
/
'\. 4
/
!'... /
'-(-1, 2./2)V ...._ v .........
(1, 2./2) -
1
2
7 1 \ x2 + y2 =9
1 1 1
2x 2 - Y 2 = -6 -6 -~ -4 -2 -1 o 1 2 4 5 6
X
1
\ 2
J
1 1
!'.._ _,,.,.... ......... ./ 1 1
~(- 1,-2./2) (1 , -2./2)-
i/
/
4
5
"' '\.
/ 6
"'
practice Sol ve:
3x - y 4 x 2 + y 2 = 10
a. b.
{ xy =7 { 3x 2 - y 2 = -2
problem set l. Weatherrnan Bob walked to the campsite at 6 kilometers per hour. Then he caught a
22
95 < J ride home on an old truck at 24 kilometers per hour. If he was gone for 1O hours, how
far was it to the campsite?
2. The alcohol concentration had to be exactly 52%. How many rnilliliters of a 60%
<ól)solution should be added to 200 mL of a 20% solution to get the proper concentration?
3. The pressure of a quantity of ideal gas was held constant at 764 newtons per square
691
< meter. The original temperature was 200º C, and the original volume was 400 mL. If
the temperature was increased to 600ºC, what was the final volume? Begin by solving
for V2 . Then add 273 to convert degrees Celsius to kelvins .
4. Ronald could travel 360 miles in one-fourth the time it took Jimmy to travel 480 miles.
741
< This was because Ronald' s speed exceeded that of Jimmy by 60 mph. What were the
speeds and times of both?
5. Detia could row 60 miles downstream in 4 hours but required 8 hours to row 72 miles
192
! upstream. What was her speed in still water, and what was the speed of the current?
Sol ve:
4x - y 3 x2 + y2 = 16
X + 2y - Z = 4 ,
6. 8. 2x - y + z = -3
!95J { xy = 6 ,Js¡ { 2x 2 - y 2 = -1 (90) {
X - y + Z = -4
. problem set 95 397
9. Which of the following depict functions?
(94)
(a) (b)
(c)
6 I• 1 7
m
(d)
Real
Numbers
)
r = X+., 2 (
10. Use the discriminant to find the types of roots of 3x 2 - x + 5 = O. Do not solve.
(93)
X > -2
11. Graph:
<91) { 2x + 3 y > -3
12. Graph on a number line: -2 < -x - 2 < O; D = { Integers}
(89)
Simplify:
(a x + 2)1/2 x2 a X 5
13. 14. 15. - -¡- 1
(83) axxa (82) 4 (82)
4 + --X 2 + --2
1+ - 2+ -
4 X
3i - 5 4 +i
16. 17.
(81) 3 - Si (81) -i
18. Solve:
(48)
~x 2 + 2 x + 34 - x = 4
~
19. The two forces are applied to the point
781
< as shown. Find the resultant force. o
Simplify:
20. 2.fi, - 5 3 - .J2
21.
(73) 2-Ji + 3 (73)
.J2 + 4
22.
(55)
Find r
.
m(a
X
+ b)
(1; + ~) 23.
(55)
Findp· m(a
• --
+
X
b)
(; + ~)
Simplify:
24.
(64)
4 - 3i 2 + -J=9 + RR 25.
(46)
2JT - 3H-2{84
26. Solve -x = x 2 - 3x - 4 by completing the square.
(50)
27. Use the formula PV = nRT to find the volume of 1.32 moles of gas ata pressure of
(88)
5 atmospheres anda temperature of 600 K (R = 0.0821).
28. Find the equation of the line that passes through (4, 2) and is perpendicular to the line
(31) 3y - 2x = 5.
398 Algebra 2 Lesson 96
29. Find x and y.
(89)
30. Use unit multipliers to convert 30 miles per hour to centimeters per second.
(47)
LESSON 96 Joint and Combined Variation •
More on Irrational Roots
96.A
joint and To review the concept of direct variation, we recall that if the number of peaches varíes
combined directly as the number of apples, either of the following equations may be used.
variation
(a) P = kA (b) !L = ~
P2 A2
The form on the left is the direct variation form of the relationship. On the right we show the
ratio form of the same relationship. Note that P 1 is on top on the left and that A 1 is on top on
the right.
The word in verse means inverted or tumed upside down, so if we are told that peaches
vary inversely as apples, we remember that the relationships are the upside-down form of the
direct variation equations.
(e) P=!_ (d) !L A2
A P2 Al
In equation (e) note that k remains on top and A goes below. On the right-hand side of
equation (d), note that A 2 is above and A 1 is below. This is the inverse, or inverted form, of
equation (b).
Sorne statements of variation give the relationship between three or more variables. The
words varíes jointly imply a sort of double direct variation that has only one constant of _
proportionality. Thus, the statement that peaches vary jointly as apples and raisins implies
the following relationships:
(e) P = kAR (f) 1í A 1R1
P2 A2Ri
If we are told that peaches vary inversely as apples and raisins, we must invert the variables
on the right-hand side of both equations and get
(g) p =AR
k
(h) 1í A2R2
P2 A 1R1
Note that in (g) we have only one constant of proportionality k and that k is not in verted but
remains on top.
96.A joint and combined variation 399
In sorne relationships we have both direct and inverse variations in the same statement.
For instance, the statement that girls vary inversely as boys and directly as teachers implies
the equations
G = kT Gr BzTI
(i) (j)
B Gz BIT2
In equation (i), B for boys went below because boys varied inversely; and in equation (j), B2
went above B 1 because boys varied inversely.
W e note that either the variation form of the equation or the ratio form of the equation
may be used. It is helpful to know how to use both forros, because both approaches will be
encountered in advanced courses in mathematics and science.
example 96.1 The number of girls varied inversely as the number of boys and directly as the number of
teachers. When there were 50 girls, there were 20 teachers and 10 boys. How many boys
were there when there were 10 girls and 100 teachers? Work the problem twice; first use the
variation form and then use the ratio forro.
so!utíon Since the boys varied inversely, B goes on the bottom.
G = kT
B
Now we solve for k.
50 = k(20)
10 -- k = 25
In the original equation we replace k with 25 and get
G = 25T
B
Next we use 10 for girls and 100 for teachers, and we solve for boys.
10 = (25)(100)
B -- 2500
B = - -
10
-- B = 250
Now we will work the problem again, but this time we will use the ratio form of the
equation. On the right-hand side, B 1 will go below because the variation is inverse for boys.
G TB
-1= -1 -
2
G2 T2 B1
Now we replace G 1, T1, and B 1 with50, 20, and 10 and get
50 20B
- = - - 2-
G2 T2(10)
Now we use 10 for G 2 and 100 for T2 and solve for B2.
50
10
20B2
100(10) -- 5 = Bz
50 -- B2 = 250
We could have made all the substitutions at one time, but we chose to do it in two steps
because it is so easy to make a mistake when substituting for five variables.
example 96.2 Strawberries varied jointly as plums and toma toes. If 500 strawberries went with 4 plums and
25 tomatoes, how many plums would go with 40 strawberries and 2 tomatoes? First work the
problem using the variation form, and then work it again using the equal ratio form.
solutíon The words varied jointly implies the relationship
S = kPT
400 Algebra 2 Lesson 96
Next we replace S, P, and T with 500, 4, and 25 and sol ve for k.
500 = k(4)(25) -- k =5
Now we replace k in the original equation with 5.
S = 5PT
We finish by replacing S with 40 and Twith 2 and solving for P.
40 = 5(P)(2) -- P = 4 plums
Now we will work the problem again and use the ratio form. There is no inverse
relationship, so Sl' P 1, and T 1 all go on top.
S P 1)
-1= -1 -
s2 P2T2
We first replace S 1, P 1, and T1 with 500, 4, and 25; and we then replace S2 and T2 with
40 and 2.
500 4(25)
-=--
40 p2 (2)
Next we eliminate the denominators by multiplying both sides by 40P2 .
40P . 500
2 40
4(25) . 40P
p2 (2) 2 -- 500P2 = 2000 ,
We finish by dividing by 500.
500P2 2000
-- P2 = 4 plums
500 500
Again we find that the answer is 4 plums.
96.B
more on In Lesson 95 we found that the solution to the system
irrational roots 6x - y = 5
{ xy = 4
required the solution to the quadratic equation
y2 + 5y - 24 = o
This equation can be factored, and thus the solution to this system consists of ordered pairs
of rational numbers (fractions). If a quadratic equation cannot be solved by factoring, we can
always find the solutions by using the quadratic formula. Trying the factor method to solve
quadratic equations that result from real-life problems is usually a waste of time, and
thus many people use the formula without even trying to factor.
example 96.3 Solve: {x - 2y = 3
(a)
xy =6 (b)
solution We begin by solving equation (b) for x and substituting into equation (a).
6
X solved for x
y
6
- - 2y = 3 substituted
y
6 - 2y 2 = 3y multiplied by y
2y2 + 3y - 6 =o rearranged
problem set 96 401
Now we use the quadratic formula to find the roots of this equation.
-b ± ~b 2 - 4ac = -~4-+ -157
y = y -
2a 4 4
Now we will use the linear equation x - 2y = 3 to find x.
X == 2y +3 X == 2y +3
X == 2(-¡ + ~) + 3 substituted X == 2(-¡ - ~) + 3 substituted
x=-+--
3 -157 simplified
3
_x = - - - -
-157 simplified
2 2 2 2
Thus, the solutions are the following ordered pairs of x and y.
( ~2 + -157
2'4
-~ + -157)
4
and (~2 - -157
2'4
-~ - -157)
4
X - 3y == 5
practice a. Solve: { xy == 3
b. The number of elk varied inversely as the number of deer and directly as the number
of antelope. When there were 75 elk, there were 85 deer and 15 antelope. How many
deer were there when there were 20 elk and 30 antelope? Work once using the variation
form and again using the equal ratio form .
problem set l. The number of girls varied inversely as the number ofboys and directly as the number
(96) •
96 of teachers. When there were 65 girls, there were 15 teachers and 3 boys. How many
boys were there when there were 5 girls and 100 teachers? Work the problem twice,
once using the variation form, and then using the equal ratio form.
2. Spanners varied jointly as ratchets and miters. If 100 spanners went with 4 ratchets and
96
r J 5 miters, how many ratchets would go with 20 spanners and 2 miters? First work the
problem using the variation form, and then work it again using the equal ratio form.
3. The current in the Bolibee River flows at 6 kilometers per hour. The boat can go
92
r ! 40 kilometers upstream in twice the time it takes to go 80 kilometers downstream.
How fast can the boat go in still water?
4. The 300-mile trip to Aunt Lucy's took 5 hours longer than the trip home. If the speed
74
r ! coming back was twice as great as the speed going, find both speeds and both times.
5. The only way to mix a 32% antiseptic solution was to mix a 20% solution and a 60%
52
r J solution. How much of each should be used to get 500 mL of the 32% solution?
Sol ve:
X+ 3y - Z = 2
X - 3y 2 x2 + Y2 == 4
6. {
7. 8. X + y + 2z == 6
(96J xy = 4 (95! { 4 x2 _ y2 = -4 (90)
{
2x + 2y - z == 2
9. Which of these sets of ordered pairs are functions?
(94)
(a) (4, -3), (5, -3), (-5, 2), (7, -3)
(b) (6, -2), (-2, 6), (4, 6), (5, -3)
(c) (4, 2), (6, 2), (5, -3), (4, 3)
10. If g(x) == x 2
(94)
- 4; D = {Integers}, find g(-2).
11. Graph· {x - Y < -2
(91) •
y~ -2
402 Algebra 2 Lesson 96
12. Graph on a number line: x + 4 1' 2 or x - 4 > -1; D = {Reals}
(89)
Simplify:
(a x+4)1!2b2x X
13. 14.
(83! a 3/ 2bx (82)
a+ - - --
b
ª2 + _l_
ah
i - ¡2
15.
(47)
2~8V2 16.
(8 1)
2i - 8
4 - 6i
17.
(81)
18. Solve: ~ 13 - ,.¡; 19. The two forces act on the point as
(77) (78)
shown. Find the resultant force.
Simplify:
20. 3-[5 - 1 21.
2 - .J7
(73) 1- -15 ( 73 )
1 + .J7
22.
(70)
Findp: e = m(ª + d -
p
r) 23.
(70)
Find a: e m( a; d _ r)
24.
(64)
Simplify: 2i 4 - i2 - .,/-16 - R R
25. Use the relationship PV = nRT to find the number of moles in a quantity of an ideal
(88)
gas when the temperature is 673 K, the pressure is 5 atmospheres, and the volume is
20 liters (R = 0.0821).
26. Solve 4x 2 + 6 = - x by using the quadratic formula.
(71)
27. Solve by graphing and then find an exact solution by using either substitution or
123
> elimination.
X + 2y = 6
{ 2x - 5y = -10
28. Use unit multipliers to convert 40 inches per hour to kilometers per minute.
(47)
29. Find C. 30. The area of the inscribed circle is
(26) (2)
1OOn square meters. What is the area
4 of the square?
e
8
A
6 B
97 Advanced Substitution 403 ('
LESSON 97 Advanced Substitution
We have found that we can solve a system oftwo equations in two unknowns by using either
the substitution method or the elimination method. We normally use elirnination to solve
systems such as
3x + 2y = -3
{ 4x - 3y = 13
in which every variable has a coefficient that is greater than 1. Substitution can be used to
solve these systems if we remember to eliminate the denominators as the first step after we
substitute.
3x + 2y = -3 (a)
example 97 .1 Use substitution to solve: { 4x - 3y = 13
(b)
solutíon We decide to solve equation (a) for y and substitute for y in equation (b). First, we solve fory.
3x + 2y = -3 equation (a)
2y = -3 - 3x added -3x
-3 - 3x
y = divided by 2
2
Now we will substitute for y in equation (b) .
4x - 3(-3~ 3x) 13 =
Next we eliminate the denominator 2 by multiplying every term on both sides by 2.
4x(2) - 3(-
3
~ 3
x }2) = 13(2)
We cancel, multiply, and then solve.
8x + 9 + 9x = 26 multiplied
17x = 17 simplified
X =1 divided
Now we use 1 for x in equation (a) and solve for y.
3(1) + 2y = -3 substituted
3 + 2y = -3 multiplied
2y = -6 added-3
y= -3 divided
Thus, the solution is the ordered pair (1, -3).
5x - 3y = 9 (a)
example 97 .2 Use substitution to solve: { x _ Y = -2
2 4 (b)
solutíon We decide to solve equation (a) for x and substitute for x in equation (b) . First, we solve for x.
5x - 3y = 9 equation (a)
5x = 9 + 3y added 3y
9 + 3y
x=-- divided by 5
5
404 Algebra 2 Lesson 97
Now we will substitute for x in equation (b) .
2( 9~ 3Y) - 4y == -2 substituted
Next we will eliminare the denorninator 5 by multiplying every term by 5.
(5)(2{
9
~ 3Y) - (5)( 4y) == -2(5) multiplied by 5
Now we cancel, expand, and solve.
18 + 6y - 20y == - 10 canceled and expanded
-14y == -28 added-18
y == 2 divided
Now we use 2 for y in equation (a) and solve for x.
5x - 3(2) == 9 substituted
5x - 6 == 9 multiplied
5x == 15 added 6
X= 3 divided
Thus, the solution is the ordered pair (3, 2).
3x - 5 y == 11
practice Use substitution to solve:
{ 2x - 4y == -6
problem set l. More were talented than not. Twice the number of talented exceeded 3 times the
~!) .
97 number of untalented by 12. Also, 4 times the number of untalented was only 48 less
than 3 times the number of talented. How many were talented and how many were
untalented?
2. The strength of the solution had to be increased from 20% to 24%. How many
16
n milliliters of a 30% solution should be added to 300 mL of the 20% solution to get the
desired result?
3. The volume of a quantity of an ideal gas was held constant at 7.4 liters. The original
157
! temperature was 227ºC, and the original pressure was 10 centimeters of mercury.
What was the final temperature in kelvins if the pressure was increased to 30
centimeters of mercury ? Remember to add 273 to convert degrees Celsius to kelvins .
4. Blues varied directly as greens and inversely as whites squared, and 4 blues and
196
! 2 whites went with 3 greens. How many greens were required for 2 blues and 4 whites?
W ork the problem once using the variation method and again using the equal
ratio method.
S. Cheers varied jointly as the number of fans and the square of the jubilation factor.
196
! When there were 100 fans and the jubilation factor was 4, there were 1000 cheers. How
many cheers were there when there were only 1O fans and the jubilation factor was 20?
W ork the problem two ways.
Use substitution to solve:
{2x + 3y == -7 { 4x - 2y == 8
6. 7.
(97) 3x - 3y == 12 (97) 3x - 2y == -4
Sol ve :
f - 2x ==3 { " + y2 = 11
{3x + y+ z = 2
8. 9. 10. 2x - y - z== 3
(96) xy == 4 (96)
2x 2 - y 2 == -2 (90)
X + 2y - Z == 8
2
~ .,,,__ ,J
11. If g(x) == x - 2x + 2; D == {Reals}, find g(5).
(94)
98 Relationships of Numbers 405
X - 2y < 2
12. Graph:
(91) { y ~ o
13. Graph on a number line: 4 '1' x + 3 < 7; D = { Integers}
(89)
Simplify:
(xa+2)112 x3a/2yb p
14. 15.
(83) y-b/2 (82) m
mx- - -
1
x+ -
mx
5 l. - l·2 Si - 2í 2
16.
2¡2 + ¡3
17. ~8.fi 18.
(81) (47) (81) -i
19.
(77)
Solve: ~ + -fZ = 11 20.
(78)
Find the resultant of the two
forces shown.
Simplify:
. 4
lk
21. 3 - 2,fi 22.
3- F7
(73) 4 + 2,fi (28)
-F7
23.
(46)
r2 + 2 f9fI - sm
~3
24.
(64)
-4i 2 - -J=9 - .fi,,J-2 - 5¡ 5
25. Find y: -ª-y - e = -
1
26. Find a: .!!... = my(l. + ~)
(55) X+ r2 1~ x a e
27. A square is inscribed in a circle as
(79)
shown. The area of the circle is
49n cm2 . What is the area of
the square?
28. Begin with ax 2 + bx + e = O and derive the quadratic equation by completing
(71)
the square.
29. Use unit multipliers to convert 400 milliliters per second to cubic inches per hour.
(47)
x-4 x -6
30. Solve: - - - - - = 7
(24) 2 3
LESSON 98 Relationships of Numbers
We say that the real numbers constitute an ordered set, because the real numbers can be
arranged in definite order. Every real number has a definite relationship to every other real
number. W e use the number line to gi ve us a visual representation of how real numbers can
be ordered.
-6 -5 -4 -3 -2 -1 o 2 3 4 5 6
406 A/gebra 2 Lesson 98
On this number line we can see that 1 i~ greater than -3, because the graph of 1 Jies to
the right of the graph of -3. Also, we can see that the graph of 1 is four sevenths of the
distance from -3 to +4 on the number line. Furthermore, we can see that the name of a
number designates its distance and direction from the origin on the number line. The graph
of -3 is 3 units to the left of the origin, while the graph of +4 is 4 units to the right of the
origin. We will use these facts to solve problems about the order relationships of numbers.
example 98.1 Find the number that is }___ of the way from 30 to 40.
10
solution First we locate the numbers on a number line.
40
30
o 10 20 30 40
From the diagram we see that 40 is 40 units to the right of the origin and that 30 is 30 units
to the right of the origin, so the distance between the numbers is 40 - 30 = 10. Seven
tenths of 1Ois 7, so the number in question lies 7 units to the right of 30, and its distance from
the origin is 30 + 7 = 37. We can write the solution to this problem in a more compact
form by writing
N 30 + }_(40 - 30) -- N = 37
10
example 98.2 Find the number that is .!_ of the way from .!_ to 2._ .
5 8 11
solution We will refer to the solution to the last problem and see that the name of a number is its
distance from the origin. We will use Sto represent the smaller number and L to represent
the larger number.
L - S
s L
We see that the distance between two positive numbers is the larger number minus the
smaller number. A fraction, F, of this distance is
F(L - S)
In this problem the fraction is .!_ and the numbers are .!_ and 2._, so we have
5 8 11
~( :1 - i)
This is the length of the second arrow shown below. To this we must add the distance from
the origin to the smaller number, so the number we are looking for is
.!_ +
8
.!.(2-
5 11
- .!.)8
1
•9
8 11
problem set 98 407
We finish by simplifying this expression.
_!_
8
+ .!.(5 7288 - _!_!_)
88
common denominator
_!_ + .!.(~) added
8 5 88
1 61
-+- multiplied
8 440
55 61
-+- common denominator
440 440
29
added and simplified
110
example 98.3 Find the number that is ~ of the way from 22- to 3~.
3 4 6
solution The distance between the two numbers is
5 1
3- - 2-
6 4
and ~ of this distance is
3
~(3~
3 6
- 22-)
4
But this is not the distance from the origin, so to this we add 2±. Thus, the number we want is
N = 22_ + ~( 3~ - 22_)
1
added 2-
4 3 6 4 4
= ¡ + %(2: - ¡) improper fractions
= 2. + ~( 46 - 27 ) common denominators
4 3 12 12
= 2. + ~(~) added
4 3 12
9 19
= -+- multiplied
4 18
81 38 119
=-+-=- added
36 36 36
practice Find the number that is i of the way from 3± to 5~.
problem set l. Johnny ran for a while at 12 miles per hour and then walked the rest of the way at 6 miles per
129
98 ¡ hour. If he covered the 96 miles in 12 hours, how far did he run and how far did he walk?
2. The 15% alcohol solution had to be mixed by using a 10% alcohol solution anda 60%
152
¡ alcohol solution. How much of each should be used to get 600 mL ofthe 15% solution?
3. Charles and Maria found that the 1200-mile drive to the city took 4 times as long as
174
¡ the 360-mile drive to the mountains. Ifthe speed driving to the mountains was 10 mph
greater than the speed driving to the city, find both times and both rates.
4. Mako could row 28 miles downstream in 4 hours but required 8 hours to go 40 miles
192
¡ upstream. What was the speed of the current, and how fast could he row in still water?
408 Algebra 2 Lesson 98
5. The num~r of rabbits varied directly as the number of squirrels and inversely as the number
1961
of raccoons. When there were 1Orabbits and 40 squirrels, there were only 2 raccoons. How
many raccoons went with 5 rabbits and 20 squirrels? Work the problem two ways.
6. Find the number that is .!_ of the way from .!_ to }__.
(98) 2 4 12
7.
( 98)
Find the number that is ~5 of the wa y from 1..!.. to
5
21.
6
3x + 2y = 5
8. Use substitution to solve:
(97J { 5x + 6y = 7
Sol ve:
Y - 3x 5 x 2 + y 2 = 16
9. { xy = 6 10.
(96J (96! { 2x2 _ y2 = -4
11. Which of the following sets of ordered pairs are functions?
( 94 )
(a) (5, 7), (7, 5), (-3, -2)
(b) (5, 7), (4, 7), (-3, 7)
(e) (-2, 5), (4, -2), (4, -2)
X+ 2y > 4
12. Graph: {
(91) y ;:::: 1
13. Graph on a number line: 4 <- x + 2 or x + 3 < -1; D = { Integers}
(89)
Simplify:
14.
<8JJ
(x2ª )1/3 x2ª
xª
15.
(82)
x+ ~
xy
16.
(47)
v4m
X + .!_
y
2 2¡4 - ¡3
2i - 3i
17. 18.
(8 /J -i (81) -2i
19. Estimate the location of the line suggested by the data points, and write the equation
(72 ) •
that expresses salt as a function of pepper: S = mP + b.
250
200
(/)
E
150
•••
~
Ol
•
.S
....
(ij
(/)
100 • •• •
50 •• •
o 2 4 6 8 10
Pepper in grams
20. Find the resultant of the forces shown. 12
(78)
99.B absolute-value conjuncti'ons 409
Simplify:
5 - ,f2 3 - .J3
21. ¡-;:; 22.
(73) 2 - 5-v 2 (73) 3 - 2.[3
23.
(70)
Find m:
a
X+ y z(~ + ~) 24.
(70)
Find y: -a- =
x +y
1 n1)
z( - + -
m
Simplify:
2s.
(64)
-1=9 - J=2 J=2 + 3i 2 - 2¡ 3 + 4 26.
(46) ~3
f2 - 2~7
íi + s-J84
27. Solve -5x 2 - x - 5 = O by completing the square.
(62)
28. Use unit multipliers to convert 60 inches per second to centimeters per minute.
(47)
a X
29.
(33)
Simplify·
•
xy - 7
X xy 2
30. Use a calculator to simplify. Estimate first.
(68)
3.~
12
(a) 47,162 X 10- (b)
50,132 X 10 5
LESSON 99 Absolute-Value Inequalities • Absolute-Value
Conjunctions • Absolute-Value Disjunctions •
Negative Numbers and Absolute Value
99.A
absolute-value Absolute-value inequalities are either conjunctions or disjunctions. The reason for this is
inequalities evident if we draw a number line and indicate the absolute value of each number.
Numbm ~ ~ ~ ~ ~ o 2 3 4 5
Absolute 5 4 3 2 o 2 3 4 5
val u e
We note that except for zero, every absolute value is positive and that the numbers closest to
zero have the smallest absolute values. For example, we see that every number between 3 and
-3 has an absolute value that is less than 3. Further, we see that every number to the right of
3 and to the left of -3 has an absolute value that is greater than 3.
Number -5 -4 -3 -2 -1 o 1 2 3 4 5
Absolute 5 4 3 2 1 o 1 2 3 4 5
val u e ~ ~
Absolute value Absolute value Absolute value
greater than 3 less than 3 greater than 3
99.B
absolute-value The graph above shows that all numbers between -3 and 3 have an absolute value that is less
conjunctions than 3. We can indicate these numbers in two ways. The first way is with a conjunction that
does not contain absolute value.
X > -3 and X < 3
1
410 Algebra 2 Lesson 99
and the second way is to write the absolute-value inequality.
!xi < 3
Thus, we see that a conjunction can be written that places the same restrictions on a
variable as does an absolute-value statement of less than.
example 99.1 Graph: !xi :s: 4; D = {Integers}
solution This less-than absolute-value inequality designates the same numbers as does the
conjunction
X ~ -4 and X :S: 4
The domain restricts the values of x to the integers, so our graph shows the integers that are
greater than or equal to - 4 and are also less than or equal to +4 .
• 1
-5
•
-4
•
-3
•
-2
•
-1 •o • • • • 2 3 4
t-
5
example 99.2 Graph: -!xi + 3 > O; D = {lntegers}
so/ution First we add-3 to both sides. We do not reverse the inequality symbol when we add negative
quantities to both sides.
-lxl + 3 > O
- 3 -3
-!xi > -3
Now we mentally multiply both sides by-1 and reverse the inequality symbol.
!xi < 3
Now we can replace this absolute-value inequality with a conjunction that places the
same restrictions on the variable.
X > -3 and X < 3
Thus, we are asked to indicate the integers that are less than +3 and that are greater than -3.
The graph is
-5 -4 -3 -2 -1 o 2 3 4 5
99.C
absolute-value Since the numbers whose absolute values are greater than 3
disjunctions !xi > 3
graph to the right of 3 orto the left of -3, we can make the same statement by writing the
disjunction
X < -3 or X > 3
Thus, we see that a disjunction can be written that places the same restriction on the
variable as does an absolute-value statement of greater than.
example 99.3 Graph: -!xi + 2 < -2; D = {Reals}
so/ution We begin by adding -2 to both sides of the inequality. We do not reverse the inequality
symbol when we add a negative quantity.
-!xi + 2 < -2
- 2 -2
-lxl < -4
Now we mentally multiply both sides by-1 and reverse the inequality symbol.
!xi > 4
problem set 99 411
This absolute-value statement of greater than can be replaced with the disjunction
x > 4 or x < -4
The graph of this disjunction, using the real numbers as the domain, is
-6 -5 -4 -3 -2 -1 o 2 3 4 5 6
99.D
negative The preceding absolute-value inequalities stated that the absolute value of x was greater than
numbers and or less than a given positive number. If we look ata number line on which the absolute values
absolute value have been indicated,
NumbITT ~ -4 ~ ~ ~ o 2 3 '4 5
Absolute 5 4 3 2 o 2 3 4 5
val ue
we note that, except for zero, all the absolute values are positive numbers. There are no
absolute values that are less than zero. Thus, a notation such as
lxl < -3
has no solution. If the smallest absolute value is zero, then there is no absolute value less
than zero and certainly no absolute value that is less than -3. In the same way, the
solution to the inequality
Jxl > -3
is any number, because any number (even zero) has an absolute value greater than -3.
example 99.4 Graph: (a) lxl < -2; D = {Reals} (b) lxl > -2; D = {Reals}
solution These can be thought of as trick questions because the answers are either all the numbers or
none ofthe numbers. The answerto (a) is none ofthe numbers. We write this answerby using
the symbol for the null set or the empty set.
(a) x = 0 or x = { }
(b) Every real number has an absolute value greater than -2, so the graph shows
every real number.
-5 -4 -3 -2 -1 o 2 3 4 5
example 99.5 Graph: -lxl - 5 > -3; D = {Integers}
solution We begin by adding +5 to both sides, and we get
> 2 -lxl
Now we mentally multiply both sides by-1 and reverse the inequality symbol.
lxl < -2
There are no real numbers that satisfy this inequality, and thus the original inequality has no
solution.
practice Graph: -lxl + 3 < -2; D = {Integers}
problem set l. If the sil ver could be separated from the sulfur, the reaction would be a success. What
53
99 < ! is the percentage by weight of the sil ver (Ag) in the compound Ag 2S (Ag, 108; S, 32)?
2. Sorne walked purposefully and sorne merely maundered. Twice the number of the
121
J purposeful walkers exceeded 1Otimes the number of maunderers by 16. Also, 13 times
the number of maunderers exceeded the number of purposeful walkers by only 8. How
many walked purposefully, and how many just maundered?
3. The current in the river was 8 miles per hour. The boat could go 60 miles upstream in half
192
¡ the time it took to go 280 miles downstream. How fast could the boat go in still water?
412 Algebra 2 Lesson 99
4. The work accomplished varied jointly as the number of people and their average
96
r J productivity factor. If 100 people with an average productivity factor of 20 could produce
8000 units on one shift, how many people whose factor was only 2 would be required to
produce 16,000 units on one shift? Work the problem two ways.
5. The first container held a 5% iodine solution, and the second container held a 10% iodine
52
r J solution. How much of each should Nadine and Bob use to get 1200 mL of an 8% iodine
solution?
Graph on a number line:
6. -lxl + 5 > O; D = { Integers} 7. - lxl + 1 < - 3; D = {Reals}
(99) (99)
8. Use similar triangles to find :
(66,79)
(a) m and n (b) pandq
12~n pAq
Á__j
m
~
5{2
9. Find the number that is ~ of the way from .!.2 to 2.!..
(98) 7 3
3x + 3y = 9
10. Use substitution to solve: ·
~ { ~-0=~
Sol ve:
3x + 2y - z = 1
X - 3y 2 x2 + Y2 = 8
11. 12. 13. X + y - Z = -1
(95J { xy = 8 { 2x 2 _ y 2 = 7 (90)
196J {
5x + 2y + 2z = 8
14. If h(x) = x 2 - 4 ; D = {Negative integers}, find h(4).
(94)
X - y < -2
15. Graph:
191J { 3x + 5y· ::::; -5
16.
(89)
Graph on a number line: x + 4 "jo 3 or x + 1 '!, 2; D = {Reals}
Simplify:
17.
(83)
(x2 - ª)2xa/4 18.
(82)
ab
b
19.
(47)
2~16V2
a+
1+ ~
b2
2 - 3¡ 2i - ¡ 3
20. 21. --
(81) 2T (81) -i
22. Estimate the location of the line suggested by the data points, and write the equation
72
r J that expresses output as a function of input: O = mi + b.
500
.lB
400 •
·e::::¡
300
.!:
"5
.9-
:::¡ 200
o
100
40 80 120 160 200
Input in units
100 Graphs of Parabolas 413
23. Find the resultant of the forces shown.
(78)
Simplify:
24.
3-
¡,;
-fi 25.
4 - 2 -13
(
(73) -V 2 +3 (28) - -13
26.
(70)
Find e: '!!:_ =
e
p(_!_
a
+ !)b
Simplify:
21.
(64)
-.J=9 - 3i 3 + 2i - R -J4 + 3 p
28.
(46)
-
1/10
13 + 4 ~3
(10 - -J120
l
29. Use the formula PV = nRT to find the volume of 0.0163 mole of ideal gas at
(88)
10 atmospheres ofpressure anda temperature of 870 K (R = 0.0821).
30. Use unit multipliers to convert 40 centimeters per second to miles per hour.
(47)
LESSON 100 Graphs of Parabolas
We remember that a polynomial equation in one variable in which the highest power of the variable
is 2 is called a quadratic equation. Thus the following equations are quadratic equations in x.
(a) x 2 + 4x + 4 =O (b) -x 2 + 4x - 3 =O (c) x2 - 3 =O
These equations are conditional equations. The values or value of x that makes one of these
equations a true equation is called the solution of the equation and is said to satisfy the
equation. We can find the solutions to these quadratic equations by factoring, completing the
square, or using the quadratic formula. These equations cannot be graphed on a
coordinate plane, because they contain only one unknown.
If we set each of these expressions equal to y instead of zero, we will have written
special kinds of quadratic equations that define quadratic functions.
(d) y = x2 + 4x + 4 (e) y = - x2 + 4x - 3 (f) y = x2 - 3
These equations can be graphed, because we can assign values to x and find the resulting
values for y. Any function can be graphed by using the laborious method of assigning
many values to x and finding the resulting values for y. To graph equations (d) and (e),
we would make a table for each equation and choose values for x.
(d) y = x2 + 4x + 4 (e) y = -x 2 + 4x - 3
2 3 2 3 2 3 2 3
1: 1 o 1 1 1- 1- 1 1: 1o 1 1 1- 1 - 1
414 Algebra 2 Lesson 100
Next, we use the equations to find the value of y that is paired with each value of x. Then we
enter these values in the table.
(d) y = x 2 + 4x + 4 (e) y = - x 2 + 4x - 3
1: 1: l
26
1 I ~ 1-: 1- 13
I 1: 1 ~3 1 ~ 1 ~ 1~: 1~: 1
We can immediately see the disadvantage of point-by-point graphing. In the table on the
left, only the ordered pairs (0, 4), (- 2, 0), and (-3, 1) are usable, because the other ordered pairs
have y-values too large to plot on a small graph. To get a good graph, we would have to use other
values of x until we found more usable ordered pairs. We would also need to use other values of
x to get more usable pairs for the table on the right. Finally, we would get enough usable ordered
pairs to draw the following graphs. We call the graph of a quadratic equation a parabola.
(d) Opens upward (e) Opens downward
y y
5
4
3
2
1
/
'
-i r
X X
-5 -4 -3 -2 -1 o / 2 \ 4 5
-1 1
-2 2 / \
-3 3
-4
-5 I \
If we graph many, many quadratic equations, we will find that the following relationships
between the function and the graph of the function are always true.
l . Every parabola is symmetric about sorne vertical line. This vertical line is
called the axis of symmetry.
Axis of symmetry :
V 1
1
: Axis of symmetry
2. Every parabola opens upward or it opens downward. If the coefficient of
x 2 is a positive number, the graph opens upward. lf the coefficient of x 2 is
a negative number, the graph opens downward. This is true regardless of
the values of the other numbers in the equation.
y
w
= 2x 2 + bx + e y
(¡\
= - 3x 2
+ bx + e
3. The parabola crosses the y-axis at the value of the constant term in the
equation. This is because the value of x is zero on the y-axis. If we let x equal
zero, ali terms that contain x equal zero and ali that is left is the constant term.
y = -3x 2 + 14x - 5 equation
y = -3(0) 2
+ 14(0) - 5 letx = O
y =0+0-5 simplified
y = -5 o+ o=o
100 Graphs of Parabolas 415
If we change the value of the constant term in the equation, the graph will ha ve the
same centerline and the same shape but will be shifted up or down. The only difference
in each of the following equations is the constant term. Note that the change in the constant
term shifts the curves up or down.
y y
-Se r -1
-2
X
-1
-2
X
•
-3 -3
-4 -4
-5 -5
y=x 2 +ax+4 y=x2 +ax-1
Thus, we can look ata quadratic equation and determine the y-intercept and determine
whether the graph opens upward or downward. Let' s look at two more equations.
(a) y = -x 2 - 8x - 13 (b) y = x2 - 8x + 13
The graph of equation (a) will open downward because the coefficient of x 2 is -1 and the
y-intercept is (O, -13). The graph of equation (b) will open upward because the coefficient of
x 2 is+1 and the y-intercept is (O, 13).
If we complete the square on equations (a) and (b), we can change the forms of the
equations so that by inspection we can determine the following:
l. The equation of the axis of symmetry.
2. The y-coordinates of the vertex.
The new forms of the equations are shown here, along with an analysis of the new forms.
vertex at vertex at
opens downward y = 3 opens upward y = -3
'-.,.-' ~ '-.,.-'
(a) y =\x; 4)' +.3 I (b) y =\X;4)2-~
axis of symmetry axis of symmetry
is X = -4 is X = +4
Note that when we have (x + 4) 2, the x-value of the axis of symmetry is -4, not +4!
Also, when we have (x - 4) 2 , the x-value of the axis of symmetry is +4, not-4!
,,..
The squared term is always positive, and for large values of x this term approximates
the value of y. When the squared term is preceded by a plus sign, y is positive for both large
positive and negative values of x; and thus the curve opens upward. When the squared term
is preceded by a minus sign, y is negative for both large positive and negative values of x;
and the curve opens downward. When the value of x is such that the squared term equals
zero, the curve is at a maximum or minimum point; and the y-coordinate of the vertex is the
constant at the end of the expression.
In the next three examples we will show how to use completing the square as an aid to
graphing.
416 Algebra 2 Lesson 100
example 100.1 Complete the square to graph y = x 2 - 4x + 2.
so/ution We begin by noting the following:
(a) The graph will open upward (the coefficient of x 2 is positive).
(b) The y-intercept is (0, 2) (the constant term is +2) .
Now we want to rearrange the equation into the form
y = (x + a) 2 + k
so we place parentheses around the x 2-term and the x-terrn.
Y = (x 2 - 4x ) + 2
Now, to make the expression inside the parentheses a perfect square, it is necessary to add
the square of one half the coefficient of x
(-4 .±r 4 =
which is 4. Thus, we add +4 inside the parentheses and-4 outside the parentheses. This
addition of +4 and -4 to the same side of the equation is a net addition of zero.
y = (x2 - 4x + 4) + 2 - 4
Now the term in the parentheses is a perfect square, and we write it as such.
y = (x - 2) 2 - 2
From this form we can determine the three things necessary to sketch the curve.
(a) Opens upward
(b) Axis of symmetry is x =2 "'- y ' ~2)2
= +(x - 2
(c) y-coordinate of vertex is -2 ~ ~ t
We use this information to draw the axis of symmetry and the vertex of the curve, as we show
in the following figures . We also puta dot at (0, 2), which is the y-intercept. Now we get the
coordinates of one more point on the graph and make a sketch. Let' s take x = 4 in the
original equation and solve for y.
y = (4) 2 - 4(4) + 2 substituted
y = 16 - 16 + 2 multiplied
y= 2 simplified
\_
Thus, the point (4, 2) lies on the curve. We remember that the curve is symmetric about the
line x = 2 and complete the sketch.
y y
\5
I
\ ' !
__
(O, 2)
1 1 1 1
X \ / X
-5 -4 -3 -2 -1 o '1 / 4 5
,
wr -2 -2
\. J
(2, -2)
-3 -3
-4 -4
x=2
-5 -5
100 Graphs of Parabolas 417
example 100.2 Complete the square to graph y = -x 2 + 2x + 2.
solution We begin by noting that the parabola will open downward and that the y-intercept is (0, 2).
The rest of the procedure will be the same, except that, as the first step, we will multiply both
sides by -1 so that the coefficient of x 2 will be +l. As the last step, we will again multiply
both sides by -1.
-y = x 2 - 2x - 2 multiplied by -1
Now to change the right side into the form
(x + a) 2 + k
we place parentheses around x 2 - 2x
-y = (x 2 - 2x ) - 2
and add +1 inside the parentheses and - 1 outside the parentheses.
-y = (x 2 - 2x + 1) - 2 - 1
Now the expression in the parentheses is a perfect square.
-y = (x - 1) 2 - 3
As the last step, we multiply both sides by -1 so that y will be positive. Note that we do not
change the sigo inside the parentheses!
y = -(x - 1) 2 +3
Now we can read the salient features of the graph.
(a) Opens downward -------~
(b) Axis of symmetry is x = 1 ~ y = -(x ~ 1) 2 + 3
(c) y-coordina te of vertex is +3 ~ ~ t
We already know that the y-intercept is (0, 2).
To find another point on the curve, we let x = -1 in the original equation and
solve for y.
y = -(- 1) 2 + 2(-1) + 2 substituted
y = -1 - 2 + 2 multiplied
y= -1 simplified
W e complete the graph by using the point (-1 , -1 ), remembering that the curve is symmetric
about the line x = 1.
y y
5 5
1 1
4 4
(1 , 3). (1, 3
31/ 3/
2
'\ 2
\
1 J \
/ \
2 3 4 5 -- X -5 -4 -3 -2 o 2 4 5
X
ar
1
-2
(-1,-1) 2 1
-3 I 3 \
-4 I 4 \
X= 1 I 5 X= 1 \
-5
'
418 Algebra 2 Lesson 100
example 100.3 Complete the square to graph y = -x 2 - 6x - 8.
solution We begin by noting that the graph of the parabola will open downward, and that the
y-intercept is (O, - 8). Since the x 2-term is negative, we will begin and end by multiplying
both sides of the equation by -1.
-y = (x 2 + 6x ) + 8 multiplied by -1
- y = (x 2 + 6x + 9) + 8 - 9 added +9 and -9
- y = (x + 3)2 - 1 simplified
y = - (x + 3) 2 + 1 multiplied by -1
Now we can diagnose the salient features of the graph.
(a) Opens downward - - - - - - - - - - ,
(b) Axis of symmetry is x = -3 ~ y = -(x ~ 3) 2 _±____!_
(c) y-coordinate of vertex is + 1 "'- ~ t
On the left we use these facts to begin the curve. To find another point on the curve, we
replace x with-1 and find that y equals -3 . Then we use the point (-1 , -3) and symmetry to
complete the graph.
y = -(-1) 2 - 6(-1) - 8 substituted
y = -1 + 6 - 8 multiplied
y = -3 simplified
y y
5
1 1 1 4
- ~ X= -3 - >- 3
1 1 1 -2
- (-3-1• 1 -
1
X
/ \ X
\-1 o
---~
--6 -5 I -3 1 2 3 4
\ 1
-2 I
/ \ 2
-3
-4
-5
I \
practice Complete the square as an aid in graphing:
a. y = x2 - 2x + 3 b. y = -x 2 - 4x - 3
problem set l . Bickford traveled twice as fast as Shawn traveled. Thus, Bickford could travel the
1741
100 320 miles to the reef in only 2 hours less than it took Shawn to travel the 240 miles to
Jane's house. Find the rates and times ofboth boys.
2. The solution was 68% alcohol, and it carne up to the 600-mL mark on the beaker. How
16
1) much alcohol should be evapoi:ated so that the remainder would be only 20% alcohol?
3. Sorne sparkled and the rest coruscated. Ten times the number of sparklers exceeded
1211
6 times the number that coruscated by 40. But 4 times the number that coruscated
exceeded twice the number that sparkled by only 160. How many were in each category?
4. Reds varied directly as yellows and inversely as greens squared; 100 reds and 40 yellows
1961
went with 1Ogreens. How many reds went with 20 yellows and only 5 greens?
5. Find three consecutive integers such that the product of the first and the third exceeds
(55)
the product of 8 and the second by 32.
Complete the square as an aid in graphing:
6. y = x 2 - 6x + 1
(100)
7.
(100)
y = -x 2 + 4x + 4
problem set 100 419
8. Use similar triangles to solve for:
(66,79)
(a) mandn (b) p and q
~n q/17
5 ~ p
9. Graph on a number line: -[x[ + 5 <1 3; D = {Reals}
(99)
10. Find the number that is 2_ of the way from 2.!. to 3.!_.
(98) 11 3 6
2x - 2y = -1
11. U se substitution to solve:
(97J { 4x + 3y = 5
Solve:
X - y = 5 x2 + Y2 = 5
12. 13.
196! { xy = 2 (96J { 2x2 _ y2 = 4
2x + 2y - z = o
14. X + y - 2z = -12
(90)
{
2x-y+z=l0
15. Which of the following sets of ordered pairs are functions?
(94)
(a) (4, 2), (5, 2), (2, 5), (2, 4)
(b) (-7, 2), (4, 2), (2, 4), (2, -7)
(e) (-3, 2), (3, -2), (-3, 4), (-2, 3)
{ 4x + y < -2
y~ -3
16. Graph:
<9IJ
17. Graph on a number line: x + 2 <1 5 or x + 3 < 3; D = {lntegers}
(89)
Simplify:
(ax+2)2ab/2
~~j 3~9,fj
X
18. 19.
(83) (a2-b)l/2 (82)
2
x y - 1
1 +-
xy
2 - ¡3 3 - i
21. 22.
(81) -i (81) ¡2 - 3i
23. Determine the resultant of the force
178
! vectors shown.
Simplify:
24. 5 - 2.J2 3 - 4-JS
25.
(73) .J2 (73) -J5 - 1
26.
(46)
/2 +' 3f2
fi3 [13 - 2-JI04 21.
(64)
-RR + 2-J-16 - 3¡ 5 + 2¡ 2
420 Algebra 2 Lesson 101
28.
(70)
a
Find y: k + e = m(~ + d)
29. Use unit multipliers to convert 400 cubic feet per minute to cubic inches per second.
(47)
30. Use a calculator to simplify. Estimate first.
(68) 3
(a) 0.001852 X 10- '
(b) (4.1srs.06
-47.3 X 10 5
· LESSON 101 Percent Markups
The difference between the selling price of a piece of merchandise and the price paid for it
is called markup. For example, if a dealer purchased an ítem from the factory for $40 and
sold it for $50, we say that the markup was $1 O. Ten dollars is 25 percent of $40 but is only
20 percent of $50. Thus, the markup was 20 percent of the selling price and 25 percent of the
purchase price. The store owner would say that the markup was only 20 percent, but the
customer would say that the markup was 25 percent.
The selling price is the purchase price plus the markup.
Selling price = purchase price + markup
Any one of these components can be expressed as a percentage of any other component.
When we work these problems, we will use rate instead of percent. Rate is percent
divided by 100 and is the decimal form of the relationship. Thus,
20 percent equals a rate of 0.2
415 percent equals a rate of 4.15
2 percent equals a rate of 0.02
example 101.1 The selling price was $48. If the markup was 20 percent of the purchase price, what was the
purchase price? What was the markup?
solution First we write
Selling price = purchase price + markup
The selling price was 48 and the markup was 20 percent of the purchase price, or 0.2Pr We
substitute and find
48 = PP + 0.2Pp substituted
48 = l.2PP simplified
40 = pp divided
Thus the purchase price was $40, and the markup was $8.
example 101.2 The purchase price of the item was $1800. If the markup was 40 percent of the selling price,
what was the selling price?
so!ution First we write
Selling price = purchase price + markup
The markup was 40 percent ofthe selling price, or 0.4SP , and the purchase price was $1800.
We make these substitutions and solve.
SP = 1800 + 0.4SP substituted
0.6SP = 1800 added -0.4SP
sP = 3000 divided
Thus, the markup was $1200, which is 40 percent of $3000.
problem set 101 421
example 101.3 The sports car retailed for $10,368. What was the purchase price if the car had been marked
up 8 percent of the purchase price?
solution First we write
Selling price = purchase price + markup
The markup was 8 percent of the purchase price, so we get
10,368 = P P + 0.08PP substituted
10,368 = l.08PP simplified
9600 = pp divided
Thus the car had been purchased for $9600, and the markup was $768.
practice The sedan retailed for $16,295. What was the purchase price if the car had been marked up
25 percent of the purchase price?
problem set l. The selling price was $78. Ifthe markup was 30 percent ofthe purchase price, what was
(101) •
101 the purchase pnce? What was the markup?
2. The purchase price of the item was $2100. If the markup was 60 percent of the selling
ºº 1
! pnce,
. what was the se11'mg pnce.
. ?
3. The sports car retailed for $16,535. What was the purchase price if the car had been
(101) •
marked up 25 percent of the purchase pnce?
4. Schneider has 400 liters of a solution that is 60% antifreeze. How many liters of an
16
1) 80% solution should he add to make a solution that is 72% antifreeze?
5. The boat could go 104 miles downstream in the same time it took to go 56 miles
192
! upstream. If the speed of the boat was 20 miles per hour in still water, what was the
speed of the current?
Complete the square as an aid in graphing:
6.
(100)
y = -x 2 - 4x - 5 7.
(100)
y = x2 + 2x + 2
8. The volume of a right circular cone whose radius is 3 cm is 607r cm3 . What is the height
(B)
ofthe cone?
9.
(99)
Graph on a number line: -lxl + 3 -t. 2; D = {Integers}
10. Find the number that is ~ of the wa y from 3.!. to 4~.
(98) 5 3 6
6x + 5y 8
11. Use substitution to solve: {
(97J . 4x + 2y = 3
Solve:
12.
{ xy
3x - y
= 5
4 13. {x2x2+ y2 = 16
2
i96J (96! - y2 = 2
3x +y+ z = 7
14. X - 2y - Z = 2
(90)
{
-x +y - z = -5
15.
~
If p(x) = x2 - 4; D = {Reals }, find p(.!.)
2
Graph:
16. {3y - 2x > -3 17. -10 'l. x + 2 < -4; D = {Reals}
(91) X ? -2 (89)
422 Algebra 2 Lesson 102
Simplify:
(ax+2)112
18.
(83) (y2)ª
y 19.
(82)
m
20.
(47)
7 ~49lf7
my - 1
1- -
my
-2 - 3i
21. 22.
(81) 3 + 2i (81) 2i - 3
23. Determine the resultant of the two
(78)
vectors.
12
Simplify:
24.
2-[i - -f3 25.
3- .fi
(28)
J6 (73)
.fi + 2
26.
(46)
2f- 4H + 2J4() 27.
(51)
3 ·2
-l - 2 l·3 + 4 · + g-
-¡
5
1 1
28. Find R 1: m - e = - - + - -
(55! X R¡ R2
29. Solve -2x 2 = x + 4 by using the quadratic formula.
(71)
30. Multiply: 2 x o2Y -2-4
P -4 ( - 4
YP- m 3xy o
)
(4J
X p 2- -X-
LESSON 102 Sums of Functions • Products of Functions
102.A
sums Recall that functional notation has severa] advantages. The first is that it allows us to identify
of functions the equations being considered. For instance, if we have the three equations
Y =X + 3 Y = x2 - 6 y = 2x 2 + 5
we can name them from left to right as, say, equation h, equation (Ó, and equation g. If we use
functional notation, we would use h(x), (Ó(x), and g(x) instead of y when we write the
equations.
h(X) = X + 3 (Ó(X) = x 2 - 6 g(x) = 2x 2 + 5
These notations in themselves do not completely define the function, for the domain
must be specified or implied for every function. Thus, we will arbitrarily assign a domain
to each equation.
h(x) =X + 3 (Ó(X) = x 2 - 6 g(x) = 2x 2 + 5
D = {Reals} D = { Integers} D = {Negative integers}
102.B products of functions 423
If we add two of these equations, we get an equation for the sum. The sum of equation h and
equation g is
h(x) = X + 3
g(x) = 2x 2 + 5
h(x) + g(x) = 2x 2 + x + 8
We see that h(x) + g(x) means that we have added the h-equation to the g-equation. Often
we use the notation
(h + g)(x)
to mean the same thing. The notation (h + g)(x) means that we have added the
h-equation to the g-equation. The domain for the new equation is ali numbers that were
common to both of the original domains.
example 102.1 Given h(x) = x + 3; D = {Reals}, and ¡i)(x) = x 2 - 6; D = {Integers}, find (h + ¡11)(2).
solution We can find the answer two ways. First we will find h(2) and ¡11(2) and add.
h(2) = 2 + 3 ¡11(2) = (2) 2 - 6
h(2) = 5 ¡11(2) = -2
Thus, since (h + ¡11)(2) means h(2) + ¡1)(2), we have
(h + ¡11)(2) = (5) + (-2) = 3
The second way is to add the equations to find the equation (h + ¡11)(x).
h(x) = X + 3
¡i)(x) = x 2 - 6
(h + ¡i))(x) = x 2 + x - 3
Now we use 2 for x and find the value of the h + ¡1) equation when x equals 2.
(h + ¡1))(2) = (2) 2 + (2) - 3
(h + ¡11)(2) = 4 + 2 - 3
(h + ¡11)(2) =3
We get the same answer both ways.
example 102.2 Given h(x) = x + 3; D = {Reals}, and g(x) = 2x 2 + 5; D = {Negative integers},
find (h + g)(5).
solution We can find the equation (h + g)(x) by adding the h-equation and the g-equation.
h(x) = X + 3
g(x) = 2x 2 + 5
(h + g)(x) = 2x 2 + X + 8
However, we cannot use this equation to find (h + g)(5), because 5 was nota member
of the domain of g(x); so 5 is nota member of the domain of (h + g)(x). Thus, we say
that the problem has no answer, or we can say that the answer is the null set 0 or the empty
set { }. Remember that null set and empty set mean the same thing.
102.B
products When we multiply two functions, the product is also a function. If we have the equations
of functions h(x) = X + 3 and g(x) = x 2 - 6
D = {Reals} D = {Negative integers}
424 Algebra 2 Lesson 102
and we multiply the h-equation by the g-equation, we get the product h(x)g(x).
h(x)g(x) = (x + 3)(x 2 - 6) product of functions
h(x)g(x) = x 3 - 6x + 3x 2 - 18 multiplied
h(x)g(x) = x 3 + 3x 2 - 6x - 18 rearranged
Instead of writing h(x)g(x) to designate the product of the two functions, we find it
convenient to write
hg(x)
instead. The notation hg means that the h-equation has been multiplied by the g-equation in
the same way that - - - ~ - --
(h + g)(x)
means that the h-equation and the g-equation have been added.
example 102.3 Find hg(-4) where h(x) = x + 3; D = {Reals}, and g(x) = x2 - 6;
D = {Negative integers}.
solution As in example 102.1, we can find the answer two ways. The first is to find h(-4) and g(-4)
and then multiply these answers.
h(-4) = -4 + 3 g(-4) = (-4) 2 - 6
h(-4) = -1 g(-4) = 10
so
hg(-4) = (-1)(10)
hg(-4) = -10
The second way is to find hg(x) and then find hg(-4).
hg(x) = (x + 3)(x 2 - 6)
hg(x) = x 3 + 3x 2 - 6x - 18
Now to find hg(-4), we use -4 for x in the equation.
hg(-4) = (-4) 3 + 3(-4) 2 - 6(-4) - 18
hg(-4) = -64 + 48 + 24 - 18
hg(-4) = -10
example 102.4 Findfg(-4) where f(x) =x + 3; D = {Reals} , and g(x) =x - 5; D = {Positiveintegers} .
solution We begin by multiplying the equations to find f g(x).
f (x)g(x) = (x + 3)(x - 5)
2
f g(x) = x - 2x - 15 .
We cannot use this function to findfg(-4), because -4 is nota member of the domain
of g(x); so it is nota member of the domain offg(x). Thus, we may say that this problem
has no answer, or we may say that the answer is either
0 or {}
practice a. Find (h + g)(5) where h(x) =x + 1; D = {Reals}, and g(x) = x2 - 1;
D = { Integers}.
b. Find hg(-2) where h(x) = x + 2; D = {Reals}, and g(x) = x2 - 7;
D = {Negative integers} .
c. Find f g(x) where f(x) = x + 6; D = {Reals}, and g(x) =x - 4;
D = {Positive integers}.
problem set 102 425
problem set l. Sarah hada 40-mile head start and was driving north at 46 miles per hour when James
134
102 ! and Renee began their pursuit at 50 miles per hour. How much farther did Sarah go
before James and Renee caught up?
2. The speed of the boat in still water was 1O miles per hour. The boat could go 78 miles
192
! down the Lazy River in the same time it took to go 42 miles up the Lazy River. How
fast did the current flow in the Lazy River? ·
3. Horses varied directly as goats and inversely as pigs squared. When the bamyard
196
! contained 5 horses, there were 4 pigs and only 2 goats. How many goats went with 6 pigs
and 10 horses?
4. A 70 percent markup of the purchase price made the selling price of the ítem $1666.
110
1! What did the store owner pay for the ítem?
5. The selling price was $1680. This low price was possible because Audry and Sam only
oon marked the ítem up 40 percent of the purchase price. What did they pay for the ítem?
6. The pressure of a quantity of an ideal gas was held constant at 453 newtons per square
157
! meter. The original temperature was 503ºC, and the original volume was 450 mL. If
the temperature was increased to 743ºC, what was the final volume? Remember to add
273 to convert degrees Celsius to kelvins.
7. Findhg(-5) where h(x) = x + 1; D = {Reals}, and g(x) = x2 - 6;
002¡ D = {Negat1ve
. mtegers
. }.
8. Findfg(-3)where f(x) =x + 4; D = {Reals},and g(x) =x - 1;
1102¡ D = {Pos1t1ve
. . mtegers
. }.
Complete the square as an aid in graphing:
9. y = x 2 + 4x + 2 10. y = -x 2 - 4x - 2
(100) (100)
11. Graph on a number line: -lxl - 2 ::;; -5; D = {Integers}
(99)
2x + 3y = -3
12. Use substitution to solve: {
(97! 4x - 2y = 18
Solve:
2 2
X+ y+ Z = 8
2x - y 6 14. X +Y = 12
13. 15. X+ y - Z = 0
!96! { xy = 4 !96! { 3x2 _ y2 = 4 (90) {
2x - y+ z = 3
3x - 5y < 10
16. Graph: {
(91) y ~ -2
17. Graph on a numberline: x + 2 < O or x + 3 1, 3; D = {Integers}
(89)
18. Find the number that is .!_ of the way from .!_ to 2! .
(98) 8 5 3
Simplify:
xa/2y2a kx
19.
x3ay-2a/3
20. 21. ~x 5 y ~ xy 2
(83) (82)
X - --.!:.!_ (46)
k - 1
X
3i + 4 4i - 3
22. ·2 .5
23.
(81) -¡ - l (81) ¡3 - 2¡2
24. Write 4R + lOU in polar form. 25. Find e: !!:_ + _b_ = ax
(59) !55! x m +e
426 Algebra 2 Lesson 103
Simplify:
26. 2 - 2-fi, 21. 3i 5 - ..J-2..J-2 + -J3R - -1=9
( 73) 3-fi, - 2 (64)
2s.
(46)
4 rs + ~5
~12
w- 3 3.J60
29. Begin with ax 2 + bx + e = O and derive the quadratic formula by completing
(71)
the square.
30. If the line AB intersects the line CD at point E, which of the following pairs of angles
(A)
need not be equal? Begin by drawing a diagram ofthe problem.
(a) LAEB and LCED (b) LAEC and LBED
(c) LAED and LCEA (d) LBEC and LDEA
(e) LDEC and LBEA
LESSON 103 Advanced Polynomial Division
We can divide polynomials that have more than one variable by using the same method that
we use when only one variable is present.
example 103.1 Divide x 3 + y 3 by x + y.
solution We use the format for long division.
X + y}x3 + y3
x 3 divided by x is x 2 , so we record an x 2 above
x2
X + y}x3 + y3
and multiply x 2 by x + y and record.
x2
X+ y}x3 + y3
x3 + x2y
Now we mentally change the signs and add.
x2
X + y}x3 + y3
x3 + x2y
- x2y
Now -x 2y divided by x equals -xy, so we record -xy above and then multiply and add.
x 2 - xy
X+ y}x3 + y3
x3 + x2y
- x2y
- x2y - xy2
xy2
problem set 103 427
Finally, xy 2 divided by x equals y2. We record a y 2 above and multiply to finish.
x2 - xy + Y2
X+ y}x3 + y3
x3 + x2y
- x2y
- x2y - xy2
xy2 + y3
xy2 + y3
example 103.2 Divide x 3 - y 3 by x - y.
solutíon The procedure is the same, and the answer is the same, except that the sign of the middle term
is different.
x2 + xy + y2
X - yJx3 - y3
x3 - x2y
x2y
x2y - xy2
xy2 _ y3
xy2 _ y3
practice Use long division to divide:
a. 8x 3 + 64y 3 by 2x + 4y b. 8x 3 - 64y 3 by 2x - 4y
problem set l. A 60 percent markup of the purchase price was necessary to pay the rent, utilities, and
(101)
103 the workers and still make a small profit. If an ítem sold for $1424, what did the
storekeeper pay for it?
2. Sister Baby' s boat could attain a speed of 18 miles per hour on a lake. If the boat took
921
! the same time to go 132 miles down the riveras it took to go 84 miles up the river, how
fast was the current in the river?
3. Donna took twice as long to drive 720 miles as Maple took to drive 200 miles. Find the
741
! rates and times of both if Donna' s speed exceeded that of Maple by 40 miles per hour.
4. The initial pressure and temperature of a quantity of an ideal gas was 400 millimeters
(57)
of mercury and 300 K. If the volume was held constant, what would the final
temperature be in kelvins if the pressure was increased to 600 millimeters of mercury?
5. David and Le Van found three consecutive multiples of 11 such that 4 times the sum
61
r of the first and third was 66 less than 10 times the second. What were the numbers?
6. Use long division to divide 27x 3 + 8y 3 by 3x + 2y.
(103)
7. Find x and y. Then find the perimeter
( 7)
of the tnang
. 1e.
y+B
(102)
8. Find ab(2) where a(x) =x - 5; D = {Reals}, and b(x) = x 2 + 4; D = {Negative
integers}.
Complete the square as an aid in graphing:
9. y = x 2 + 4x + 6
(100)
10. y
(100)
= -x 2 + 4x - 6
428 Algebra 2 Lesson 103
11. Graph on a number line: x + 3 ~ 5; D = { Reals}
(86)
12. Find the number that is ~ of the way from _!_ to 22-.
(98) 3 4 2
4x + 3y 17
13. Use substitution to solve: {
(97¡ 2x - 3y -5
Sol ve:
X+ 2y + Z = -1
x2 + y2 = 6 x2 + y2 = 10
3x - y+ z = 6
~~i
14. 16.
(86) { X - y = 2 { 2x 2 - 2y 2 = 5 (90)
{
2x - 3y - z = 8
17. Graph· {x - 4y ::;; -4
(91) • X < 3
18. Graph on a number line: -3 ::;; x - 3 l. 4; D = {Integers}
(89)
Simplify:
(x2a-2)b m
19. -- 20. 21. ~x2y3~
(83) xb/2 (82) m (46)
m2 + -- 1
2 + -
m m
2i2 + ¡3 2i - 5 3 + 2-15
22. 23. 24.
(81) ¡3 + 2 (81) 5¡2 - 2i (73) 5 - ,.fiO
25. The two vectors act on the point as
781
r shown. Find the resultant vector.
4
26.
(70)
Find x: a - - - (b 1)
C X
= -m
p
27.
(77)
Solve: -JZ. + .fi"+"33 = 11
Simplify:
28.
(46)
3
f3 fI + s-J48
G. - 2 ~¡ 29.
(64)
-J -16 - -!=2-J2RR - ¡5
30. In this diagram, AB =
AC, angle A
OJ A = 40º, and BD is perpendicular to
AC at D. How many degrees are there
in angle DBC?
B e
104.B subsets of the real numbers 429
LESSON 104 Review of Complex Numbers • Subsets ofthe
Real Numbers • Representing Repeating
Decimals as Fractions
104.A
review of W e review complex numbers by remembering that this number
complex
numbers
_± + ,fi¡
7
is a complex number written in standard form. The real part is t and is written first. The
imaginary part is ,fi¡ and is written after the real part. We often use the letters a and b to
designate the standard form of a complex number by writing
a + bi
and say that a and b can be any real numbers. Since zero is a real number, either a or b can
be zero. If b is O, then only a is left, and thus,
3 19
4 -5.fi
4 3
are all complex numbers whose imaginary parts are zero. If a is zero, then only the imaginary
part b remains. Thus, the imaginary numbers
-.fii 4-fi.
-z -3i
3
are all complex numbers whose real parts equal zero.
104.B
subsets The set of real numbers has an infinite number of members, and these can be used to form
of the real an infinite number of subsets. Normally, however, we restrict our attention to five major
numbers subsets of the set of real numbers. The first three are
The counting (natural) numbers {1,2, 3, ... }
The whole numbers {O, 1, 2, 3, .. . }
The integers {... ,-3,-2,-1,0, 1,2,3, ... }
These three sets account for the numbers that are designated when the number line is drawn,
because we usually designate the location of the integers below a number line.
-5 -4 -3 -2 -1 o 2 3 4 5
AII integers can be written as fractions of other integers. 'For example, -4, O, and 13 can be
written as fractions, as shown here.
-4 = Q_ Ü=Q 13 = -39
-3 2 -3
We say that a number that can be written as a fraction of integers is a rational number,
because ratio is a another name for fraction.
The rest of the set of real numbers is made up of all the positive numbers of arithmetic
and their negative counterparts. Sorne of these numbers can be written as fractions of integers
and thus are rational numbers. The rest cannot be written as fractions of integers and are
irrational numbers. t
t At this level it is helpful to think of half the real numbers as being rational numbers and half as being
irrational numbers, although this is not true, because an infinite set cannot be divided into halves!
430 Algebra 2 Lesson 104
Irrational numbers cannot be represented exactly with decimal numerals that
contain a finite number of digits. The square root of 2 is an irrational number and thus can
only be approximated with a decimal numeral. A pocket calculator gives an approximation
of the square root of 2 as
-J2 "" 1.4142136
The complete representation of this number would require a numeral with an infinite number
of digits, and the digits would occur in a nonrepeating pattem.
l. If the digits in a decimal numeral termínate, the number is a rational
number.
2. If the digits in a nonterminating decimal numeral repeat in a pattern,
the number is a rational number.
example 104.1 Show that 0.00314 is a rational number by writing it as a fraction of integers.
so/ution Terrninating decimal numerals can be written as fractions by multiplying above and below
by a judiciously chosen power of 1O. If we move the decimal point five places to the right in
this example, we get 314. Thus, we will multiply above and below by 10 5.
105 314
0.00314 X =
10 5 100,000
We could reduce this fraction to lowest terms, but this reduction is not required, because any
fraétion of integers satisfies the requirement.
example 104.2 Show that 0.00000623 is a rational number by writing it as a fraction of integers.
solution We will multiply above and below by 108 .
108 623
0.00000623 X =
108 100,000,000
104.C
representing We indicate that digits in a decimal fraction repeat by drawing a bar over the repeating digits.
repeating Thus, in the numerals 0.01623 and 1.0031543, the digits under the bars repeat in an endless
decimals as pattem, as follows :
fractions (a) 0.01623 =
0.01623232323232323 ...
(b) 1.0031543 = 1.0031543543543543543543 ...
Each of these numerals represents a rational number, and any rational number can be written
as a quotient of integers. To write (a) as a quotient of integers, we must get rid of the
repeating digits. We can eliminate these repeating digits by subtracting (a) from the
product of (a) and 100. This product has the same repeating digits that (a) has,
lOO(a) lOON = 1.623 23 23 23 23 23 ...
(a) N = 0.016 23 23 23 23 .. .
99N = 1.607 (repeating digits eliminated)
The equation with lOON is the same as the equation with N except that each side has been
multiplied by 100. We multiplied by 100 because there were two repeating digits. Three
repeating digits would require a multiplier of 1000, four repeating digits would require a
multiplier of 10,000, etc. We will investigate this procedure in the next three examples.
example 104.3 Show that O.O1623 is a rational number by writing itas a fraction of integers.
solution We will use three steps. The first is to write the number and indicate the repeating digits.
Then we record another decimal point above the decimal point in the number.
N = 0.016123123123 . ..
104.C representing repeating decimals as fractions 431
Now we mentally move the digits up and shift them two places to the left.
lOON = 1.623 1 23 1 23 1 23 .. .
N = 0.016 J 23 1 23 1 23 .. .
Moving the digits two places to the left while holding the decimal point fixed is the same
as multiplying by 100, so we record lOON on the left side. Now we can subtract the lower
equation from the upper equation.
lOON = 1.623 23 23 .. .
N = 0.016 23 23 .. .
99N = 1.607
We have eliminated the repeating digits. Now we divide both sides of the equation by 99 to find N.
N = 1.607
99
Finally, we can get a fraction of integers if we multiply abo ve and below by 1000.
N = 1607
99,000
example 104.4 Show that 1.0031543 is a rational number by writing itas a quotient of integers.
solution We begin by recording the number in expanded form and writing a decimal point above the
decimal point in the number.
N = l.0031 l543J543l543 ...
Now we mentally move the digits up and shift them three places to the left. Since this is the
same as multiplying by 1000, we multiply N by 1000 and then subtract the lower equation
from the upper equation.
lOOON = 1003.1543 543 543 543 .. .
N = 1.0031 543 543 543 .. .
999N = 1002.1512
Next, we divide both sides by 999.
N = 1002.1512
999
We can make this a fraction of integers if we multiply above and below by 10,000. We do
this and the fraction of integers is
N = 10,021,512
9,990,000
example 104.5 Show that 13.012 is a rational number by writing itas a fraction of integers. '
solution We record the number in expanded form, indicare the repeating digits, and write the new
decimal point.
N = 13.ül 1212121212 ...
This time only one digit repeats, so when we mentally move the digits up, we shift them one
place to the left. Shifting the digits one place is equivalent to multiplying by 10, so we also
multiply N by 10 and then subtract.
lON = 130.12 2 2 2 2 2 .. .
N = 13.01 2 2 2 2 2 .. .
9N = 117.11
We finish by dividing by 9 and then mentally multiplying above and below by 100 to get
N = 117.11
9 ---- N = 11,711
900
·'
432 Algebra 2 Lesson 104 ·
practice Show that each number is a rational number by writing it as a fraction of integers:
a. 0.00000513 b. 0.01524
problem set l. Twice the mimber of ducks was only 6 less than 24 times the number of geese. Also,
(2 1) •
104 10 times the number of geese was only 5 less than the number of ducks. How many
ducks and geese were there?
2. Up was very far, so Van and Samuel began early and traveled at 240 miles per hour.
122
! Back happened to be the same distance, but the speed back was 360 miles per hour. If
the time back was 4 hours less than the time up, how far was up?
3. Pamela and Gail were puzzled. They needed 400 mL of a solution that was 11 % salt.
52
< ! They had two solutions to work with. One solution was 10% salt and the other was
20% salt. How much of each solution should they use?
4. The riverboat Emily-Eleanor could go 168 miles downstream in 12 hours, but it took
192
! her 9 hours to go 54 miles upstream. What was her speed in still water, and what was
the speed of the current in the river?
5. At the bazaar Deeb paid the Burk $2400 for the rug. If the Burk had only paid $400 for
(101)
the rug, what was the markup as a percentage of cost, and what was the markup as a
percentage of the selling price?
Show that each number is a rational number by writing it as a fraction of integers:
6. 0.00000512 7. 0.01432
( 104) (1 04)
8. Find the area of the equilateral triangle whose sides are 4./3 centimeters long.
(66)
9. Use similar triangles to find:
(66,79)
Wm~n ~x~y
~
X 4
n 30°
y ·, /
3
10. Divide m3 - p
3
by m - p.
(/03)
11. Which of the following sets of ordered pairs are functions?
(94)
(a) (7, 11), (11 , 7), (4, - 4), (-4, 4)
(b) (5 , -2), (-2, 5), (4, - 2), (- 2, 4)
(e) (7, -3), (-3, 7), (5 , 7), (3, 7)
12.
(1 00)
Complete the square as an aid in graphing: y = -x 2 + 4x - 2
13.
( 99)
Graph on anumber line: -lxl + 2 > -2; D = {lntegers}
14. Find the number that is l of the way from .!. to 3.!. .
~ 7 8 4
Sol ve:
1 2
-x - - y = -5 4x - y = 2
15. 3 5 16. { xy = 3
(59) (96J
{ 0.005x - 0.04 y = -0.755
X - y - 2z = -14
17.
(90) ¡ 2x + y - z = 2
-x + y - z = -4
105 Advanced Factoring 433
18.
(91 )
Graph·
•
{x -2". 3y-2 ~ -6
X
19. Graph on a number line: O < x + 2 "> 4; D = {Reals}
(89)
Simplify:
(x-2)a+2 y-3a
20. 21.
k
22. ~4V2
(83) y -a/2 1 (47)
k2 x -
(82)
1
x- --z
k
6ºl - l·2 2 + 3-.fi
23. 24.
(81 ) _¡3 + 3 (73) 4 - -Ji8
25.
(64)
_¡5 + R-J4 - 3H + 2¡4 26.
(46)
3# + 2~ - 4,J40
27. Add: -30/135º + 20/-20º
(76)
28.
(70)
.
Fmd e: m - + - (1 1) 1+ -
X y
= -
C
a
b
29. Sol ve -4x 2 = x - 5 by completing the square.
(58)
30. Use unit multipliers to convert 4000 milliliters per second to cubic feet per minute.
(47)
LESSON 105 Advanced Factoring
When two or more quantities are multiplied to form a product, we say that each of the
quantities is a factor of the product. Thus, since
x(x + 3)(x + 2) = x 3 + 5x 2 + fü
we can say that x and x + 3 and x + 2 are factors of x 3 + 5x 2 + 6x. This is the reason
that we use the wordfactoring to describe the procedure of writing asumas the product of
the quantities that can be multiplied to form the sum. Thus far, our factoring of trinomials has
been restricted to those trinomials whose lead coefficient is l. Now we will investigate the
procedure used to factor trinomials in which the lead coefficient is a number other than 1.
This type of trinomial is the product of two binomials, at least one of which has a lead
coefficient that is not 1. Let' s look at the pattern that evolves when binomials of this type are
multiplied. '
3x + 2
2x ::_ 3
6x 2 + 4x
- 9x - 6
6x 2 - Sx - 6
We note that the first teqn of the trinomial is the product of the first terms of the binomials
and that the last term of the trinomial is the product of the last terms of the binomials.
However, the coefficient of the middle term of the trinomial is not the sum of the last two
terms of the binomials. The middle term is the sum of the product of the first term of the
first binomial and the last term of the second binomial and the product of the last term
of the first binomial and the first term of the second binomial. It is easier to see this if we
434 A/gebra 2 Lesson 105 ·
write the original indicated multiplication in horizontal forro and note that the middle terro
is the sum of the products of the means and the extremes.t
extremes
~ l
(3x + 2)(2x - 3) = 6x 2 - 5x - 6
u
means
Product of means = 4x
Product of extremes = -9x
Sum = -5x
We can devise a method of factoring trinomials whose lead coefficient is not 1 by observing
the pattem that occurs when we multiply ax + b by ex + d.
ax + b
ex + d
2
aex + bex
+ adx + bd
aex 2 + adx + bex + bd
W e note that the binomials have a total of four constants, a, b, e, and d. Two of these
constants forro the coefficient of the x 2-terro. The other two forro the last terro of the product.
If we multiply the coefficient of the x 2 -terro by the last terro, we get
abed
Factoring a trinomial is the task of finding the value of each of these constants.
We also note that the constants in the two middle terros are products of pairs of these
constants. Thus, we can factor a trinomial by
l. multiplying the coefficient of the first terro by the last terro;
2. finding two factors of this product whose sum is the coefficient of the
middle terro; and
3. factoring the resultant expression.
example 105 .1 Factor 6x 2 + x - 2.
solution First we multiply the 6 by -2.
(6)(-2) = -12
Now we search for two factors of -12 whose sum is+ l.
FACTORS OF-12 SUM OF THE FACTORS
(12)(-1) 11
(6)(-2) 4
(4)(-3) 1
Since 4 plus -3 equals + 1, we have our middle terros.
6x 2 + x - 2 original trinomial
6x 2 + 4x - 3x - 2 substituted 4x - 3x for x
t Mathematicians sometimes use the word mean to mean "middle" and the word extreme to mean
"end." Thus the mean terms in the multiplication shown are the middie terms, and the extreme terms
are the end terms.
· 105 Advanced Factoring 435
Now we factor this expression and get
2x(3x + 2) - 1(3x + 2)
Finally, we factor out 3x + 2 and get
(2x - 1)(3x + 2)
example 105.2 Factor 2x 2 - 7x - 15.
solution First we multiply the coefficient of x 2 by the constant term.
(2)(-15) = -30
Now we find two factors of -30 whose sum is -7. Since the sumisa negative number, we
will let the factor with the greatest absolute value be negative.
FACTORS OF -30 SUM OF THE FACTORS
(-30)(1) -29
(-15)(2) -13
(-10)(3) -7
We can stop here.
We can stop because -10 + 3 equals -7. Now, in the trinomial 2x 2 - 7x - 15 we
replace-7xwith -lOx + 3x.
2x 2 - 7x - 15 original trinomial
2
2x - lOx + 3x - 15 substituted
Next we factor and get
2x(x - 5) + 3(x - 5)
Now we factor one last time and get
(2x + 3)(x - 5)
Thus, we see that 2x 2 - 7x - 15 can be factored over the integers as (2x + 3)(x - 5).
example 105.3 Factor to find the solutions of -5x - 6 = -6x 2 .
solution We begin by writing the equation in standard formas
6x 2 - 5x - 6 =O
The product of the lead coefficient and the constant term is
(6)(-6) = -36
Now we look for a pair of factors of -36 whose sum is -5.
FACTORS OF -36 SUM OF THE FACTORS
(-36)(1) -35
(-18)(2) -16
(-9)(4) -5
We can stop here.
Now, in the trinomial we replace -5x with -9x + 4x.
6x 2 - 9x + 4x - 6 =O
Next we factor once
3x(2x - 3) + 2(2x - 3) = O
436 Algebra 2 Lesson 105
and factor again and get
(3x + 2)(2.x - 3) = O
We complete the solution by using the zero factor theorem.
If 3x + 2 =O and if 2x - 3 = O
3x = -2 2x =3
X= -~ X=
3
3 2
practice Salve by factoring:
a. -5x - 12 + 2x 2 =O b. -7x - 6 = -3x 2
problem set l. The weight of the chlorine (Cl) in a quantity of the compound C3H3Cl5 was 1050
(37) •
105 grams. What was the total we1ght of the compound (C, 12; H, 1; Cl, 35)?
2. Weasel headed for Table Rock Lake in a 10-mile-per-hour trot. But soon short wind
29
r J forced her to slow to a 6-mile-per-hour walk. If she covered 64 miles in 8 hours, how
far did she walk, and how far did she trot?
3. In the flask was 140 mL of a 20% alcohol solution. How much pure alcohol should be
6
( 1J added to get a final solution that is 44% alcohol?
./
4. The number of potatoes varied jointly as the number of mules and the number of
96
< ! farmers squared. If 5 mules and 5 farmers went with 750 potatoes, how many potatoes
went with 10 mules and 10 farmers?
5. The markup was $800 and the cost was $2400. What was the markup as a percentage
oon of selling price, and what was the markup as a percentage of the cost?
(102)
6. Find(g + h)(2)where g(x) = x2 + 1; D = {Integers} and h(x) = x - 5; D = {Reals}.
7. Find hg(x) for the functions defined in problem 6.
(102)
Show that each number is a rational number by writing it as a fraction of integers:
8. 0.0001234 9. 0.01651
(104) (104) •
3 3
10. Divide m + p by m + p. 11. Divide x 3 + y 3 by X+ y.
(103) (103)
12. Complete the square as an aid in graphing: y = x 2 + 6x + 8
(100)
13. Graph on a number line: -lxl + 2 > l; D = {Integers}
(99)
14. Find the number that is ~ of the way from 2.!.. to 4.!...
(98) 5 4 2
Sol ve:
15.
(59)
r -x - -y = -6
7 41
0.07x + 0.14y = 6.58
16.
(96)
{5x - y
xy = 6
= 2
17.
2
{x + y2 = 8 18.
{2' - y - 2z ~ 2
x+y-z=7
(86)
x-y=2 (90)
2x - Y - z = O
{3x + 5y = 4
19.
(97) IOx - 15y = -50
G {x-3y;;::6
20. raph:
(91} X ;;::: -3
1
106 More on Systems of Three Equations 437
Solve by factoring. Rearrange if necessary.
21. -5x 2
(105)
- 2x + 3x 3 = O 22. - lOx - 4 + 6x 2
(105)
=O
23. 8x + 4 + 3x 2 = O 24. 24x 2 3
+ 9x + 12x = O
(105) (105)
25.
(105)
2p 2
- 3p - 5 = o 26.
(105)
8 + l 8x + 4x 2 = O
Simplify:
xª (xa/2+4)2 yb 2 - 3i 3 4+2-JS
27. 28. 29.
(83) yb/3 xa/6 (81)
i + 2i 2 + 3i 3 (73)
5- 3-JS
30. The radii of the circles are 1 unit, 1 unit, and 2 units, as shown. The base of the triangle
(BJ is 3 units long. The area of the triangle equals the sum of the areas of the three circles.
What is the altitude of the triangle?
GG
G
H
LESSON 106 More on Systems of Three Equations
Sorne systems of three equations in three unknowns do not have all three variables in each
of the equations. These equations can also be solved by using the substitution method or the
elimination method.
2x + 3y = -4 (a)
example 106.1 Solve: x - 2z = -3 (b)
{
2y - z = -6 (c)
\.
solution One variable is missing in each equation. We can see this better ifwe write the equations in
expanded form.
(a) 2x + 3y = -4
(b) X - 2z = -3
(c) 2y - z = -6
The first step is to add any two of the equations so that one variable is eliminated. W e could
add (a) and (b) to eliminate x; or add (b) and (c) to eliminate z; or add (a) and (c) to eliminate
y. We choose to eliminate x, so we add equation (a) to the product of equation (b) and (-2).
(a) 2x + 3y = -4
(-2)(b) -2x + 4z = 6
(d) 3y + 4z = 2
The resulting equation, (d), has y and zas variables. So <loes equation (c). We use equations
(d) and (c) to eliminate z by adding equation (d) to the product of (4) and equation (c).
(4)(c) 8y - 4z = -24
(d) 3y + 4z = 2
lly = -22
y = -2
,.
438 A/gebra 2 Lesson 106
Now we replace y with -2 in equation (a) and solve for x. Then we replace y with -2 in
equation (c) and solve for z.
(a) 2x + 3(-2) = -4 (c) 2(-2) - z = -6
2x - 6 = -4 -4 - z = -6
2x =2 -z = -2
X =1 z =2
Thus, our solution is the ordered triple (1, -2, 2).
3y - 2z = -12 (a)
example 106.2 Solve: 2x - 3z = -5 (b)
{
X - 2y = 6 (c)
solution Although it is not necessary, we will be gin by writing the equations in expanded form.
(a) 3y - 2z = -12
(b) 2x - 3z = -5
(c) X - 2y = 6
This time we decide to eliminate y, so we will add the product of 2 and equation (a) to the
product of 3 and equation (c).
(2)(a) 6y - 4z = -24
(3)(c) 3x - 6y = 18
(d) 3x - 4z = -6
Now equation (b) also is an equation in x and z, so we decide to add the product of -3 and
equation (b) to the product of 2 and equation (d).
(-3)(b) -6x + 9z = 15
(2)(d) 6x - 8z = -12
z = 3
Now we will replace z with 3 in equation (a) and (b) and solve for x and y.
(a) 3y - 2(3) = -12 (b) 2x - 3(3) = -5
3y - 6 = -12 2x - 9 = -5
3y = -6 2x = 4
y= -2 X= 2
1
So the solution to this system is the ordered triple (2, -2, 3).
lt was not necessary to use elimination as the first step. For example, we could have
solved equation (c) for x.
X =6 + 2y
and substituted 6 + 2y for x in equation (b).
(b) 2(6 + 2y) - 3z = -5
12 + 4y - 3z = -5
(e) 4y-3z=-17
Now equation (e) could be used with equation (a) to solve for y and z.
3x + 2y = 6
practice Solve: 2x - z = 9
{
3y - z = 10
problem set l. Jerry started a used parts establishment. He marked up the items 30 percent of the
0011
106 purchase price. If one item sold for $715, what did Jerry pay for it?
2. The small plane could go 6 times as fastas the small car. Thus, the plane could go 1200
174
! miles in only 1 hour less than it took the car to go 250 miles. Find the rate and the time
of the small plane and the rate and the time of the small car.
problem set 106 439
3. The near-stagnant river flowed at only 2 miles per hour. Harold's boat could go 56
92
r ! miles down the river in half the time it took to go 80 miles up the river. What was the
speed of his boat in still water?
4. The temperature of a quantity of an ideal gas was held constant at 500ºC. The initial
(57) •
pressure and volume were 700 torr and 500 mL. What would the final pressure be 1f
the volume were increased to 1000 mL?
Solve:
3x - 3y = 9 2x - 2y - z = 9
5. 4x + z = 5 6. 3x + 3y - z = 6
(106) { (90) {
4y + 2z = -10 X+ y+ Z = -2
7. Find the area of this isosceles triangle.
D
113
! Dimensions are in centimeters.
Bn
8. Use similar triangles to find:
(66,79)
(a) m and n (b) p and q
m ~ 30°
q
n
Show that each number is a rational number by writing it as a quotient of integers:
9. 0.0007013 10. 4.1026
(104) (104)
11. Complete the square as an aid in graphing: y = -x 2 - 2x - 3
(100)
12. Graph on a number line: -lxl - 4 ':1- O; D = {Integers}
(99)
13. Find the number that is __!_ of the way from 3.!.. to 6.!...
10 3 2
r
(98)
Solve:
-x - -y = 5 {5x - y = 3
14. 5 41 15.
(59) (96) xy = 4
0.012x + 0.07y = 2.20
16.
{x2 + y2 = 7
17.
{5x - 3y = 27
(86) 2x - y = 2 (97) 2x - 5y = 26
rx - 4y ;;::: 8 3 - 2i 2 - i
18. Graph: 19. Simplify:
(91) y > -2 (81) 3i 3 + 3i + 2
20. Solve 3x 2 - x - 7 = O by completing the square.
(58)
21. Find the resultant of the vectors shown.
(78)
22. Does this set of ordered pairs designate a function?
(94)
(4, 6), (-3, -2), (8, 5), (4, 6), (3, -2), (8, 5), (11, -3)
23.
(/02)
Find lfl"él(~) where lfl"(x) = x + 2; D = {Reals},and O(x) = x 2; D = {lntegers}.
/ 440 Algebra 2 Lesson 107
24. Divide m 3 - p 3 by m - p .
(103)
Solve by factoring . Rearrange as necessary. Always look for a common factor.
25.
(/~
3x 2 + 7x + 2 =O 26.
(/ ~
3x 2 + x - 2 =O
2 2
27. 2z + 13z + 15 = O 28. 33p + 45p + 6p 3 = O
(1 05) (105)
29. 3p 2 - 13p - 10 = O 30. -lla + 15 = -2a2
(105) (105)
LESSON 107 Numbers, Numerals, and Value •
Number Word Problems
107.A
numbers, W e remember that a numeral is a single symbol ora meaningful arrangement of symbols that
numerals, and we use to represent a particular number. W e say that the value of each of the followirig
val ue numerals is three, because each numeral represents the number 3.
81
3 1 + 1 + 1 23 - 5 22 - 1
27
Thus, we see that number and value mean the same thing. Also, we see that it would be
redundant to speak of the value of a number, because that is the same thing as saying the
number of a number. But we can speak of the value of a numeral, because this is the number
represented by the numeral. Since paying excessive attention to the difference between a
number anda numeral is often counterproductive, we sometimes use the word number when
we should use the word numeral. See if you can find where this rnistake is made in this
lesson. The mistake is not serious.
107.B
number word The value of a digit in a decimal numeral depends on the position of the digit with respect to
problems the decimal point. The digit 6 in the numeral
496.0
has a value of 6 times 1, or 6, because it is in the units place, which is the first place to the
left of the decimal point. The digit 9 has a value of 9 times 1O, or 90, because it is in the tens
place, which is two places to the left of the decimal point. The digit 4 has a value of 400
because it is in the hundreds place, which is three places to the left of the decimal point. W e
can use the fact that the value of a digit depends on its position to solve sorne rather
interesting word problems.
To solve these problems, we will use U to represent the units digit; T to represent the
tens digit, and H to represent the hundreds digit. Also, we will say that
The value of the units digit is 1U
The value of the tens digit is 1OT
The value of the hundreds digit is 1OOH
example 107 .1 The sum of the digits in a two-digit counting number is 11. If the digits are reversed, the new
number is 27 greater than the original number. What was the original number?
solution The original number is written with the tens digit followed by the units digit, as
TU
and the sum of T and U is 11. This gives us
(a) U + T = 11
problem set 107 441
The value of the original number is
(b) lOT + U
The value of the number with the digits reversed is
(e) lOU + T
Since (e) is 27 greater than (b), we add 27 to (b) when we write the equation
lOT + U + 27 = lOU + T
Now from (a) we substitute 11 - T for U and solve.
lOT + (11 - T) + 27 = 10(11 - T) + T substituted
lOT + 11 - T + 27 = 110 - lOT + T removed parentheses
9T + 38 =
110 - 9T added like terms
18T = 72 simplified
T=4 divided
and since T + U = 11, then U = 7, and thus the original number was 47.
example 107 .2 The sum of the digits of a two-digit counting number was 9. When the digits were reversed,
the new number was 45 less than the original number. What was the original number?
solution The original number is written as TU, and the sum of the digits is 9.
(a) T + U= 9
The original number had a value of
(b) lOT + U
and when the digits were reversed, the value was
(e) lOU + T
Now (e) is 45 less than (b), so we add 45 to (e) to write our equation.
lOU + T + 45 = lOT + U
Then we substitute 9 - U for T and get
lOU + (9 - U) + 45 = 10(9 - U) + U
Now we solve the equation.
9U + 54 = 90 - lOU + U
9U + 54 = 90 - 9U
18U 36 =
U=2
Thus, since T + U = 9, T equals 7, and the original number was 72.
practice The sum of the digits of a two-digit counting number was 7. When the digits were reversed,
the new number was 27 less than the original number. What was the number?
problem set l. Lynn's mixture was 30% formaldehyde, and Lucy's mixture was 60% formaldehyde.
152
107 ! How much of each should they use to get 400 mL of a mixture that is 36% formaldehyde?
2. The beaker was filled with methylbrornide, CH3Br. What percent by weight of this
(53) •
compound was bromme (Br) (C, 12; H, 1; Br, 80)?
3. The sum of the digits in a two-digit counting number was 15. If the digits were
(107)
reversed, the new number was 9 greater than the original number. What was the
original number?
4. The sum of the digits of a two-digit counting number was 13. When the digits were
(107)
reversed, the new number was 9 less than the original number. What was the
original number?
5. A 70% markup on the selling price brought the selling price to $1400. What did the
(101)
shopkeeper pay for the item, and what was the markup?
r
/ 442 Algebra 2 Lesson 107
Sol ve:
6.
rx - y = -6
3y + 2 z = 12 7.
rx-
X -
y -
5y +
z
Z
= 2
= -2
{1 06) (90)
X - 3z = -11 -x + y - z = -2
8. Show that 0.001213 is a rational number by writing itas a fraction of integers.
( / 04)
9. Divide x 3 + y 3 by x + y.
(103)
10. Complete the square as an aid in graphing: y = - x 2 + 2x +
(/00)
11. Graph on a number line: x - 5 <t. -4; D = { Reals}
(86)
12.
( 98)
Find the number that is
.
l4 of the way from 2 to 6~.
3
Sol ve:
2 1
-x - -y = 5 {4 y -x=2
13. 3 3 14.
(59)
{ -0.006x - 0.04y (96) xy = 5
-0.432
x2 + y2 = 4 {5x - 3y = 32
15.
(86) { X - 2y = 1
16.
(97) 2x - 2y = 16
\
17. Graph· {3x - 8y > -x
(91) . X ~ y
Simplify:
2i 3 - i + 2
18. 19. ~ x5y 2 ~ xy3
(81) 3 + 4i (46)
20.
(77)
Solve: .)s - 48 = 8 - ¡; 21.
(59)
Write -4R + 8U in polar form.
22. Find the equation of the line that passes through (-2, 3) and is perpendicular to
1311
5x - 3y = 4.
23.
f70J
.
Fmd r: mx =- - 1(1 + -1)
m r p
24. Use unit multipliers to convert 800 liters per minute to cubic feet per second.
(47)
25. The rectangle and the right triangle have equal areas. What is the length of FG?
oo¡ Dimensions are in meters .
26.
;o: E 10
The radius of a circle is 2-[ii centimeters long. What is the length of a side of a square
G
IBJ whose area equals the area of the circle?
Solve by factoring . Rearrange as necessary. Always look for a comrnon factor.
27. 2x 2 - 30x + 4x 3 = O 28. 4 + 12x + 8x 2 = O
(l~ (l~
29. Write 74.213 as a quotient of integers .
{104)
30.
(102 )
Find (h + g)(-3) where h(x ) =x + 2; D = {Reals}, and g(x) = x3 + 2;
D = {lntegers} .
108 Sum and Difference of Two Cu bes 443
LESSON 108 Sum and Differene e of Two Cubes
Expressions that are the sum of two squares, such as
x2 + y2 and 9x 2y2 + 4p2
cannot be factored, but we can factor expressions that are the difference of two squares, such as
x2 - y2 and 9x 2y 2 - 4p 2
To factor these expressions, we must recognize that each one is the difference of two squares.
There is no procedure to follow. We just write down the factored forms by inspection.
x2 - y2 = (x + y)(x - y) and 9x 2y 2 - 4p 2 = (3xy + 2p)(3xy - 2p)
If we had not recognized the forros, we could not have factored the expressions. Two
other forms that require recognition for factoring are the sum and difference of two
cubes. Both of these can be factored.
a3y3 _ p3 and a3y3 + p3
Unfortunately, the factored forms ofthese expressions are sometimes difficult to remember.
However, they can be easily derived when needed by using simple expressions and
polynomial division. To find the factored forms, we remember that a 3 + b3 is evenly
divisible by a + b and that a 3 - b3 is evenly divisible by a - b. We will do both of
these divisions here.
a 2 - ab + b 2 a 2 +ab +b2
a + bJa 3 + b3 a-bJa 3 -b3
ª3 + a2b ª3 - a2b
- a2b. a2b
- a 2b - ab2 a 2b - ab 2
ab2 + b3 ab2 - b3
ab2 + b3 ab 2 - b3
Thus, we see that we can factor as follows:
(1) a 3 + b3 = (a + b)(a 2 - ab + b2)
(2)
2
a3 - b 3 = (a - b)(a + ab + b )
2
To extend these forms to more complicated expressions, sorne people find that it is helpful
to think F Tforfirst thing and STfor second thing instead of a and b. lfwe do this in equations
(1) and (2) above, we get
(1') Fi + sj. = (FT + ST)(FJ - FTST + si)
(2') Fi - sj. = (FT - ST)(FJ + FTST + si)
example 108.1 Factor: x 3y 3 - p 3
solution We recognize that this expression can be written as the difference of two cubes:
(xy)3 _ (p)3
The first thing that is cubed is xy, and the second thing that is cubed is p. lf we use form
(2') above,
(2') F'.j - sj. = (FT - ST)(FJ + FTST + si)
and replace FT with xy and ST with p, we can write the given expression in factored form.
x 3y3 _ p3 = (xy _ p)(x2y2 + xyp + p2)
1,
444 Algebra 2 Lesson 108
example 108.2 Factor: 8m3y6 + x3
solution W e recognize this as the sum of two cubes
(2my2)3 + (x)3
and note that the first thing that is cubed is 2my 2 and that the second thing that is cubed is x.
Thus if we use form ( l '),
(1') FJ + si
= (FT + ST)(Fi - FTST + sj:.)
2
and replace FT with 2my and ST with x, we get
8m 3y6 + x3 = (2my 2 + x)(4m 2y 4 - 2my 2x + x 2 )
example 108.3 Factor: a 12 + bl 2
solution We can write the expression as the sum of two cubes:
(a4)3 + (b4)3
We see that the first thing that is cubed is a 4 , and the second thing that is cubed is b4 . Thus
if we use the form (1'),
(1') FJ + si = (FT + ST)(Fi - FTST + sj:.)
4 4
and use a for FT and b for ST, we get
ª12 + b12 = (a4 + b4)(as _ a4b4 + bs)
practica Factor: 64p 6a9 - x 3y 12
problem set l. The break-even markup was 40 percent of the selling price. If the total income for a
108 iwn day on which the store broke even was $6400, what did the store owner pay for the
items sold?
2. Ross and Thais had a two-digit counting number. They saw that the sum of the digits
7
<I0 ! was 6 and that if the digits were reversed the new number was 18 less than the original
number. What was the original number?
3. Jeff and Cindy noted that the sum of the digits of a two-digit counting number was 15.
1107
! If the digits were reversed, they found that the new number was 27 less than the
original number. What was the original number?
4. Yellows varied directly as greens squared and inversely as blues. When there were 100
196
! yellows, there were 5 blues but only 1 green. How many blues went with 10 yellows
and 10 greens? Solve two ways.
5. The current in the river was only 3 miles per hour, so the fast boat could go 92 miles
192
! downstream in the same time it took to go 68 miles upstream. How long <lid each trip
take, and what was the speed of the boat in still water?
Factor:
6. 27a6pl2 + y3 7. 8x 12z6 - m3y9 8. m6y9 - z6
(1 08) (108) (1 08)
9. If ~ 13 2 - 12 2 '.!.f03, what number <loes n represent?
(77)
10. Show that 4.123 is a rational number by writing itas a fraction of integers.
(104)
11. Complete the square as an aid in graphing: y = x 2 - 2x - 1
(100)
12. Graph on a number line:
(99)
-JxJ - 3 < -5; D = {Reals}
Sol ve:
2 1
-x - - y = 2 x2 + Y2 = 5
13. 5 4 14.
(59) (86) { y - 2x = 2
1-0.008 x - 0.2 y = -1.68
problem set 108 445
4x + 2y =8 X - y - 3z -2
15. 3x - 3z = -9 16. 3x +y+ z 12
(106)
{ (90)
{
-3 x + z = 1 2x - y + z 5
-X - 3y ;;::: -9
17. Graph:
(91J { y < 2x
Simplify:
3
18. -i - -Pi -Pi 4 + 3-)5
19.
(81) ¡2 - 2i (73) 2 + {5
J(
20.
(47)
~9 lf3 21.
(46) sH +2Jr-~
22. Convert 4R - l4U to polar form .
(59)
23. Use unit multipliers to convert 40 feet per second to miles per hour.
(47)
24. Find the distance between (-3 , 7) and (5, 3).
(88)
25. Draw the line suggested by the data points, and write the equation that expresses work
(72)
as a function of energy: W = mE + b.
600
500
••
•••
CI)
~
::J 400
.Q.
.~
..l<:
.....
o 300
$:
200 •• •
50 60 70 80 90
Energy in joules
ab
26. Simplify:
(82)
ª2 + b2
ª2 + l_
a
27.
(71)
Derive the quadratic formula from ax 2 + bx + e = O by completing the square.
Solve by factoring. Rearrange as necessary. Always look for a common factor.
28. 9x + 2x 2 + 9 = O 29. 6b + 20b 2 + 6b 3 = O
(105) ( 105)
30. Find (h + p)(-3) where h(x) = x 2 ; D = {Reals}, and p(x) = x 3 ; D = {Negative
(102) .
mtegers}.
446 Algebra 2 Lesson 109
LESSON 109 More on Fractional Exponents
In Lesson 38 we noted that the power rule for exponents cannot be used when the base is a
sum. This is very important, so we will review the reason here. Note that when we write
x2
we indicate that x is to be multiplied by itself, so
x2 =X · X
In the same way, if we write
(2.x2y3z-4)2
2 3 4
we indicate that 2.x y z- is to be multiplied by itself, and we get
( 2x2y3z-4)2 = (2.x2y3z-4)( 2x2y3z-4) = 4x4y6z- s
The power rule permits this expansion directly if we multiply the exponents to get
(2.x2y3z-4)2 = 4x4y6z-s
The power rule cannot be used when we have a sum. Thus, (x 2 + y 2 ) 2 does not equal
x4 + y4.
(x2 + y2)2 -::¡. x4 + y4
2 2 2
To expand (x + y 2) 2, we must multiply x + y by itself as follows.
x2 + y2
x2 + y2
x4 + x2y2
x2y2 + y4
x4 + 2.x2y2 + y4
The power rule can be used only when the expression raised to a power is a product of factors .
example 109.1 Expand: (2.x112y 114z)3
solution We apply the power rule and get
8x312y314z3
example 109.2 Expand: (x 112 + y
112
)2-
112 112 112 112
solution The power rule cannot be used for a sum. We must multiply x + y by x + y .
xl/2 + yl/2
xl/2 + y1/2
X + Xl/2yl/2
+y
x112Y112
X + 2xl/2yl/2 + y
example 109.3 Expand: (xl/2 + y-1/2)2
solution We must multiply x 112 + y- 112 by x 112 + y-112.
xl/2 + y-112
xl/2 + y-112
X + Xl/2y-1!2
, + y-1
xl/2y - 1!2
X + zxll2y-112 + y-1
problem set 109 447
practice Expand:
a. (ml/2 + al/2)2 b. (zl/2 + Pl/3)2
problem set l. A two-digit counting number has a value that is 8 times the sum of its digits. If 6 times
7
109 rio ¡ the units' digit is 5 more than the tens' digit, what is the number?
2. The sum of the digits of a two-digit counting number was 11. If the digits were
0 07
J reversed, the new number would be 27 less than the original number. What was the
original number?
3. Lucretius could cover the 63 miles to Pompeii in 11 more hours than it took Cassius to
74
r ! drive the 60 miles to Rome. Find the rates and times of both if Lucretius traveled at half
the speed of Cassius.
4. Doctor Steve held the volume of a quantity of an ideal gas constant at 400 mL. The
157
! original pressure and temperature were 800 torr and 400 K. What would be the final
pressure if the temperature were raised to 1200 K?
5. Tom and Zollie had 600 mL of a 46% alcohol solution that had to be reduced to a 40%
61
r J solution by extracting pure alcohol. How much pure alcohol should be extracted?
Expand:
6. (3xll4yll2m)3 7. (xl/4 + 1/4)2 8. (xl/4 + y-114)2
(109) (109) y (109)
Factor:
(108)
9. x3y6 - 27m3 10.
(108)
64x9y6 + P12z3
11. Show that 1.02342 is a rational number by writing it as a fraction of integers.
(1 04)
12. Complete the square as an aid in graphing: y = -x 2 + 4x -
(100)
13. Graph on a number line: -2 1:. x + 2 > -4; D = {Reals}
(89)
Sol ve:
2 1
-x - -y = 1 X - 2y = 5
14. 5 3 15. {
(59)
{ 0.3x - 0.05y = 2.55 (95) xy = 3
X+ y - Z = 7 2x + 3y = 15
16. 4x + y + z = 4 17. X - 2z = -3
(90)
{ (/06)
{
3x +y - z = 9 3y - z = 6
2x - 5y ?: 15
18. Graph:
(91J { X :'S; -y
Simplify:
2i 2 - -J=9 +2 3 + 2.f2
19. 20.
(81) 3 - .J=l.fj, (73 ) 5.fj, - 2
/ .
21. lffiV3 22. ~ xsy ~ x2y
(47) (46)
23.
(83)
(xª-2)1/3 (yb)l/2
x2ay-b
24.
(46)
Ji+ 4# - 6.f24
ka 2
25.
(82) ª2
ka - - -
k2 - _!_
a
26. Find the resultant of the force
(78)
vectors shown.
~5 1
~
20
•
448 Algebra 2 Lesson 11 O
27. Use unit multipliers to convert 1000 liters per minute to rnilliliters per second.
(47)
Solve by factoring. Rearrange as necessary. Always look for a common factor.
28. -3p + 6p 2 - 30 = O 29. -8x - 14x 2 + 4x 3 = O
(105) (105)
30. 3x 2 - 7x - 6 = O
(105)
LESSON 110 Quadratic Inequalities (Greater Than)
lf we wish to say that x is a positive number, we can write
x is a positive number
or we can use the greater-than symbol and write
X> 0
This is the symbolic way to designate a positive number, because all the numbers that are
greater than zero are positive numbers.
Positive numbers
-5 -4 -3 -2 -1 o 1 2 3 4 5
lf the product of two quantities is greater than zero,
)( ) > o
then the product is a positive number. There are two ways that a product of two factors can
be positive. Either both factors are positive, or both factors are negative.
(Pos)(Pos) > o and (NEG)(NEG) > o
We will use this fact to graph the solution to the following inequality.
example 110.1 Graph on a number line: (x + 2)(x - 3) > O; D = {Reals}
solution The product of the factors is greater than zero. This means that the product is a positive
number. Por a product of two factors to be positive, both factors must be positive, or both
factors must be negative. There are two possibilities.
(Pos) and (Pos) or (NEG) and (NEG)
X + 2 X - 3 X + 2 X - 3
Since each of these factors is positive, Since each of these factors is negative,
each must be greater than zero. each must be less than zero.
X + 2 > 0 and X - 3 > 0 X + 2 < Ü and X - 3 < o
- 2 -2 + 3 +3 - 2 -2 + 3 +3
X > -2 and X > 3 or x < -2 and X < 3
The numbers that satisfy the conjunction on the left are the numbers that are greater
than -2 and that are also greater than 3. Of course, ali numbers that are greater than 3 are
also greater than -2, so the numbers that are greater than 3 satisfy both conditions on
the left.
The numbers that satisfy both conditions of the conjunction on the right are the
numbers that are less than -2 and are also less than 3. Of course, ali numbers that are less
than -2 are also less than 3, so the numbers that are less than -2 satisfy both conditions.
Thus, our solution is
X > 3 or X < -2
Now we graph all the real numbers that satisfy either one of these conditions.
-5 -4 -3 -2 -1 o 2 3 4 5
problem set 11 O 449
example 110.2 Graph on anumberline: x 2 - 2x;;:: 3; D = {lntegers}
solution We begin the solution of this quadratic inequality by writing it in standard form.
x 2 - 2x - 3 ;;:: O
Next we factor and get
(x - 3)(x + 1) ;;:: O
This notation uses symbols to tell us that the product is equal to or is greater than zero. This
is another way of saying that the product is zero or is a positive number. If the product is a
positive number, both factors must be positive or both factors must be negative.
(Pos) and (Pos) or (NEO) and (NEO)
X - 3 ;;:: o and X + 1 ;;:: o X - 3 :s; o and X+ 1 :s; o
+ 3 +3 - 1 -1 1 + 3 +3 - 1 -1
X ;;:: 3 and X ;;:: -1 or X :s; -3 and X :s; -1
Now, both of the inequalities on the left must be true, or both the inequalities on the right
must be true. On the left, if x ;;:: 3 and x ;;:: -1, then
X ;;:: 3
On the right, if x :s; 3 and x :s; -1, then
X :s; -1
Thus, the solution is the graph of the disjunction
x ;;:: 3 or x :s; -1
When we graph, we remember that the domain is the set of integers.
•I
-6
•
-5
•
-4
•
-3
•
-2 -1
1
o1 1
1
1
2
•
3
•
4 •
5
t--
6
practice Graph on a number line:
a. (x + l)(x - 2) > O; D = {Reals} b. x 2 - 3x ;;:: 4; D = {Integers}
problem set l. RJ and Cheng noted that the sum of the digits of their two-digit counting number was
1071
110 < 9. If the digits were reversed, they found that the new number was 27 less than the
original number. What was the original number?
2. Suzanne had a two-digit counting number, and the sum of the digits was 7. If she
0071
reversed the digits, she found that the new number was 45 greater than the original
number. What was the original number?
3. The weight ofthe oxygen in a quantity ofthe compound KCr2 0 7 was 336 grams. What
(3 7) •
was the total we1ght of the compound (K, 39; Cr, 52; O, 16)?
4. The Delta Queen could go 120 miles downstream in 8 hours, but it took her 9 hours to
921
< go 63 miles upstream. What was her speed in still water, and what was the speed of the
current in the river?
5. Steve and Susu found that the cost of the machine was $1400, and that it was marked
(/01)
up $700 over what it had cost. What was the markup as a percentage of the selling
price, and what was the markup as a percentage of the cost?
Graph on a number line:
6. (x + 2)(x - 4) > O; D = {Reals} 7. x2 - 4x ;;:: 5; D = {lntegers}
(/10) (110)
Expand:
s. (-2x3y2z3)2 9.
(109)
(xl/2 _
y
114)2
(2)
10. (xl/2 + Y112)(x112 _ yl/2)
(109)
450 Algebra 2 Lesson 111
I
Factor:
11. 8x9 - y6p3 12. 27xl2y9 + p6ml5
(1 08) (108)
13. Show that 0.01362 is a rational number by writing itas a fraction of integers.
(1 04)
14. Complete the square asan aid in graphing: y = x 2 - 4x + 3
(100)
15. Graph on a number line: 3 -1, x + 2 or x + 5 -t. 8; D = {Reals}
(89)
Sol ve:
2 1 X+ y+ Z = 1
-x - -y = 2
16. 7 5 17. 4x - 2y - z = 6
(59)
{ 0.03x (90) {
+ 0.07y = 1.12 3x - y+ z = -1
X - Z =3 J
18. {x2 + y 2 = 6 19. X+ 2y = 5
(86) X - y = 1 (106)
{
y+ z =o
2x ~ 6
20.
(91)
Graph: { x + y < 3
Simplify:
2i 2 - 2i + 2 3 + 2-fiü (a2-b)2 x2
21. 22. 23.
(81)
r-9--Rr-3 (73) 1- -J5 (83) xb/2ab/2
24
(47j
4~
-V 8.J2 25.
(46) ~3
fI - 5f2fI + 3-J24
26.
(77)
Solve: -.Jk = 6 + ,Jk - 48 27. Write 4R - 15U in polar form.
(59)
Solve by factoring:
28.
(/05)
l ls + 3s2 + 10 =O 29. -2x + 8x 3 + 6x 2 = O
(105)
30.
(102)
Find (h + g)(- 2) where h(x) = x; D
•
= {Reals}, and g(x) = x 2; D = {Positive
mtegers} .
LESSON 111 Three Statements of Equality
Many word problems contain three statements of equality. We can solve these problems by
writing an equation for each statement of equality. If we have to use only three unknowns
and if a solution to the system of equations exists, it can be found by using substitution,
elimination, or both.
example 111 .1 There were 26 nickels, dimes, and quarters in all, and their value was $2.25 . How many coins
of each type were there if there were 10 times as many nickels as quarters?
solutíon We have three statements of equality, and each one can be written asan equation.
Number of nickels + number of dimes + number of quarters = 26
(a) NN + ND + NQ = 26
Value of nickels + value of dimes + value of quarters = 225 pennies
(b) 5NN + lOND + 25NQ = 225
Ten times the number of quarters equals the number of nickels
(c) lONQ = NN
problem set 111 451
W e begin by substituting using equation (c) 1ONQ for NN in equations (a) and (b) .
(a) (lONQ) + ND + NQ = 26 ---- ND + 11NQ = 26 (a')
(b) 5(10NQ) + lOND + 25NQ = 225 ---- lOND + 75NQ = 225 (b')
To solve, we will multiply equation (a') by -10 and add the equations.
-10 (a') -lOND - lIONQ = -260
(b') lOND + 75NQ = 225
-35NQ = -35
NQ = 1
Now we can state that there are 10 nickels, because NN = lONQ. This means 15 dimes,
because there are 26 coins in all. So
ND = 15 NN = 10 NQ =1
example 111 .2 The total number of blues, greens, and yellows in the pot was 7. The blues weighed
1 pound each, the greens weighed 4 pounds each, and the yellows weighed 5 pounds each.
The total weight was 25 pounds. If there was 1 more yellow than green, how many of each
)
color were there?
solution Again we get three statements of equality that we can write as equations.
Number of blues + number of greens + number of yellows = 7
(a) NB + NG + Ny = 7
W eight of blues + weight of greens + weight of yellows = 25
(b) NB + 4NG + 5Ny = 25
There was 1 more yellow than green
(c) NG + 1 = Ny
To begin, we will replace Ny in (a) and (b) with N G + 1 and then simplify.
(a) NB + NG + (NG + 1) = 7 ---- NB + 2NG =6 (a')
(b) NB + 4NG + 5(NG + 1) = 25 ---- NB + 9NG = 20 (b')
-7
Now we multiply (a') by-1 and add the result to (b').
-1 (a') -NB - 2NG = -6
(b') NB + 9NG = 20
7NG = 14
NG = 2
Now since Ny = NG + 1, there were 3 yellows.
Ny = 3
There must have been 2 blues, because the total was 7.
NB =2 Ny =3 N0 =2
practice There were 35 nickels, dimes, and quarters in all, and their value was $5 .00. How many coins
of each type were there if there were 2 times as many quarters as nickels?
problem set l. There were 28 nickels, dimes, and quarters in all, and their value was $2.50. How man y
111 rnn coins of each type were there if there were 5 times as many nickels as quarters?
2. The total number of blues, greens, and yellows in the pot was 1O. The blues weighed
OII J1 pound, the greens weighed 4 pounds, and the yellows weighed 5 pounds. The total
weight was 39 pounds. If there were 2 more yellows than greens, how many of each
color were there?
452 Algebra 2 Lesson 111
3. A two-digit counting number has a value that equals 4 times the sum of its digits. If the
1107
! units' digit is 1 greater than the tens' digit, what is the number?
4. Find three consecutive integers such that the product of the first and the third is
(55)
35 greater than the product of the second and 5.
5. The number of students varied directly as the number of teachers and as the number
196
! of administrators squared. One thousand students were present when there were
5 teachers and 2 administrators. How many students were there when there were
8 teachers and only 1 administrator? Solve two ways.
Graph on a number line:
6. (x + 4)(x - 2) > O; D = {lntegers} 7. x 2 > -6 + 5x; D = {Integers}
(110) (110)
Expand:
8. (xl/2 + Yl/4)2 9.
(109)
(xl/2 _
y
-112)2 10. (xl/2y-1!2)2
(109) (109)
Factor:
11. x 3 - m 6y6 12. 8x6y3 - 27m3p 12
(108) (108)
13. Show that 1.2TI is a rational number by writing it as a quotient of integers.
(104)
14. Complete the square as an aid in graphing: y = -x 2 - 4x - 1
(100)
Graph on a number line:
15.
(99)
-lxl - 3 < -7; D = {Reals} 16. -2 '1' x + 5 < 4; D = {Integers}
(89)
Sol ve:
3 2 X+ 2y = 10
-x - -y = -10
17. 5 5 18. X - 3z = -16
(59) { (106)
{
0.003x + 0.2y = 1.97 y+ 2z = 16
x2 + y2 = 4
19.
(86) {X - y = 1
20. Solve -2x 2 + 3x + 5 = O by completing the square.
(58)
21. Use unit multipliers to convert 40 inches per second to meters per hour.
(47)
Simplify:
22. 2 i 3 - -1=3-1=3 2.fj + 2 ax/2 (y2-x)ll2
23. 24.
(81) 4 - 3¡2 (73) 3 - .J3 (83) a3xy-2x
7~¡ fXY~x 2 y 26.
(46) ~1
fI
/3.. - 3fi + 2..[126
-y < 3
27.
(91}
Graph: { 3x + y $; 3
28. Find the resultant of the two force vectors shown.
(78)
Solve by factoring:
29.
(105)
2x 2 = X + 10 30. -15x = 7x 2 -
(105)
2x3
112 Quadratic Inequalities (Less Than) 453
<o¡
LESSON 112 Quadratic Inequalities (Less Than)
In Lesson 110 we discovered that the solution to a greater-than quadratic inequality is a
disjunction. We found that the solution to the inequality
(x + 2)(x - 3) > O
is the disjunction
x < -2 or x > 3
If we reverse the inequality symbol in the original inequality, we get
(x + 2)(x - 3) < O
This product is a negative number, because all numbers that are less than zero are
negative numbers. We will find that the solution to a less-than inequality such as this one
will be a conjunction.
example 112.1 Sol ve this inequality and graph its solution on a number line:
(x + 2)(x - 3) < O; D = {Reals}
solution For a product to be less than zero, the product must be negative, for all real numbers that are
less than zero are negative numbers. Thus the first factor must be negative and the second
factor positive, or the first factor must be positive and the second factor negative.
(NEG) and (Pos) or (Pos) and (NEG)
X+ 2 X - 3 X + 2 X - 3
For x + 2 to be negative, x + 2 must For x + 2 to be positive, x + 2 must
be less than zero; and for x - 3 be greater than zero; and for x - 3
to be positive, x - 3 must be greater to be negative, x - 3 must be less
than zero. Thus, than zero. Thus,
X +2 < Ü and X - 3 > o X + 2 > Ü and X - 3 < o
- 2 -2 + 3 +3 - 2 -2 + 3 +3
X < -2 and X > 3 or X > -2 and X < 3
The numbers that satisfy the conjunction on the left are the real numbers that are less than
-2 and that are also greater than 3. There are no numbers that are less than -2 and that
are also greater than 3. Thus, there are no numbers that satisfy the left-hand side, and
the total solution must come from the right-hand side. The numbers that satisfy the
conjunction on the right are the real numbers greater than -2 that are also less than 3.
-2 <X < 3
-4 -3 -2 -1 o 2 3 4
example 112.2 Solve this inequality and graph its solution on a number line:
x 2 + 2x - 8 < O; D = {Integers}
solution We begin by factoring to get
(x + 4)(x - 2) < O
454 Algebra 2 Lesson 112
The product of these two factors is less than zero. This meaos that the product is a negative
number. Thus, the first factor must be negative, and the second factor must be positive; or
the first factor must be positive, and the second factor must be negative.
(NEG) and (Pos) or (Pos) and (NEG)
X+ 4 X - 2 X+ 4 X - 2
For x + 4 to be negative, x + 4 must For x + 4 to be positive, x + 4 must
be less than zero; and for x - 2 to be greater than zero; and for x - 2
be positive, x - 2 must be greater to be negative, x - 2 must be less
than zero. Thus, than zero. Thus,
X+ 4 < 0 and X - 2 > o X + 4 > 0 and X - 2 < o
- 4 -4 + 2 +2 - 4 -4 + 2 +2
X < -4 and X > 2 or X > -4 and X < 2
There are no integers that satisfy the conjunction on the left, because there are no
integers that are less than -4 that are also greater than 2. Thus, the total solution must
come from the conjunction on the right and consists of the integers that are greater than
-4 and that are also less than 2.
-4 <X < 2
.. 1
-4
•
-3 -2
•
-1
•
•o • 2 3
t--
4
practice Solve each inequality and graph each solution on a number line:
a. (x + 4)(x - 1) < O; D = {Reals}
b. x 2 - 3x - 10 < O; D = {Integers}
problem set l. There were 20 nickels, dimes, and quarters whose value was $3.25. Ifthere were twice
112 (lllJas many quarters as dimes, how many coins of each kind were there?
2. The sum of the digits of a two-digit counting number is 7. If the digits are reversed, the
007
! new number is 9 less than the original number. What is the original number?
3. The bookstore went out of business because the markup they used was only 20 percent
(101)
of the selling price of the books. If they sold one shipment for a total price of $1800,
what did they pay for these books?
4. The Ochlochnee River meandered at 3 miles per hour. A fast boat could go 230 miles
192
! down the river in twice the time it took to go 85 miles up the river. What was the speed
of the boat in still water, and what were the times?
5. Fabian took 3 times as long to fly 1800 miles as it took Hamilcar to fly 1200 miles.
174
! Find the rates and times of both if Hamilcar' s speed was 200 miles per hour greater
than that of Fabian.
Graph on a number line:
6. (x + 3)(x - 4) < O; D = {Reals} 7. x 2 - 5x - 6 < O; D = {Integers}
(112) ( 112)
8. (x + 2)(x - 3) > O; D = {Reals}
(110)
9. Multiply: (x 112 + y 112 )(x 112 - y- 114 ) 10. Factor: p 6x6 - k3
(109) (108)
11. Show that 4.0143 is a rational number by writing itas a fraction of integers.
(104)
12.
(1 00)
Complete the square as an aid in graphing: y = x2 + 2x + 3
Graph on a number line:
13.
(99)
-lxl + 3 :==; O; D = {Reals}
14. x - 2 'J. O or x + 4 > 8; D = {lntegers}
(89)
113.A logarithms 455
15. Which of the following sets of ordered pairs are functions?
(94)
(a) (4, 2), (2, 4), (5, 7), (7, 5)
(b) (4, -2), (-2, 6), (5, 7), (7, -5)
(c) (-4, 2), (5, 3), (-4, 7) , (3, 5)
16. Find the number that is _!_ of the way from 2.!. to 5.
(98) 3 8
17. ·. Solve -5x 2 - x = 4 by using the quadratic formula.
(71)
18. Find the equation of the line through (5, -7) that is perpendicular to x + 3y - 4 = O.
(31)
Sol ve:
1 1 x - 2y = 10
-x +-y = 7
19. 2 4 20. 3x - z = 11
(59)
{ 0.7x - 0.02y = 5.36 (106)
l
2y - 3z = -9
21.
{2x - y = 7
22.
r+y+z=l=
2x - y+ z -5
(95) xy = 4 (90)
3x +y+ z = 5
Simplify:
-3i 2 - 2i 3 (ax-2)112 y2
23. 24. 25. ~x5y ~ x5y2
(81) J=3J=3-r-9 (83) yx12ax/2 (46)
26.
(46) # H- + 3J56 27.
(73)
3-fi, - 2
7-fi, - 3
Solve by factoring:
28. 3x 3 + 5x 2 = -2x 29. 2 = 2x 2 - 3x 30. 3x 2 + 8x + 4 = O
(105) (105) (105)
LESSON 113 Logarithms • Antilogarithms
113.A
logarithms We begin by reviewing the rules for exponents.
l. If two numbers are written as powers of the same base, we can multiply the
numbers by adding the exponents.
107 . 102 = 107 +2 = 109
Also 4 7 ·42 =47 + 2 =49
2. If two numbers are written as powers of the same base, we can divide the
numbers by subtracting the exponent in the denorninator from the exponent
in the numerator.
10: = 107 - 2 = 105
10
~2 -47-2_45
- -
4
3. A number written as a power is raised to a power by multiplying the powers.
(107)2 = 107. 2 = 1014
(47)2 = 47 · 2 = 414
These are the three rules for exponents. These are also the three rules for logarithms,
for logarithm is simply another name for exponent. The three rules illustrated above
are the only rules for logarithms. That's ali there is to logarithms.
456 Algebra 2 Lesson 113
What makes logarithms difficult for sorne people is the use of the word logarithm. We
can remember that logarithm is another name for exponent, but it is difficult to remember
that an antilogarithm is the name for the number.
logarithm l
base _____:. 102 = 100 - - antilogarithm
To make things worse, we often write this equality in another form. We note that the base is
10. The logarithm is 2 and the antilogarithm is 100. Thus, we can say
The logarithm of 100 to the base 10 is 2.
We can write this in an abbreviated formas
log 10 100 = 2
The base of a logarithm cannot be 1 because 1 to any power is 1.
12 = 1 1100.5 = 1 12.fii = 1
The base of a logarithm cannot be O, because zero to a positive power is O. Zero to the zero
power is undefined; zero to a negative power is also undefined.
02 =o oº= ? 0-4 = _1_
4
= ?
.
o
The base of a logarithm can be any positive number except l. Bases other than 10 and e
are rarely encountered in algebra, and we will concentrate on the bases 10 ande. If a number
is entered on a calculator and the B key is pressed, the calculator will give us the proper
exponent (log) such that 10 to that power will equal the number. To find the base
10 logarithm of 105, we enter 105 and press the B key.
En ter Display
This means that -105 105
2.021189299
105 "" 102.021189299
Since the exponent is a logarithm, we can also write
log 10 105 "" 2.021189299
When the abbreviation logis used and no base is indicated, the base is understood to be 10.
Therefore, we can also write the above as
log 105 "" 2.021189299
The number e, known as the natural logarithm and abbreviated In, is an irrational number
that is very important in calculus and other advanced math courses. The decimal
approximation of e to 1O decimal places is
e "" 2.7182818285
If a number is entered on a calculator and the D key is pressed, the calculator will give us
the proper exponent such that e to that power equals the number. To find the base e logarithm
of 105, we enter 105 and press the D key.
Enter Display
This means that -105 105
4.65396035
105 ,,,, e4.65396035
Since the exponent is a logarithm, we can also write
loge 105 "" 4.65396035
Instead of writing loge, we usually write the abbreviation ln, which tells us the base is e,
and write
ln 105 "" 4.65346035
113.B antilogarithms 457
113.B
antilogarithms An antilogarithm is the number we get if we raise the base to the logarithm, or power. If we
are asked to find the base 10 antilog of 4.316, we remember that the number is the antilog,
so 4.316 must be the exponent. Thus we want to evaluate
104.316
Since we are looking for the antilog, we use the inverse log sequence.
Enter Display
4.316 4.316
-- 20,701.41
This means that 104·316 = 20,701.14. We could also have found the inverse logarithm of
4.316 by using the - key to raise 10 to the 4.316 power.
To find the base e antilogarithm of 4.316, we note that we have been given the exponent
and have been asked to raise e to that power. If your calculator has an a key, you can use
that. Otherwise you have to use the - - sequence, which requires only one step.
Enter Display
4.316 4.316
-- 74.88847449
example 113.1 Use your calculator to get a value for e.
so!ution We note that e raised to the 1 power equals e.
1
e =e
This means that 1 is the logarithm of e to the base e. Thus e is the inverse logarithm of l.
--
Enter Display
1 1
2.718281828
Logarithms often give students trouble, not because logarithms are difficult, but because
students forget that a logarithm is an exponent and that the rules of exponents apply to
logarithms. In the past, logarithms were used to compute numerical answers . Today we can
do the numerical computations on a calculator. Nonetheless, we will begin our work with
logarithms by using them to find numerical answers. These problems are introduced not
to teach a new method of computation but to emphasize that a logarithm is just
an exponent.
example 113.2 Use base 10 logarithms to simplify: ( 47,832)(59,463)
0.000817
solution First we use them key on the calculator to find the proper exponent to write each number
as a power of 10. For convenience, we will round each exponent to two or three decimal
places. By using the m key, we find that
47,832 can be written as 104·68
59,463 can be written as 104·77
0.000817 can be written as 10- 3.o9
Now wehave
4 68 4 77
(10 º )(10 · ) = 104.68 + 4.77 + 3.09 = 1012.54
10- 3.09
We could use the - key to evaluate 10 to this power, but we will use the - - keys
to find the antilogarithm.
--
En ter Display
12.54 12.54
3.47 X 1012
458 Algebra 2 Lesson 113
example 113.3 Use base e logarithms to simplify: (47,832)(59,463)
0.000817
solution We use the a key on the calculator to write each number as e raised to a power. We get
(e10.78)(e10.99) = el0.78 + 10.99 + 7.11 = e28.88
e-7.ll
We will find the antilogarithm of 28.88 by using the - - keys.
--
En ter Display
28.88 28.88
3.49 X 1012
This example is the same as example 113.2 except that we used base e this time. Our answers
are different because of errors that accumulate when we round logarithms.
example 113.4 If -0.0325 = loge y, find y.
solution In a logarithm problem there is a base and two other numbers. The base in this problem is e.
The problem states that -0.0325 is a logarithm. Thus, y must be the antilog of -0.0325.
Enter Display
4 -0.0325 -0.0325
-- 0.968
This tells us that
e- 0.0325 "" 0.968
example 113.5 If y = 4302, find: (a) log y (b) In y
solution (a) Enter Display (b) Enter Display
4302
-
This tells us that
4302
3.63
103·63 "" 4302 and
-
4302
8 37
e · "" 4302
4302
8.37
practice Find x. Remember that if we know the base, there are only two other numbers. One number
is the logarithm, and the other number is the antilogarithm. Thus we will always use the B
or a key or the mm or - - keys.
a. x = ln 0.0052 b. ex = 51.4
c. In x = -4.16 d. log X = -4.16
e. Use the a key to express each number as a power. Then use the rules of exponents
to find the answer.
(0.000612)(576)
0.0512 X 10- l4
problem set l. There were 19 nickels, dimes, and quarters in the pot. James noted that their value was
113 $2. How many coins of each type were there if there were twice as many nickels
(J JJ J
as dimes?
2. Reds varied directly as blues and inversely as mauves squared. When there were
(96)
1O reds, there were 2 mauves and 4 blues. How man y blues were there when there were
20 mauves and 3 reds?
3. It was necessary to mix 200 mL of a solution in which the key ingredient made up
152
J exactly 63 percent of the total. One container held a solution that contained 70% key
ingredient, and the other container held a solution that was only 60% key ingredient.
How much of each solution should be used?
problem set 113 459
4. Carlene made the trip in only 8 hours, whereas Dan took 12 hours to make the same
174
! trip. This was because Dan dawdled and drove 20 miles per hour slower than Carlene
drove. How fast did each drive, and how long was the trip?
5. The pressure of a quantity of an ideal gas was held constant at 1400 torr. The initial
(57) .
volume and temperature were 1000 mL and 1700 K. If the volume were mcreased to
2000 mL, what would the final temperature be in kelvins?
Find x. Remember that in a logarithm problem we find either a logarithm or an antilogarithm.
6. (a) x = In 0.0093 (b) ex = 62.5
(113)
7. (a) lnx = 5163 (b) log x = 2.136
(11 3)
8. In the figure shown, AE = 6, e
AD = 4, and AB = 24. What 1s the
(26) •
length of the segment AC?
Dimensions are in meters.
A B
D
Graph on a number line:
9. (x + 2)(x - 3) < O; D = {Reals} 10. x 2 - x - 6 ;::: O; D = {Integers}
(1 12) (110)
11. x 2 - 8 ::; 2x; D = { Integers} 12. lxl - 1 1', O; D = {lntegers}
( 112) (99) .
13. 7 ':/> x - 2 < 10; D = {Reals }
(89)
14. Multiply: (xl/3 + y 2/3)(x 2/3 + y ll3)
(109)
15. Factor: 8p6k 15 - x 3m6
(108)
16. Show that 0.00316 is a rational number by writing it as a fraction of integers.
(104)
17. Complete the square asan aid in graphing: y = -x 2 + 4x -
(100)
18. Find the number that is ~ of the way from 2 to 4.!. .
(98) 11 6
19. Solve 3x 2 - x - 7 = O by completing the square.
(58)
Solve:
1 2
l-x +-y = 30 {x2 + Y2 = 4
20. 5 3 21.
(59) (85)
3x - y = 2
r-
{ -O.l8x - 0.02 y -3.78
X - 4y = -15 2y _ , = -8
22. 3x + z = 20 23. 3x - y - 2z = -5
(106) (90)
{
2y - z = 5 x+ y + z = 9
Simplify:
2 l·3 - l. -fi - 5
24. 25.
(64) - R R +3 (73) 2-fi - 4
26.
(46)
~ xy3 V xy 2 27.
(46)
ff + 2f-I - 3f48
Solve by factoring:
28. 2x 3 = - x 2 + 3x 29. 3x 2 - 2 =X 30. -7x 2 - 2x = 3x3
(105) (105) (/05)
460 Algebra 2 Lesson 114
LESSON 114 Nonlinear lnequalities
Remember that a straight line divides the set of all points in the plane into three disjoint
subsets. These are the set of points that lie on the line and the sets of points that lie on either
side of the line. In the figure we show the graph of the equation y = x - 1. All points -t
whose coordinates .satisfy this equation lie on this line. The rest of the points lie on one side
of the line or the other side of the line and will satisfy one of the following inequalities.
y
6
5
4
3
1 2
(a) y > --x - 1. . . . . . . . .
..._
2 ..._ 1
......... X
1 -6 -5 -4 -3 -2 ' ,o 1 2 3 4 5 6
(b) y < - -x - 1
2
2 'h...
3 I~
1 . . . ._
4 y= --x - 1 :::::::.
2
5
6
If the coordinates of a point satisfy one of these inequalities, the coordinates of all the points
on the same side of the line will satisfy the same inequality. lnequality (a) is read "y is greater
than negative one-half x minus 1," and, since y is "greater than" as we move up, we surmise
that this inequality designates the points that lie above the line. We can always use a test point
to check our surmise.
The same thoughts apply to curved lines , as will be demonstrated in the
following examples.
example 114.1 The line and the parabola graphed in the figure divide the coordinate system in to four distinct
regions, which have been labeled A, B, C, and D. Which region contains the coordinates of
the points that satisfy the given system of inequalities?
y
6
1 1
5 --(o, s;
4
A
3
V \
(a) ¡y> +~X - J (line) 2
1 J B \
/ \ X
(b) y ;:::: --x - 1 (parabola) -6 -5 -4 -3 -2 -1 o 1 2 3 5 6
2 1
v V
/ / V \ e
/ / V
\
/ r D \
/
/
e 6
solutíon t
Inequality (a) is read "y is greater than or equal to x - 4." Since y is "greater than" as we
move up, we suspect that this inequality designates the points on or above the line. Inequality
(b) reads "y is greater than or equal to -x 2 + 4x - l." Thus we suspect that this inequality
114 Nonlinear lnequalities 461
designates the points on or above the parabola. The region above both the line and the
parabola is region A. We will use the point (O, 5) as a test point.
Line: y ~ ..!..x - 4 --- 5 ~ _!_(O) - 4 --- 5 ~ -4 True
2 2
Parabola: y ~ -x 2 + 4x - 1 --- 5 ~ -(0) 2 + 4(0) - 1
--- 5 ~ -1 True
Thus the solution is region A, including the bordering points that Iie on the line or on the
parabola. The coordinates of any point in area A or on the border will satisfy both of the
inequalities given.
example 114.2 In the figure we show the graphs of the given line and parabola. Which region contains the
coordinates of the points that will satisfy both inequalities?
y
6
\' 5 J
\ '' A 4 I
~J-&r:r \ '' 3 I B
~cr) ·~
e ' ,2
I
(a) {y ~ x 2 + 4x + 2 (ij)IB) t\) 1(-2!.1)
\
'I
/ '
(b) y < -X + 1 (¡wabcia) -6 -5 -4 \ -2 -1/0 1' ,2 3 4 5 6
X
1
1\. J 2 '
3 ''
D D
4 '
5 '
6
solution The quadratic inequality reads "y is greater than or equal to," which indicates the points
above or on the parabola; and the linear inequality reads "y is less than," which indicates the
points below the line. This indicates region C. We will use the point (-2, 1) as a test point.
Parabola: y ~ x 2 + 4x + 2 --- 1 ~ (-2) 2 + 4(-2) + 2
--- 1 ~ 4 - 8 + 2 --- 1 ~ -2 True
Line: Y< -X+ } - - -
--- 1 < -(-2) + 1
1 < 3
--- 1 < 2 + 1
True
Thus the coordinates of all points that lie below the line and on or above the parabola satisfy
this system of inequalities, and the answer is region C.
example 114.3 Which region of the graph satisfies this system of nonlinear inequalities?
y
6
5
1/
A
,,...,
/
-.......
/
I
/
(-2, 2)
2
'/ \
lcírcle)
(a) {x 2
+ y 2
$ 16 ~
/
B 11/
/ \
(b) y ~ X (~) -6 -5 - 3 -2 -v 1
1 2 3 5 6
X
\ / 2 e J
/
'V............... 3 _//
V
V -5
D
/ 6
462 Algebra 2 Lesson 114
so/utíon The inequality x 2 + y 2 $; 16 designates the points that lie on or inside the circle (try a few
points to check this out), and the linear inequality designates the points on or above the @e.
We will use the point (-2, 2) as a test point.
Circle: x 2 + y 2 $; 16 ---- (-2) 2 + (2) 2 $; 16
---- 4 + 4 $; 16 True
Line: y ;:::: x ---- 2 ;:::: -2 True
This verifies our surrnise and thus the region designated is region B, including the points
on the boundary of this area.
practice Which region of the graph satisfies this system of nonlinear inequalities?
y
6
5
/
- A ..._ ,__ 4 /
1/
1 . 2 '/
2 I
x + y2 > 9 (circle) 1
1 B /
/
X
{ y;:::: X (line) -6-5-4 -2-V c2 4 5 6
1/ I
/ r- -2
/
/
- 4 >- - - D -
L5
/ L6
problem set l. Find three consecutive even integers such that the product of the first and the third
(55)
114 exceeds the product of the second and 8 by 16.
2. The druggist began with 240 mL of a 20% antiseptic solution. How much pure
61
r J antiseptic should be added to get a solution that is 52% antiseptic?
3. The long trip was 4800 miles, and for this trip Ken used fast transportation, which
74
! ! took 1 hour more than the slower conveyance took to cover 2000 miles. Find the rates
and times of both methods of transportation if the faster moved at twice the speed of
the slower.
4. The current in the river flowed at 4 miles per hour. The steamboat could go 34 miles
921
( downstream in one third the time it took to go 54 miles upstream. What was the speed
of the boat in still water?
5. The sum of the digits of a two-digit counting number was 8. If the digits were
007
! reversed, the new number would be 54 greater than the original number. What was the
original number?
For each figure, designate the region in which the coordinates of the points satisfy the given
system of inequalities.
1
y ;:::: -x - 2 y ;:::: x 2 + 6x + 3
6. 4 7.
(114) ( J/4) { y < -x +2
{ y ;:::: -x 2 + 3x - 2
y
y
e I
1
6
5
' B
4
1
1
1
4
3
' e ....._.._
~ A
~~
2
1 11 j ' X
1 - - 6 1 -4-3 -2-i / 1 2' 4 5 6
X
-6-5-4 - 3 - 2 - 1 /i.c \. 3 4 t- V 1
>- >- A
'-~
A_3 .. ~o L-~k-
--- e L--
I D- ~+
1\
1\. 1
1 /L4
L5
L6
1
1
problem set 114 463
8. {x2 + Y2 ~ 36
(114) y ;;:=: X
7'q- .... 1/
A 5
V
1 4 1/
¡__ - B 3
2
/ 1\
/
1 11/
X
-5-4-3-2 1/ 1 2 3 4 5
\ /
/ 2
13
... e ----b
r-. / ~4
/
1/ "-
...... :5
1
¡_...
"D
Find x. Remember that in a logarithm problem we find either a logarithm oran antilogarithm.
9. (a) X = ln 0.0085 (b) ex = 87.4
( 113)
10. (a) ln X = 9185 (b) logx = 3.188
(113)
The area of the square is 9 cm2 . What
J J~B
11.
(10)
is the length of the segment AB?
Dimensions are in centimeters.
12. Use a calculator to write 0.000715 x 10- 4 asan exponential expression whose base
Ol3J is 10. Then use logarithm notation to make the same statement.
13. The markup was 20 percent of the selling price. If the selling price was $140, what did
(101) .
the store owner have to pay for the 1tem?
Graph on a number line:
14. x2 ;;:=: -3x + 4; D = {lntegers} 15. x2 - 4 ~ 3x; D = {Integers}
(110) (112)
16. -lxl - 3 > -7; D = {Integers} 17. 6 '1' x - 4 < 8; D = {Integers}
(99) (89)
18. Show that 0.001056 is a rational number by writing itas a quotient of integers.
(104)
19. Complete the square as an aid in graphing: y = x 2 - 4x + 7
(100)
20. Find the number that is ~ of the way from 4_!_ to 6_!_ .
(98) 8 2 4
Solve:
21.
(59)
{ 2-x
l +-y
3
1
5
0.03x - 0.03 y == -0.36
= 10
22.
(106)
r-, = 8
2x - 2y == -4
2y + 3z == 2
23. {x+y==6
24.
r-y+z=3
+
2x - y 2z == 9
(96) xy == -1 (90)
-x + y + z == 1
464 Algebra 2 Lesson 115
25. Estímate the location of the line suggested by the data points, and write the equation
72
r ! that expresses output as a function of input: O = mi + b.
800
•• •
•••
.l!l 700
·¡:
::::!
-~ 600
"5
o..
"5
o 500
•
400 ••
80 90 100 110 120
Input in units
Simplify:
.3 ·2
f8fI fsrI - 3-!40
l - l
26. 27. +2
(81) i5 +2 (46)
28.
(77)
Solve: -Jx - 15 + Fx = 5
29. Solve by factoring: 5x 3 + 2x = -7x 2
(105)
30. Expand: (x 112 - y- 112 ) 2
(109)
LESSON 115 Exponential Equations • Exponential
Functions • Compound Interest
115.A
exponential We know that 10 2 equals 100. Thus, if we write
equations 102 = 10x
the left-hand si de of the equation equals 1OO. For the right-hand side of the equation to equal
100, x must equal 2.
102 = 102
We will generalize this observation by saying that if two powers of the same base are
equal, the exponents must be equal. If we write
101.23 = lOx + 2
the equals sign tells us that the expressions are equal. The bases are equal, so the exponents
must be equal.
1.23 = X + 2
We will solve this equation in the following example.
115.B exponential functions 465
example 115.1 Solve: 17 = 10x+z
solution We can sol ve this exponential equation by writing 17 as a power of 1O. If we use the B
key on the calculator, we can find the proper exponent. The calculator tells us that log 10 17
is approximately 1.23, so we write
101.23 = 10 x + 2
Since these expressions are equal and the bases are equal, the exponents must be equal.
1.23 = X + 2 equated exponents
-0.77 =X sol ved
115.B
exponential Exponential functions are important because they help us understand problems such as the
functions growth ofbacteria in biology, the voltage on a capacitor in engineering, radioactive decay in
physics, and the growth of money in finance. The equations on the left define two
exponential functions.
At
1800
At = 200e0.4t 2ooeoA1
1000
At = 200e0.2t
200 .1. ~ -
o 2 3 4 5 6
In these equations the symbol A 1, read "A of t," represents the amount of money, bacteria,
electrons, etc., present at sorne time t. The graphs of the equations abo ve show that when time
equaled zero, the amount present was 200, and that the amount increased exponentially with
time. These equations describe an exponential increase because the coefficients of t are 0.2
and 0.4, which are positive numbers. The graph of 200eo.4t goes up faster than the graph
of 200e 0·2', because 0.4 is greater than 0.2. When t equals zero, the amount present is called
"A of zero" and equals 200 for both of these functions because e0 equals 1 and 1 times
200 equals 200.
Ao = 200e0.4(0) A = 200e0.2(0)
= 200(1) = 200(1)
= 200 = 200
If the exponential constant is a negative number, the graph of the curve goes down as t is
increased.
At
200
150
Ar = 2ooe-o.41
At = 200e- 0.2t 100
50
2 3 4 5 6
466 Algebra 2 Lesson 115
These equations describe exponential decreases, because the amount present decreases as
time increases. The graph of 200e- 0·4' goes down faster than the graph of 200e- 0·2',
because the absolute value of -0.4 is greater than that of -0.2.
When we write the general form of an exponential function, we use A 0 (A of zero) to
represent the amount present when t equals zero and we use k to represent the coefficient of
time in the exponent. If k is greater than zero (a positive nurnber), the curve goes up. If k is
less than zero (a negative number), the curve goes down.
A,
k >o
A=
t
A oé 1
Ao
-----!.:._ o
~~~~~~~~~~~- t
example 115.2 In the beginning, there were 400 bacteria in the dish. The number of bacteria increased
exponentially. Three days later there were 2000 bacteria in the dish. How many bacteria
would there be in 8 days?
solution The general exponential equation is
. At = Aoekt
These problems are two-step problems. The first step is to find the values of A 0 and k. Then
we will use the finished equation to find As, the amount present when t equals 8. Since A 0 is
the initial amount, we can replace A0 with 400.
A
t
= 400e kt
Next we will find k. We substitute 2000 for At and 3 for t, because 2000 were present when
t equaled 3. After we find k, we will not use the numbers 2000 and 3 again in this
problem.
2000 = 400é(3) substituted
5 =é C3) divided by 400
Now we use the - key to find the exponent and write 5 as a power of e.
e I.61 = ek(3)
The quantities are equal and the bases are the same, so the exponents must be equal.
1.61 = 3k equated exponents
0.537 = k solved for k
If we replace k with 0.537, we have
A = 400e0.537t
1
Now we have an equation that can be evaluated for any value of t. The problem asked for As,
which is At when t equals 8.
As = 400eO.S37(S) substituted
As = 400e 4 ·296 multiplied
As = 400(73.4) used - - keys
A 8 "" 29,362 bacteria multiplied
115.C compound interest 467
example 115.3 In the beginning there were 4.25 ounces of radioactive material. lt decayed exponentially.
Ten years later 3.92 ounces remained. How much would remain after 30 years?
solution We see thatA 0 equals 4.25, so we can substitute 4.25 for A 0 .
A
1
= A 0ek 1 ------ A
1
= 4.25ek 1
In order for us to find k, the problem must always give us A 1 for sorne t. This problem tells
us that A 10 equals 3.92, so we can find k. After we find k, we will not use these numbers
again. We substitute 10 for t and 3.92 for At.
3.92 = 4.25é(IO) substituted
0.9223 = e!Ok divided
e-0.08 = elOk used - key
Since the expressions are equal and the bases are the same, the exponents must be equal. This
lets us sol ve for k.
-0.08 = IOk equated exponents
-0.008 =k sol ved
Now we know both A 0 and k, so we can write
At = 4.25e-0.008t
Finally, to find A 30 , we replace t with 30 and evaluate e- 0-008 <30) by using the - - keys.
A = 4.25e- 0·008 <30 ) substituted
30
A 30 = 4.25(0. 7866) used m- keys
A 30 = 3.34 oz multiplied
115.C
compound James puts $100 in a bank account at 8 percent interest compounded yearly. At the end of
interest the first year, his account had accrued $8 interest.
$100 X 0.08 = $8
Thus the total amount in his account was $108. This is 1.08 times the amount he deposited.
Total amount 1 = $100(1.08)
The next year he was paid 8 percent interest on $108, so the total amount at the end of the
second year was
Total amount2 = [$100(1.08)](1.08) = $100(1.08) 2
At the end of the third year, he would ha ve
Total amount3 = $100(1.08) 3
and at the end of n years, he would have
Total amountn = 100(1.08r
f ollowing this reasoning, we can see that the total amount in a bank account at the end
of n years can be written as
Total amountn = P( 1 + rr
where Pis the principal, or the amount deposited, r is the rate of interest, and nis the number
of years.
In this problem the interest was compounded yearly. Advanced mathematics books will
develop the equation for the amount present if the interest is compounded continuously. This
equation is the exponential equation
A = Peri
1
This function describes an exponential increase where A 0 is equal to P and r is equal to the
rate, which is a positive number. The development of this equation for continuously
compounded interest is beyond the scope of this book. '
468 Algebra 2 Lesson 115
example 115.4 Roger deposited $5000 in an interest-bearing account that paid 7t percent interest
compounded continuously. How much money did he have in 10 years?
solution The equation is
A = Pert
t
The value of Pis $5000 and r is 0.075.
A = 5000eo.o75 t
t
To find A 10, we let t equal 10.
A = 5000eo.o75 Clü)
10
W e can use the m- keys to evaluate.
A 10 = 5000eº·75 multiplied
A 10 = 5000(2.12) used - - keys
A 10 = $10,600
practice a. Solve: 27 = 1ox + 5
b. Mary deposited $980 at 7 percent interest compounded continuously. How much
money did she have at the end of 9 years (A 1 = Pert)?
c. The number of rabbits increased exponentially. At first there were 400. Three years
later there were 1600. How many rabbits would there be at the end of 10 years?
problem set l. A chemist had a container of the compound KMnO 4 that weighed 790 grams. What
37
115 r ! was the weight ofthe oxygen in the container (K, 39; Mn, 55 ; O, 16)?
2. Marsha rode for a while at 20 miles per hour with Bertha and completed the 280-mile
29
r ! trip by riding with Sherri at 45 miles per hour. If the total trip took 9 hours, how far did
she ride with each friend?
3. Hathaway flew in the fast airplane, traveling 1200 miles in only 1 more hour than it
174
! took Beauregard to travel 480 miles. lf Hathaway' s speed was twice that of
Beauregard, find the rates and times of both.
4. There were 14 nickels, dimes, and quarters whose total value equaled $1.05 . How
on ¡ many coins of each kind were there ifthere were 3 times as many dimes as quarters?
,5. A two-digit counting number has a value that is 4 times the sum of its digits. lf 4 times
(107)
the units digit is 14 greater than the tens digit, what is the number?
Find x. Remember that in a logarithm problem the task is usually to find either a logarithm
or an antilogarithm.
6.
(1 13)
x = In 0.0076 7.
(113)
ex = 92.6
8. 34 = 10x + 3 9. log X = 3.412
(ll 5) ( 113)
10. Use the - key to express each number as a power. Then use the rules of exponents
(Jl3)
to find the answer.
(0.000374 )( 485)
0.0618 X 10- 16
11. LaFarge deposited $100 at 9 percent interest compounded continuously. How much
1115
! money did she have at the end of 9 years (A 0 = . 100, r = 0.09)?
12. The population increased exponentially. At first there were 16,000. Three years later
5
rn ¡ there were 60,000. How many inhabitants would there be at the end of 10 years?
problem set 115 469
13. In this figure, ABCD is a square with A E B
(79)
sides of length s. The points!};_F, G,
and H are midpoints of AB, BC, CD,
and AD, respectively. This tells us
that the length of the legs of each of H F
the four right triangles is s/2. Find the
length of one hypotenuse. What is the
area of quadrilateral HEFG? D G e
14. The coordinates of the points in y
(114)
which of the areas designated in the
figure satisfy the given system
of inequalities? - ¡~At : I
1 A' 3 I
x 2 + y 2 ~ 16 (circle) -- .¡.,_a 2
{ y ~ x 2 + 4x + 2 (parabola) \ I
X
- 6-5 -2 5 6
1c-L
\ 1\. ) 2 ) rT
1 13 1
D i
D
15
1 L6 1
Graph on a number line:
15. (x + 5)(x - 2) > O; D = {Reals} 16. x 2 < -7x - 10; D = {Reals}
(/JO) (112)
17.
(99)
!xi + 2 '"i- 4; D = {lntegers} 18.
(89)
6 l x - 5 l 10; D = {lntegers}
19. Expand: (x 114 - y- 114)2 20. Factor: x 3m 15 - 8p 3y6
(109) (108)
21. Show that 1.047 is a rational number by writing itas a fraction of integers.
(104)
22. Complete the square as an aid in graphing: y = x 2 + 2x +
(100)
23. Find the number __!__ of the way from 5~ to 61_.
(98) 10 3 2
Solve:
2 1 4x - z = 12
l-x - 2-y = -7
24. 3 4 25. X - 3y = -10
(59) { (106)
{
-0.2x + 0.05y = -1.8 3y +z = 8
X+ y - Z = 4
26.
(90)
2x + y + z = 10
{
3x + y + z = 14
Simplify:
27.
(64)
3i2 - 2i5 - ...J-2 ...J-2 + (i + 2)(i - 3)
4{2 + 1
28.
(73) 1 - 3-fi
29. Sol ve -3x 2 = -x - 6 by completing th~ square.
(58)
30. Solve 3x 2 + 2x = 8 by factoring.
(/05)
470 Algebra 2 Lesson 116
LESSON 116 Fundamental Counting Principie and
Permutations • Probability • Independent
Events
116.A
fundamental The letters A, B, and C can be arranged six different ways. If we put A first, we can get
counting
principie and
IAIB !el and IAlclBI
permutations If we put the B first, we can get
IBIAlcl and IBlclAI
If we put the e first, we can get
lclAIBI and lclBIAI
All the arrangements use the same letters, but the order of the letters is different in each
arrangement. W e call each different arrangement of the members of a set in a definite order
a permutation of the members of the set.
We see that any one of the three letters can be put in the first box.
13 \ 1 1
Now either of the two remaining letters can be put in the second box.
l 31 2 1
And then the last letter goes in the third box.
,--1-,-I---r-l---.1
3 2 1
Thus, any one of the 3 letters can be used first, and any one of the 2 letters that remain can
be used second for a total of 3 times 2, or 6, ways. This example illustrates the fundamental
counting principie.
FUNDAMENTAL COUNTING PRINCIPLE
If one choice can be made in A ways and another choice
can be made in B ways, then the number of possible
choices, in order, is A times B different ways.
If repetition is permitted, the number of possible permutations is even greater. For
example, if the letters A, B, and C can be used more than once, then any of the 3 letters can
be used in the first, second, or third position for a total of
1313131
3 x 3 x 3, or 27, possible ways. If we list the ways, we get
AAA AAB AAC ABA ABB ABC ACA
ACB ACC BBB BBA BBC BAB BAA
BAC BCB BCA BCC ccc CCB CCA
CBC CBB CBA CAC CAB CAA
The fundamental counting principle can be extended to any number of choices in order.
If the first choice can be made in 2 ways, the second choice in 3 ways, the third choice in
5 ways, and the fourth choice in 7 ways, then there are
2 · 3 · 5 · 7 = 210 ways
that the choices can be made in order.
116.A fundamental counting principie and permutations 471
example 116.1 How many different ways can the numbers 3, 5, 7, and 8 be arranged in order if no repetition
is perrnitted?
solution Any one of the 4 numbers can be put in the first box.
141 1 1
Then any one of the remaining 3 numbers can be in the next box,
14131 1 1
then 2 in the next, and 1 in the last.
141312111
By the fundamental counting principle, there are
4 · 3 · 2 · 1 = 24 ways
that the numbers can be arranged in order. Each of these 24 ways is a permutation.
example 116.2 How many 4-letter signs can be made from the letters in the word EQUAL if repetition is
perrnitted?
solution Any one of the 5 letters can be used in any of the positions.
15 15 1 5 15 1 - - 5 . 5 . 5 . 5 = 625
So we have a total of 625 possible arrangements.
example 116.3 A multiple-choice quiz has 8 questions, and there are 4 possible answers to each question.
How many permutations of the answers are possible?
solution There are 8 questions, and 4 answers are possible to each question.
1 4 1 4 1 4 1 4 1 4 1 4 1 4 1 4 1 - - 4 . 4 . 4 . 4 . 4 . 4 . 4 . 4 = 65,536
Thus, there are 65,536 possible sets of answers to a multiple-choice test that has only
8 questions !
example 116.4 How many 3-letter signs can be made from the letters in the word NUMERAL if no
repetition is perrnitted?
solution This problem is a little different, as only 3 of 7 letters will be used in each arrangement. So
we have only 3 positions, and any one of the 7 letters can be used in the first position.
l 1 I 1
Now, any one ofthe 6 that are left can be used in the next position,
l1 l6 I 1
and any of the 5 that remain can be used in the last box.
l 116 J 5 I
7 . 6 . 5 = 210
So 21 O three-letter permutations of the 7 letters are possible.
example 116.5 Jarnie had 5 places to put items in her display. She had 38 different items. How many
arrangements were possible?
solution We begin by drawing a diagram of the 5 places.
There are 38 items that can go in the first space. This leaves 37 for the second space, 36 for
the third space, etc.
1 38 1 37 1 36 1 35 1 34 1
Thus the number of permutations of 38 things taken 5 at a time is
38 . 37 . 36 . 35 . 34 = 60,233,040
472 Algebra 2 Lesson 116
116.B
probability The study of probability is based on the study of outcomes that have an equal chance of
occurrence. We call each of the equally probable outcomes an event. We call the set of
equally probable outcomes the sample space.
If we flip a fair coin, there are two equally probable outcomes, so our sample space
looks like this:
[]TI]
We define the probability of a particular result as the number of outcomes that satisfy the
requirement divided by the total number of outcomes. The probability of getting a head on
one flip of a coin is one-half.
P(H) = number of outcomes that are H
total number of outcomes in the sample space 2
If we roll a single die, the sample space is
• 1· .1 ••·1: :1:.:1: •••
If we define the event as getting a 5, the probability of getting a 5 is
P(S) = number of outcomes that are 5 1
total number of outcomes in the sample space 6
The probability of getting a number greater than 3 is
P(> ) = number of outcomes that are greater than 3 3 1
3
total number of outcomes in the sample space 6 2
For a single roll of a die, the denominator of the probability fraction is 6, and the numerator
is sorne number between O and 6 inclusive. The list of probabilities is
o 1 2 3 4 5 6
6'6'6'6'6'6'6
Thus we see that a probability of 4.6 or -3i is not possible, because the probability of
any single event or combination of events is a number between O and 1 inclusive.
example 116.6 Two dice are rolled. What is the probability of getting (a) a sum of 7, and (b) a sum
greater than 8?
solution First we draw a diagram of our sample space. The outcomes are the sums of the values on
the individual dice, and there are 36 .outcomes in our sample space.
Outcome of second die
1 2 3 4 5 6
1 2 3 4 5 6 7
Q)
-
:a
~
;¡::
2
3
3
4
4
5
5
6
6
7
7
8
a
9
oQ)
E 4 5 6 7 8 9 10
o
u
'5 5 6 7 8 9 10 11
o
6 7 8 9 10 11 12
116.C independent events 473
(a) The event is rolling a sum of 7, and we see that 6 of these outcomes are 7, so
P( ) = number of outcomes that equal 7 6
7 =
total number of outcomes in the sample space 36
1
Thus, we find that the probability of rolling a sum of 7 is 6.
(b) The event is rolling a sum greater than 8, and we see that 1O of these outcomes are
greater than 8, so
P(> )
8
= number of outcomes that are greater than 8 = _!Q
total number of outcomes in the sample space 36
Thus, the probability of rolling a sum greater than 8 is ~.
18
116.C
independent W e say that events that do not affect one another are independent events. If Denise flips a
events dime and Paul flips a penny, the outcome of Denise's flip does not affect the outcome of
Paul's flip. Thus, we say that these events are independent events. The probability of
independent events occurring in a designated order is the product of the probabilities
of the individual events.
A tree diagram can always be used to demonstrate the probability of independent events
occurring in a designated order. This diagram shows the possible outcomes if a coin is tossed
3 times.
First Second Third
toss toss toss
The first toss can be heads or tails, and the second and third tosses can be heads or tails. Thus,
there are 8 possible outcomes, and the probability of each of these outcomes is ~-
example 116.7 Afair coin is tossed 3 times. What is the probability that it comes up heads every time?
solution Coin tosses are independent events because the result of one toss has no effect on the result
of the next toss. Since the probability of independent events occurring in a designated order
is the product of the individual probabilities, we have
P(3 heads) = 21 · 21 · 21 -- !8
474 Algebra 2 Lesson 116
example 116.8 A fair coin is tossed 4 times, and it comes up heads each time. What is the probability it will
come up heads on the next toss?
so/ution The results of past coin tosses do not affect the outcome of future coin tosses. Thus, the
probability of getting a head on the next toss is t.
practice a. There are 3 chairs in a row. There are 7 students. How many ways can these students
sit in the 3 chairs?
b. Roger rolls a pair of dice twice. What is the probability that in two rolls he will get a
total of 7 on the first roll and a total greater than 9 on the second roll?
problem set l. Find three consecutive multiples of 6 such that 6 times the sum of the first and the third
16
116 ! is 84 less than 1O times the second.
2. The pressure of a quantity of an ideal gas was held constant at 600 torr. The initial
(57) •
volume and temperature were 400 mL and 800 K. What was the final temperature m
kelvins when the volume was decreased to 200 mL?
3. The Natchez Belle could go 65 miles downstream in 5 hours, but it took her 8 hours to
192
! go 56 miles upstream. What was her speed in still water, and what was the speed of the
current in the river?
4. The number of tomatoes varied jointly as the rain andas the fertilizer squared. If 1000
196
! tomatoes resulted from 2 inches of rain and 1 ton of fertilizer, how many tomatoes
would result from 2 tons of fertilizer and 1 inch of rain? Solve two ways.
5. A two-digit counting number has a value that is 7 greater than twice the sum of its
007
! digits . If the units digit is 3 greater than 3 times the tens digit, what is the number?
6. Find x. Remember that in a logarithm problem we find either a logarithm or an
(l/3,J/5) ·¡ .h
anti ogant m.
(a) x = In 0.0071 (b) lnx=-5.14 (c) 83 = 10 x +4
7. Use the D key to express each number as a power. Then use the rules of exponents
3
<JJ ! to find the answer.
(0.000612)(576)
(0.0512 X 10- 14 )
8. A logarithmic function is used in chemistry to determine the relative acidity of a liquid.
1113
> The relative acidity, called pH, is written with a small "p" anda large "H." This symbol
combines the letter "H" for hydrogen and the letter "p" from the Latin word potentia,
which means "power" or "strength." We use pH as a measure of the relative
concentration of hydrogen ions in a liquid. The equation that defines pH is
pH = -logH+
The pH of liquids ranges from about O to + 14, and the pH of water, considered to be
neutral, is 7. Since investigation of the theory of pH is a topic for chemistry, we will
limit our discussion and concentrate on the mathematical problem of finding H+ if
given pH and of finding pH if given H+. If we are given H+, we can use the B key
and change the sign to get pH. If we are given pH, we change its sign and use the
llllB keys to find H+.
(a) If H+ = 0.00204 mole/liter, find pH. (b) If pH = 3.2, find H+.
9. Zuniga deposited $1400 at 11 percent interest compounded continuously. How much
(J/5) •
money d1d he have at the end of 7 years ( A, = Per 1) ?
10. The number of paramecia grew exponentially. At first there were 400,000. Three days
(115) •
later there were 1,200,000. How many would there be after 8 days?
problem set 116 475
11. There are 5 chairs in a row. There are 9 students. How many ways can these students
6
(ll J sit in the 5 chairs?
12. How many different 7-digit telephone numbers can be written if the digit O cannot
0 16
! appear among the first 3 digits? Remember that digits can be repeated.
13. In /',.ABC the measure of L 1 and the A
8~4
(!)
measure of L2 each equals 35°. What
is the sum of the measure of L3 and
the measure of L4?
/
e
14. The coordinates of the points in which of the areas designated in the figure satisfy the
( 11 4) .
g1ven system o f mequa
. ¡·1t1es
. ?.
6
1
11
A
1
5 - 1- V
B/ - ¡,..< -
1 f 3 V
2 - B \ _:,. I
y ~ -x + 2 (line) L)
X
~
-6-5 ..<'.3 r--.<?J 1 2 3 4 56
{y ; 2 + 2x (parabola) V L2
,__ f - D -,_L3
14
-- D- f-f-
15
Le
Graph on a number line:
15. x 2 - 3 ~ -2x; D = {Integers}
(110)
16. x 2 + 2x < 3; D = {Integers}
( 112)
17.
(99)
-lxl + 2 t -1 ; D = {lntegers}
18. Show that 1.0476 is a rational number by writing itas a fraction of integers.
(104)
19. Complete the square as an aid in graphing: y = - x 2 - 4x - 6
(100)
20. Expand: (xl/2 _ y3/4)2 21. Factor: 27m 9p 3 - x 12y 3
(109) (108)
22. Find the number that is ~ of the way from .!_ to 3.!_ .
(98) 9 4 2
Sol ve:
3 1 X - 2z = 7
-x - - y = 6
23. 5 7 24. y + 2z = -9
(59) { ( 106)
{
-0.2lx + 0.02y = -2.73 -X + 2y = -7
2x - y + 2z = -9
25.
(90)
2x + 2y + z = - 15
{
X - 2y + Z = Ü
Simplify:
2i 3 - 3 3 - .fi4 (ax/2 - 2) 2 m x
26. 27. 28.
(81)
1- R~ (73) 2 - -16 (83) (m2a2y14
29.
(77)
Solve: fP ¡¡¡l 9 - .J p - 45
30. Solve 3x 3 = x 2 + 2x by factoring.
(105)
476 Algebra 2 Lesson 117
LESSON 117 Letter Symbols for Sets • Set-Builder Notation
117.A
letter The most commonly encountered sets of numbers are the sets of natural or counting
symbols numbers, whole numbers, integers, rational numbers, irrational numbers, real numbers, and
for sets complex numbers. While most mathematicians have agreed on the definition of and
composition of these sets of numbers, they have not been able to agree totally on a capital
letter to assign to each set. The capital letters shown below are those that seem to be used
most frequently.
IN= {1,2,3, ... } Natural or counting numbers
The set of natural numbers is a subset of the set of complex numbers, has an infinite
number of members, and is a subset of ali the sets listed above except the set of irrational
numbers.
W= {0,1,2,3, ... } Whole numbers
We note that the set of whole numbers contains the set of natural numbers and
also contains the number zero.
7l.. = { ... , -3, -2, -1, O, 1, 2, 3, ... } Integers
The set of integers contains the set of whole numbers and also contains the
negative of each member of the set of natural numbers.
~ = {Rational numbers}
The set of rational numbers contains the set of integers and also contains ali other
numbers that can be written as a fraction (quotient) of integers. Of course, any integer
can be written as a fraction of integers. For example, -4 can be written as ~1º0 or=:g.Both
represent the number -4. The rational numbers can also be described as real numbers that can
be represented by a terminating or repeating decimal numeral.
P = {Irrational numbers}
The set of irrational numbers consists of ali numbers that cannot be written as
fractions ofintegers. Numbers such as .fi,, n, lf;l, ~ are examples ofthe infinite number
of numbers that cannot be written as fractions of integers and are therefore irrational
numbers. The irrational numbers can also be described as real numbers that cannot be
represented by repeating or terminating decimal numerals. The decimal representation of
these numbers consists of nonrepeating decimal numerals of infinite length.
IR = {Real numbers}
The set of real numbers consists of ali members of the set of rational numbers and
ali members of the set of irrational numbers. A real number can be thought of as any
number that does not have i as a factor. Any real number can be paired with a unique point
on the number line, and any point on the number line can be paired with a unique real
number. To use simpler, nonrigorous language, we may say that any number on the
number line is a real number .
. C = { Complex numbers}
The set of complex numbers consists of ali numbers of the form a + bi, where
a and b are real numbers. Any real number is also a complex number. For instance, the
number 3 may be thought of as being in the form a + bi where the value of b is zero;
thus 3 + Oi equals 3.
practice 477
117.B
set-builder Use of set-builder notation allows us to describe a set completely and exactly. lts
notation compactness appeals to mathematicians, and it is used extensively in more advanced courses
in mathematics. The first component is the leading half of the set of braces, or the open brace.
This is read as the set whose members are. The second component is a statement about the
variable and is followed by the third component, a vertical line that is read such that. This is
followed by one or more restrictions on the variable, and the last component is the terminal
half of the set of braces, or the clase brace.
A={xE7l..!x+2>4}
This would be read as: "A is the set whose members x are integers, such that x plus 2 is greater
than 4." Previously in this book we would have described this set by writing
x + 2 > 4; D = {lntegers}
The graph of the solution set is
-t
o 2 • • • • ._..
3 4 5 6 7
Set-builder notation can also be used to designate ordered pairs and to state the
restrictions on the ordered pairs.
example 117.1 Graph: { (x, y) E IR.2 1 y > x + 2 and y < -x }t
solution This is read as: "The set whose members are ordered pairs of x and y, where x and y are real
numbers such that y > x + 2 and y < -x." Previously, this problem would have been
stated as follows:
Graph the solution set to this system of linear inequalities:
y :¡> X+ 2 D = {Reals}
{ y< -x
Thus, we see that set-builder notation is just another way to describe a particular set,
and the reader should not be confused by the notation. The graph of the solution set of this
problem is shown here.
y
/
/
x+2
23456 X
'
''
practice Graph: {x E 7l. 1 x + 3 > 5}
twhereas IR represents the real number line, which is one-dimensional, IR.2 represents the real number
plane, which is two-dimensional. Thus the notation (x, y) E IR.2 rneans that (x, y) is a point on the real
number plane.
478 Algebra 2 Lesson 117
problem set l . There were 16 nickels, dimes, and quarters whose total value was $1.50. How many
117 onJ coins of each kind were there if there were 3 times as many dimes as quarters?
2. The dealer paid $4000 for the car and sold it for $5000. What was the percent markup
0 01
J of the purchase price, and what was the percent markup of the selling price?
3. Gabriel could drive the 200 miles to the seashore in halfthe time it tookMartha to drive
174
J the 650 miles to the mountains. Find the speeds and times of both if Martha's speed
was 25 miles per hour greater than Gabriel' s speed.
4. The two containers were side by si de on the shelf. The first one was 30% medicine, and
1521
the second one was 60% medicine. How much of each should be used to mix 600 mL
of a solution that is 39% medicine?
5. Kenneth and David rebelled at paying $4320, because this was a markup of 80 percent
oon of the selling price. What was the markup, and what did the store pay for the item?
6. Rosabelle has 5 different flags and 8 flagpoles in a row. How many different ways can
0 16
J she fly her flags if she flies all 5 flags every time?
7. Roger rolls a pair of dice twice. What is the probability he will get both a total of 5 on
(116) •
the first roll and a total greater than 5 on the second roll?
Find x:
8. X = 3 In 0.0041 9. 4e x = 24
(113) ( /1 3)
10. The pH of a solution is given by the equation pH = - log H+, where H+ is the
( 113)
concentration of hydrogen ions in moles per liter. Find H+ in moles per liter when the
pH of the liquid is
(a) 5.34 (b) 0.00263
11. Lorien deposited $1260 at 8 percent interest compounded continuously. How much
(115) •
money d1d she have at the end of 11 years ( A t = Per t) ?
12. The number of rabbits increased exponentially. At first there were 85 rabbits. Twelve
(115)
years later there were 1700 rabbits. How many rabbits would there be at the end of
130 years?
13. The coordinates of the points in which of the areas designated in the figure satisfy the
( /14)
.
g1ven system o f mequa
. ¡·1ties
. ?.
6
1 5 1
- A ~ ,...
A-
Á 3
~- .¡. ... a r-.
x2 + y2 ~ 16 (circle) ~ '
-6 -5 -3-2/ 1 \2 3 5 6
X
{y ~ - x2 + 2 (parabola) 1
12 e V
¡ ,, _¡3 1'
D 1 D
15 E '
1 I
~6 1
14. The figure shown is the base of a 15. Find C.
181 (26)
container 1Ometers high. Dimensions
are in meters. Find the volume in 3
cubic feet.
6 7
B
GJ
1
-
A e
118 Logarithmic Equations 479
Graph:
16. A {x E ~ 1 X + 1 > J} 17. B = { x E IR 1 x 2 :;::: -4x - 3}
(117) ( 117)
18.
(117)
e = {x E IR 1 x2 + 4x < -3}
19. { (x, y) E IR 2 1 y > x + 3 and y < -x}
(117)
20. Show that 2.0425 is a rational number by writing it as a fraction of integers.
(104)
21. Complete the square as an aid in graphing: y = -x 2 + 4x - 2
(100)
22. Expand: (x 112 - y- 112 ) 2 23. Factor: m 3 - 8p 6k 9
(109) (108)
24. Find the number that is .±9 of the way from l5 to 1~ .
r
~ 5
Solve:
25.
(59)
r
Simplify:
-x - -y = 4
8 23
-0.15x + 0.2y = - 0.6
26.
(106)
+y~ 2
2x- z =0
2y + z = -4
-Pi-Pi - 3¡3 2./2 - 4
27. 28. 29. v~x 3 y
(81) i +2 (73) 2-[4 - .J2 (46)
30. Solve 6 = 2x 2 - l lx by factoring.
(105)
LESSON 118 Logarithmic Equations
We have been working with the logarithms ofnumbers. When we use logarithmic equations,
we encounter expressions such as
log (x 2 + 4x) log (x - 2) log 3
In these expressions, x 2 + 4x, x - 2, and 3 are called the arguments of the logarithmic
functions. Finding the solution of a logarithmic equation is easy if we can remember the
following bold-face statement and remember how to use the rules for exponents (logarithms)
backward.
If the bases are the same and the logarithms are eq.u al, the numbers are equal.
72 = 72
Here the bases are both 7, and the exponents are equal, so the number on the left, which is
49, equals the number on the right, which is also 49. If we write
log 7 x = log7 y
the bases are both 7, and the equal sign tells us that the logarithms are equal, so the arguments
must be equal. This means that x equals y.
If we write
log 5 (x + 4) = log5 7
J
480 Algebra 2 Lesson 118
the bases are the same, and the equal sign tells us that the logarithms are equal, so the
arguments must be equal. Thus
x+4=7 equal argument
X =3 sol ved
We remember that we can multiply numbers by adding their logarithms.
102 X 103 = 102 + 3
To use this rule backward, we note that if the bases are the same and the logarithms are
added, the arguments are multiplied. To illustrate, we note that
log 10 5 + log 10 7 has the same value as log 10 5 · 7
log8 (x + 2) + log 8 3 has the same value as log8 (x + 2)(3)
W e remember that we can divide numbers by subtracting the lower logarithm from the ~
top logarithm.
105
102 = 105-2
To use this rule backward, we note if the bases are the same and the logarithms are
subtracted, the arguments are divided. To illustrate, we note that
14
log3 14 - log 3 9 has the same value as log 3 -
9
We remember that we can raise a number to a power by multiplying the logarithm by
the power.
(105)3 = 1015
To use this rule backward, we note that if the logarithms are multiplied by a constant
or a variable, the argument is raised to that power. To illustrate, we note the following:
Since
10 2 = 100
the logarithm of 100 to the base 1O is 2. If we multiply by 4 the logarithm 2, we have raised
the number 100 to the fourth power.
10 2<4) means (10 2) 4 or (100) 4
In the language of logarithms we can write
4 log 10 100 means IoglO 1004 and
x log 10 100 means log10 10ox
This is a Iittle difficult to assimilate when first encountered, and a rote rule is helpful.
The coefficient of a logarithm can be turned into an exponent.
4
®
log 3 5 --- log 3 5
An exponent can be turned into a coefficient of a logarithm.
log 3 5® --- 4 log 3 5
Thus the expression 3 log 10 x can be rewritten
3 log 10 x --- Iog 10 x 3
and the expression log5 4x can be rewritten
log5 4x --- x Iog5 4
example 118.1 Solve: log 3 (x + 7) + log3 2 = log 3 20
problem set 118 481
solution We begin by noting that we have never used base 3 for computation with logarithms. Authors
of mathematics books and standardized tests like to vary their algebra of logarithm problems
by using unusual bases. The unusual base tells us thís is probably a problem about the algebra
of logarithms. W e note that the logs of x + 7 and 2 are added, so x + 7 and 2 are
multiplíed.
log 3 (x + 7)(2) = log 3 20
The bases are the same. The equation says that the logarithms are equal. Thus the
arguments must be equal.
(x + 7)(2) = 20 equal arguments
2x + 14 = 20 multiplied
2x =6 added-14
X= 3 divided and solved
example 118.2 Solve: log 14 (x + 3) - log 14 (x - 3) = log 14 7
solution On the left side of the equation the bases are equal, and the logarithms are subtracted; thus
the arguments are divided.
x+3
log 14 - - = log 14 7
x-3
The bases are equal. The logarithms are equal. Thus the arguments must be equal.
X+ 3 = 7 equal arguments
x-3
X + 3 = 1x - 21 multiplied
24 = 6x simplifíed
X= 4 sol ved
example 118.3 Solve: 3 logb x = logb 64
solution In the expression on the left, we note that logb x has a coefficient of 3. W e use the power rule
of logarithms to rewrite this expression by tuming the coefficient into an exponent.
logb x 3 = logb 64
The bases are equal. The equatíon says the logarithms are equal. Thus the arguments are equal.
x3 = 64 equal arguments
x =4 solved
practice Solve:
a. log5 (x + 8) + log5 4 = log 5 80
b. log 7 (x + 7) - log 7 (x - 2) = log 7 10
c. 2 log3 x = log 3 16
problem set l. Seven sixteenths of the assembled throng squatted in place. If 6399 did not squat in
5
118 r > place, how many did squat in place?
2. The jar was half full of the compound C 2H4 0 . The total weight of the compound was
37
r > 396 grams. What was the weight ofthe hydrogen (H) in the jar (C, 12; H, 1; O, 16)?
3. The class had a collectíon of nickels and quarters that totaled 18 coins and had a value
0~ .
of $2.70. How many were mckels and how many were quarters?
482 Algebra 2 Lesson 118
4. The current in the Ogeechee River flowed at 5 miles per hour. The boat could go
(92)
160 miles downstream in twice the time it took to go 40 miles upstream. What was the
speed of the boat in still water, and what were the times?
5. A two-digit counting number has a value that is 1 greater than 8 times the sum of its
(1 07)
digits. If 3 times the tens digit is 11 greater than the units digit, what is the number?
6.
(115)
Daphne deposited $15,000 in an account that paid 9±
percent interest compounded
continuously. How much money did she have in 10 years (A, = Per1)?
7. There are 6 chairs in a row. There are 11 students. How many ways can these students
(116)
sit in the 6 chairs?
8. Melanie rolls a pair of dice twice. What is the probability she will get a total of 4 on
( 116)
the first roll and a total greater than 6 on the second roll?
9. Find x: 5 In x = 0.072
(11 3)
10. Use the - key to express each number as a power. Then use the rules of logarithms
(1 13)
to find the answer.
(23,354 X 10-5 )(45,633 X 10 4 )
35,139
11. The growth was exponential. In the beginning there were 4. When time equaled 5,
orn .
there were 20. How many would there be when time equaled 40?
We remember that the pH of a solution is a measure of the relative acidity of the
solution. The equation for pH is
pH = -log H+
where pH is a number and H+ is the concentration of hydrogen ions in moles per liter.
12.
(113)
Find the pH if H+ = 3.14 x 10- 3 mole per liter.
13. Find H+ if pH is 5.042.
(113)
14. We remember that a rhombus is a E
(39)
parallelogram with four equal sides.
ABCD is a rhombus. Find mLBDA. ~~---...,, C
A O
Sol ve for x:
15.
(118)
log 7 (x + 5) + log 7 3 = log7 60
16. 4 log 6 x = log 6 64
( 118)
17. Show that 0.00163 is a rational number by writing itas a fraction of integers.
(1 04)
18. Complete the square as an aid in graphing: y = -x 2 - 6x - 10
(100)
Graph:
19.
(1 17)
{X E "1l. 1 lxl - 3 > -7}
20. { (x, y) E IR 2 1 x + y ~ -3 and x - 2y < -4}
(11 7)
21. {x E "1l. x 2
~ 2x + 3}
(117)
{x "1l. 2
22. E x - 3 < 2x}
( 11 7)
23. Solve by completing the square: 6x + x 2 = -10
(62)
24. Expand: (x 114 - y 114 ) 2 25. Factor: x6y3 - 27p6m9
(1 09) (108)
26. Find the number that is ~ of the way from 4_!_ to 6_!_.
(98) 8 5 10
119 Absolute-Value lnequalities 483
3x - y - z = 9
27. Solve: 2x + y - z = 12
(90)
{
2x- y + z =O
Simplify:
28.
-2i 3 + 2 29 5~ 30.
-J2 - 5
¡47j 1/ 21 {3
(81) .
l -
·2
l (73)
3 - 2-J2
LESSON 119 Absolute-Value Inequalities
From Lesson 99 we recall that the absolute-value notation with a variable usually implies two
answers. t For instance,
ISomethingl = 4 D = {Reals}
has two solutions, for both +4 and -4 have an absolute value of 4.
-5 -4 -3 -2 -1 o 2 3 4 5
An absolute-value statement of less than tells us that the value of the variable lies between
a positive number and a negative number. For instance,
1Something1 < 4 D = { Reals}
tells us that the value of something is between 4 and -4 and is described by the conjunction
Something > -4 and Something < 4
-5 -4 -3 -2 -1 o 2 3 4 5
Thus, we see that an absolute-value statement of less than can be replaced with two
statements that do not contain absolute value but place the same restrictions on the
variable.
example 119.1 Graph: {x E IR l lx - 21 < 4}
solutíon We know from the discussion above that if the absolute value of something is less than 4,
then something is greater than -4 and something is less than 4.
Something > -4 and Something < 4
In this problem something is x - 2. So we replace something with x - 2 and sol ve.
x-2>-4 and X - 2 < 4
+ 2 +2 + 2 +2
X > -2 and X < 6
Thus, all real numbers greater than -2 and less than 6 will satisfy the given inequality.
-3 -2 -1 o 2 3 4 5 6 . 7
Sometimes it helps understanding to check one of the solutions. From the graph we see that
+3 satisfies the condition. If we replace x in the original problem with +3, we get
IC3) - 21 < 4
111 < 4
< 4 True
t The absolute value of zero is zero, so lxl = O has only one answer.
484 Algebra 2 Lesson 119
example 119.2 Graph: {x E "1L. l lx + 21::; 3}
solution This problem would have been written as follows in the old notation:
Graph lx + 21 ::; 3; D = {Integers}
Here our "something" is less than or equal to 3, so the absolute-value inequality can be
replaced with the conjunction
Something <:: -3 and Something ::; 3
Since our something is x + 2, we get
X + 2 2:: -3 and X+ 2::; 3
- 2 -2 - 2 -2
X ;;::: -5 and X ::; -1
Thus, our solution consists of the integers that are greater than or equal to -5 and that are also
less than or equal to 1.
... 1
-7
1
-6
•
-5
•
-4
•
-3
•
-2
•
-1 •o • 2
+-
3
When the absolute value is greater than a given positive number, then a
disjunction is implied. The disjunction consists of two statements of greater than, neither of
which uses the absolute-value notation. For instance, if
ISomethingl > 3 D = {Reals}
then something is less than -3 or is greater than 3.
-5 -4 -3 -2 -1 o 2 3 4 5
Something < -3 or Something > 3
example 119.3 Graph: lx - 21>3; D = {Reals}
solution This is the same statement as the statement above, except here something is lx - 21. If we
replace something with x - 2, we get
X - 2 < -3 or X - 2 > 3
+ 2 +2 + 2 +2
X < -1 or X > 5
The graph of the solution is
-3 -2 -1 o 2 3 4 5 6 7
All of the numbers shown used for x satisfy the original inequality
lx - 21 > 3
example 119.4 Graph: {x E "1L. l lx + 21>4}
solution If the absolute value of something is greater than 4, then something is less than -4 or is
greater than 4.
Something < -4 or Something > 4
Since our something is x + 2, we get
X + 2 < -4 or X+ 2 > 4
- 2 -2 - 2 -2
X < -6 or X > 2
-8 -7 -6 -5 -4 -3 -2 -1 o 1 2 3 4
Thus, the graph indicates all integers that are less than -6 or are greater than 2.
problem set 119 485
practice Graph:
a. {x E IR 1 Jx - 3 J < 5} b. {X E 7L l lx + 3 ~ 2}
J
problem set l. The pressure of a quantity of an ideal gas was held constant at 475 torr. The initial
(5 7) •
119 volume and temperature were 500 mL and 700 K. If the temperature was ra1sed to
2100 K, what would the final volume be?
2. Gomez could drive the 250 miles to the mountains in half the time it took de la Tore to
74
< ! drive the 400 miles to the seashore. Gomez drove 1O miles per hour faster than
de la Tore. Find the rates and times of both.
3. Pinks varied inversely as blacks squared and directly as whites. Two pinks and 1O blacks
96
< ! went with 4 whites. How many pinks went with 1 black and 20 whites? Work the
problem once using the equal ratio format and once using the variation format.
4. There were 24 nickels, dimes, and quarters whose total value equaled $4.25. How many
(111)
coins of each kind were there if the number of nickels equaled the number of dimes?
5. The sum of the digits of a two-digit counting number was 5. If the digits were reversed, the
1 7
< º! new number would be 27 less than the original number. What was the original number?
6. The number of amoebae increased exponentially. At first there were 40. Three hours
(115)
later there were 640. How many amoebae would there be at the end of 20 hours?
Graph:
7. {X
(119)
E 7L l lx + l ~ 3}
J 8.
(11 9)
{x E IR l lx - 3 > 5}
J
Sol ve:
9. In (x + 3) + In 4 = ln 40 10. 3 log 15 x = log 15 27
(11 8) (118)
11.
(98)
Find the number that is ±5 of the way from 6__!_
10
to 121._ .
20
12. Expand: (xl/2 _ yl/2)2 13. Factor: x 3y9 - 64p 12m9
(109) (108)
14. Find x. Remember that in a logarithm problem we find either a logarithm or an
(11 3)
antilogarithm.
(a) x = ln 0.0043 (b) lnx = -4.13
15. Use the - key to express each number as a power. Then use the rules of exponents
3
ru ¡ to find the answer.
(0.000416)(431)
0.0432 X 10-I?
16.
(/ )
If AC is a straight line, what is the e
measure of angle x?
B xº
130º D
A
17. In which of the areas designated in the figure do the coordinates satisfy the given
(1 14)
system ofºmequalºit1es.
. ?
y
6
1 5
1
1 4
1
,__ A 1--1-- 3'- '--'- A -~
y :2'. - _!_X - 2_!_ (line) 1 v; 1
1
4 2 '1 X
{ -6 -s -4 - 3 -21 B 1 12 3 4 s 6
y ~ -x 2
+2 (parabola) .--.... 2'
1 L3 1
1-- E -1 ,_t D 1-~ 1
1
1 / ¡s
-6
e
486 A/gebra 2 Lesson 120
18. Find the pH (pH = -log H+ or 10-pH = H+) of the solution when the concentration
0131
of hydrogen ions (H+) is 9.52 x 10-12 mole per liter.
19. Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the
¡·1qm"d IS
( llJ) . 2 •23 .
20. Use unit multipliers to convert 5000 liters per minute to cubic inches per second.
(4 7)
21. A circle is centered at the origin. The coordinates of one endpoint of a diameter are
!AJ ( 3 + -fi,, -4). What are the coordinates of the other endpoint of the diameter? (A
sketch is helpful.)
22. OE = 3 cm. OA is the bisector of
1661
LDOE. Use similartriangles to find the
area of the shaded portion of the circle.
.,, -- ' '1 E
2x - y - z = 8
23. Solve: 3x + y - z = 9
(90)
{
6x - y+ z = O
24. Show that 0.013 is a rational number by writing itas a fraction of integers.
(104)
25. Complete the square as an aid in graphing: y = - x 2 - 2x + 1
(100)
2
26. Begin with ax + bx + e = O and derive the quadratic formula by completing
(71)
the square.
27. Find the number that is .!.. of the way from 3.!. to 5~.
(98) 5 3 5
Simplify:
28 2i3 - 2 ( a2 )b/2 xb
29.
(8lj 3 - -J=2-fi, (83) (ax)b/2
30. Solve 3x - 3x 2
3
= 6x by factoring.
(105)
LESSON 120 Age Word Problems
Most age word problems discuss the present ages of two or more people and their ages at
sorne given time in the past and/or in the future. The key to these problems is the proper
choice of unknowns. Subscripted variables are very helpful.
example 120.1 A man is 13 times asoldas his son. In 10 years he will be 3 times asoldas his son will be.
How old are they now?
so/ution We will use these variables.
AGENOW AGE 10 YEARS FROM Now
Man MN MN + 10
Son SN SN + 10
The first statement is that the man now is 13 times asoldas his son is now. This gives the equation
(a) MN = 13SN
120 Age Word Problems 487
Now we use the same variables to say that in 10 years he will be 3 times asoldas his son will
be then.
(b) MN + 10 = 3(SN + 10)
Substitute in equation (b) the value for MN from equation (a) and solve.
13SN + 10 = 3(SN + 10) substituted
13SN + 10 = 3SN + 30 multiplied
lOSN = 20 simplified
sN = 2, so M N = 26 sol ved
example 120.2 Five years ago Brenda was ~ as old as Layton. Ten years from now she will be ~ as old as
Layton. How old is each now?
solution We will use these variables.
Now 5 YEARS AGO 10 YEARS FROM Now
Bren da BN BN - 5 BN + 10
Layton LN LN - 5 LN + 10
4
Brenda's age 5 years ago equaled - Layton's age 5 years ago.
5
4
(a) BN - 5 = 5(LN - 5)
Note that Layton's age then is multiplied by -±,
5
but not Brenda's.
Brenda's age 10 years from now equals g7 of Layton's age 10 years from now.
7
(b) BN + 10 = -(LN + 10)
8
To clear fractions, multiply every term in equation (a) by 5 and every term in equation (b) by
8 to get equations (a') and (b'):
(a') (5)(BN - 5) = (5) ( ~ )cLN - 5)
(b') (8)(BN + 10) = (8)GJLN + 10)
Simplify and get equations (a") and (b")
(a") 5BN - 4LN = 5 (b") 8BN - 7LN = -10
which can be solved by using elimination.
(a") 5BN - 4LN = 5 ---- (7) ---- 35BN - 28LN = 35
(b") 8BN - 7LN = -10 ---- (-4) ---- -32BN + 28LN = 40
3BN = 75
BN = 25
Now we will replace B N with 25 in equation (a") and sol ve for LN.
(a") 5(25) - 4LN = 5
125 - 4LN = 5
-4LN = -120
LN = 30
488 Algebra 2 Lesson 120
example 120.3 Thirty years ago Barbie was 1 year older than twice Mary' s age then. Twenty years ago Mary -
was ~ as old as Barbie was then. How old is each woman now?
solutíon We will use the variables BN for Barbie now and MN for Mary now.
Now 30 YEARS AGO 20 YEARS AGO
BN BN - 30 BN - 20
MN M N - 30 M N - 20
The first sentence gives us the equation
(a) BN - 30 - 1 2(MN - 30)
which simplifies to
BN - 2MN = -29
The second sentence gives us the equation
4
(b) MN - 20 = S(BN - 20)
which simplifies to
4BN - 5MN = -20
Next we will use elimination to sol ve the two equations for M N'
BN - 2MN = -29 ---- (-4) ---- -4BN + 8MN = 116
4BN - 5MN -20 = ---- (1) ---- 4BN - 5MN = -20
3MN = 96
MN = 32
Now we replace MN in equation (a) with 32 to find BN .
(BN - 30) - 1 = 2(32 - 30) ---- BN = 35
practice i
Five years ago Ben was t as old as Kris . Ten years from now he will be as old as Kris. How · 1
old are they now?
problem set l. Three hundred liters of a 76% antifreeze solution had to be reduced to a 20% solution.
120 (ól) How many liters of pure antifreeze should be extracted?
2. The sum of the digits of a two-digit counting number is 11. If the digits are reversed, the
107
r J new number is 5 greater than 3 times the original number. What was the original number?
3. A man is 18 times asoldas his son. In 15 years, he will be 3 times asoldas his son r1
(120) •
w11l be then. How old are they now?
4. The perimeter of an equilateral triangle is 24 meters. What is the area of the triangle?
(66) '
5. Twenty years ago Lucie was 2 years older than twice Myrna' s age then. Six years ago
(120J Myrna was t as old as Lucie was then. How old is each person now?
Graph:
6. {X E 71.. 1 lx - 3 I < 2} 7. {xE!Rllx+3l~2}
(ll9) (ll9)
8. Mary deposited $2000 at 6 percent annual interest compounded continuously. How
(115)
much money did she have at the end of 8 years (At = Pert)?
9. How many different auto tags can be made by 3 letters followed by 3 numbers if no
( llóJ repetition is permitted? (Both the letter O and the number O are allowed.) "
Use the D key to express each number as a power. Then use the rules of exponents
to find the answer.
0.0123 X 10-5
10. 11. (0.0123 X 105 )1. 5
(IIJ) 375,000 (ll3)
"
problem set 120 489
-. Find x:
12. 4x
( /1 3)
= 3 In 0.0037 13. 3 ln X = -4.13
(113)
14. Find the pH (pH = -log H+ or 10-pH = H+) of a solution when the concentration of
(/13)
hydrogen ions H+ is 0.062 mole per Iiter.
15. Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the _
3
¡·Iqm"d IS
(Jl ) . 3 . 13 .
16. Use unit multipliers to convert 40 cubic feet per minute to cubic inches per second.
(47)
17. Show that 0.02163 is a rational number by writing itas a fraction of integers.
{104)
18. A circle is centered at the origin. The coordinates of one endpoint of a diameter are
!A! (3 - ,.fi, -4 + ..fi) . What are the coordinates ofthe other endpoint ofthe diameter?
19. Complete the square as an aid in graphing: y = -x 2 + 2x - 3
{100)
20.
(58)
Solve - 5x 2 = 2x - 1 by completing the square.
3
-x + y = 13
21. Solve: 2 22. Write 4R - 6U in polar form.
(59) (59)
{ 0.2x - 0.02y = 1.12
23. Add: 4/20º - 6/230º
(76)
V
24. Solve 5x 3 + 9x 2 - 2x = O by factoring.
(105)
'- Solve for x:
25. log4 (x - 3) - log4 7 = log4 31 26. ln (x + 5) + ln 5 = ln 65
(118) (118)
27. Expand: (x 312 - y 312 )2 28. Factor: m6p 12 - 8y 3z15
(109) (108)
29. In the figure shown, the Iength of 30. In the figure shown, AC is the
(26) (/1)
the diameter BC is 12. The length of bisector of angle BAD. Angle B
AC is 9. What is the length of OB? intercepts an are whose measure is
Find the length of the hypotenuse 180°. What is the measure of angle
AB. Use similar triangles to find the B? What is the measure of angle
length of OP. BAD? What is the measure of half of
,,_ angle BAO? Triangle ACO is
B isosceles. What is the value of x?
B
A~ 9" -·~O
o
A 9 e
490 Algebra 2 Lesson 121
LESSON 121 Rational Inequalities
We have learned to graph the solution to quadratic inequalities such as
x2 - x - 6 > O and x2 - x - 6 < O
by factoring first.
(a) (x - 3)(x + 2) > O and (b) (x - 3)(x + 2) < O
In inequality (a) we note that the product is greater than zero and thus is a positive number.
For this to be true, both factors must represent positive numbers or both factors must
represent negative numbers.
(Pos) and (Pos) or (NEG) and (NEG)
(x - 3) (x + 2) (x - 3) (x + 2)
In inequality (b) we note that the product is less than zero and thus is a negative number. For
this to be true, one factor must represent a positive number, while the other factor must
represent a negative number.
(Pos) and (NEG) or (NEG) and (Pos)
(x - 3) (x + 2) (x - 3) (x + 2)
We will use the same method to solve quadratic inequalities that are written in
fractional form, such as
-1
1 :=;
x-4
As the first step we must elirninate the denorninator. Ifwe multiply both sides by x - 4 to
do this,
-1
(x - 4 )1 :=; - - ( x - 4) Incorrect
x-4
we have a problem. We must reverse the inequality symbol if x - 4 represents a
negative quantity, but we don't know if x - 4 is negative or not, because the value
of x - 4 is determined by the replacement value of x. We can resolve our dilemma if
instead of multiplying by x - 4, we multiply by (x - 4) 2, because the square of any
nonzero quantity always represents a positive number. We will demonstrate this in the
next example.
-1
example 121.1 Graph: 1 :=; - - ; D = {Reals}
x-4
so/ution We begin by noting that x = 4 cannot be a solution, because division by zero is not
defined. To eliminate the denorninator, we will multiply both sides by (x - 4) 2 and cancel
the denominator.
2 -1
(x - 4) (1) :=; - - ( x - 4)(x - 4)
x-4
For clarity, on the right-hand side we used (x - 4)(x - 4) to represent (x - 4) 2 . Now we
simplify and get
x2 - 8x + 16 :=; -x + 4
Then we add x - 4 to both sides to get
x2 - 7x + 12 :=; O
which we factor as
(x - 4)(x - 3) :=; O
This product is less than or equal to zero. If the product is less than zero, it must be a negative
number, because all real numbers that are less than zero are negative. Thus, if the product is
problem set 121 491
negative, the first factor is positive, and the second factor is negative; or the first factor is
negative, and the second factor is positive. So we get
(Pos) (NEG) or (NEG) (Pos)
X - 4 and X - 3 X - 4 and X - 3
X - 4 ~ o and X - 3 :::; o 4:::; o
X - and X - 3 ~ o
+ 4 +4 + 3 +3 + 4 +4 + 3 +3
X e 4 and X :::; 3 or x :::; 4 and X ~ 3
Impossible. There is no real number Thus the total solution comes from
that is greater than 4 and also the conjunction stated on this side.
less than 3. X :::; 4 and X e 3
2 3 4 5
Note that the graph excludes 4, an answer that we rejected at the outset.
m-2
example 121.2 Graph: - - :::; 2 ; D = {Reals}
m+2
· solution As the first step we note that -2 cannot be a solution, for this would make the
denominator equal to zero. Next we multiply both sides by (m + 2) 2 and do not reverse
the inequality symbol, because (m + 2) 2 is always a positive quantity.
m --
(m + 2)(m + 2) ( -
m+2
2) :::; 2(m + 2)(m + 2)
m2 - 4 :::; 2m 2 + 8m + 8
Now we add -m 2 + 4 to both sides and get
m 2 + 8m + 12 eo
which factors as
(m + 2)(m + 6) e O
Now, for the product to be positive, both factors must be positive, or both factors must be
negative.
(Pos) (Pos) or (NEG) (NEG)
m+2 and m+6 m+2 and m+6
m+2c o and m+6c o m + 2:::; o and m + 6:::; o
- 2 -2 - 6 -6 - 2 -2 - 6 -6
m e -2 and m e -6 or m :::; -2 and m :::; -6
Any number greater than -2 is cer- Any number less than -6 is
tainly greater than -6, so the values certainly less than -2, so the values
of m that satisfy this conjunction are of m that satisfy this conjunction are
the values of m such that the values of m such that
m ~ -2 or m:::; -6
~ ~ ~ ~ 4 ~ 4 ~ o
In the graph we have an open circle at -2, because at the beginning of the problem we noted
that this number could not be a part of the solution.
-2
practice Graph: 1 < - - ; D = {Reals}
X - 3
problem set l. Eighty liters of a 40% antifreeze solution had to be strengthened so that it contained
16
121 n 52% antifreeze. How many liters of pure antifreeze should be added?
2. The volume of a quantity of an ideal gas was held constant at 500 mL. The initial
(57) .
pressure and temperature were 1O atmospheres and 600 K. What would the fmal
temperature be in kelvins if the pressure were increased to 20 atmospheres?
492 Algebra 2 Lesson 121
3. The Bayou Belle could go 84 miles downstream in 6 hours, but it took her 7 hours to
(92)
go 42 miles upstream. What was her speed in still water, and what was the speed of the
current in the river?
4. Garfunkel was twice as old as his dog, Spot. Ten years later he found that 4 times his
(120)
age exceeded 3 times his dog's age by only 15 years. How old were both in the
beginning?
5. Rover Boy was 5 years older than Yolanda. In 1O years he found that 4 times his age
(120) (
exceeded twice Yolanda's age by only 50. How old were Rover Boy and Yolanda in
the beginning?
6. Mary had 4 tables in a row. She had 9 dolls. How many ways could she arrange the
1116)
dolls if she put 1 doll on each table?
7. Raoul rolls a pair of dice twice. What is the probability he will get a total of 4 on the
(116)
first roll and a total greater than 5 on the second roll?
8. J. P. deposited $1,000,000 at 13 percent interest compounded continuously. How much
money did he have at the end of 7 years (At = Pert)?
(115)
9. In the beginning there were 40. Their number increased exponentially. Five years later
(115)
there were 140. How many would there be in 5 more years (a total of 10 years)?
Graph:
10. {x E IR 1 lx + 21 ~ 3} 11. m - 3 ~ 2; D = {Reals}
(ll9) (121) m +3
Solve for x:
12. In (x + 2) + In 6 = In 36 13. 3 log 11 x = log 11 27
(118) (118)
14.
(113)
X = 6 ln 0.003 15.
( 11 3)
6 ln X = -2.78
16.
(113)
Use the m key to help express each number as a power. Then use the rules of
exponents to find the answer.
1.115 X 10 5
0.03 X 10-z
- - p
17. In the figure shown, QS and SR are
11
! angle bisectors. How many degrees
are there in LPQR + LPRQ ? How
many degrees are there in half
of LPQR + LPRQ ? This is the sum
of the base angles in !iQRS. What is
the measure of LQSR ? Q R
18. Find the pH (pH = -log H+ or 1o - pH = H+) of the solution when the concentration
011
! of hydrogen ions (H+) is 0.053 mole per liter.
19. Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the
1111
) i·1qm·d IS
· 1 . 24 X io-5 .
20. In the figure shown, mLABD = 62o , mLBDC = 28 o , and y = 21 ( P - mBD
,.--.._)
.
(/1) • ,.--.._
Frnd P, x, y, mBD, mLA, and mLBDA.
e
problem set 121 493
21. If the measure of the vertex angle of an isosceles triangle is 60º, the base angles are
(66)
60° angles, and the triangle is equilateral, as shown. This is a regular hexagon inscribed
in a circle whose radius is 8 cm. Find the area of the triangle. Find the area of the
hexagon.
F e
22. In which of the areas designated in the figure do the coordinates satisfy the given
(/14)
system of.mequa¡·ities.
. ?
6
5
1
....
f'
4-
+, A--
y > -~X+ 2 (line)
3
....
1
~ B L1-~
\
1~
{ 2 X
y < -x + 4x (parabola) -6 -5-4 -3-2- 1 1 2 3' 5 6
-- e I
I
I
q
1
--+ E
-'
1 1 1
1 1 1
23. Complete the square as an aid in graphing: y = -x 2 + 4x - 7
(100)
24. Find the resultant vector of the two vectors shown.
(78)
Solve:
{3x - y+ z = 1
r-x +-y = 5
r
25. x-y-z=l 26. 2 31
(90) (59)
X - 2y - Z = -2 0.4x - 0.2y = -0.2
+y= 7
27. 2x - z = -1 28. s·imp ni y: 4J5- J5
(106) (73)
5 +2
y+ z = 5
29. Solve 3x 3 = 4x 2 + 7x by factoring.
(105)
30. Use a calculator to simplify. Estimate first.
(68)
(a) 0.00763 X 10-22 (b) (3. 91 r3.91
4,396,209 X 10-35
494 Algebra 2 Lesson 122
LESSON 122 Ltiws of Logarithms • Intersection of Sets •
Union of Sets • Venn Diagrams
122.A
laws of We remember that a logarithm is just an exponent. W.e know that 100 equals 102 , so the
logarithms logarithm of 100 to the base 1O is 2. W e know that 1000 equals 103 , so the logarithm of 1000
to the base 10 is 3.
Because (10 2)(103) equals 10 2 + 3
we say log 10 [(100)(1000)] = log 10 100 + log 10 1000
If we let b represent the base, let M represent 100, and let N represent 1000, we can write a
general statement of the rule for the logarithm of a product.
If bª = M and be = N, we say
logb (MN) = logb M + logb N
because (bª)(be) = bª +e.
To use numbers to illustrate the rule for the logarithm of a quotient, we can write:
105
Because - = 10 5 - 3
103
100,000
we say log 10 1()(\(\ = log 10 100,000 - log 10 1000
We can use letters to write a general rule for the logarithm of a quotient.
If bª = M and be = N, we say
M
logb -
N
= logbM - logbN
bª
because - = bª-e.
be
To use numbers to illustrate the rule for the logarithm of a power, we can write:
4
Because (10 2 ) 4 = 10 2 ·
we say log 10 (100) 4 = 4 log 10 100
If we use letters to write a general rule for the logarithm of a power and if bª = M, we say
logb Mx = x logb M
because (bª)X = bax.
The statements of the rules for logarithms that use letters instead of numbers are
abstract and can be confusing. We can always use numbers that are powers of 10 (as we did
above) to straighten ourselves out if we get confused. These rules are not difficult to
understand if we use numbers and remember that a logarithm is just an exponent.
122.B
intersection of Ifwe have the two sets
sets A = { 1, 2, 3, 6, 7} B = {l,3,8,9}
we see that the numbers 1 and 3 are members of both sets. We say the set {1, 3} is the
intersection of sets A and B. If we use the symbol n to represent the word intersection, we
can write
A n B = {1,3}
This is read as the intersection of sets A and B and often as
A intersection B
We see that the intersection of two sets is the set whose members are members of both
of the given sets.
122.D Venn diagrams 495
example 122.1 Given P = { 1, 2, 3, 4, 7, 9, 13} and K = {2, 5, 7, 8, 10, 13, 15}, find P n K.
solution We are asked to find P intersection K, which is the set whose members are members of set
P and are also members of set K.
P n K = {2, 7, 13}
122.C
un ion of sets If we look at sets A and B
A={l , 2,3,7} B = {1,3,8,9}
and list all the members of both sets, we would write
1,2, 3, 7,1,3,8,9
If we list these numbers using set notation, we would write
{l, 2, 3, 7, 8, 9}
for we only write a number once when we use set notation. This set is called the union of
sets A and B and consists of all the members of set A and all the members of set B, none
Iisted more than once. We use the symbol u to represent the word union.
A u B = {1, 2, 3, 7, 8, 9}
example 122.2 Given P = {1, 2, 3, 4, 7, 9, 13} and K = (2, 5, 7, 8, 13, 15}, find P u K.
so/ution The union of the sets consists of ali the members of both sets, none listed more than
once. Thus,
P u K = {l, 2, 3, 4, 5, 7, 8, 9, 13, 15}
122.D
Venn diagrams Diagrams can be used to enhance ourunderstanding ofintersection and union. In the diagram
we have designated set A by drawing a circle around the members of this set. W e have also
circled the members of set B. W e can see that the numbers 15 and 17 are members of both
set A and set B, so these numbers are the intersection of sets A and B.
AnB={l5,17}
19
2 A 24 28
5
18
6
3 4 25
8 7 30
10 9
11 13 26 29
27 31
32
The union of sets A and B consists of all the members of both sets. Thus, we can write
A u B = {6, 7, 8, 9, 13, 14, 15, 16, 17, 20, 21, 22, 23}
example 122.3 The circles contain the members of sets A,
B, and C, as indicated. Designate the areas
that represent:
(a) A n B
(b) B u C
(c) B n e
w
496 Algebra 2 Lesson 122
solution
C@ C@ C@
(a) A n B (b) B u C (c) B n C
The points that are The points that are The points that are
members of both members of either members of both
AandB B or C orboth BandC
practice Designate the areas that represent:
a. M n P
h. M n X
c. X u M
d. X u P
problem set l. Citronella dropped the last coin into her bank and smiled. She had kept a tally and
09
122 J knew that her bank contained $4.55 in nickels and dimes and that there were 25 more
nickels than dimes. How many coins of each type did Citronella have?
2. Monkeys varied jointly as apes and edible vines squared. If 400 monkeys went with
196
J 2 apes and 2 pounds of edible vines, how many apes were there when there were
1600 monkeys and t pound of edible vines? Work the problem once using the ratio
method and once using the variation method.
3. A two-digit counting number has a value that is 8 more than twice the sum of its digits.
0 7
º J If 4 times the units digit is 30 greater than the tens digit, what is the number?
4. Yehudi is 4 years older than his brother Mohab. In 10 years twice his age will exceed
(120) •
h1s brother's age by 24. How old are the boys now?
5. Petunia was proud because she was twice as old as Daisy. Ten years later she was
1120
J chagrined to realize that twice her age exceeded Daisy' s age by 25 years. How old
were the girls at the outset?
6. The euglenae increased exponentially. At first there were 1000. Three hours later there
(115)
were 1,500,000. How many euglenae would there be at the end of 8 hours?
7. There were 4 chairs in a row and 7 students. How many ways could the students
1116
! occupy the 4 chairs if 4 students sat down every time?
8. A multiple-choice quiz has 6 questions, and there are 3 possible answers to each
1116
! question.
· H ow man y permutat1ons
. of the answers are poss1"bl e.?
9. Use M and N to represent positive numbers and write:
{122)
(a) the product rule for logarithms.
(b) the quotient rule for logarithms.
(c) the power rule f<?r logarithms.
Graph:
-2 m + 3
10. 2 ::; - - ; D = {Reals} 11. - - ::; l; D = {lntegers}
(121) X - 2 (12 1) m - 3
12.
(119)
{x E IR 1 lx - 21 < 1} 13.
(119)
{x E "1l. 1 lx + 31 ::; 4}
123.A locus 497
Use logarithms as required to perform the following operations. Begin by writing each
number as an exponential expression whose base is 10. Show your work.
516 X 10 7
14. 15. (321,000) 217
( 113) 0.00713 X 10-5 (1 13)
16. (4.6 X 10 14)(3.02 X 10-20)
(1 13)
Find the pH (pH = -log H+ or 10-pH = H+) of the solution when the concentration of
hydrogen ions (H+) in moles per liter is:
17. 3.26 x 10-9 18. 7.04 x 10-5 19. 0.00i6
orn orn orn
Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the liquid is:
20. 4.02 21. 8.23 22. 10.13
(// 3) (113) (1 13)
23. Find the area of the shaded portion of
rn¡ the fiigure m
. square me. hes. D'imen-
sions are in yards.
24. Use unit multipliers to convert 1000 inches per second to kilometers per hour.
(47)
25. Show that 0.00168 is a rational number by writing itas a fraction of integers.
(104)
26. Solve -5x 2 - x = 4 by completing the square.
(62)
Simplify:
RR-i 3 28.
4-fi - 5
29. ~xy5 ~x3y
27. 2 - -v¡;::;
-2 -v"2'
(81) (73) 1- .J2 (46)
30. Designate the areas that represent:
(122 )
(a) P n Z
(b) P n S
(e) Z u P
(d) zu s
LESSON 123 Locus • Basic Construction
123.A
IOCUS The English word locus is spelledjust like the Latín word locus, which means "place." We
use the word locus to mean all the places (points) and only the places that satisfy a particular
condition. Examples are the best way to describe what locus means.
In aplane the locus of points that are 3 cm from a given point in the plane is a circle whose
radius is 3 cm.
498 Algebra 2 Lesson 123
In space the locus of points that are 3 cm from a given point is a sphere whose radius is 3 cm.
In a plane containing point A, the locus of points less than 5 cm from point A is the interior
of a circle whose center is A and whose radius is 5 cm.
,,,,.·"
I y
A }
_ / /
example 123.1 What is the locus of points in aplane that are 3 cm from a given line X in the plane?
solution The locus is the two lines that are parallel to line x and are 3 cm from line x. Every point on
these lines is 3 cm from line x. No other points share that characteristic.
3
~~~~~-t-~~~~---- X
example 123.2 A circle has a radius of 1 foot. What is the locus of all points that are 10 inches from the
given circle in the same plane?
so/ution The locus is two circles as shown. The smaller circle has a radius of 2 inches, and the larger
circle has a radius of 22 inches. Only the points on these circles are exactly 10 inches away
from the circle whose radius is 1 foot.
/
~
,,_.. -- -
/ '
I
I '\1
<;,:,
1
1
I
I
I
/
/
123.B basic construction 499
123.B
basic Constructions help us understand fundamental concepts of geometry. They are drawn using
construction a compass and a straightedge.
Compass Straightedge
The straightedge of the Greeks, who were the first to draw constructions, did not have
the measurement markings that our rulers do, so the Greek straightedge could only be used
to draw a line segment between or through two points or to extend a given line segment. It
could not be used to measure. When we use a ruler as a straightedge, we cannot use it to
measure distances. The modem compass also has capabilities that the Greek compasses did
not have. We can use the compass to copy a given length, to draw a full circle, orto draw an
are of a circle.
The most useful constructions are copying line segments, copying angles, bisecting line
segments, bisecting angles, and erecting perpendiculars. These basic constructions can be
used in combination to perform more involved constructions, as we shall see. We will leam
the basic constructions first. Then we will practice their use.
copying a line To copy a line segment, we use a compass. On the left is segment AB. To copy this segment,
segment we use a straightedge to draw ray XY. Then we place one end of the compass on pointA and
adjust the compass so that the other end is at point B.
A B X y
Then we place one end of the compass at X and draw an are that intersects XY at a point
we call P.
X p y
The distance XP is equal to the distance AB, so segments AB and XP have equal lengths.
Segments that have equal lengths are congruent, so we may write
AB := XP
500 Algebra 2 Lesson 123
copying an angle To copy angle BAC (shown below in the left-hand figure), we first draw ray XY. Then we
use the compass to draw ares of equal radii with centers at A and X.
A X
e y
In the left-hand figure below, the are intersects the sides of the angle at points we call M and
N. In the right-hand figure, the are intersects XY at Z.
A X
M e z y
We adjust the compass to length MN and draw from Z an are whose radius is MN.
A X X
M e z y z y
As the last step we use the straightedge to draw ray XP. Angle PXYhas the same measure as
angle BAC, so the angles are congruent.
L.BAC := L.PXY
bisecting an angle To bisect angle BAC (shown below in the left-hand figure), we first draw an are whose center
is A, as we show in the middle figure. This are intercepts the sides of the angle at points we • ·
nameX and Y.
A A y A
e e
Next we draw ares of equal radii whose centers are X and Y. The intersection of these ares
líes on the ray that is the bisector of the angle. We complete the construction by drawing
this ray.
123.B basic construction 501
constructing To construct the perpendicular bisector of segment BK, we draw equal intersecting ares from
perpendiculars both B and K as shown.
B K B K
The line that connects the points of intersection of the ares is the perpendicular bisector of
segment BK.
To erecta perpendicular from point P on line AC below, we draw equal ares on either
side of point P that intersectACat points we label M and N, as we see in the right-hand figure.
A p e
. A• +. M •-
/-'
.,
/V
t ......
e
Then we widen the compass and construct the perpendicular bisector of MN.
A M B
We can also construct a perpendicular from a point to a given line. Let iiÑ be the line
and P be the point. We draw two ares of equal radii whose center is P. The ares must intersect
the line at so me point. W e name these points R and S.
• p • p
M N
.. M R
~ ~
s
......
N
Then we construct the perp~ndicular bisector of RS. This line will pass through point P.
M R s N
example 123.3 Given segments BC, AX, and MN, construct
B e
a triangle whose sides have these lengths.
A X
•. M N
~·r· .
502 Algebra 2 Lesson 123
solutíon There is only one triangle whose sides have these Iengths. First we draw a ray. On this ray,
we can draw an are whose radius is either MN, AX, or BC. We decide to use length MN, so
we label the origin of the ray as M . The other end is N. M and N will be two vertices of the
triangle.
•
M tN
From one end of MN we draw an are whose radius is AX. From the other end of MN we draw
--
X
an are whose radius is BC. The intersection of these ares is the other vertex of the triangle.
AX
M N M N
practice a. What is the locus of ali points that are 3 feet from a given line?
b. What is the locus of all points that are 3 cm from a circle whose radius is 8 cm?
problem set l. Draw an angle and copy the angle.
(123)
123 2. Draw an angle and construct its bisector.
(123)
3. Draw a line segment and construct the perpendicular bisector of the segment.
(123)
4. Construct a perpendicular to a line from a designated point on the line.
(123)
5. Construct a perpendicular to a line passing through a designated point that is not on
023
! the line.
6. Construct a triangle whose sides have these lengths.
(123)
A B e D E F
7. Find three consecutive odd integers such that the product ofthe first and third is 13 less
(55)
than the product of the second and 1O.
8. Mulberry was exasperated because his plane took twice as long to cover 800 miles as
174
! it took the other plane to cover 650 miles. If the other plane was only 50 miles per hour
faster, find the rates and times of both. /
9. Tommy and Sarah huffed off in a hurry at 16 miles per hour. After a time they broke
(22) .
down and had to walk home at 1Omdes per hour. If they were gone for 13 hours, how
far did they get before they broke down?
10. A two-digit counting number has a value that is 13 greater than 3 times the sum of the
7
<J0
J digits. If the units digit is 1 greater than the tens digit, what is the number?
11. A man is 6 times as old as his son. In 5 years he will be 2 years older than 3 times his
( 120)
son' s age then. How old are both now?
12. Given that P = {3, 5, 7, 9, 11 , 13} and K = {2, 5, 7, 8, 10, 13, 15}, find P n K.
(122)
13. Given that A= {1, 3, 8, 10} and B = {1, 5, 7, 10}, find A u B.
(122)
14. Given P and Kas defined in problem 12, find P u K.
(122)
Graph:
-1
15. 1 :O::: - - ;
1
D = {Reals} 16. m+l<l
-- - ,· D= {Reals}
(121) X - ( / 2/) m - 1
17. {x E IR 1 [x + 3 [ :0::: 3}
(J/9)
18. Find the pH (pH = -log H+ or 10-pH = H+) of the solution when the concentratien
0 13
! of hydrogen ions (H+) is 1.42 x 10-11 mole per liter. .
124.A conditions of congruence 503
19. Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the
i·tqm•ct lS
(ll JJ . 3 . 97 .
20. On day zero there were 240 bacteria in the dish. Their number increased exponentially.
<JJSJ After 10 days there were 480 bacteria in the dish. How many bacteria would there be
after 18 days?
21. Designate the areas in which the coordinates of the points satisfy the given system of
(114) . ai· .
mequ 1ties.
y
6
1
5
--A -- 4
'
y ~
1
-x
1
I
B
2
....
'--
- X
{ x2 + 3y2 < 9 - 6-5-4
¡_...
'--
. "-2 c2 4 5 6
I
1
-4 - L-L- D-
~5
~6 1
Solve for x:
22. log7 (x + 2) + log7 3 = log 7 15 23. In (x - 9) + In 2 = In 45
(118) (118)
24. Expand: (x 415 - y 415 ) 2 25. Factor: a 3 m 27 - p 6 y 36
(109) ( /08)
26. Show that 0.0012352 is a rational number by writing itas a fraction of integers.
( 104)
27.
(100)
Complete the square as an aid in graphing: y = - x2 + 4x -
2
28. Solve 3x = -5x - 2 by using the quadratic formula.
(71)
29.
(64)
Simplify: -3i 2 - 2H + -J=i - H .fi + 2i 5
30. Use similar triangles to find:
(66.79)
(a) m and n (b) e and d
1~ e
~m 3
n
d
LESSON 124 Conditions of Congruence • Proofs of
Congruence • Isosceles Triangles
124.A
COnditions Of A triangle has three sides and three angles. Two triangles are congruent if any one of the four
congruence conditions stated here are met.
l. SSS. If the lengths of the sides in one triangle are equal to the lengths of
the sides in a second triangle, the triangles are congruent. We call this
condition Side-Side-Side (SSS).
2. AAAS. If the angles in one triangle have the same measures as the angles
in a second triangle, the triangles are similar. If a side in one of a,pair of
504 Algebra 2 Lesson 124
similar triangles has the same length as the corresponding side in the other
triangle, the scale factor is 1 and the triangles are congruent. W e call this
condition Angle-Angle-Angle-Side (AAAS). t
3. SAS. If two sides and the included angle in one triangle have the same
measures as two sides and the included angle in a second triangle, the
triangles are congruent. We call this condition Side-Angle-Side (SAS).
4. HL. If the lengths of the hypotenuse and a leg in one right triangle equal
the lengths of the hypotenuse and a leg in a second right triangle, the right
triangles are congruent. We call this condition Hypotenuse-Leg (HL).
The proof of these conditions is a topic for a more advanced course. The SSS condition
results from the fact that only one triangle can be formed from three sides of designated
lengths. The AAAS reasoning is explained in 2 above. We can illustrate the fact that SAS
determines congruence by considering this pair of congruent triangles.
B B'
AL A'L e
If we erase the bottom sides and the bottom angles, we get
C'
B B'
A
A e A'
A C'
We see that there is only one way to draw the missing segments AC and A'C' to reform the
triangles. If we draw these segments, we see that the triangles will be the same triangles, ABC
and A'B'C', with which we began. This illustrates the fact that if we fix the lengths of two
sides and the measure of the included angle, we have completely defined the triangle.
The reason for the HL (Hypotenuse-Leg) condition is a little harder to see because the
fixed angle is the right angle at the intersection of the two legs.
L( ___ --------
B
~e~-----
A C C'
H A' H'
In these figures L and L' are given legs, and H and H' are the given hypotenuses. If we rotate
the legs L and L' about the points labeled A and A' until the dotted lines intersect the
endpoints of H and H', we can see that the triangles formed will be congruent.
B B'
A~ H C A'
~ H' C'
t Many writers break this condition into two separate conditions, AAS and ASA, but that is not
necessary. Both mean that two angles and a side from one triangle are congruent to two angles and a
side from another, with the only difference being the order. The two conditions are equivalent, because
the third angle of a pair of triangles is congruent whenever the first two are.
124.B proofs of congruence 505
The four conditions for triangle congruence are pictured here.
~~ ~~
sss AAAS
~~
SAS
66 HL
These are also the conditions for triangle similarity. If the lengths in SSS, SAS, and HL are
not equal but are proportional, the triangles are similar. As a statement of similarity, the
"side" in AAAS is unnecessary because AAA is sufficient to designate similarity.
We remember that when we write a statement of similarity or congruence we must list
corresponding vertices in the same order. Here we show two congruent triangles.
B y
A~c x~z
Triangle ABC is congruent to triangle XYZ by AAAS. The triangles are similar because the
angJes have equal measures. The scale factor is 1 because the sides opposite the equal angles
A and X have the same length. W e can write
6.ABC := 6.XYZ Correct
When we write a statement of congruence, we designate corresponding angles by the order
in which the vertices are listed. Vertex A and vertex X are corresponding vertices, and they
are given corresponding positions in the statement of congruence. This statement also
indicates that B and Y are corresponding vertices and that vertex C corresponds to vertex Z.
The following statement of congruence for the triangle above is not correct:
6.ACB := 6.XYZ Incorrect
It indicates that C and Y are corresponding vertices and that B and Z are too, which is not so.
124.B
proofs of Many proofs require that we show that two segments have equal lengths or that two angles
congruence have equal measures. This is often accomplished by showing that two triangles are
congruent. Thus the components have equal measures, because corresponding parts of
congruent triangles are congruent (CPCTC).t If we can outline a proof first, writing the
formal proof is easy. To outline a proof, we first sketch the figure and use tick marks to
record the given information on the figure. Then we write the statement of congruence, being
careful to list the vertices in corresponding order. Then we write AAAS, SSS, SAS, or HL
to show why the triangles are congruent.
example 124.1 Given: AD
-
=DB-
e
DC _l_ AB
Outline a proof that shows: AC
t we introduced CPCTC in Lesson 32.
= BC
A&B D
506 Algebra 2 Lesson 124
so/utíon The solution consists of a figure with tick marks and two simple statements.
e
-!J.ADC := !J.BDC by SAS
- -
AC := BC by CPCTC
A' l"'I 'B
D
example 124.2 Given: LE
-
=-LH D
EF := GH
Outline a proof that shows: DF =DG
E F G H
solutíon We begin by copying the figure above using tick marks to indicate equal measures.
E F G H
If we can show that !J.EFD is congruent to !J.HGD, then ED =
HD by CPCTC. Because
angle E has the same measure as angle H, triangle EDH is isosceles. Thus side DE has the
same length as side DH. We use tick marks to show this.
D
!J.EFD := !J.HGD by SAS
- -
DF := DG by CPCTC
E F G H
124.C
isosceles There are several basic proofs about isosceles triangles. Each proof requires that we show
triangles that an isosceles triangle can be separated into two congruent triangles.
example 124.3 Outline a proof that shows the base angles of an isosceles triangle are equal.
solutíon /so- means "equal" and skelos means "legs." Thus an isosceles triangle is defined to be a
triangle that has two sides whose lengths are equal. In the left-hand figure we show triangle
ABC and use tick marks to indicate that sides AB and BC have equal lengths.
B B
ADC
!J.ADB := !J.CDB sss
lf \ LBAD := LBCD CPCTC
A' 11 1
11 'e
D
In the right-hand figure we have drawn a line between the vertex B and the point D, which
is the midpoint of AC. Thus AD has the same length as DC. The segment BD is a si de of both
practice 507
small triangles. The triangles are congruent by SSS. When we write the statement of
congruence, we are careful to list the vertices of equal angles in the same order. We see
that the angle at A has the same measure as angle C, because corresponding parts of
congruent triangles are congruent.
example 124.4 Outline a proof that shows that if two angles of a triangle are equal, the triangle is an isosceles
triangle.
solution We draw triangle ABC on the left and use tick marks to indicate that angle A has the same
measure as angle C.
B B B
A6C A
D
!}.ADB ::: !}.CDB
e
.SAS
No
AAAS
Afile D
- -
AB::: CB CPCTC
W e know we are going to need two triangles for the proof. Thus, in the center we draw
median BD, so that we can show the triangles congruent by SAS. But this does not work,
because in SAS the angle must be between the sides. So we try again. In the rigbt-hand figure
we form the two triangles by bisecting angle B. Two angles in !}.ADB have the same measures
as two angles in !}.CDB, so the third angles are equal. Therefore, the triangles are similar by
AAA. Side DB is a side in both triangles and is opposite equal angles. Thus the scale factor
is 1, so the triangles are congruent by AAAS. Since the triangles are congruent, AB and CB
are congruent as well (CPCTC). This tells us that triangle ABC is isosceles.
example 124.5 Prove that the bisector of the vertex angle of an isosceles triangle is perpendicular to the base.
solution This one is easy. On the left we show isosceles triangle ABC. On the right we bisect angle B.
B B
ADC !+\ !}.ADB ::: !}.CDB by SAS
LADB::: L.CDB by CPCTC
A e
D
Since angles ADB and CDB have equal measures and forma straight line, each of the angles
is a right angle. Thus BD is perpendicular to AC.
practice a. Use letters to list the four conditions of congruence.
b. Given: LE ::: LH D
- -
EF::: GH
Outline a proof that shows:
!}.EDF ::: !}.HDG
E F G H
508 Algebra 2 Lesson 124
problem set l. Given: AX =: BY T
(124)
124
-
L'.3 =L'.4 -
AW =: BZ
Outline a proof that shows:
LW=: LZ
w X y z
2. Given: AB =: BC B
(124)
LABD =: LCBD
Outline a proof that shows:
AillC
- -
AD=: DC
o
3. In this problem we will remember that if two segments have equal lengths, the halves
(124)
of the segments have equal lengths.
- -
Given: AG =: EF e
CA=: CE
B is the midpoint of AC. o
D is the midpoint of CE.
Outline a proof that shows:
A E
BG =: DF G F
4. The following proof requires that we show two triangles are congruent and then state
(124)
that two angles whose measures are equal and whose sum is a straight angle are both
right angles.
- -
Given: CD =: AD C
B is the midpoint of CA.
Outline a proof that shows: B O
- -
BD 1- CA
S. Given: ADCB is a rectangle. E
(124) - A O
E is the midpoint of AD.
Outline a proof that shows:
- -
BE=: CE
B C
6. Draw a 5-centimeter line segment with a ruler, and construct the perpendicular bisector
(1 23) •
of the hne segment.
7. Use a protractor to draw an 80° angle. Then use a straightedge and a compass to
(123) •
construct the bisector of the angle.
8. Use a protractor to draw a 50° angle. Then use a straightedge anda compass to copy
(123)
the angle.
Graph:
m + 3 -2
9. -- ~ l; D = {Reals} 10. 2 :::; - - ; D = {lntegers}
(12/) m - 3 ( 12l ) X - 1
11.
( 119)
{x E IR J lx + 21 < 3}
125.B equidistant from two points 509
Sol ve for x:
12.
(115)
38 = 10x+ 3 13.
( 118)
ln (x + 2) + ln 3 = ln 39
14. 4 log8 x = log8 48
( 118)
15. Use M and N to represent positive numbers and write:
(122)
(a) the product rule for logarithms
(b) the quotient rule for logarithms
(c) the power rule for logarithms
16. A man is 11 times asoldas his son. In 12 years he will be 3 times asoldas his son will
owJ be. How old are both now?
17. How many 4-letter signs can be made from the letters in the word CIRCLE if repetition
(1/ 6 )
of 1etters IS . d?.
. permitte
18. How many 3-digit combinations can be made with the digits 1, 2, 3, 4, 5, and 6 if
ofd'Igits
. IS. permitte
. d?.
1116 ) • •
repetit10n
19. Find the number that is ~ of the way from l8 to 2.!..
(98) 7 5
20. Complete the square as an aid to graphing: y = -x 2 + 2x - 4
(100)
LESSON 125 Distance Defined • Equidistantfrom Two
Points • Equidistant f rom Sides of an Angle •
Circle Proofs
125.A
distance We remember the basic definition of distance:
defined
The distance between two points is the length of the segment that connects the points.
The distance from a point to a line is measured along the perpendicular between the point and
the line.
Q)
e
:.::¡
p
Distance
125.B
equidistant Any two points that are equidistant from the ends of a segment Iie on the perpendicular
from two bisector ofthe segment. We will prove this in two ways: once in paragraph form and once
points in column form.
510 Algebra 2 Lesson 125
On the left we show segment BD and two points, A and C, that are equidistant from
B and D. We use these points to draw the figure on the right.
B B
A
•
l
o
•C A~C
o
The double tick marks indicate equal distances from A, and the single tick marks indicate
equal distances from C. Segment AC is a side of both t.ABC and t.ADC. Thus these triangles
are congruent by SSS. This means that the two angles at A are equal by CPCTC. We use tick
marks to mark these angles as equal angles and focus on the left-hand part of the figure.
B
A~E
o
The upper and lower triangles are congruent by SAS, because AE is a side of both triangles.
Thus BE = ED by CPCTC. Also, the two angles at E are equal by CPCTC, which means
they are right angles (because they are equal and forma straight angle). This means thatAE
is perpendicular to BD and bisects BD. QED
Now we will draw a two-column proof based on the figures and reasoning used above.
STATEMENTS REA SO NS
l.
-AB :=AD
- l. Given
2. BC :=CD 2. Given
- -
3. AC := AC 3. Reflexive property
-- --
4. t.ABC := t.ADC
-- --
4. sss (1, 2, 3)
5. LABC := LADC 5. CPCTC
- -
6. AE =: AE 6. Reflexive property
- --
7. t.ABE := t.ADE 7. SAS (1, 5, 6)
- -
8.
-BE=: ED - 8. CPCTC
9. AC bisects BD 9. Forms two equal segments
- --
1O. LAEB := LAED 10. CPCTC
11. AE ..l BD 11 .Two equal adjacent angles whose
sum is 180º are right angles.
12. AC is ..l bisecter of BD 12. From steps 9 and 11
This two-column proof is a shorthand presentation of the proof that we previously presented
in a less scannable fashion.
125.C
equidistant Any point that is equidistant from the two sides of an angle Iies on the ray that is the
from sides of angle bisector.
an angle On the left we show point X that is equidistant from the sides of the angle BA C. On the right
we draw perpendicular segments whose lengths equal these distances and also draw ray AX.
•x
A C A C
125.D circle proofs 511
Segment AX is the hypotenuse of both right triangles and is congruent to itself. Thus the two
triangles are congruent by HL, and angle BAX is congruent to angle CAX by CPCTC. Since
these two angles have equal measures and are adjacent angles, ray AX is the bisector of angle
BAC, and X lies on the angle bisector. This proof can be repeated for any point that is
equidistant from the sides of an angle.
We see that the locus of points that are equidistant from the sides of an angle is the ray
that bisects the angle.
125.D
circle proofs Proofs involving the relationships between circles, chords, and tangents often use the fact
that all radii of a circle have equal lengths. lf two circles have radii whose lengths are
equal, the circles are congruent circles. This statement is a definition, so we can also say
that if two circles are congruent, their radii have equal lengths.
®GQ
Ali radii are equal Congruent circles
Another useful fact is that a tangent to a circle is perpendicular to a radios of the
circle at the point of tangency.
This fact can be proved, but the methods required are beyond the scope of this book.
However, we present many other theorems about segments and circles and prove them by
showing that two triangles are congruent.
The lengths of tangent segments that intersect at a point outside the circle are
equal. In the left-hand figure we show two tangents to circle O that intersect at point P. In
the right-hand figure we draw radii to the points of tangency and draw segment OP.
• 1 ... p
512 Algebra 2 Lesson 125
The radii are the legs of the two right triangles. Segment OP is the hypotenuse of both right
triangles. Thus the triangles are congruent by HL, and AP =
BP by CPCTC.
If a radius is perpendicular to a chord, then it bisects the chord. The figure on the
left shows a radius that is perpendicular to a chord. In the right-hand figure we draw radii to
A and B.
\C 1 1 '' B
D D
Since OE is a leg of both right triangles, the triangles are congruent by HL. Thus the two
angles at E are congruent and AE =
EB by CPCTC. Because the angles are equal and sum
to 180°, they are right angles. Thus OD and OE are perpendicular bisectors of AB.
If a radius bisects a chord that is nota diameter, it is perpendicular to that chord.
On the left we show the basic figure. In the right-hand figure we draw radii to E and F.
E\ 1 1 1 IF EYI 1 l'YF
H H
Segment OG is congruent to itself. Thus these triangles are congruent by SSS. It follows that
angles EGO and FGO are congruent by CPCTC. Because they sum to 180°, these angles are
also right angles.
The perpendicular bisector of a chord passes through the center of the circle.
Again we draw two radii in the right-hand figure.
e ....._+-'-+---+-~
p p
This time we do not have to prove that two triangles are congruent. All we have to do is
remember that we have already proved that two points that are equidistant from the sides of
a segment lie on the perpendicular bisector of the segment. Since O is equidistant from C and
D, it lies on the perpendicular bisector of CD.
practice a. The proof that tangent segments from a point outside a circle to a circle have equal
lengths was outlined in this lesson. Write a two-column proof of this theorem.
b. The proof that a radius of a circle that bisects a chord that is not a diameter is
perpendicular to that chord was outlined in this lesson. Write a two-column proof of
this theorem.
c. Given: Circle Q
- -
PR ..L ST
Prove: LS =: LT
l-J.e--4-------==::;.... p
Write a two-column proof. Begin by
drawing radii SQ and TQ. First prove
that the small triangles are congruent
T
right triangles by HL, and then prove that
the big triangles are congruent by SAS.
problem set 125 513
problem set l. In this problem it will be necessary to draw radii QS and QT and prove that the small
(125)
125 triangles formed are congruent. Then we can say that RS is congruent to RT and prove
that the big triangles are congruent.
Given: Circle Q s
- -
PR l_ ST
Prove: LS =: LT
I '• 1 => p
2. Given: BE =: BD
A~)\/C
(124)
BE l_ AE
LBDC = 90º
Outline a proof that shows: E o
LAED =: LCDE
3. Given: BE bisects LABC. A
(124) -
BE bisects LCEA.
Outline a proof that shows:
- -
CE =: AE B E
e
4. Given: Circle O
(125)
Mis the midpoint of AB.
Outline a proof that shows:
-- --
OM l_ AB
Begin by drawing radii AO and OB.
5. Given: Circle O A
(125)
Tangents PA and PB
Outline a proof that shows: p
- -
AP =: PB
B
6. Construct a triangle whose sides are 4 cm, 3 cm, and 2 cm.
(123)
7. Use a ruler to draw a line segment 4 centimeters long. Construct a perpendicular to the
( /23! segment at the point on the segment that is 1 centimeter from the left endpoint.
8. Draw a line and a point that is not on the line. Construct a perpendicular to the line that
rnn .
passes through the pomt.
9. Use a protractor to draw a 36º angle. Then use a straightedge and a compass to
(123)
construct the bisector of the angle.
10. Stephen deposited $1150 at 8 percent interest compounded continuously. How much
(115)
money did he have at the end of 11 years?
11. The number of synaptic reactions increased exponentially. At first there were 1000.
5
(l1 J Three minutes later there were 1600. How many synaptic reactions would there be at
the end of 10 minutes?
Solve for x:
12. 5x = 3 In 0.0035 13. 3 In x = O - 5.13
(113) (113)
514 Algebra 2 Lesson 126
Graph:
14.
(119)
{x E 7L_ 1 \x - 5\ < 3} · 15.
(117)
{x E IR \ x 2 - 6x > -9}
16. Twenty years ago Melvina was 4 years older than twice Beula' s age then. Six years ago
020
> t
Beula was as old as Melvina was then. How old is each woman now?
17. A true-false quiz has 12 questions. How many permutations of the answers are
(116)
poss1'ble.?
18. How many different ways can the letters a, b, e, and d be arranged in a row if no
(1/ 6) • •
repet1t10n •
1s a11 owed?.
19. Use the - key to express each number as a power. Then use the rules of exponents
ou¡ to find the answer.
(0.000523)(916)
0.0769 X 10-ll
20. Show that 0.03154 is a rational number by writing itas a fraction of integers.
(104)
LESSON 126 Quadrilaterals • Chords and Ares
126.A
quadrilaterals We remember that a quadrilateral is a polygon that has four sides. There are many
subclasses of quadrilaterals, including parallelograms, rhombi, rectangles, squares, and
isosceles trapezoids.
parallelograms A parallelogram is a quadrilateral with the five properties discussed in Lessons 37 and
39: (1) The opposite sides of a parallelogram are parallel. (2) The pairs of opposite sides
have equal lengths (are congruent). (3) Angles opposite each other have equal measure (are
congruent).
(2)
L 11
11
7
(3)
±Aº Aoy
(4) The sum of any two consecutive angles is 180°. (5) The diagonals bisect each other.
(4)
d º Aoy (5)
/><?
A + B = 180
rhombi Remember that a rhombus is a parallelogram whose sides have equal lengths. Thus every
rhombus has the five properties of parallelograms just listed. In Lesson 39 we proved that (6)
the diagonals of a rhombus bisect the angles of the rhombus and that (7) the diagonals are
perpendicular bisectors of each other.
(6) (7)
126.A quadrilaterals 515
rectangles A rectangle is a parallelogram. In addition to the five properties of parallelograms,
rectangles have two other properties. The first is contained in the definition of a rectangle (6).
A rectangle is a parallelogram in which ali four angles are right angles.
Authors of many geometry books say that a rectangle is a parallelogram that has at
least one right angle and require the students to prove that the other three angles are also
right angles. This proof requires only that the student remember one of the properties
possessed by all parallelograms.
l :1
This figure is a parallelogram with a right angle atA. The angles marked 2 must also be right
angles because the sum of the measures of any two consecutive angles in a parallelogram is
180º. If these angles are right angles, then the angle marked 3 must also be a right angle for
the same reason.
A rectangle has one other property that other parallelograms do not have. (7) The
diagonals of a rectangle have equal lengths. To prove that the diagonals of a rectangle have
equal lengths, we draw diagonals AC and DB in rectangle ABCD.
B C C B
----
A o A D A o
We break out two triangles from rectangleABCD as shown. Both triangles are right triangles,
because all the angles of a rectangle are right angles. DC =AB because opposite sides of a
rectangle are congruent. Also, AD is a side ofboth triangles. By SAS, ó.ACD = ó.DBA. By
CPCTC, AC =: DB.
squares A square is a parallelogram, a rhombus, anda rectangle. Therefore it has the five properties
of parallelograms, the two of rhombi, and the two of rectangles for a total of nine properties.
W e note that the diagonals of a square bisect the four right angles at the comers so that
the eight angles formed each measure 45°. Also, the diagonals are perpendicular bisectors of
each other.
Thus the square and its diagonals form four isosceles right triangles.
isosceles A trapezoid is a quadrilateral that (1) has exactly two parallel sides. The parallel si des are
trapezoids called the bases of the trapezoid. W e can find the area of a trapezoid by drawing a diagonal
516 Algebra 2 Lesson 126
and forming two triangles that have the same altitude. The area of the trapezoid is the sum
of the areas of the two triangles.
b1
I~~ b2
AT = A1 + A2
1 1
= -b 1H + -b 2H
2 2
1
2H(b 1 + b2 )
The nonparallel sides of a trapezoid are called the legs. The Greek prefix iso- means
"equal," and the Greek word for leg is skelos. We put these together to form the word
isosceles, which means equal legs. Thus (2) the legs of an isosceles trapezoid have equal
lengths.
•
¡_ • ~
The angles at the ends of the shortest base of an isosceles trapezoid are called upper base
angles and (3) have equal measures. The angles at the ends of the longest base are called
lower base angles and (4) have equal measures. Also, (5) the sum of an upper and lower
base angle is 180°.
juº Uº\
k_ _¿ U+ L = 180
We can prove the three angle properties by drawing perpendiculars and noting that the
two right triangles formed are congruent by HL.
ñh
The lower base angles are equal by CPCTC. The upper base angles are equal because each
of their measures is the sum of a right angle and one of the pair of the congruent angles
marked A. Since the sum of the angles of a quadrilateral is 360° and the upper base angles
and lower base angles have equal measures, the sum of the measures of an upper base angle
and a lower base angle is 180º , as we show on the right.
¡_ o
Uº Uº\
_¿
U + U + L + L = 360
2U + 2L = 360
U+ L = 180
To prove that the diagonals of an isosceles trapezoid have equal lengths, we use two
representations of the same isosceles trapezoid. The shaded triangles are congruent by SAS.
126.B chords and ares 517
The diagonals are corresponding sides, because they are the sides opposite an upper base
angle. They have equal lengths by CPCTC.
126.B
chords and In Lesson 125 we noted that if a radius of a circle is perpendicular to a chord, the radius bisects
ares the chord, and that if a radius bisects a chord, it is perpendicular to the chord. Now we consider
two more theorems about chords and four theorems about the ares of a circle.
If two ehords are equidistant from the eenter of a circle, the lengths of the ehords
are equal. On the left we show two chords that are equidistant from the center P as measured
along the perpendicular segments shown.
B e B e
On the right we draw four radii to forro four right triangles that are congruent by HL. From
this we can reason that the lengths of the chords are equal.
If two ehords of a circle have equal lengths, they are equidistant from the eenter
of the circle. On the left we show the perpendiculars that bisect the two equal chords.
On the right we draw four radii that are the hypotenuses of four right triangles and are
congruent by HL. Thus sides PO and QO have equal lengths by CPCTC.
Remember that we have defined the degree measure of an are to be the same as the
measure of the central angle. Every definition is reversible, so the degree measure of a central
angle is the same as the degree measure of the are it intercepts. W e note that two ares can
have the same degree measure but different lengths, because they are in circles whose radii
have different lengths.
~130º ..,. --
4
:\ 30º
j_l
Congruent ares are ares of the same degree measure in the same circle or in circles of
equal radii. W e can use similar triangles to prove theorems about chords and ares.
518 Algebra 2 Lesson 126
Iftwo central angles of a circle (or of congruent circles) have equal measures, then
the chords opposite the central angle have equal lengths. This figure shows two equal
central angles and their chords. We note that the radii are equal.
The two triangles are congruent by SAS, so the chords have equal lengths.
If two ares of a circle (or of congruent circles) have equal lengths, then their
corresponding chords also have equal lengths. If the two ares have equal lengths, then the
central angles have equal measures. Thus their corresponding chords have equal lengths by
the proof above.
If two chords have equal lengths, the measures of the central angles are equal. In
the following figure we show two chords of equal length connected to the center of the circle
by equal radii.
The two triangles are congruent by SSS, and the central angles have equal measures by CPCTC.
If two chords of a circle (or of congruent circles) have equal lengths, then their
corresponding ares also have equal lengths. If the two chords of a circle have equal
lengths, then their central angles have equal measures. Thus their corresponding ares have
equal lengths by the proof above.
problem set l. Given: AB ::: AD A
(125)
126
BC::: CD
B ( I~ )D
Outline a proof that shows:
BE::: ED
For the proof, remember that if two
points are each equidistant from the E
endpoints of a segment, they lie on the
perpendicular bisector of the segment.
problem set 126 519
2. Given: Circle O 3. Given: Circle P
(125) (126)
LZWY::: LZXY PX::: PY
Outline a proof that shows: Outline a proof that shows:
- - - -
OY l. WX AB::: CD
_____x
D
A
"' o. z 1 l y
w e
4. Given: Ll ::: L2 ::: L3 ::: L4 A
(124) - -
BE::: BF
Outline a proof that shows:
B D
ABED::: ABFD
ABAE::: ABCF
\.
e
5. Given: AB ::: AF E
( 124)
BD::: DF
Ll::: L2
- -
ED::: CD
A< :>ID
Outline a proof that shows:
L3::: L4
- -
e
EF::: BC
6. Construct a triangle whose sides are 3 cm, 4 cm, and 5 cm.
(1 23)
7. Use a ruler to draw a line segment 5 centimeters long. Construct a perpendicular to the
0211
lºme at a pomt
. 2 centlmeters
. f rom the 1eft en dpomt.
.
8. Draw a line segment anda point outside the line. Construct a perpendicular to the line
(123) •
that passes through the pomt.
9. Use a protractor to draw a 110º angle. Then use a straightedge and a compass to
(123) •
construct the bisector of the angle.
10. How many 5-letter signs can be made from the word RAPSCALLION if no repetition
( l/ 6)
of 1etters is
. permitte
. d?.
11. Each question on a survey has three possible answers: yes, no, and maybe. The survey
(1 16)
has 8 questions. How many possible permutations of responses to the survey are
possible?
12. Use M and N to represent positive numbers and write:
(1 22)
(a) the product rule for logarithms
(b) the quotient rule for logarithms
(c) the power rule for logarithms
Solve for x:
13. 4x = 3 ln 0.0069 14. 4 ln X = -4.98
(113) (// 3)
520 A/gebra 2 Lesson 127
15. Find the pH (pH = -log H+ or 10-pH = H+) of a solution when the concentration of
rmJ hydrogen ions (H+) is 0.0053 mole per liter.
16. Find the concentration of hydrogen ions (H+) in moles per liter when the pH of the
( /lJ) lºIqm"d.lS 6. 19 .
Graph:
p+2
17.
(121)
--
p - 2
~ 2; D = {Reals} 18.
( 117)
{x E IR 1 x 2 - 5x ~ -4}
19. The sum ofthe digits of a two-digit counting numberis 14. lfthe digits are reversed, the
(107)
new number is 23 less than 2 times the original number. What is the original number?
20. Complete the square as an aid to graphing: y = x 2 - 6x + 3
(1 00)
LESSON 127 Lines and Planes in Space
In Lesson A we noted that sorne geometry terms are notable to be defined exactly. We call
these terms primitive terms or undefined terms. Point, curve, fine, and plane are primitive
terms. The complete meaning of primitive terms is found in the totality of the axioms that
use them.
We think of a plane as a flat surface that has no thickness and that extends without
bound. Geometric figures that can be drawn on a flat surface are called planar figures, and
the study of these figures is called plane geometry. The study of three-dimensional
geometric figures is called solid geometry.
Two points determine a line, and if a third point líes on the same line, all three points are
said to be collinear. Points A, B, and C shown here are on the same line and are thus collinear.
A B e
A line can be. parallel to a plane, as we show in the following figure. The line and the
plane have no points in common.
A B
L 7
If two planes do not have any points in common, we say that the planes are parallel planes. In
the figure on the left planes m and n do not intersect, so these planes are parallel planes. If two
planes intersect, their intersection is exactly one line, as we see in the figure on the right.
m
---------,
:;¿/-------? D
M
B
___ _______
C ',
/ /
/
The angle made by two intersecting planes is called a dihedral angle. Thus angle MAD is a
dihedral angle. We note that the line through A, B, and C is in plane m and also in plane n.
127 Lines and Planes in Space 521
Thus we see that three collinear points do not determine a plane. W e postulate that three
points that are not collinear do determine a plane. Since two of these points determine a
line, we can also say that a plane is determined by a line and a point that is not on the line.
~ª· .c7 ~· e/
In the figure below we see that the same three points determine two intersecting lines, so two
intersecting lines also determine a plane.
~7
Two parallel lines also determine a plane. The definition of parallel lines requires that
the lines be in the same plane. IflinesAB and CD in the following figure are parallel, the lines
must be in the same plane.
~~7
Since point P and points C and D determine a plane, !here is only one plane that contains
points P, C, and D; thus all five points lie in the same plane.
We also postulate that if a Iine intersects a plane that does not contain the line, the
line intersects the plane at only one point. Line ST in the figure below intersects plane m
only at point P.
Parallel lines are defined to be Iines in the same plane that do not intersect. Skew lines
are Unes in space that are not parallel and do not intersect.
\
\
~
In this figure lines f and e are not parallel and do not intersect, so these lines are skew lines.
Another way to define skew lines is to say they are lines that are not in the same plane.
If a Iine is perpendicular to each of two intersecting lines at their point of
intersection, the line is perpendicular to ali Unes in the plane that pass through the point
522 Algebra 2 Lesson 127
of intersection. In the left-hand figure Sf is perpendicular to iff but is not necessarily
perpendicular to plane m.
s A
m
T
In the right-hand figure, AF is perpendicular to two lines in the plane at their point of
intersection and is thus perpendicular to all lines in the plane that pass through that point.
example 127.1 Given: PF 1- m p
- -
GF::: FH
Outline a proof that shows: GP =HP
so!ution Since PF is perpendicular to plane m, it is perpendicular to GF and~H, ~angles GFP
andHFP are right angles. We are given that the bases ofthe triangles, GF andFH, have equal
lengths. We see that PF is a si de of both triangles. Thus
11GFP ::: !J.HFP SAS
- -
GP::: HP CPCTC
example 127.2 Given: B, e, D, and E are in plane k. A
AB l_ k
BE is a 1- bisector of CD.
Outline a proof that shows:
11ADC is isosceles
so!ution Triangles BDE and BCE in the base are congruent by SAS (DE and EC have equal lengths,
the angles at E are both right angles, and BE is a side ofboth triangles). Thus BC and BD are
congruent by CPCTC. W e can al so show that triangles ABD and ABC are congruent by SAS
(the angles at B are right angles, and BA is a side of both triangles). By CPCTC, AD AC =
and 11ADC is isosceles.
practice a. Given: PF 1- m p
PG::: PH
Outline a proof that shows: m
LG::: LH H
b. Given: B, C, D, and E lie in plane k. A
AB l_ k
BE is a 1- bisector of CD.
Outline a proof that shows:
k
11ADC is isosceles
problem set 127 523
problem set l. Given: PB 1- m p
(127)
127 !l.APB =: !l.CPB
Outline a proof that shows:
- -
AB =: CB
2. Given: PA 1- s p
(127)
P is equidistant from B and C.
- .
Draw BP and CP and outline a proof
that shows A is equidistant from
B and C.
3.
(124)
Given: CY =: AY
- --
e
YZ 11 CA
Outline a proof that shows:
YZ bisects LAYE. A Z B
4. Remember that if two points are each equidistant from the endpoints of a segment, the
(125)
points lie on the perpendicular bisector of the segment. All points on the
perpendicular bisector are equidistant from the endpoints.
Given: EX =: EY E
~y
XP =: PY
Outline a proof that shows:
- -
EZ 1- XY X Z
5. Given: AB =: AC A
(124)
BD bisects LABE.
CD bisects LACE.
Outline a proof that shows:
- -
AE bisects BC.
B
E e
6. Construct a triangle whose sides are 4 cm, 3 cm, and 6 cm.
(123)
7. Use a ruler to draw a line segment 7 centimeters long. Construct a perpendicular to the
º 23
> l.me at a pomt
· 4 cent1meters
. f rom th e 1ef t endpomt.
.
8. Use a protractor to draw a 120º angle. Then use a straightedge and a compass to
(123) •
construct the bisector of the angle.
9. Draw a line segment and a point outside the line. Construct a perpendicular to the line
(123) •
that passes through the pomt.
10. Mary deposited $1460 at 9 percent interest compounded continuously. How much
(115) •
money d1d she have at the end of 9 years?
11. The incídents increased exponentially. At first there were 40 incídents. Three months later
(115)
there were 560 incidents. How many incidents would there be at the end of 9 months?
12. Find the pH (pH = -log H+ or 1o-pH = H+) of a solution when the concentration of
(113)
hydrogen ions (H+) is 0.081 mole per liter.
13. Find the concentration of hydrogen ions (H+) in moles per líter when the pH of the
¡·IqUI.d IS
(ll 3 ) . 5 . 11 .
524 Algebra 2 Lesson 128
14. Solve: 91 = lOx + 2
( /15)
15. Use the - key to express each number as a power. Then use the rules of exponents
(JJJJ to find the answer.
0.01259 X 10-7
519,000
Graph:
p-3
16. (a) { x E IR 1 1x + 11 ::; 3} (b) - - ~ 2; D = {Reals}
(119,121) p+3
17. Complete the square asan aid to graphing: y = -x 2 - 2x + 4
(100)
18. Find the number that is ~ of the way from ~ to 3.!_.
(98) 5 7 4
19. Four chairs are placed against the wall. How many ways can the 7 boys sit in the four
(/1 6) . i.f on1y 4 of them s1t
ch airs . at one time
. ?.
~Oº
20. Use similar triangles to help find the
166
! area of the triangle. Subtract this area
from the area of the circle to find the
area of the shaded portion. Dimen-
sions are in centimeters.
LESSON 128 Circumscribed and Inscribed • Inscribed
Triangles • lnscribed Circles • Proof of the
Pythagorean Theorem • Inscribed Angles
128.A
circumscribed The Latín prefix for around is circum-. It comes from the Latín word circus, which means
and inscribed "circle." The Latín word that means "to write" is scribere. W e put these words together to
form the English word circumscribe, which means "to draw around." In the following figure
we can say that the circle is circumscribed about the triangle and that the triangle is
inscribed in the circle.
In the next figure we can say that the triangle is circumscribed about the circle and that the
circle is inscribed in the triangle.
128.C inscribed circles 525
128.B
inscribed The Latin prefix com- means "together," and the Latin wordfluere means "to flow." We put
triangles these together to form the English word confluent, which means "flow together." Thus we
say that the Allegheny and Monongahela rivers in Pennsylvania are confluent at Pittsburgh.
The word concurrent has a similiar construction, because the Latin word for run is currere.
Thus the word concurrent means "running together."
Concurrent lines are lines that intersect at a single point. The perpendicular
bisectors of the sides of a triangle are concurrent at a point that is equidistant from ali
three vertices, as we show below in the left-hand figure. We cañ use this point of
intersection as the center of a circle that circumscribes the triangle, as we show in the
right-hand figure.
Thus to circumscribe a circle about a triangle we construct the perpendicular bisectors of the
si des of the triangle to find the center of the circle.
example 128.1 Outline a proof showing that the perpendicular bisectors of the sides of a triangle intersect at
a point that is equidistant from the vertices of the triangle.
solution In the left-hand figure, lines m, n, and pare perpendicular bisectors of the sides of triangle
ABC. Lines n and p intersect at T.
A A
p e p e
In the figure on the right we note that the dotted paths from T to A and from T to B have equal
lengths, because all points on a perpendicular bisector are equidistant from the endpoints.
The dotted path from T to Chas the same length as path BT, because T is on the perpendicular
bisector of BC. Because TA = TB and TB = TC, TC has the same length as TA . Thus T
must lie on m, because all points equidistant from A and C lie on m, the perpendicular
bisector. Thus T is equidistant from A, B, and C.
128.C
inscribed The bisectors of the angles of a-triangle are concurrent ata point that is equidistant
circles from the sides of the triangle. A circle with the proper radius whose center is at the point
of concurrency will be tangent to the sides of the triangle, as we show below in the right-hand
figure. This circle is inscribed in the triangle.
~~
To inscribe a circl~ in a triangle, we bisect the angles of the triangle and use the point of
intersection as the center of the circle.
526 Algebra 2 Lesson 128
example 128.2 Outline a proof showing that the angle bisectors of a triangle meet at a point that is
equidistant from the sides of the triangle.
so/ution In the figure the angle bisectors of angles A, B, and C are drawn.
B E
e
The bisectors of angles A and B meet at N. Dotted segment FN is congruent to dotted segment
DN, because N is on the bisector of angle A and thus is equidistant from both sides of angle
A. Dotted segment FN is also congruent to dotted segment EN, because Nis on the bisector
of angle B and thus~equidistant from both sides of angle B. Because both DN and EN have
the same length as FN, the length of DN equals the length of EN. Thus Nlies on the bisector
of angle e, because all points equidistant from the sides of angle e líe on its bisector.
128.D
proof of the We can use the three similar right triangles in the figure below to prove the Pythagorean
Pythagorean theorem.
theorem y
X
~
mx e Z
Each triangle has a right angle. Each triangle has an angle whose measure equals that of angle
X. Each triangle has an angle whose measure equals that of angle Z. We can see this better if
we draw the triangles separately.
~
m~
X a Z'
X e X' b Z
(1) (2) (3)
In triangle (2) one angle is a right angle, and another angle is angle X. Thus the third angle
must have the same measure as angle Z, and we label it Z'. In triangle (3) one angle is a right
angle, and another angle is angle Z. Thus the third angle must have the same measure as angle
X, and we label it X'.
On the left below we equate the ratios of the hypotenuse to the short side in triangles
(1) and (2). On the right we equate the ratios of the hypotenuse to the long si de in triangles
(1) and (3).
e a e b
a m b X
Next, we cross multiply and get
cm= a2 ex= b2
128.E inscribed angles 527
If we add these equations, we get a 2 + b2 on the right-hand side.
cm + ex = a 2 + b2
Now we factor out c.
c(m + x) = a 2 + b2
Then we replace (m + x) with c. Thus the left-hand side becomes c2 , and the proof is
complete.
c(c) = a2 + b 2 substituted
c2=a2+b2 simplified
128.E
inscribed We will prove that the measure of an angle inscribed in a circle equals half the measure of
angles the intercepted are. To do so, we will use variables instead of numbered values as we did in
Lesson 11 . The proof has three parts.
Case l. The first part is the case where one side of the inscribed angle is a diameter.
o
A
~B
The first step is to draw radius AO, as shown below. We want to show that the measure of
angle 4 is half the measure of are AB.
e
Are AB is defined to have the same measures as its central angle, which is angle 2.
mAB = mL2 definition
Angle 2 is an exterior angle of triangle OCA. The measure of angle 2 equals the sum of the
measures of remote interior angles 1 and 4.
mLl + mL4 = mL2 remote interior angles
Angles 1 and 4 have equal measures because they are the base angles of an isosceles triangle.
So the measure of angle 4 equals the measure of angle 1. If we substitute, we get
mL4 + mL4 = mL2 substituted
This means that half the measure of angle 2 equals the measure of angle 4.
1
mL4 = -mL2
2
528 Algebra 2 Lesson 128
From the first step we know that the measure of are AB equals the measure of angle 2. So we
substitute to complete our proof.
mL4 = -1 mAB
...---.
QED
2
Case 11. The second case is when the sides of the inscribed angles lie on either side of the
center of the circle.
e
W e want to pro ve that the measure of angle C is half the measure of are AB. To do this, we
e
draw a diameter from through the center of the circle.
e
D
FroÍn Case 1 we know that the measure of angle 1 equals half the measure of are AD and that
the measure of angle 2 equals half the measure of are DB.
1 ...---.
mLl = -mAD from Case 1
2
1 ...---.
mL2 = -mDB from Case 1
2
1 ...---. 1 ...---.
mLl + mL2 = -mAD + -mDB equals added to equals
2 2
The sum of angles 1 and 2 equals angle C, and the sum of ares AD and DB equals are AB. So
we substitute and get
1 ...---.
mLC = -mAB QED
2
Case 111. The third case is when both sides of the angle are on the same side of the center of
the circle.
B
A
problem set 128 529
Again our first step is to draw a diameter from B.
B
This time the measures of angles 1 and 2 equal half the measure of are AD, and the measure
of angle 2 equals half the measure of are CD.
1 ,--._
mLI + mL2 = -mAD Case 1
2
1 ,--._
- mL2 = --mCD subtracted
2
1 ,--._ ,--._
mLI = -m(AD - CD) substituted
2
AD minus CD equals Ac; so we have
1 ,--._
mLI = -mAC QED
2
practice a. Use a straightedge to draw a triangle. Use a compass to bisect all three angles. Use the
point of intersection of the bisectors as the center of a circle that is inscribed in the
triangle.
b. Use a straightedge to draw a triangle. Use a compass to draw the perpendicular
bisectors of the three sides. U se the point of intersection of these bisectors as the center
of a circle that circumscribes the triangle.
problem set l. Given: AB =: BC
(124) - -
e
B~D
128 BD 1- CA
Outline a proof that shows:
LADB =: LCDB
A
2. Write a two-column proof for problem l.
(125)
3. Given: ABCD is a rectangle.
(126)
o
A~B
A is the midpoint of XO.
Bis the midpoint of YO.
/~
- -
XD =: CY
Outline a proof that shows: X y
e D
~OXY is isosceles.
4. Write a two-column proof for problem 3.
(126)
5. Given: LKNL =: LMNL N
(124) - -
KN=:MN
K M
Ouline a proof that shows:
~KNL =: ~MNL
L
530 Algebra 2 Lesson 128
6. Given: NPRS is a parallelogram. T
(127)
Diagonals SP and NR
intersect at O.
TO 1- plane of parallelogram ------===--- R
NPRS.
N p
Outline a proof that shows:
Ll STP is isosceles.
7. Write a two-column prooffor problem 6.
{127)
8. Draw a circle. Outline a proof that shows that chords equidistant from the center of the
(126) .
circle have the same length.
9. Draw a circle. Outline a proof that shows that tangents from a point outside the circle
(125) •
to the circle have equal lengths.
10. Draw a rectangle ABCD. Outline a proof that shows that angle ADB has the same
(126)
measure as angle BCA.
11. PQRS is a parallelogram.
(3 7)
PQ = 2x
QR = 8
+ 6
S
¿_ 7º R
RS =X + 8
Find the perimeter of PQRS.
12. ABCD is a rectangle. D C
(126)
DB = 0.2x
AC = x - 12
Find the length of DB.
A B
13. DEFG is a square. D G
(7)
mLD = (x + 60)º
DE= X+ 1
Find the perimeter of DEFG.
E DF
14. The volume of a right circular cylinder is 250n cm3 . What is the radius of the cylinder
12
¡ if the height of the cylinder is 1O meters?
15. The area of a rectangle is 4n 2 cm 2 . What is the radius of a circle that has the same area?
12)
16. Use similar triangles to find A and B. 17. Use similar triangles to find C and D.
(79) (66)
10~A c~5
~
~ B
D
problem set 128 531
18. Find the area of this triangle. 19. Findx.
(66) (56)
Dimensions are in inches.
Ll
40º
(~"-..._" 180º
47l'
20. Findy. 21. Findx.
(56) (89)
200º
yº
22. Findy. 23. Find x and y.
(89) (25)
7
~
y 9
y
~
6
24. Find M and N.
(25)
3
N
25. The radius of the circle is 6 cm. Find the length of the are ABC.
(8)
B A
60º
~
532 Algebra 2 Lesson 129
LESSON 129 Stem-and-Leaf Plots • Measures of Central
Tendency • The Normal Curve • Standard
Deviation
129.A
stem-and-leaf A stern-and-leaf plot is a rnethod of arranging data so that it is easy to interpret. Suppose the
plots following are the weights of 50 students enrolled in a first-year gyrn class:
132 138 105 117 135 122 88 100 119 121
135 120 106 131 132 103 118 152 148 125
114 115 127 103 100 114 139 89 100 92
153 114 125 137 110 92 132 132 107 146
137 129 98 128 112 99 134 108 101 89
To arrange these nurnbers so that we can rnake sense of thern, we note that the data could be
grouped by tens. Sorne weights are in the 80s, sorne are in the 90s, and so on. These groups
provide our stems.
STEM
8
9
10
11
12
13
14
15
The first nurnberin ourlist is 132, so we puta 2 as aleafin the 13 row. The next nurnber
is 138, so we put an 8 in the 13 row. The next nurnbers are 105, which requires a 5 in the 10
row, and 117, which requires a 7 in the 11 row.
STEM LEAF
8
9 /(@
10 5,~®
11 7,
/
@
132
12
13 2,8
14 ----®
15
Note that we write a cornrna after each leaf. If we use the sarne procedure to record all the
nurnbers, we get a cornpleted stern-and-leaf plot.
STEM LEAF
8 8, 9, 9
9 2, 2, 8, 9
10 5,0, 6,3,3,0,0, 7, 8, 1
11 7,9, 8,4,5,4,4,0,2
12 2, 1,0,5, 7, 5,9,8
13 2, 8,5,5, 1,2,9, 7,2,2, 7,4
14 8, 6
15 2, 3
129.B measures of central tendency 533
The leaves are not ordered by magnitude, as we note in the third row, where the numbers
recorded are 105, 100, 106, 103, 103, 100, 100, 107, 108, and 101. We could rearrange the
leaves so that they are in increasing or decreasing order, but usually this is unnecessary.
Instead we leave them in the order they were arranged in the data.
129.B
measures of W e often need to know how data are distributed. If a group of numbers is arranged in order
central from the least to the greatest, we say that the range of the group is the difference between
tendency the first number and the last number. If there are an odd number of numbers, we say that the
middle number is the median of the group. The range of the following group of numbers is
118, and the median is 85.
Range
10 15 20 85 93 114 128
LMedian
The word median is easy to remember, because the grass strip in the middle of a divided
highway is the median of the highway. If there are an even number of numbers in the group,
the median is the number halfway between the two middle numbers. The median of the
following group of eight numbers is 87.5.
10 15 20 85 90 93 114 128
LMédian
. 90 + 85
Median = = 87 .5
2
The French word mode means "fashion." The number that appears most often in a listing of
numbers is the mode of the group of numbers. The average of a group of numbers is called
the mean of the group of numbers. Thus, mean is another name for average.
example 129.1 Find the mean, median, mode, and range of the following group of numbers.
3,8, 7,4,9, 10, 12,9
solutíon First we arrange the numbers in order.
3, 4, 7, 8, 9, 9, 10, 12
The mean ofthe group is the average, which is 7.75 .
Mean = 3 + 4 + 7 + 8 + 9 + 9 + 10 + 12 = 62 = 7 .75
8 8
There are an even number of numbers, so the median is the number halfway between the
middle two numbers.
8 9
Median = + = 8.5
2
There are more 9's than any other number, so 9 is the mode.
Mode = 9
The range is the difference between the least number and the greatest number, so the
range is 9.
Range = 12 - 3 =9
534 Algebra 2 Lesson 129
129.C
the normal The stem-and-leaf plot of the students' weights shows that three students had weights of
curve between 80 and 89 pounds, four had weights ofbetween 90 and 99 pounds, ten had weights
of between 100 and 109 pounds, and so on. If we tum the plot sideways, we get
121 1 4
7
10 1 2
>. 8 2
(.)
eQ) 8 7 8 7
:::J
o-
o 4 9 9
~
LL
6 o 4 5 2
3 5 7 1
4 9 3 4 5 5
9 8 6 8 o 5
21 1 9 2 o 9 1 8 6 3
8 2 5 7 2 2 8 2
80 90 100 110 120 130 140 150 160
Weight
This graph is called a frequency distribution graph because it shows the number of
students in each 10-pound weight segment. If we were to find the weights of thousands of
students in gym classes all over the country, we could expect that the graph of their weights
would look like the bell-shaped curve shown here.
60 70 80 90 100 110 120 130 140 150 160 170
This graph is called a normal curve, because this distribution is what you would normally
expect to get if you weighed enough gym students. For a normal curve, the mean, median,
and mode are all the same number. Statistics courses devote time to exploring frequency
distributions that are best approximated by normal curves.
129.D
standard We can compute a number called the standard deviation for a group of numbers that gives
deviation usa feel for how much the numbers are spread out. Let's consider the numbers 5, 7, 10, and
14, whose mean is 9.
Mean = 5 + 7 +410 + 14 = 9
If we graph the numbers and measure the distance from each number to the mean, we get the
following picture.
Mean
2 11
~- 1 ·:º!
1
4 •
5
1
6 7 8 9 10
1
11
1
12
1
13 •
14
1
15
I• . 1·
• 1
4 5
The distance from the graph of 5 to the mean is 4 units.
The distance from the graph of 7 to the mean is 2 units.
The distance from the graph of 1O to the mean is 1 unit.
The distance from the graph of 14 to the mean is 5 units .
practice 535
The average of the square of the four distances is computed as follows.
1
-(42 + 22 + 12 + 52)
4
We call the square root of this average the standard deviation of the group of numbers.
Standarddeviation = J.¡(4 2 + 2 2 + 12 + 5 2 ) = 3.39
Let's compare this with the standard deviation of 1, 2, 14, and 19. These numbers have the
same mean but they are a little more spread out.
Mean
7 5
1
o • !.
1 2
1
3
1
4
1
5
1
6
1
7
1
8
· I·
9
1
10
1
11
1
12
1 •
13
!
14
1
15
1
16
1
17
1
18 •
19
1
20
1• . 1. •I
8 10
Standard deviation = J.¡(8 2 + 7 2 + 5 2 + 10 2) = 7.71
So both5, 7, 10, 14 and 1, 2, 14, 19 have a mean of9, but thefirstgroup has a standard deviation
of 3.39 and the second group is spread out much more, with a standard deviation of 7.71.
The standard deviation of a group of measurements that are normally distributed is useful,
because 68.2 percent of ali measurements in a normal distribution are within one standard
deviation of the mean, and 95.4 percent of ali measurements in a normal distribution are
within two standard deviations of the mean.
34.1% 34.1%
2.3% 2.3%
m - 2s m-s m m+s m + 2s
practice a. The following are the test grades of 50 students on a final examination. Make a
stem-and-leaf plot of the data. What is the range of the seores?
70 72 74 74 48 63 52 98 90 99
68 98 92 86 70 88 77 74 62 86
87 77 68 80 96 89 60 49 75 75
81 74 67 47 84 73 79 61 65 83
97 63 77 63 74 88 89 83 87 66
b. Find the mean, median, mode, and range of these numbers.
4,5,2,3, 10,8, 15,5
c. Find the standard deviation of these numbers.
5, 7, 9, 14, 8, 5
536 Algebra2 Lesson 129
problem set l. Firid the area of this triangle. 2. Find the perimeter of this triangle.
(13) (7)
129 Dimensions are in centimeters. Dimensions are in centimeters.
,¡:¡
~
X + 1
e> 3x 6
3. Findx. 4. Findx.
(56) (89)
20º
11 Oº
'
5. Findz. 6. Findx andy.
(56) (25)
140º
y
9
7. Find P and Q. 8. The diameter of the circle is 10 cm.
(25)
(BJ Find the area of the 40° sector.
9. Use similar triangles to find x and y. 10. Use similar triangles to find P and Q.
(79) (66)
rs/1x p~.,j?
~
~ y
Q
11. The area of the trapezoid equals the
üG
2
r J area of the circle. What is the radius
of the circle?
4
12. Use a compass anda straightedge to construct a triangle whose sides equal the lengths
(123)
of these segments.
problem set 129 537
13. Use a protractor to draw a 54° angle. Then use a compass and straightedge to bisect
(123)
the angle.
14. Draw a segment that has the same length as this segment.
(123)
Then use a compass and a straightedge to construct the perpendicular bisector of this
segment.
15. Outline a proof that shows that the bisector of the vertex angle of an isosceles triangle
124
r J is the perpendicular bisector of the base of the triangle.
16. The lateral surface area of a right circular cylinder whose radius is 3 centimeters is 6Jr 2
(BJ square centimeters. What is the height of the cylinder?
17. The area of a rectangle is 25;r 2 cm 2. What is the diameter of a circle that has the same
(2)
area as the rectangle?
18. PQRS is a parallelogram. 19. ABCD is a square.
(37) (7)
PQ = 2x + 4 mLD = (2x + 40)º
QR = 7 AB =X - 15
RS = 6x - 2 Find the perimeter of ABCD.
Find the perimeter of PQRS. A B
D
p
s
/ 7º
R D e
20. Frank deposited $1400 at 9 percent interest compounded continuously. How much
(115) •
money d1d he have at the end of 5 years?
21. The number of bugs increased exponentially. At first, there were 50 bugs. Three weeks
(115)
later, there were 400 bugs. How many bugs would there be after a total of 12 weeks?
22. Solve: 75 = IOx + 4
(115)
23. U se the - key to write each number as a power of e. Then use the rules of exponents
(113 )
to simplify. Then use the - - keys to get the final answer.
0.00287 X 10-S
620,000
24. Graph: {x E IR \ x + 3 2:'. 2}
(11 7)
25. Complete the square as an aid in graphing: y = x 2 - 2x - 2
(1 00)
Glossary
abscissa The x-coordinate of a point in a Cartesian (rectangular) coordinate system.
absolute value The positive number that describes the distance of the graph of a number on
a number line from the origin. The absolute value of zero is zero.
abstract equation An equation consisting only of variables.
acute angle An angle whose measure is between Oº and 90º.
acute triangle A triangle in which all three angles measure between Oº and 90º.
additive inverse For any real number, the number that can be added to it to obtain a sum of
zero.
additive property of inequality For any real numbers a, b, arid e, if a > b, then
a + e > b + e and e + a > e + b.
adjacent angles Two nonoverlapping angles that have the same vertex and share a side.
algebraic expression Any algebraic formula obtained by combining constants and/or
variables using the arithmetic operators +, -, x, and/or 7.
algebraic proof The use of algebra and deductive reasoning to prove assertions.
alternate angles Angles on opposite sides of a transversal.
altitude In a triangle, the perpendicular distance from the base or extension of the base to
the opposite vertex.
angle The basic figure formed by two rays that have a common endpoint. Also, the measure
of the rotation of a ray about its endpoint from an initial position to a final position.
antilogarithm The in verse function of the logarithm.
are A portion of a circle.
area A measure of the size of a two-dimensional region.
associative property A property of real numbers that notes that, for any real numbers a, b,
ande, (a + b) + e = a + (b + e) and (a · b) · e = a · (b · e).
axiom A statement that is accepted as true without proof, i.e., an assertion that is not proved.
Also called postulate.
axis A fixed reference line in a coordinate system, a line about which a figure possesses
symmetry, ora line about which a geometric figure is rotated.
binomial A polynomial of two terms.
bisect To split into two equal pieces.
539
540 Algebra2
cancellation The process of removing identical factors present in both the numerator and
denominator of a rational expression or of using the additive inverse to remove a term from
one side of an equation.
Cartesian coordinate system A standard method of locating points in the plane that uses
. pairs of numbers to denote distances from two fixed intersecting number lines, called the
axes. The axes are perpendicular to each other and intersect at their origins. The system is
named for the French mathematician René Descartes. Also called a rectangular coordinate
system.
central angle In a circle, an angle whose vertex is the center of the circle.
chord In a circle, a line segment whose endpoints are on the circle.
circle A planar geometric figure that is the collection of all points that are the same distance
from a specific point.
circumference The distance around a circle; also called the perimeter of the circle.
circumscribed A description applied to one geometric figure that completely endoses
another geometric figure.
coefficient The constant factor of a monomial.
collinear A description given to points that lie on the same line.
combined variation A relation between one variable and a combination of other variables.
For example, F = km,~, .
r
commutative property A property of real numbers that notes that, for any real numbers
a and b, a + b = b + a and a · b = b · a.
complementary angles Two angles whose measures sum to 90º.
complex fraction A fraction containing other fractions in the numerator or denominator
orboth.
complex number A number of the form a + bi, where a and b are real numbers and i is
the imaginary number satisfying the equation i 2 = -1. The letter a represents the real part
of the complex number, and the letter b represents the imaginary part of the complex number.
compound interest Interest that is added to the principal so that interest may be earned on
it as well as the principal.
concave polygon A polygon in which at least one interior angle has a measure greater than
180º.
conclusion The result of deductive reasoning (ora proof).
concurrent lines Lines that intersect at a single point.
conditional equation An equation whose truth or falsity depends on the numbers used to
replace the variables in the equation.
cone A solid that is bounded by a closed plane curve, which forms the base, and the surface
formed by all the line segments that connect the boundary of the base to a single fixed point
that is not in the same plane as the base.
congruent ldentical in all characteristics.
congruent polygons Two polygons in which the corresponding sides have equal lengths and
the corresponding angles have equal measures.
congruent triangles Two triangles in which the corresponding sides have equal lengths and
the corresponding angles have equal measures.
conic section Any nonlinear figure formed by the intersection of a plane and a
double-napped cone.
'
Glossary 541
conjugate pair Two irrational numbers of the form a ± bo./c or two complex numbers of
the form a ± bi whose product is always a rational number.
conjunction A statement with two conditions that is true only if both conditions are true.
consecutive angles Two angles in a polygon that share a common side.
consecutive sides Two si des in a polygon · that share a common vertex. Also called
adjacent sides.
consecutive vertices The endpoints of one side of a polygon.
consistent system A system of equations in which at least one solution is common to all
equations in the system.
constant A quántity whose value does not change.
convex polygon A polygon in which all interior angles have measures less than or equal
to 180º.
coordinate A number that is associated with a point on a graph.
corresponding angles Angles located in matching positions when two lines are cut by a
transversal. Also, angles located in matching positions of similar triangles.
corresponding sides The sides opposite equal angles in similar triangles.
CPCTC Shorthand for "Corresponding parts of congruent triangles are congruent."
curve The path traced by a moving point.
decagon A ten-sided polygon.
decimal fraction A series of fractions; i.e., a number of tenths plus a number of hundredths
plus a number of thousandths, etc. For example, 0.625 is a way of writing
0 + fo + 1 ~ + 1 ~, i.e., (6 X 10-l) + (2 X 10- ) + (5 X 10- ).
2 3
decimal number A number that is designated by a linear arrangement of one or more of the
ten digits and that uses a decimal point to define the place value of the digits.
decimal system The system of numeration that uses decimal numbers.
deductive reasoning The process of reasoning logically from clearly stated premises to a
conclusion.
definition An expression of the essential meaning of a mathematical term.
degree(s) (1) A unit of measure for angles. A right angle is a 90º angle, anda straight angle
is a 180º angle. (2) The sum of the exponents of the variables in a monomial. The terms x 5,
y 2x 3 , and xy2mp are all fifth-degree terms.
degree of a polynomial The degree of the highest-degree term in the polynomial.
denominate number A number with a word that designates units.
dependent system A system of equations in which one equation contains all solutions
common to all other equations in the system.
dependent variable In reference to a function, the variable whose value depends on the
value assigned to another variable, called the independent variable. For example, in the
function y = 2x + 3, y is the dependent variable.
diagonal In a polygon, a line segment that connects any two nonconsecutive vertices. In a
solid, a line segment that connects two vertices that are not on the same face.
diameter The length of a chord of a circle or sphere that passes through the center of the
circle or sphere.
dihedral angle The angle formed by the intersection of two planes.
542 Algebra2
direct variation A relationship between two variables such that their ratio is constant. Por
example, the equation y = kx defines a direct variation between x and y where k is the
constant of proportionality.
discriminant Por a quadratic equation of the form ax 2 + bx + e, the expression
b2 - 4ac, whose value determines the nature of the equation' s solutions.
disjunction A statement with two conditions that is true when either condition is true.
distributive property A property of real numbers that notes that, for any real numbers a, b,
ande, a · (b + e) = a · b + a · e and (b + e) · a = b · a + e · a.
dividend The number a in the expression a .;- b.
division The in verse operation of multiplication.
divisor The number b in the expression a .;- b.
dodecagon A twelve-sided polygon.
domain The set of numbers that are permissible replacement values for the independent
variable of a function.
double-napped cone A geometric figure composed of two congruent right circular eones
that share a vertex and axis of symmetry.
element Any one of the individual objects belonging to a set.
elimination The process of solving algebraic equations by adding the opposite of an
unknown to both sides of the equation in order to reduce the number of variables in the
equation. Also referred to as the addition method and the linear combination method.
ellipse An oval-shaped conic section formed when a plane cuts a right circular cone at an
angle less than the slant of the cone but greater than zero with respect to the base.
empty set The set that has no members, denoted by the symbol 0. Also called the null set.
equal angles Angles whose measures are equal.
equal segments Segments whose lengths are equal.
equiangular polygon A polygon in which all angles have the same measure. Por example,
in an equiangular triangle each angle has a measure of 60º.
equilateral polygon A polygon in which all sides are of equal length.
equilateral triangle A triangle in which all sides are of equal length.
equivalent equations Equations that have the same solution set.
event An individual outcome of an experiment.
exponent The number nin an expression of the form xn, which indicates the number of
times that the base x is to be used as a factor.
exponential equation An equation ofthe form A = Perr, where P and r are constants, e is
the natural number, and A and tare variables.
exponential function A function of the form y = kbx, where k and b are constants
(b "/:. 1 and b -:f. O) and y and x are variables.
exterior angle (1) The angle outside a polygon formed by extending a side of the polygon.
(2) An angle that is formed when a transversal cuts two parallel lines and that is outside, not
between, the parallel lines.
factor One of two or more expressions that are multiplied to form a product. For example,
2 and 3 are factors of 6; x - 2 and x + 2 are factors of x 2 - 4.
function A mapping between two sets that associates with each element of the first set a
unique (one and only one) element of the second set.
Glossary 543
fundamental counting principie If one choice can be made in A ways and another choice
can be made in B ways, then the number of possible choices, in order, is A times B.
P1V1 P2V2
general ideal gas law equation In chernistry, the equation ---¡;;-= ----;¡:;-, which relates the
pressure, volume, and temperature of an ideal gas.
geometric solid A three-dimensional geometric figure. For example, a sphere, a cube, and
a prism are ali geometric solids.
gram atornic weight In chemistry, the weight in grams of one mole of an element, equal to
its atornic number in the periodic table of elements.
gram molecular weight In chernistry, the weight in grams of one mole of a molecule,
deterrnined by the sum of the atornic weight(s) of its constituent elements.
graph A drawing used to depict a mathematical relationship.
greatest common factor The product of ali prime algebraic factors common to two or more
terms, each to the highest power that it occurs in ali of the terms.
halfline A ray.
heptagon A seven-sided polygon.
hexagon A six-sided polygon.
hyperbola A conic section formed when aplane intersects both nappes of a double-napped
cone without passing through the vertex.
hypotenuse The side opposite the right angle in a right triangle.
image The element of the range that is paired with a particular element of the domain of a
function.
imaginary number The square root of a negative number.
inconsistent system A system of equations with no solution.
independent events Events in a given experiment that do not affect one another.
independent system A system of equations in which no equation contains ali solutions
common to all other equations in the system.
independent variable In reference to a function, the variable whose value can be chosen.
For example, in the function y = 2x + 3, x is the independent variable.
inscribed angle An angle inside a circle with its vertex on the circle.
\
integer Any member of the set {... , -4, -3, -2, -1, O, 1, 2, 3, 4, ... }.
intercept In a rectangular coordinate system the x-intercept is the point at which the graph
crosses the x-axis, and the y-intercept is the point at which the graph crosses the y-axis.
intercept-slope method Graphing a line by using the y-intercept as one point and then
finding a second point via the slope.
interior angle An angle within a plane geometric figure formed by two intersecting
segments. Also, an angle formed between two lines cut by a transversal.
intersection The set formed by selecting all elements common to two sets. Also, the
collection of points where two geometric figures meet.
inverse operation An operation that "undoes" another operation. For example, addition and
subtraction are inverse operations, as are multiplication and division.
inverse variation A relationship between two variables such that their product is constant.
For example, the equation xy = k or y = ; defines an inverse variation between x and y
where k is the constant of proportionality.
544 Algebra2
irrational number Any number that cannot be written as a quotient of integers. For
example, the numbers tr, e, -J2, and W
are irrational numbers.
irregular polygon A polygon that is not regular.
isosceles trapezoid A trapezoid whose legs have equal lengths.
isosceles triangle A triangle that has at least two sides of equal length.
joint variation A relationship in which a single quantity depends directly upon two or more
other quantities anda constant of proportionality.
lateral surface area In reference to solid geometric figures with sides and bases, the surface
area of the sides of the figure.
lead coefficient Of a polynomial, the coefficient of the term of highest degree. For example,
in the quadratic polynomial 5x 2 - 3x + 2 the lead coefficient is 5.
least common multiple The smallest whole number that can be divided evenly by each of
a group of specified whole numbers. For example, the least common multiple of 6, 12, and
27 is 108.
like terms Terms whose literal components represent the same number regardless of the
numbers used to replace the variables.
line A straight curve that extends indefinitely in two opposite directions.
line segment A part of a line that consists of two endpoints and all points between them.
linear equation An equation whose graph is a line. Also, a first-degree polynomial equation
in one or more variables.
locos A set of points that satisfy a specified condition.
logarithm A number that is expressed as the exponent of sorne other number, called
the base.
major are The larger of the two ares determined by two points on a circle that are not on
the same diameter.
major premise A nonreversible if-then statement used as the premise in deductive
reasoning.
markup The increase in the price of an itero measured as the difference between the selling
price and the actual cost of the itero.
mean The average of the numbers in a data set.
median The middle number of a data set when the numbers are arranged in order from least
to greatest. If there is no middle number (i.e., if there is an even number of numbers in the
set), the median is the average of the two middle numbers.
minor are The smaller of the two ares determined by two points on a circle that are not on
the same diameter.
mixture A substance of variable composition.
mode The number that appears most often in a data set.
monomial A polynomial of one term.
multiplicative inverse For any nonzero real number, the reciproca! of the number. The
product of any nonzero number and its multiplicative inverse is 1.
natural logarithm A logarithm in which the base is the number e.
natural numbers The set of numbers used to count objects or things; also called the positive
integers, i.e., the members of the set {1, 2, 3, ... }.
Glossary 545
no-choice theorem When two sets of corresponding angles of separate triangles are
equivalent, the third angles have no choice but to be equal.
nonagon A nine-sided polygon.
nonlinear equation An equation whose graph is nota line.
normal curve A bell-shaped graph whose mean, median, and mode are the same number.
numerical expression A meaningful arrangement of digits and symbols that designate
specific operations. Every numerical expression represents a particular number, and we say
this number is the value of the expression.
obtuse angle An angle whose measure is between 90º and 180º.
obtuse triangle A triangle that contains an angle whose measure is between 90º and 180º.
ordered pair A representation of a point in the plane of the form (x, y) .
ordered set A set of numbers that are arranged in a particular way.
ordered triple A representation of a point in three-dimensional space of the form (x, y, z).
parabola A conic section formed when aplane intersects a double-napped cone atan angle
equal to the angle formed at the vertex.
parallel lines Two lines in the same plane that do not intersec~.
parallelogram A quadrilateral that has two pairs of parallel sides.
parallel planes Planes that do not intersect.
pascal A unit in the metric system used for measuring pressure (1 pascal = 1 newton per
square meter).
pentagon A five-sided polygon.
percent One part in 100. For example, 60 percent means "sixty hundredths."
perimeter The length of the boundary of a closed, planar geometric figure.
permutation A particular ordering of the members of a given set.
perpendicular Intersecting at right angles.
perpendicular bisector A line that is perpendicular to a given line segment at the midpoint
of the segment.
pi (.n') The ratio of the length of the circumference of any circle to the length of its diameter;
tr "" 3.14.
plane A flat surface with no boundary or thickness.
point A location in space with no physical size.
point of tangency The location at which a tangent line intersects a curve.
polar coordinates A description of the position of a point in the plane determined by the
length of the line segment from the origin to the point and the angle that the line segment
makes with the positive x-axis.
polygon Any simple, closed, flat geometric figure whose sides are line segments.
polynomial An algebraic expression with one or more variables having only terms with
real-number coefficients and whole-number powers of the variables.
polynomial equation An equation that contains only monomial terms.
postulate A statement that is accepted as true without proof, i.e., an assertion that is not
proved. Also called an axiom.
power rule for exponents If m, n, and x are real numbers and x =t- O, then (xm)n = xmn.
546 Algebra2
primitive terms Fundamental mathematical terms that are given widely accepted
descriptions because they cannot be defined exactly. Such terms are then used to define other
mathematical terms. Also referred to as undefined terms.
principal The initial amount deposited into a bank account.
prism A geometric figure whose bases are two congruent parallel polygons and whose
lateral sides are parallelograms.
product of ~are roots rule If m and n are nonnegative real numbers, then
,¡m .¡;;, = -J mn and ,.¡;;;;; = ,¡m.¡;;,.
product rule for exponents If m, n, and x are real numbers and x ':f. O, then
x m . xn = x m + n.
property A fundamental characteristic.
proportion An equation or other statement that indicates that two ratios are equal.
pyramid A geometric solid whose base is a polygon and whose lateral faces are triangles
that extend from the edges of the base to a common vertex.
Pythagorean theorem In any right triangle, the square of the length of the hypotenuse
equals the sum of the squares of the lengths of the other two sides.
QED Shorthand for the Latin phrase quod erat demonstrandum, which translates to "that
which was to have been demonstrated."
quadratic equation A one-variable polynomial equation whose degree is 2.
quadratic formula The algebraic formula for finding the roots of any quadratic equation.
ax 2 + bx + e = O, th e roots are x = -b ± ~bza - 4ac
2
· equat10n
F or th e quad ratlc ·
quadrilateral A four-sided polygon.
radical An expression for taking the root of a quantity indicated by the symbol ..{.
radios The distance from the center of a circle to any point on the circle.
range The set of all images of the elements of the domain of a function.
ratio An expression of the relationship between two numbers using a colon, a fraction bar,
or words.
rational expression An algebraic expression written in the form of a fraction.
rationalizing the denominator Changing a nonrational denominator in a fraction into a
rational number or expression by multiplying the fraction by an appropriate form of unity.
rational number Any number that can be written as a quotient of integers (division by zero
excluded).
ray The portion of a line on one side of a fixed point on the line.
real numbers The set of numbers that includes all members of the set of rational numbers
and all members of the set of irrational numbers.
reciprocal For any nonzero real number, the number in inverted form. For example, the
reciproca! of 3 is t, and the reciproca! of is ~. i
rectangular coordinates A graphical designation of points in space using numbers to
denote the distances from the axes.
reflection A transformation producing a geometric figure that is symmetrical to the original
about a point, line, or plane.
reflex angle An angle whose measure is between 180º and 360º.
Glossary 547
regular polygon A polygon whose interior angles have equal measures and whose sides
have equal lengths.
regular pyramid A pyramid whose axis is perpendicular to its base, which must be a
regular polygon.
relation A pairing that matches each element of the domain with one or more images in
the range.
remote interior angles The two remaining interior angles of a triangle given one
interior angle.
rhombus An equilateral parallelogram.
right angle An angle whose measure is 90º .
right cylinder A cylinder whose axis is perpendicular to its bases.
right geometric solid A geometric solid whose sides are perpendicular to its base. Also
called a right salid.
right prism A prism whose axis is perpendicular to its bases.
right triangle A triangle that has one angle whose measure is 90º.
sample space The complete set of possible outcomes of a probability experiment.
scale factor A multiplying factor relating the corresponding lengths of a given geometric
shape to its enlarged or reduced counterpart. A scale factor of 1 denotes congruence.
scalene triangle A triangle that has no sides of equal length.
scientific notation A method of writing a number as a product of a decimal number and a
power of 10.
secant to a circle A line that intersects a circle at two points.
sector of a circle A region of a circular disk bounded by two radii and an are of the circle.
segment A part of a line that consists of two endpoints and all points between them.
set A collection of objects. The individual objects that make upa set are called its elements.
set-builder notation A mathematical shorthand for describing a set completely and exactly.
similar triangles Two triangles whose angles have equal measures.
simultaneous equations Two or more equations that together specify conditions for the
values of two or more variables.
skew lines Lines in space that are not parallel and do not intersect.
slant height The distance from any point on the edge of the base of a right circular corre to
its vertex. Also, the distance from the vertex of a regular pyramid to the midpoint of an edge
of its base.
slope The ratio of the change in the y-coordinate to the change in the x-coordinate from a
point on a line to any other point on the line.
slope-intercept form One form for writing the equation of a line (y = mx + b) .
solution Replacement values for the variable(s) that make an equation or system of
equations true.
sphere The set of ali points in three-dimensional space that are equidistant from a specific
point called the center of the sphere.
standard deviation The square root of the average of the squared distances from the mean
of a set of numbers.
standard form The conventional way mathematical constructs are written.
straight angle An angle whose measure is 180º.
548 Algebra2
substitution axiom If a = b, then a may replace b or b may replace a in another expression
without changing the value of the expression. Al so a may replace b or b may replace a in any
statement without changing the truth or falsity of the statement. Also a may replace b or b
may replace a in any equation or inequality without changing the solution set of the equation
or inequality.
supplementary angles Two angles whose measures sum to 180º.
surface area The area representative of the surface of a geometric so lid.
syllogism A three-step deductive-reasoning process consisting of a major premise, a minor
premise, and a conclusion.
tangent line A line that intersects (touches) a curve at only one point.
theorem An assertion that can be proved.
transitive axiom For any real numbers a, b, and e:
If a > b and b > e, then a > c.
If a < b and b < e, then a < c.
If a =b and b = e, then a = c.
transposition The process of moving a term of an equation across the equal sign by
changing the term's sign.
transversal A line that cuts or intersects one or more other lines in the same plane.
trapezoid A quadrilateral that has exactly two parallel sides.
trichotomy axiom For any two real numbers a and b, exactly one of the following is true:
a < b, a = b, or a > b.
trinomial A polynomial of three terms.
undecagon An eleven-sided polygon.
undefined terms Fundamental mathematical terms that are given widely accepted
descriptions because they cannot be defined exactly. Such terms are then used to define other
mathematical terms. Also referred to as primitive terms.
union The set formed by selecting all members of two sets.
unit conversion The process of changing a denominate number toan equivalent denominate
number with different units.
unit multiplier A ratio of denominate numbers whose value is 1. Unit multipliers are used
in unit conversion.
unity A mathematical term for any expression equivalent to 1.
variable A letter used to represent a number.
vector A quantity that has both a magnitude and a direction.
Venn diagram A graphical representation of the relationships between sets.
vertex In reference to an angle, the point where the two rays intersect.
vertical angles Two nonadjacent angles formed by two intersecting lines.
volume A measure of the size of a three-dimensional figure.
whole number Any member of the set {O, 1, 2, 3, ... }.
zero factor theorem If p and q are real numbers and if p · q = O, then either
p = O or q = O, or both p and q equal zero.
Index
30° angles, 190-191 shown on number line, 5, 411 Alternate exterior angles, 137-138,
30º -60° -90° triangles, 279-280 slope, 68 142-143
45º -45º -90º triangles, 328-329 symbol, 11, 5 Alternate interior angles, 138
90º angles, 2-3 Absolute-value conjunctions, Altitude. See Height (altitude)
180º measurement 409-410 "And." See Conjunctions ("and")
as straight angle, 3 Absolute-value disjunctions, Angle-Angle (AA), 94
in triangles, 138-139 410-411 Angle-Angle-Angle (AAA), 94,
Absolute-value inequalities, 148-149
sum of interior angles in
polygon, 159 409-411, 483-485 Angle-Angle-Angle-Side (AAAS),
Abstract equations, 181-182, 149,503-505
sum of upper and lower base
angles, 516 237-238,294-295 Angles, 2-4
360º measurement, 3, 159 Acute angles, 2 acute, 2
Addition adjacent, 3
A additive property of equality, alternate, 137-138
34-35 alternate exterior, 137-138,
AA (Angle-Angle), 94
algebra rules, 151-153, 339 142-143
AAA (Angle-Angle-Angle), 94,
commutative property of, 6 alternate interior, 138
148-149
distributive property, 34 bisection of, 73, 500
AAAS (Angle-Angle-Angle-Side),
149,503-505 net, ofzero, 416 central, 16
Abbreviations of fractions, 62-63 complementary, 3-4
Celsius (C), 245n of like terms, 32 copying, 500
of vectors, 268-269 corresponding, 22-23, 137-138,
constant of proportionality (k),
214-215
257 order of, 6
degrees in, 2-3
cubic centimeters ( cm3), rule for equations, 34-36, 79-80
327-328 dihedral, 520
sum of two cubes, 443-444
cubic meters (m3), 327 equality of, 4, 91, 94-95,
sums of functions, 422-423
137-138, 147
Euler's notation (i), 223-224 Addition method, 79 equations from, 47-48, 87
Fahrenheit (F), 245n Additive property of equality, equidistant from sides of,
kelvin (K), 245n, 246-247 34-35 510-511
liter (L), 327-328 Adjacent angles, 3 equilateral, 49
milliliter (mL), 327-328 Age word problems, 486-488 exterior, 137-138, 142-143,
natural logarithm (ln), 456-458 Algebraic expressions, 6, 31 159,242-243
Absolute value, 5 denominator-numerator rule, in polar coordinates, 232-235
of negative numbers, 5-6, 411 151-153, 339 inscribed, 64-65, 160, 241-242,
of numbers and numerals, 5-6, Algebra, major rules of, 151-153, 527-529
410-411 339 interior, 138, 142-143, 159,
of zero, 5-6, 411 Alternate angles, 137-138 242-243
549
550 Algebra 2
in triangles, congruence of, 94, measuring angles with, of segments, 73
148-149,503-505 241-242,517-518 perpendicular bisectors, 73, 178,
measurement of, 3-4 theorems of, 517-518 512
in circles, 241-242, Area,9-10 Blount, Thomas, 19
517-518 calculating, 9-10 Boat-in-the-river problems,
in inscribed quadrilaterals, lateral surface area, 15-16 382-384
160 of base, 11-13 Boyle's law, 245
in isosceles trapezoids, of circle, 9-10 Braces, { }, in set-builder notation,
515-517 477
of isosceles triangles, 73-74
in parallelograms?
of rectangles, 9
169_:170,514
in polygons, 158-160
of squares, 9 e
of surfaces (see Surface area) Calculators, 285-286
in quadrilaterals, 158,
514-518 of triangles, 9 antilogarithms, 457-458
in rectangles, 515 volume and, 11-13 cosine, 191-193, 195-196
in rhombuses, 178-179, Arguments of logarithrnic exponential equations, 466-467
514-515 equations, 479-481 inverse trigonometric functions,
in squares, 515 Arrow notation, 1-2, 24 193, 198,255
in trapezoids, 515-517 Atmosphere (unit of pressure), logarithms, 456-458
245,247 natural logarithms (ln), 456-458
in triangles (see Triangles:
measurement of Atoms, 167-168 pi, n, 9
angles in) Axioms, 136 powers, 287-289
negative angles, 303 substitution axiom, 71-72 right triangles, 190-192
negative, 302-304 transitive axiom, 355-357 roots, 287-289
obtuse, 2 trichotomy axiom, 355-357
scientific notation estimation,
parallel lines and, 118-119, Axis, 12 187-188,286-287
137-138 of symmetry, 414-418 sine, 191-192, 195-196
proofs, 242-243 square roots and simplification
reflex, 2 B of radicals, 98
remote interior, 142-143, Bar notation tangent, 191-192, 195-196, 254
242-243 for line segments, 1-2 trigonometric functions,
right, 2-3, 136, 190-192, 515 for repeating digits, 430-432 191-192
sine, cosine, and tangent, Base Cancellation, 112-113, 117-118,
190-192 area of, and volume, 11-13 181-182,237-238,294-295
straight, 2-4, 23 in logarithrnic equations, Celsius (C), 245n
supplementary, 3-4, 23 479-481 Centimeters, cubic (cm3), 327-328
symbol, L., 3 of logarithms, 456 Central angles, 16
transversals, 22-23, 137-138, surface area of, 15 Centum ("hundred"), 46
214-215 Basic construction, geometry, Change sides, change signs
vertical, 4, 137, 242-243, 370 499-502 (transposition), 36-37
vertices, 3, 64 "Best-fit" lines, 252-253, 301-302 Charles's law, 245
Angulum ("comer"), 2 Binornials, 50 Chemical compounds, 167-168,
Answers and functions, 390-391 completing the square, 217-220 230-231
Antilogarithms, 456-458 factoring, 433-435 Chemical mixture problems,
Approximately equal to, "", 8-9 multiplying, to find rules for 226-228,261-262
Archimedes, 13 factoring trinornials, 121 Chords, 8, 241
Ares of circles, 16 Bisection circle proofs and, 512
inscribed angles, 64-65, 160, of angles, 73, 500 products of, 370-372
241-242,527-529 of isosceles triangles, 73 proofs, 242-243, 512
intercepted, 241-242, 370 ofrhombuses, 178 theorems of, 517-518
lndex 551
Circles See also Quadratic equations Consecutive-integer word
ares of (see Ares of circles) Complex conjugates, 336-337 problems, 43-44
area of, 9-10 Complex fractions, 152, 271-272 Consecutive sides, 20
as conic sections, 350 denominator-numerator rule, Consecutive vertices, 20
chords of (see Chords) 128-129, 152-153 Consistent systems of linear
circumference of, 8, 14, 16, 29 Complex numbers, 272-273, 429 equations, 348
division of, 336-337 Constant of proportionality (k), 257
circumscribed triangles, 524
degree measures of, 3, 16 products of, 335-336 Constant terms, 36
diameter of, 8, 14, 29, 64 real numbers and, 223-224, Construction, geometry, 499-502
272-273,335,429 Conversion
Euclid' s postulate, 136
sets of, 476 of metric units, 229-230
graphs of, 350, 395-396
standard form of, 223-224, 272, of metric volume, 327-328
inscribed, 524-526
335 rate unit, 206-207
inscribed angles and, 64-65,
Complex roots, 264-265 rectangular form to polar form,
160,241-242, 527-529
Compound interest problems, 233, 254-255
inscribed quadrilaterals, 160
467-468 unit, 185
measuring angles in, 241-242,
Com- ("with" or "together"), 368, unit multipliers, 184-185,
517-518
525 206-207
nonlinear inequalities, 461-462
Concave polygons, 19 Convex polygon, 19
proofs, 511-512
Conclusion in deductive reasoning, Con- ("with" or "together"), 368
relationships in, 29 134-136
secant, 241, 243, 370-372 Coordinates
Concurrent lines, 525
in systems of equations, 347
sectors, 16-17 Conditional equations, 413
polar (see Polar coordinates)
Circular eones, 12, 16 Corre, 12, 16
rectangular (see Rectangular
conic sections of, 350 Congruence, 147
coordinates)
Circular cylinders, 11-13 conditions of, 149, 503-505
Copying
Circum- ("around"), 524 Euclid's postulate, 136
angles, 500
Circumference, 8 of angles, 147
segments, 499
circle relationships and, 29 of chords and ares of circles,
with compasses, 499-500
sectors of circles, 16-17 517-518
Corresponding angles, transversal,
surface area and, 14 ofisosceles triangles, 147-149,
22-23, 137-138,214-215
Circumscribed triangles, 524 506-507
Corresponding parts of congruent
Coefficients, 32, 249 of line segments, 147
triangles are congruent
in completing the square, oftriangles, 147-149, 505-506 (CPCTC), 148, 169, 505,
249-250 proofs of, 505-506 516-517
lead, 249, 512 symbol, =:, 147 Corresponding sides, 91
Collinear points, 520-521 Congruent, 147 Cosine function, 191
Combined and joint variation Conic sections, 350 inverse function, 193
problems, 398-400 Conjugates, 176, 283 mnemonic device for, 191
Common denominators, least of complex numbers, 335-337 of angles, 190-191
common multiple (LCM), of denominators, 336 on calculators, 191-192,
62-63, 112, 125 Conjunctions ("and"), 368-369 195-196
Commutative property, 6 absolute-value, 409-410 rectangular and polar coordinate
Compasses, 499-500 absolute-value inequalities, conversion, 233,
Complementary angles, 3-4 483-484 254-255
Completing the square greater than, >, 448-449 Counting numbers
binomials and trinomials, less than, <, 453-454 as subset of real numbers, 429
217-220 quadratic inequalities and, fundamental counting principie,
graphing, 415-418 448-449,453-454 470-471
with coefficients, 249-250 rational inequalities, 490-491 sets of, 476
552 Algebra 2
CPCTC (corresponding parts of in circles, measures of, 3, 16 Difference of two squares theorem,
congruent triangles are of equations, 346 200-201, 210
congruent), 148, 169, 505, of polynomial equations, 346 Digges, Leonard, 19
516-517 Digits
of polynomials, 51, 346
Cross multiplication, 68, 90-91 in number word problems,
of terms, 346
Cubed. See Exponents 440-441
of triangles, 20-21
Cubes, 10 repeating, 430-432
temperature, 245n
sum and difference of two, Dihedral angles, 520
Denominate numbers, 184
443- 444 Direct variation, 257-258,
Denominator-numerator rule
volume of, 10- 11 331-332
addition of fractions, 62-63
Cubic centimeters (cm 3) , 327- 328 Discriminant, 386-388
algebra rules, 151-153, 339 Disjunctions ("or"), 369
Cubic equations, 75, 346
complex fractions, 128-129,
Cubic meters (m 3), 327 absolute-value, 410-411
152-153
Cum- ("with" or "together"), 368 absolute-value inequalities, 484
radical expression
Curves, 1 Dis- ("not"), 369
simplification, 203
as primitive term, 1, 520 Distance, 509
Denominators
normal, 534 angles, equidistant from sides of,
abstract fractional equations,
510-511
Cylinders 181-182, 237-238,
boat-in-the-river problems,
circular, 11- 13 294-295
382-384
surface area of, 13-15 addition of fractions, 62-63
equidistance from two points,
triangular, 11- 12 cancellation of, 112-113, 509-510
volume of, 11- 13 117-118, 181-182,
formula for, 364-365
237-238,294-295
rate unit conversions, 206-207
common, and ra\iical expression
D See also Uniform motion
simplification, 203
Data problems
conjugates of, 336
experimental, 252- 253, Distributive property, 34
factorable, 312-314
301-302 Division
inverse variation, 258-259,
stem-and-leaf plots, 532- 533 of complex numbers, 336-337
332-333
Decagon, 20 of fractions (see Complex
least common multiple (LCM)
Decimal fractions, 42 fractions)
of, 62-63, 112, 125
Decimal numbers of polynomials, 83-84, 426-427
radicals in, 129, 283, 306-307
as coefficients, 42-43, 253-254 quotient theorem for square
rationalizing, 129-130, 145-146
roots, 145-146, 203
decimal fractions, 42 Dependent systems of linear
of rational expressions, 165
metric unit conversion, 229- 230 equations,348
rule for equations, 34-36
pi, 7r, 9 Dependentvariables,389-390
Dodecagons, 20
repeating, 430 - 432 Deviation, standard, 534-535
Domains
scientific notation, 101-102 Diagonals
of equations, 355
simultaneous equations with, of polygons, 20
offunctions, 390-391, 422-424
253-254 of quadrilaterals, 514-517
of inequalities, 355
De- ("completely"), 184 ofrhombuses, 178-179
Dot, 1
Deductive reasoning, 134- 136 Diagrams of percent problems,
Drawing
Definitions, 6- 7, 59, 136 46-47, 56-57
"best-fit" lines, 252-253,
Degrees, 0 Diameter, 8
301-302
30° angles, 190- 191 circle relationships and, 29
diagrams of percent problems,
90° angles, 2-3 inscribed angles, 64 46-47, 56-57
180º measurement (see 180° surface area and, 14 uniform motion problems (see
measurement) Difference of two cubes, 443-444 Uniform motion
360º measurement, 3, 159 Difference of two squares, problems)
in angles, 2-3 176-177, 200- 201 , 210 See also Graphs
lndex 553
E exponential, 464-465, 467 Equilateral triangles, 21
Elements, 11 for ideal gas laws, 245-247, Equivalent equations, 35
291-292,365-366 Estimation
Elements (Euclid), 136
from angle relationships, 87 scientific notation and, 187-188,
Elimination, 79-80
from experimental data, 286-287
in linear systems with three
252-253,301-302 trigonometric func~ions,
unknowns, 316-317,
374-375 from geometry, 47-48 195-196
in linear systems with two from parallelograms, 169-170, with scientific calculators,
unknowns, 86,253-254 514 285- 286
in nonlinear systems, 351-352, functional, 390, 392 Eucleides. See Euclid.
394-396 graphing (see Graphing: systems Euclid, 95, 136-138, 143
of denominators, 112-113, of linear equations; Euclid's postulares, 136-138, 143
117-118, 181-182, systems of nonlinear
Eudoxus of Cnidus, 135
237-238,294-295 equations)
Euler's notation, i, 223-224, 272
See also Substitution
lead coefficients of, 249
Evaluation of numerical
linear intercepts of, 213-214
Ellipses as conic sections, 350 expressions, 31
linear (see Linear equations)
Empty set, 423 Even numbers, 533
logarithrnic, 479-481
Endpoints, 1, 2 Events in probability, 472-473
nonlinear, 350-352, 394-396
English measurement units, Experimental data, 252-253,
conversion to metric units, of parallel lines, 99
301-302
230 of uniform motion problems (see
Exponential equations, 464-465,
Equality Uniform motion
467
problems)
additive property of, 34-35 Exponential functions
Pythagorean theorem, 59 (see
equal sign, =, 147, 151-152, 339 calculators, 466-467
also Pythagorean
Euclid's postulare, 136 theorem) compound interest, 467-468
greater than or equal to, :2'., 356, quadratic (see Quadratic graphs of, 465-466
378-379 equations) importance of, 465-467
in triangles, 20-22, 94-95 radical, 210-212, 320-321 Exponential growth, graph of,
less than or equal to,:::::, 378-379 simultaneous (see Systems) 465-466
multiplicative property of, slope-intercept forro of linear, Exponents
34-35 67-69, 75-77 fractional, 160-162, 204-205,
of angles, 4, 91, 94-95, 137-138 solutions of, 34-36 207-208
of denominators in adding of solving (see Solving equations) logarithms (see Logarithms)
fractions, 62-63 systems of (see Systems) · negative, 26-27
of segments, 4 variation (see V ariation) powers of sums, 172-173
ofvertical angles, 137, 370 with decimal coefficients, power theorem for, 28-29,
statements of, 39-40, 102-103, 42-43,253-254 172-173,343-344,446
450-451 with fractional coefficients, product theorem for, 27- 28,
See also Inequalities 112-113, 253-254 342-343
Equalsign, 147, 151-152,339 with subscripted variables, rules for, 455-456
Equations 86-87, 105, 486 Expressions
abstract, 181-182, 237-238, writing, from words, 39-40, algebraic, 6, 31, 151-153, 339
294-295 102-103, 450-451
denominator-numerator rule (see
axes of symmetry for, 414-418 Equiangular polygons, 19 Denominator-numerator
checking roots in original, Equidistance rule)
210-212 from si des of angles, 510-511 evaluating, 31
conditional, 413 from two points, 509-51 O numerical, 5, 31
degrees of polynomial, 51, Equi- ("equal"), 21 radical (see Radical expressions)
75-76,346,350 Equilateral, 49 rational (see Rational
domains of, 355 Equilateral polygons, 19 expressions)
554 Algebra 2
rationalizing the denominator, PV = nRT, 365-366 Functions, 390-391
129-130 Pythagorean theorem, 59-60, cosine (see Cosine function)
simplifying (see Simplification) 364 domains of, 390-391, 422-424
substitution (see Substitution) quadratic, 297-299, 357-358, exponential (see Exponential
variable rules with, 342-344 386, 400-401 functions)
Exterior angles right triangles, 328-329 functional equations, 390, 392
alternate, 137-138, 142-143 slope, 360-362 images and, 390-391
polygon, sum of, 159 slope-intercept forro, 67-69, inverse, 193, 198, 255
proofs, 242-243 75-77 notation for, 392, 422-423
remote, 142-143, 242-243 surface area, 13-16 ordered pairs, 390-392
volume, 10-13 products of, 423-424
F Fractional equations, 40, 112-113 sine (see Sine function)
Fractional exponents, 160-162 sums of, 422-423
Factorable denominators, 312-314
from radical expressions, tangent (see Tangent function)
Factoring, 433-436
204-205
binomials, 433-435 trigonometric, 191-193,
power theorem for exponents, 195-198,255
difference of two cu bes, 28-29, 172-173,
443-444 Fundamental counting principie,
343-344,446
difference of two squares, 471-472
trick problems with, 207
176-177,200-201,210
Fractions
monomials, 116-117 G
adding, 62-63
sum of two cubes, 443-444 Gas laws, ideal, 245-247,
as coefficients, 112-113,
to solve quadratic equations, 291-292,365-366
253-254
173-175, 176-177,217, Gay-Lussac's law, 245
as exponents, 160-162,
297 General ideal gas law equation,
204-205, 207-208
trinomials, 121-122, 433-436 245-247,291-292
as negative exponents, 26-27
zero factor theorem, 173-174, Geometric solids, 11, 13
177,217,297 common denominators, 62-63,
112, 125 Geometry
zeros and, 174-175 ancient Greek contributions to,
complex, 128-129, 152,
Factor ("maker" or "doer"), 116 135-136
271-272
Factors, 116, 433 basic construction in, 499-502
decimal, 42
cancellation, 117-118 equations from, 47-48
denominator-numerator rule,
product of square roots theorem, 128 See also specific tapies
98 Gonon ("angle"), 19
ideal gas laws, 245-247,
quotient theorem for square 291-292 Gram atomic weight, 167-168
roots, 145-146, 203
in abstract equations, 181-182, Gram molecular weight, 167-168
Fahrenheit (F), 245n 237-238, 294-295 Graphing
Flipping (reftection about a line), in word problems, 40 circles, 395-396
147-148
least common multiple (LCM) exponential functions, 465-466
Fluere ("to ftow"), 525 of denominators, 62-63, inequalities
Force vectors ata point, 324-325 112, 125
on coordinate planes,
Formulas negative reciprocals, 141 377-381, 460-461
area, 9-10 quotient theorem for square on number lines, 355-357,
circumference, 8 roots, 145-146, 203 409-411, 448-449,
compound interest, 467-468 ratios, 27, 89, 164 (see also 453-454, 483-485
distance, 364-365 Ratios) intercept-slope method of,
ideal gas laws, 245-247, reciprocals, 26, 141 52-54
365-366 repeating decimals, 430-432 linear equations, 51-54
lateral surface area, 15-16 signs of, 278-279 lines in experimental data,
perimeter, 8-10 written as ratios, 27, 89, 125 252-253,301-302
probability, 472-474 Frequency distribution graphs, 534 numbers, 5
lndex 555
parabolas, 413-418 stem-and-leaf plots, 532-533 Independent events and probability,
polar coordinates, 232-235 Greater than, >, 355-356 473-474
quadratic equations, 413-418 absolute-value inequalities, 483 lndependent systems of linear
systems of linear equations, equations, 348
nonlinear inequalities, 460-461
108-110 lndependent variables, 389-390
not greater than, 'J>, 356
systems of linear inequalities, Inequalities
quadratic inequalities, 448-449
379-381 absolute-value, 409-411,
Greater than or equal to, ~. 356,
systems of nonlinear equations, 483-485
378-379
351,395,396 domains of, 355
Greeks, historie infiuence on
systems of nonlinear graphing
mathematics, 13, 135-136,
inequalities, 460-461 on coordinate planes,
499
Graphs 377-381, 460-461
Growth, exponential, 465-466
dots as graphs of points, 1 on number lines, 355-357,
of circles, 350, 395-396 409-411, 448-449,
H 453-454, 483-485
of conic sections, 350-351
Half-line, 2 greater than, 355
of conjunctions, 368-369
Height (altitude) quadratic, 448-449, 453-454
of ellipses, 350
of experimental data, 252-253, finding, of triangles, 73, rational, 490-491
301-302 279-280
systems of linear inequalities,
of exponential functions, of isosceles triangles, 73 379-381
465-466 of triangles, 9 systems of nonlinear
of first-degree polynomial volume and, 11-13 inequalities, 460-461
equations, 51 See also Pythagorean theorem transitive axiom, 355-357
of frequency distributions, 534 Heptagons, 20 trichotomy axiom, 355-357
of hyperbolas, 350, 394-396 Hexagons, 19-20 See also Equations
of inequalities Hippocrates of Chios, 135 Inscribed angles, 64-65, 160,
on coordinate planes, History of mathematics, 13, 241-242,527-529
377-381, 460-461 135-136 Inscribed circles, 524-526
on number lines, 355-357, HL (Hypotenuse-Leg), 504-505 lnscribed quadrilaterals, 160
409-411, 448-449, Inscribed triangles, 524-525
Hyperbolas
453-454, 483-485
as conic sections, 350 Integers
of linear equations, 51-54
in nonlinear systems, 394-396 absolute value, 410-411
of linear intercepts, 213-214
Hypotenuse-Leg (HL), 504-505 as subset of real numbers, 429
of negative angles, 302-304
Hypotenuses, 190, 254 (see also consecutive, in word problems,
of nonlinear equations,
Pythagorean theorem) 43-44
350-352, 394-396
counting, 429
of normal curves, 534
1 products of functions, 423-424
of parabolas, 350, 413-418
Ideal gas laws, 245-247, 291-292, rational numbers, 429-430
of points, 1
365-366 sets of, 476
of polar coordinates, 233
If-then statements, 134-136 sums of functions, 422-423
of quadratic equations, 413-418
Images and functions, 390-391 Integral coefficients, 112-113
of rectangular coordinates,
232-233 Imaginary numbers, i, 221-222, Intercepted ares of circles,
288 241-242,370
of systems of equations,
108-110,346-348,351, complex numbers and, 223-224, Intercepts
395,396 272-273,335,429 in equations oflines, 75-77
of systems of inequalities, Euler' s notation, i, 223-224 in slope-intercept form, 67-69,
108-110,346-348,351, versus real numbers, 222-224, 75-77
395, 396 288 linear, 213-214
slope (se e Slope) Inconsistent systems of linear parallel lines and, 99
standard deviation, 534-535 equations, 348 Intercept-slope method, 52-54
556 Algebra 2
Interest, compound, 467-468 L as primitive term, 1, 520
Interior angles Lateral surface area, 15-16 concurrent, 525
altemate, 138 Latus ("side"), 21 congruent, 147
of polygons, sum of, 159 Laws of logarithms, 494 elements, 11
proofs, 242-243 LCM (least common multiple) of Euclid' s postulate, 136
remote, 142-143, 242-243 denominators, 62-63, 112, from experimental data,
lntersection, 2 125 252-253,301-302
of angles, 3 Lead coefficients, 249, 512 half, 2
oflines Leaf, in stem-and-leaf plots, intercept-slope method, 52-54
532-533 intersecting (see Intersection: of
angles formed by, 4
Least common multiple (LCM) of lines)
planes in space, 520-521
denominators, 62-63, 112, number (see Number lines)
solutions to systems of 125 of symmetry, 414-418
equations, 346-347
Legs of isosceles trapezoids, 516 parallel (see Parallel lines)
systems of linear
Less than, < perpendicular (see Perpendicular
inequalities, 379-380
absolute-value inequalities, 483 lines)
transversals, 22-23,
137-138, 214-215 nonlinear inequalities, 460-461 plane as three points not on
quadratic inequalities, 453-454 same, 2, 521
of sets, n, 494-495
Less than or equal to, :::::, 356, planes in space and, 520-521
Inverse operations, 117-118
378-379 segments (see Segments)
Inverse trigonometric functions on
Letter symbols for sets, 476 skew, 521
calculators, 193, 198, 255
Like terms, 32 slope-intercept form of
Inverse variation, 257-258,
Linear combination method, 79 equations of, 67-69,
332-333
75-77
Irrational numbers, 9 Linear equations, 67, 346
slope of (see Slope)
as subset of real numbers, abstract, 181-182, 237-238,
294-295 transversals, 22-23, 137-138,
429-430
214-215
powers and roots, 288 consistent, 348
See also Linear equations
sets of, 476 degree of, 67, 346
Line segments. See Segments
Irrational roots, 357-358, 400-401 dependent, 348
Liter (L), 327-328
Irregular polygons, 20 from experimental data,
Locus of points, 497-498
!so- ("equal"), 21 252-253,301-302
Logarithmic equations, 479-481
Isolation ofradicals, 210-212 graphing, 51-54, 108-110
Logarithms
Isosceles trapezoids, 515-517 inconsistent, 348
antilogarithms, 456-458
independent, 348
Isosceles triangles, 21 laws of, 494
slope-intercept form of, 67-69,
area of, 73-74 rules for, 455-456
75-77
bisection of, 73 See also Exponents
solving,34-37, 42-43, 112-113,
congruence of, 147-149, 151, 181-182,237-238, Lower base angles, 516
505-506 294-295, 339
proofs, 506-507 systems of (see Systems) M
with decimal coefficients, Magnitude of slope, 68
J 42-43,253-254 Major ares of circles, 241
Joint and combined variation with fractional coefficients, Major rules of algebra, 151-152,
problems, 398-400 112-113, 253-254 339
writing,_67-69, 75-77 Mapping offunctions, 391
K Linear inequalities, 377-381 Markup problems, 420-421
Kelvin (K) Linear intercepts, 213-214 Matches. See Pairs
as unit of temperature, 245n, Lines, 2 Mathematics, history of, 13,
246-247 as conic sections, 351 135-136
in ideal gas laws, 245, 366 as curves, 1 Mean, 533-534
lndex 557
Measurement discriminant, 386-388 trichotomy axiom, 355-357
metric units, 229-230 radicands and product of square See also Graphs
U.S. Customary units, roots theorem, 222-223 Numbers, 5
conversion to metric, 230 reciprocals, 141 absolute value (see Absolute
Median, 73, 533 square roots of (see Imaginary value)
Meters, cubic (m3), 327 numbers) complex (see Complex
Metric units, conversion of, Negative slope, 68 numbers)
229-230 Negative vectors, 317-318 counting, 429, 470-471, 476
Metric volume, conversion of, Newton (N; unit ofpressure), 245n, decimal (see Decimal numbers)
327-328 246 even,533
Midpoints of triangle sides, 111 n-gons, 20 fractional parts of, 40
Milliliters (mL), 327-328 No-choice theorem, 95 imaginary (see Imaginary
Minor ares of circles, 241 Nominare ("to name"), 184 numbers)
Minor premises in deductive Nonagons, 20 integers (see Integers)
reasoning, 134-136 Nonlinear equations, 350 in word problems, 440-441
Mixture containers, 226-227, 261 systems of, 350-352, 394-396 irrational, 9, 476
Mnemonic devices for sine, cosine, Nonlinear inequalities, 460-461 letter symbols for sets of, 476
and tangent, 191 Nonparallel lines, Jt', 22, 24 natural, 429, 476
Mode,533 Notation negative (See Negative
Molecules, 167-168 arrow, 1-2, 24 numbers)
Monomials, 50 bar odd,533
factoring of, 116-117 for line segments, 1-2 pi, 1C, 8-9
Multiple radicals, 321-322 for repeating digits, positive, 5-6, 456
Multiplication 430-432 rational, 429-430, 476
algebra rules, 151-153, 339 Euler's, i, 223, 272 real (see Real numbers)
cross, 68, 90-91 functional, 392, 422-423 relationships among, 405-407
distributive property, 34 of locations on coordinate plane, value and, 440
least common multiple (LCM) 233-235 whole, 429, 476
of denominators, 62-63, scientific (see Scientific Numerals
112, 125 notation) absolute value of, 5
offractions,40, 112-113 set-builder, 477 numerical expression, 5, 31
of polynomials, 82 triangle tick marks, 21, 91, 95 value and, 440
of rational expressions, 164 Not greater than, 'i>, 356 Numerators
products of functions, 423-424 Null set, 423 cancellation of, 117-118
rule for equations, 34-36 Number lines in addition of fractions, 62-63
unit conversion problems, 185 absolute value shown on, 5 Numerical expression, 5, 31
Multiplicative property of equality, conjunctions, 368-369, 409-410
34-35 disjunctions, 369, 410-411 o
Multipliers, unit, 184-185, greater than, >, 355
Obtuse angles, 2
206-207 imaginary numbers shown on,
Obtuse triangles, 20
222
Octagons, 19, 20
~ negative numbers shown on,
5-6, 411 Odd numbers, 533
Names, definitions as, 136 "Or." See Disjunctions ("or")
ordering of real numbers,
Natural logarithms (In), 456-458 Order
405-407
Natural numbers, 429, 476 of addition, 6
positive numbers shown on,
Negative angles, 302-304 5-6, 448 of rational numbers, 429-430
Negative exponents, 26-27 real numbers shown on, 222, of real numbers on number lines,
Negative numbers 405-407 405-407
absolute value of, 5-6, 411 transitive axiom, 355-357 Ordered pairs, 374, 390-392
558 Algebra 2
Ordered set, 355, 405 in simple equations, 36 conversion from rectangular
Ordered triples, 374-375 Pascal (Pa; unit of pressure), 245 form, 254-255
Origins of rays, 2 Pentagons, 19-20, 158 negative vectors, 317-318
Oval cylinders, volume of, 11-12 Per- ("by"), 46 Polygons
Overlapping lines, 347 Percent, 46 angle measurement in, 158-160
Overlapping right triangles, markups, 420-421 diagonals of, 20
122-123 problems, 46-47 exterior angles of, 137-138,
weight combination by, 142-143, 159
p 230-231 interior angles of, 138, 142-143
Pairs word problems, 46-47, 56-57, types of, 19-20
420-421 See also Quadrilaterals;
functions and, 390
Perimeter, 8-10 Triangles
ordered, 374, 390-392
area and, 9 Poly- ("more than one"), 19
Parabolas, 414
of circles, 8 Polynomial equations, 51
as conic sections, 350
of irregular figures, 10 Polynomials, 50
graphs of, 413-418
surface area and, 15 degrees of, 75, 346
nonlinear inequalities and,
460-461 Permutations, 470-471 division of, 83-84, 426-427
Perpendicular bisectors, 73, 178, multiplication of, 82
See also Quadratic equations
512 Positive integers, 429, 476
Parallel lines, 2, 99
Perpendicular lines, 141-142 Positive numbers
angles and, 118- 119, 137-138
circle proofs and, 512 absolute value of, 5-6
in cylinders, 11
constructing, 501 as bases of logarithms, 456
in systems of linear equations,
planes in space, 520-521 Positive slope, 68
347
transversals, 22 Positive square roots, 221-222
in systems of linear inequalities,
379-380 y-intercept, 142 Postulates
in trapezoids, 515 Pi, ;r, 8-9
about circles, 511-512
plane determination, 521 Planar figures, 520
Euclid's, 136-138, 143
symbol, 11, 22 Plane geometry, 520
triangle congruency, 149,
Planes, 2 503-505
transversals, 22- 23, 137-138,
214-215 as primitive term, 1, 520 Power rule for exponents, 28-29,
y-intercept, 141 conic sections and, 350 172-173,343-344,446
Parallelograms, 169, 514 coordinate, point location on, Powers
232-235 calculators and, 287-289
diagonals of, 514
Euclid's postulate, 136 decimal numbers and scientific
measurement of angles in,
169-170,514 in space, 520-521 notation, 101-102
proofs, 169, 177 parallel, 520 of sums, 172-173
properties of, 169, 177 tangent to cone, 351 See also Exponents
rhombuses, 178-179 Playfair, John, 136 Power theorem for exponents,
Parallel planes, 520 Point-by-point graphing, 413-414 28-29, 172-173,343-344,
Point of tangency, 241 446
Parentheses
Points, 1 Pressure
fractional exponents and,
160- 162 angles as sets of, 3 in ideal gas laws, 245-247,
as primitive term, 1, 520 291-292,365-366
in abstract equations, 181- 182,
237-238,294-295 Euclid's postulate, 136 units of, 245-247
in chemical mixture problems, line intersection with plane, 521 Primitive terms, 1, 520
226-227, 261 location on polar coordinate Principal, in compound interest,
in completing-the-square plane, 232-235 467-468
problems, 218- 219 slope-intercept form of equation, Principal square roots, 221-222
in negative exponent problems 67-69, 75-77 Prisms, 11-12, 14
with minus signs, 27 Polar coordinates, 232-235 Probability, 472-474
lndex 559
Problems. See Solving equations; Q R
word problems
QED (quad erat demonstrandum), Radical denominators in square
Product of square roots theorem, roots, 67, 283-284
143
98-99,222-223
Quadratic equations, 217 Radical equations, 210-212,
Products 320-321
factoring, 116-117 coefficients of, 249
Radical expressions
of chords, 370-372 complex roots of, 264-265
equations with, 210-212,
of complex conjugates, 335-336 degree of, 346 320-321
of conjugates, 283 discriminant, 386-388 fractional exponents and,
of functions, 423-424 irrational roots, 357-358, 204-205
of secants, 370-372 400-401 in denominators, 129, 283,
Product theorem for exponents, 306-307
parabolas as graphs of, 413-418
27-28,342-343 multiple, 321-322
solving
Proofs rationalizing denominators, 129,
by completing the square, 145-146
180° in a triangle, 138-139
217-220,249-250,
circle, 511-512 simplification of, 98-99, 129,
264-265,297
congruence,505-506 203,283
by factoring, 173-175, See also Square roots
isosceles triangle, 506-507 176-177, 217, 297
of angles, 242-243 Radical sign (square root), -{, 210
by taking square roots, 217,
of Pythagorean theorem, Radicals, isolation of, 210-212
297
526-527 Radicand, 129, 222-223
by using the difference of
parallelogram, 169, 177 Radius, 8
two squares theorem,
rhombus, 178 200-201, 210 circle relationships, 29
secant-segment rule, 371 Euclid's postulate, 136
by using the quadratic
Properties, 6, 59 formula, 297-299, inscribed angles, 64
additive property of equality, 357-358, 386, proofs, 511-512
34-35 400-401 sectors of circles, 16
commutative, 6 by using the zero factor surface area, 14, 16
distributive, 34 theorem, 173-174, Range of a function, 390-391
multiplicative property of 177,217,297 Rate unit conversions, 206-207
equality, 34-35 word problems and, 238-239 Ratio form of percent equation, 46
of parallelograms, 169, 177 Quadratic formula, 297-299, Rational expressions, 125-126
of rhombuses, 178 357-358,386,400-401 division of, 165
slope-intercept, 67-69 Quadratic inequalities multiplication of, 164
Proportion, 89 greater than, >, 448-449 See also Fractions
cross multiplication, 90-91 Rationalizing denominators,
less than, <, 453-454
in overlapping triangles, 129-130, 145-146 (see also
113-114 Quadrilaterals, 19, 514
Simplification)
in ratio word problems, 89 angles in, 158, 514-518 Rational numbers, 429-430
in similar triangles, 106-107 as polygons, 20, 514 sets of, 476
Proportional segments, 23-24 diagonals of, 514-517 Ratios, 89, 429
PV = nRT formula, 365-366 inscribed, 160 chemical compounds and,
Pyrarnid, 12, 16 parallelograms, 169 167-168
Pythagoras, 135 cosine, 191
rectangles (see Rectangles)
Pythagorean theorem, 59-60, direct variation as, 331-332
122-123 rhombuses, 178, 514
fractions, 27, 89, 164 (see also
origins of, 135 trapezoids, 515-516 Fractions)
proof of, 526-527 Quartic equations, 75 in overlapping triangles,
using, to find height, 73, Quotient theorem for square roots, 113-114
279-280 145-146,203 in similar triangles, 106-107
560 Algebra 2
inverse variation as, 332-333 45° -45°-90º triangles, 328-329 proofs, 243
rational expressions, 125-126, hypotenuse in, 190 Secant-segment rule, 371-372
165 measurement of angles in, Sectors of circles, 16-17
sine, 191 190-192 Segments, 1
tangent, 191 overlapping, 122-123 bisection of, 73
word problems with, 89-90 solving, 195-198 chords, 370
Rays, 2, 3 trigonometric functions, congruency of, 147
Real numbers, 222, 355, 429 190-198
copying, 499
absolute value and, 410-411 Rise of slope, 68
elements, 11
commutative property, 6 Roots
equality of, 4
complex numbers and, 223-224, complex, 264-265
equidistance from two points,
272-273,335,429 finding, with calculators, 509-510
products of functions, 423-424 287-289
length designation, 2
sets of, 476 irrational, 357-358, 400-401
length determination, 23
square (see Square roots)
subsets of, 429-430 measurement of, 4
Rotation
sums of functions, 422-423 notation, 1-2
of geometric figures, 147-148
versus imaginary numbers, parallel lines and equal angles,
222-224,288 of rays, 3 118-119
Reasoning, deductive, 134-136 Rulers, use in geometry, 499 proportional, 23-24
Reciprocals, 26, 141 Rules, 59 secant-segment rule, 371-372
Rectangles, 515 algebra, major, 151- 153, 339
Self-evident truths (Euclid's
area of, 9, 11 denorninator-numerator rule (see axioms), 136
Denorninator-numerator
diagonals of, 515 Set-builder notation, 477
rule)
perimeter of, 8 Sets
for addition in equations, 34-36,
volume of, 11-12 79-80 empty set, 423
Rectangular coordinates, 232-235 for antilogarithms, 456-458 equivalent equations, 35
conversion to polar form, for exponents, 455-456 functions of, 390-392
254-255 for logarithms, 455-456 intersection of, n , 494-495
negative vectors, 317-318 for multiplication/division in letter symbols for, 476
Rectangular cylinders, 11-12 equations, 34-36 null,423
Rectangular solids, 11 secant-segment rule, 371-372 of points, angles as, 3
Reflection about a line, 147-148 See also Theorems ordered, 355, 405
Reflex angles, 2 Run of slope, 68 permutation, 470
Regular polygons, 20 probability, 472-473
Remote angles, proofs, 242-243 s subsets
Remote interior angles , 142-143, Sample space, in probability, of the complex numbers,
242-243 472-473 335
Repeating decimals, 430-432 1 SAS (Side-Angle-Side), 504-505 of the real numbers, 429-
Rhombuses, 178, 514 Scale factor 430
Right angles, 2-3, 136, 190-192, congruenttriangles, 148-149 union of, u, 495
515 proportional segments, 23-24 Venn diagrams, 495-496
Right solids, 11-13, 15 similar triangles, 91, 106-107 Side-Angle-Side (SAS), 504-505
circular eones, 12, 16 Scalene triangles, 21 Sides
circular cylinders, 11-13 Scientific calculators, 285-286 corresponding, 91
cylinders, 11 Scientific notation, 101-102, equilateral, 49
oval cylinders, 11 187-188, 286-287 of equations, 34-37
rectangular cylinders, 11 Scribere ("to write"), 524 of polygons, 19-21
triangular cylinders, 11 Secants, 241 of triangles, 20-21
Right triangles, 20 products of, 370-372 Side-Side-Side (SSS), 503, 505
lndex 561
Signs Slope-intercept form, 67-69, Spheres
conjugates, 283 75-77 surface area of, 15-16
factorable denominators and, Solid geometry, 520 volume of, 12-13
312-314 Solids, geometric, 11, 13 Square roots, 210, 222
in division of polynomials, Solving equations, 34-37, 151,
difference of two squares
83-84 339
theorem, 200-201, 210
negative (see Negative numbers) abstract, 181-182, 237-238,
distance formula, 364-365
negative reciproca!, 141 294-295
addition rule, 34-36, 151, 339 imaginary numbers, 221-222
of fractions, 278-279
slope formula, 361-362 completing the square, 217-220, in solving quadratic equations,
249-250,264-265,297 217,297
with transposition, 36-37
Similar triangles, 91-92 difference of two squares of negative numbers (see
theorem, 200-201, 210 Imaginary numbers)
as proportional, 106-107
exponential, 464-465 product theorem for, 98-99,
products of chords, 371
five-step process, 36 222-223
solving for unknowns, 235
linear, 34-37, 42-43, 112-113, quotient theorem for, 145-146,
"Simplenomials." See Polynomials
151, 181-182,237-238, 203
Simplification
294-295, 339 radical denominators, 67,
algebraic, 339-341 283-284
logarithmic, 479-481
denominator-numerator rule (see
Denominator-numerator
multiplication/division rule, radical sign, f", 210
34-36, 151,339 rationalizing the denominator,
rule)
quadratic (see Quadratic 129-130
of complex fractions, 128-129
equations: solving) symbol, f", 210
of fractional exponents, 161-162
quadratic formula, 297-299, Squares
of radicals, 98-99, 129, 203, 283
357-358,386,400-401
Simultaneous equations. See area of, 9
radical, 210-212, 320-321
Systems diagonals of, 515
systems (see Solving systems of
Sine function, 191 difference oftwo, 176-177,
equations)
inverse functions, 193 200-201, 210
transposition, 36-37
mnemonic device for, 191 Pythagorean theorem, 59-60,
wi:th decimal coefficients, 42-43
of angles, 190-191 364
with fractional coefficients,
on calculators, 191-192, 112-113 See also Exponents
195-196 SSS (Side-Side-Side), 503, 505
with powers, 464-465
rectangular and polar coordinate Standard deviation, 534-535
zero factor theorem, 173-174,
conversion, 233,
177,217,297 Standard form of complex
254-255
Solving systems of equations numbers, 223-224, 272, 335
Skelos ("leg"), 21
linear systems Statements
Skew lines, 521
Slant height, 16 with three unknowns, if-then statement, 134-136
316-317, 374-375, of equality, 39-40, 102-103,
Slope,360
437-438 450-451
absolute value, 68
with two unknowns, 72, three statements of equality,
formula, 360-362 79-80,86, 108-110, 450-451
intercept-slope method, 52-54 253-254,403-404
Stem-and-leaf plots, 532-533
magnitude of, 68 nonlinear systems, 87, 275-276,
of "best-fit" lines, 252-253, 351-352, 394-396, Stem, in stem-and-leaf plots, 532
301-302 400-401 Straight angles, 2-4, 23
of graphs, 140, 67-69 using elimination, 79-80 Straightedge, use in geometry, 499
parallel lines, 99 using graphs, 108-110 Straight lines and Euclid's
perpendicular lines, 141-142 using substitution, 71-72 postulate, 136
slope-intercept form, 67-69, Speed in uniform motion problems, Subscripted variables, 86-87, 105,
75-77 104-105 486
562 Algebra 2
Sub sets imaginary numbers, i, 223-224 Celsius (C), 245n
of the complex numbers, 335 intersection of sets, í\ 494-495 Fahrenheit (F), 245n
of the real numbers, 429-430 less than, <, 453-454, 483 in ideal gas laws, 245-247,
Substitution less than or equal to, ~. 356 291-292,365-366
axiom, 71-72 nonparallel lines, %, 22 kelvin (K), 245n, 246-247, 366
in linear systems not greater than, ':/>, 356 units of, 245n
with three unknowns, numerical expression as, 5 Terminal position, 3
316-317, 374-375 parallel lines, 11, 22 Terms
with two unknowns, 71-72, pi, Jr, 8-9 addition of like, 32
403-404 square root (radical sign), .[, constant, 36
in nonlinear systems, 87, 210 degrees of, 346
275-276,351-352, "such that," I, 477
394-396 prirnitive, 1, 520
summation, L,, 223 undefined, 1, 520
See also Elirnination
union of sets, u, 495 Theorems, 59, 136
"Such that," 1, 477
Symmetry, axis of, 414-418
Summation symbol, L,, 223 ares of circles, 517-518
Systems
Sum of two cu bes, 443-444 chords of circles, 517-518
of linear equations with three
Sums corresponding interior and
unknowns, 316-317,
of complementary angles, 3-4 exterior angles, 13 8
374-375,437-438
and factoring, 116-117 difference of two squares,
of linear equations with two
200-201, 210
of functions, 422-423 unknowns
exponents, power theorem for,
powers of, 172-173 solutions of, 346-348
28-29, 172-173,
of supplementary angles, 3, 4 solving, 72, 108-110, 374, 343-344,446
See also Addition 403-404
exponents, product theorem for,
Supplementary angles, 3 with fractions and 27-28,342-343
complementary angles and, 4 decimals, 253-254
no-choice, 95
transversals and, 23 with subscripted variables,
86-87 power theorem for exponents,
Surface area, 13-16 28-29, 172-173,
of linear inequalities, 379-381
of eones, 16 343-344,446
of nonlinear equations, 87,
of cubes, 13 product of square roots, 98-99,
275-276,351-352,
of cylinders, 13-15 222-223
394-396, 400-401
of prisms, 14 product theorem for exponents,
27-28,342-343 •
of pyrarnids, 16 T
of spheres, 15-16 Pythagorean (see Pythagorean
Tangency, point of, 241 theorem)
Syllogisms, 134-135 Tangent function, 191, 241 quotient theorem for square
Symbols inverse functions, 193 roots, 145-146, 203
absolute value, 11, 5 mnemonic device for, 191 zerofactor, 173-174, 177, 217,
angle, L, 3 of angles, 190-192 297
approximately equal to, =, 8-9 on calculators, 191-192, See also Rules
bar, 195-196,254 Three statements of equality,
for line segments, 1-2 rectangular and polar coordinate 450-451
for repeating digits, 430 conversion, 233, Tick-mark notation for triangles,
braces, { }, for set-builder 254-255 21,91,95
notation, 477 Tangents Time, rate unit conversions,
congruent, :=:, 147 circle proofs, 511-512 206-207
equalsign,=, 147, 151-152,339 of planes to eones, 351 Transitive axiom, 355-357
Euler's notation, i, 223-224 proofs, 243 Translation of geometric figures,
greater than, >, 355 rules of, 370-372 147
greater than or equal to, ~. 356 Temperature Transposition, 36-37
lndex 563
Transversals, 22-23 sine (see Sine function) Variation
corresponding altemate angles, tangent (see Tangent function) direct, 257-258, 331-332, 398
137-138 Trikha ("in three parts"), 355 inverse, 257-258, 332-333, 398
right angles, 214-215 Trinomials, ·50 joint and combined, 398-400
Trapezoids, 515-516 completing the square, 217-220 Vectors, 233
Triangles factoring, 121-122, 433-436 addition of, 268-269
30º -60º -90º, 279-280 Triples, ordered, 374-375 force, ata point, 324-325
45° -45° -90°, 328-329 negative, 317-318
AA - AAA, 94-95 u Velocity in uniform motion
acute, 20 problems, 104-105
Undecagon, 20
altitude, 73, 279-280 Venn diagrams, 495-496
Undefined terms, 1, 520
area of, 9 Vertical angles, 4
Uniform motion problems
as polygons, 20 as equal, 137, 370
both distances given, 309-310
circumscribed, 524 proofs, 242-243
different distances, 131-133
congruence of, 147-149, Vertices
equal distances, 104-106
503-505 bisection of, 73
constructing, 501-502 with two objects at different
distances, 155-156 congruency of, 148
distance formula and, 364-365 in cone volume, 12
Union of sets, u, 495-496
equality of angles, 94-95 in polygons, 19
Unit multipliers, 184-185,
equidistance from two points, of angles, 3
206-207
509-510
Units, 184 of inscribed angles, 64
equilateral, 21
conversion of, 185 Volume, 10-13
force vectors ata point, 324-325
unit multipliers, 184-185, area and, 12
height (altitude), 73, 279-280
206-207 in ideal gas laws, 245-247,
hypotenusein, 190,254 291-292,365-366
Unity lead coefficient, 249
inscribed, 524-525 of eones, 12
Unknowns. See Variables
isosceles (see Isosceles of cubes, 10-11
Upper base angles, 516
triangles)
U8. Customary measurement units of cylinders, 11-13
measurement of angles in,
(see English measurement of geometric solids, 11
20-22, 113-114
units) of prisms, 11
obtuse, 20
of pyrarnids, 12
right (see Right triangles)
V of spheres, 12-13
scalene, 21
similar, 91-92, 106-107, 235 Valid arguments (deductive
sine, cosine, and tangent,
reasoning), 135 w
190-192 Value Weight combinations by percent,
sum of angles in, 138-139 absolute (see Absolute value) 230-231
tick marks, 21, 91, 95 of numbers and numerals, 440 Wholeness, Euclid's postulate, 136
Triangular cylinders, 11-12 of numerical expression, 31 Whole numbers, 429, 476
Triangular prisms, 11-12, 14 word problems, 94 Word problems
Triangular pyrarnids, 12, 16 Variables, 31 age, 486-488
Trichotomy axiom, 355-357 dependent,389-390 boat-in-the-river, 382-384
Trick problems with fractional equations in one, 36 chernical mixture, 226-228,
exponents, 207 independent, 389-390 261-262
Trigonometric functions, in word problems, 39-40 compound interest, 467-468
estimating, 195-196 power theorem for exponents, consecutive integer, 43-44
Trigonometry 343-344 decimal, 43
cosine (see Cosine function) product rule for exponents, directvariation, 257-258
functions of, 191-193, 195-198, 342-343 ideal gas, 245-247, 291-292,
255 subscripted, 86-87, 105, 486 365-366
564 Algebra 2
inverse variation, 257-258
joint and combined variation,
398-400
number, 440-441
percent, 46-47, 56-57,
420-421
probability, 472-473
quadratic equations and,
238-239
ratio, 89-90
relationships of numbers in,
405-407
statements of equality in, 39-40,
102-103, 450-451
subscripted variables in, 86-87,
105, 486
uniform motion (see Uniform
motion problems)
value, 94
y
y-intercept, 141-142, 415
z
Zero
absolute value of, 5-6, 411
as a degree, 346
as a factor, 174-175
net addition óf, 416
Zero factor theorem, 173-174, 177,
217,297
Answers
problem set l. 115 3. X = 91; y = 89; p = 91 5. 140° 7. o 9. o 11. -10 13. 5
A 15. 4 17. -16 19. -66 21. o . 23. 35 25. 11 27. -10 29. 192
problem set l. 13.76 m 2 3. 136.96 cm2 5. 8.72 m 2 7. 18.28 m 2 ; 146.24 m 3 9. 62.8 cm2
B 11. X = 35; y = 110; Z = 110 13. 20 15. 120° 17. -4 19. 23 21. 26
23. -16 25. -11 27. 6 29. o
practica a. mLC = 35º; mLB = 110º b. X = 35; y = 105 c. A = 50; B = 65; C = 50
d. ~
problem set l. X = 45; y = 90 3. A = 70; B = 110; C = 55 5. 17.49 cm2 7. 60.56 ft
1 9. X = 30; y = 30; p = 150 11. 73° 13. 16r2 15. -100 17. -35 19. 87
21. 46 23. -87 25. -69 27. --& '29. -15
practica a. -¡¡¡1 b. -¡¡¡
1
c. x-1y4 d. 14ncm
problem set l. i 3. 178.99 m 3 5. A = 120; B '= 30; C = 40 7. 10 cm 9. x6y-12
2 11. x-ly7 13. ~
x2 • 15. mn4 e'
17. b6 19. k_, 21. x-3z-12
y-1 23. -t
e'
25. -5 27. -38 29. -27
a 3m
practica a. 21 b. -9 C. X -
..l.:!_
a 3m
problem set l. X = lf; y = 33; z = 9 3. A = 40; B = 100 5. 54 cm 7. -23 9. 895
2 2
3 11. 2677 13. 5p4x 4m5 - P ;'
m
15. x 5y4 + 4xy 17. x8y-8p6 19. x-7m-7p 2
3
21. x 23. x- 2 12
y 25. -1 27. -1 29. 100
4b 2 2b 4
practica a. a 3x2 - h
9
b. ii
problem set l. Radius of r cm: A = nr 2 cm2 ; Radius of 2r cm: A = 4nr 2cm2
4 3. x = y = 40; P = 140; Q = R = 20 5. 2.09 7. fo 9. -3 11. - \~~
x 4y2 .~,~ 2 2
13. y-6p-3 - 3y- 3p 15. - 4- 17. - 4 - 19. 6x y 21. 7ay 2x- 1 + 2xya- 1
23. -18 25. -89 27. 48 29. 4
practica a. -25 b. 1015 pieces
problem set l. -14 3. -6 5. 40,000 horde members 7. X = 76; y = 52
5 9. 8 in.; 200.96 in. 2 ; 1004.8 in. 3 11. -'t 13. -6 15. 6 17. 2 - ~ 19. 4x- I
e
21. !!C.
Bp '
23. 2a2x - 8a2x3 25. ~ 27. 10 29. -35
565
566 Algebra2
practice a. 28,507 stars b. 12, 14, 16
problem set l. 30,000 teachers 3. -3 5. 5, 7, 9 7. ~ cm 9. X = .?j; A = 25; B = !~O
6 11. 290 13. 5 15. 28 17. -kx- 1 + 2k 19. a-5b-3c- 1 21. 3xy - 5x
23. 28 25. - 8~ 27. 6 29. 14 t
practice a. 310 100% 30%
~
70%
,------"-----.
[] [E]
b. 2000% 100%
r---{J--------A--
2000% c. X = 11; A = B = 34
problem set l. 130
c:J DEJ 100% 20%
r"-.
80%
.
3. 2300 100%
,.-------"----
20% 80%
r"-. ,---------A----
c:J [3 c:J
7
\.25
[j \.450
5. 20 100% 1900% 7. 2, 4, 6 9. 15
r---{J--------A--
D DD
11. mLa = 15º; mLb = 45º;
mLc = 90º; mLd = 30°
1 47
13. -¡g 15. -100
17. 2 - 6x 2yp-I 19. 2x2y-10 2 1. 2x3yp-I 23. - 12
5
25. 16 27. -50 29. 38
y
practice
,,
~
,
A
problem set l. 2300 knights 3. -13 5. 7, 9, 11
8 7. 190.4 100% 340%
º
,.-------"----
1 ,~.. 1
9. y
11. r = BD = AC = 5 m 13. X = 20; y = 105
15. *
23. 4xy-3 - 7xy
17. ~¿ 19. 3x - 5p2xy 21. 2ox- 12y- 8
1' 25. f¡ 27. 24 29. -1 -k
" 1'..
Answers 567
practice a. 500 people b. 70,000 widgets
problem set l. 240 wood nymphs 3. $97,500 5. 250,000 soldiers 7. m = 50; p = 70
9 9. X = 10; 5x + lO = 60; y = 59; Z = 120 11. y
13. 5 15. 6
-5 17. o 19. +,
Sx y
21. 7x - 2xy 23. ~ 25. -90
27. 14 29. 8
J
practice a. {56 b• .rss
problem set l. 1750 people 3. 5310 men 5. 4000 minas 7. 9Jrcm2 9. x = 5; P = Q = 105
10 11. y 13. ./33 15. 5 17. -lf 19. 4 - 6xy 2p- 2
21. x-Ip-2 23. 9x 2yz- 1 25. -t 27. fi 29. 15
4
practice mz + 3akz - 3y b ab 2 z - ab 3k + lmn
C. X = 20; y = 80
a. 3bz 4 • ab 3
problem set l. 780 people 3. $3054 5. 8800plums 7. x = 64; y= 116; z = 32; p = 64
11 4c1m2 x 4~1~;P' - 5p .J89 19. t
2
9. 2Jr cm 2 11. kx + ab cx - m 13. 15. 17• fg
ax 3
21. 6 - 4y 2 23. 8x 10y 3m - I 25. -5ka 27. -t 29. 5 ±
practice a.y=-5 b. y= -tx - 1
2 3 2
problem set l . 1600 vases 3. 1200 5. -5 7. 30 9. 12.J6 cm 11. mbcx + bx + c
bcx 2
12 13. b ; ª - 15. 3.f13 17. (a) y = ix + 2 (b) y = -2 19. 5.5 21. -2a-3xy3
23. 2x- 4y8 25. 2ax-I 27. * 29. 102
pracj ce a. (5, -2) h. 2,)5 J.2
problem set l. 450 boats 3. 16, 18, 20, 22 5. 10 units 2 7. AB = 3; DC = ..J97 9. (5, -7)
13 11. (13 , 7) 13. 4 2
ª 4
:
5
k' 15. 2.fl3 17. (a) X = 5 (b) y = -tx - 2 19. -0.9
21. 3 - 2x~a' 23. 4x-3a- 6 25. O 27. t 29. 11
practice a. y = -X + 2 · b. y = -t X + 4
problem set l. 2530 rats 3. -10 5. (5, -2) 7. (10, 18) 9. t x+ cycy;' - 3 x 11. 4 x + e - ex' y
14 13. 8 15. (a) y = tx + 4 (b) y = -4 17. y = -tx + \3
19. A = B = 15; e = D = 30 21. 110 23. .ó.
y
+ 4
3y
25. 1 - 4m 2 11
27. - 36
29. -5
practice (2, 3)
problem set 9 3a2y3 + 3xy2 - almx 11. 2 1
1.7000people 3.4 5.( ~,3) 7. (4,4) • 3a2y2
cx + c +ac x
15 13. .J85 15. (a) y = t (b) y = -tx- 1 17. y = -tx + 2f
19. A = B = 20; C = D = 40 21. 3 + 9xy 3p 2 23. 6 25. Y- 5 27. - ¡1
29. 11
568 Algebra2
practice 4x 2 + 9x + 34 + ~3 X -
problem set l. 420 3. 1050 guests 5. (2, 3) 7. (1, -1) 9. 4x 3 - 2x 2 - 6x + 9
16 11. x2 + 4x + 16 + -2L
x-4
13. 16c + 4c'x
2
4c x
- 3 15. .../53
17. (a) y = -4 (b) y = -tx + 3 19. y = tx + lf
21. A = 30; B = 120; e = 60; D = 60 23. 11 25. 2 - Y';
3x
27. -6x 4y 5
29. -22
practice a. NN = 58; N0 =2 b. TM = -t; Tw = lf- C. X= ~;Y= ~
problem set l. 1'000 students 3. 1440 skeptics 5. Nv = -60; NN = 210
17 3 2
7. 4x + 10x + lOx + 6 9. TM = 5; Tw,;, O 11. TM = l; TR =4
2
13. - np'x - cnp:xy + 7x'y' 15. 2.Jl3 17. (a) Y = -2x - 2 (b) X = 4
np y
19. Y = -fx + ~ 21. 9
±._
5
cm 23. 11.09 125. + -
y m
3
x'm'
y
27.- -2xy 3 + 7y
29. -lOf
practice a. 75 malefactors h. 4000kg c. a = ~.
4,
b -_ T21
problem set l. 40 Arabians 3. 200,000 natives 5. Nv = 150; NQ = 50
18 3 2
7. 6x + 8x - 28x - 40 9. RF = 96; Rs = 80 11. TB = 8; T0 =5
+ 1c r:::;
13.
-3x2y2 - c.xy3
xy 3
15. 7-v2 17. (a) y = -3 (b) y = -3x 19. y = fx - ~
21. X. = 6; p = 20 23. ~ 25. ..h..
pyz3
- P.E...
z2
27. o 29. -10
practice a. N = 30 nickels; D = 50 dimes b. 15 daffodils 25. y - ~
C. X= 3, - 3
problem set l. NN = 20 nickels; Nv = 40 dimes 3. 198 tons 5. -2
19 7. x 5 - 2x 4 - 4x 3 + 8x 2 + 4x - 8 9. TH = Ts = ~ 11. TR = 4; TM = 1
13. ay -
2
2x y
2
b; cx'y 15. {106 17. (a) y =2 (b) y = 2x 19. Y = fx - l...
7
9
21. A = 50; B = 130; C = D = 25; Area "" 3.93 cm2 23. -100 25. -3x + 9px- 1y 3
27. 3x 2ay- 1 29. 1
practice a. 8 M - 6 .f35 b. 6 C. y = tX + 2
problem set l. 560 kg 3. Nw = 10 worthless ones; NE = 13 expensive ones 5. -4, -2, O, 2
20 1. -2x 2 - 2x - 3 - ~ 9. n - 50)3 11. 50 - 75~ 13. 2a' - 2a'. <-
3x'
15. z = ~;A= ~ 17. (a) y = 1 (b) y = -X 19. y = -ft X + lJ-
8
21. 4 25
23. o 25. -~ y 27. _129 29. 3
512
practice a. 48 and 60 b. 93 and43
problem set l. 36 and 60 3. 2250kg 5. 25 nickels 7. (6, 5) 9. TK = 8; TN = 16
21 11. 144 - 24)3 13. m' - 3".;' :; a'mx 15. 7 17. (a) y = -2 (b) y = -2x
19. y= -fx + ~ 21. A = 50; B = C = 40; D = y = 50 23. 24
25. -lOx- 4 - 5x-3 27. 5xa 29. O
practice a. ¡ : ¡ 126 miles b. X = ~; Y = lf-
problem set l. ¡ : ¡ 90 miles 3. 560 and 400 5. 8 pecks 7. (4, 4) 9. x = 18; y = lf-
22
11. 48)3 - 70 13. 2
x x+
1
15. 2 X 10-2 17. (a) x = -4 (b) y = -tx + 3
19. 3M 21. A = 40; B = e = 50; k = 40; M = 50 23. 3.5 25. 1 - 3x 2y-7p-2
27. -6y 29. 16
Answers 569
practice (-1, -1) y
problem set l. J : ¡ 12 minutes 3
•
110
120 5. NN = 50 nickels; NQ = 10 quarters 7. (10, 10)
23 13. 5x2p - 4p2m +e y
9. 144./3 11. 50 - 30./3 p2m
15. (-3, 1)
17. y = ±x 19. y = -tx + ~. 21. X = -2/-; y =~ /
/
23. 3 25. 1 - 3X- 1 27. 6mx-l 29. 6 " 1/
V
/ '' !'.
""
I "
practice a. 3
5
b. ti C. X= I; y = 10
problem set l. J : J 45 mph 3. 7o
50
5. 20 measures 7. (8, 7) 9. 120.fi
24
11. 30 - 36{6 13.
4m 4 y 2 p+6
m2y
15. 1 x 10-19 17. (a) y = tx + 2 (b) y = -4
19. 2{0 in. 2
21. y= %x - ~ 23. ~ 25. -250 27. 1 + 5x y 3
29. -2p 2xy- 1 - 5p 2x7y:- 1
practice a. 2m2xy(4y4 + 3mx - 1) b. 4m3 + 1 C. X=
15.
4, Y -
- ~
4
d. M = '!f; N = ~
problem set l. 95 days 3. NB = 50 boys; NG = 10 girls 5. N Q = 100 quarters; NH = 100 half-dollars
25 7. x 2
+ 5x + 25 + 9. x ym (y m + 12xm 1
x :\
2 2 2 3 2
- 3y) 11. x yz(xyz2 + z - 3x)
2
13. 180{6 15. 30./3 - 20 17. ax' - cm:p + 2 mP 19. (3,--21) Y
m p
21. X = 20; y = 10; p =~ 23. 7 25. lf
2 j
27. 2x + 3 29. 16
practice a. (x - 7)(x + 1) b. (-l)(x - 8)(x + 2) c. -3x 2(x - 8)(x + 1)
¡,¡-; 3 ,¡¡¡ 32
d. A = -V '+1 ; B = - 5- ; C =5
problem set l. J : J 800 miles 3. NF = 1000 fives ; NT = 200 tens 5. 2080 grams
26
7. x 3 - x2 + x - 1 - ~ 9. 2xym(3xm 4 - x + 2) 11. (x + 3)(x - 2)
13. ab(x + 2)(x - 1) 15. 108.fi 17. 15./6 - 12 19. 6 x 10-22
21. {58 23. X = 8'0 ; y = 30; m = 150; Z = 20
2
25. BC = 12 m; Acircle "' 452.16 m 27. -2-f 29. -8x8y
570 Algebra2
3 2
practice a 6m + 23m + 2m + 8 b z
2
+ 2z - 1
• m2 (m + 4) • z(z + 4)(z + 1)
problem set l. J . • J 60 miles 3. Na = 26 girls; N 8 = 10 boys 5. 1800 grams
27
7. x 2 + 2x + 4 + x :_
2 9. mx 2y(x 2 - y 2 - 4) 11. a(x + 5)(x - 1)
13. -ax(x + 8)(x - 3) 15. p(x - 8)(x - 7) 17. 3.fi - 36
33 3 18
19. 6.J6 - 18 21. Gx' + x2 + x + 23. (2 3) -y
x 2 (x + 6 ) '
25. A = {65 ; B =
5
f ;C = ~ '\
27. 2i- 29. 5a-2b- 1y
'
'
practice a. __!!!_
z+x
b• .'!!.
z
e. -2,/2
3-
problem set l. J . • J 60 miles 3. Na = 11 girls; N8 = 4 boys 5. 142,500 peasants
28
7. x2 + 5x + 25 + x 1 ~8 5 9. x 2y 3p(4p 2 - 16 - x 2p 3) 11. a(x - 8)(x + 1)
2
13. -a (x + l)(x + 1) 15. 10,fj 17. 2 X 10- 5
19. fg 21. <~x++i:'
23. (a) y = -4 (b) y = --tx + 2 25. x = 30; 2x = 60; 2.09 m 2
; 2.09 m
27. 1
¿¿ 29. 1 - 12[4y 3z2
practice Re = 3 mph; RM = 6 mph
problem set l.,___ _ __. 4hr 3. 1 • • • 1 RM = 500 kph; RR = 900 kph
29 5. 3,900,000 places 7. x2 + 2x + 5 9. 2x2yp2(p2 - 3xp - 1)
2
11. -m (x + l)(x + 1) 13. 1 + a 15. 18./2 - 24 17. m: X
19• ,f3
10
4x 2 + 14x + 24
21 • ,_ . .,,_. º ' 23 • (1, 4) y
25. r = 50 m;
Are length = l07r m = 31.4 m
27. * 29. [6y15z - 9
!/
/
1/
X
/
/
/ 1\
practice a. Valld; conclusion follows from premise. b. Invalid; major premise has been reversed.
problem set l. 480 grams 3. 8 mph 5. NQ = 5 quarters; Nv = 10 dimes
30 7. x 2
- X + 1+ :;+¡ 9. 3(x - 5)(x - 2) 2 2
11. a b (x + 7)(x + 2) 13. -17./2
15. 7 X 10 49
17. ~ 19. 15
.ji.
21. (x
6x + 6
+ 2)(x + 3) 23. y = -tx + 1j1- 25. (C)
27. -18 29. 2a2xy - a2x2y
p p
practice y = -4x + 6
problem set l. 40, 45, 50, 55 3. 1 , • J 60 miles 5. 12,000 kg 7. y= -3x + 3 9. a~ b
31
11. 3.JS
10 13. -J3 15. 1 + 4x 17. .!....±.1.
X - 3
19. 2ax(x - 5)(x - 4)
21. mc(x + 5)(x - 2) 23. fs 3 2
25. x - x + x - 1 - :;-h 27. 1J
29. A = 120; B = 150; C = 30; D = 30; E = 60; F = 30; P = 60
practice a. s.JI5
15
b. - 17.jl4
14 C. X= 1; p = 3
Answers 571
/
problem set l. Dw = 24 miles; D1 = 32 miles 3. NN = 40 nickels ; Nv = 70 dimes
32 5. 1200 grams 7. f
5
9. - 19
/[5 11. 30° 13. 1 x 10- 10
15. 1 + 4xy
17. 40.fi. - 60 19. m7: -::. ~) 3
21. x (x + 7)(x - 2) 23. py(x + 6)(x - 2)
25. -30 27. 4x 4
+ 2x 3 - 8x 2 + l2x + 8 29. 7.fi.
practice a. mz +3 b (as + ms + my)(y + s)
Sl • am(a_+ m)
problem set l. 442 hedonists 3. 2025 grams 5. 240 miles 7. <s + x~~~:: ':> + bx>
33 9. x = 75; y = 70; z = 140 11. 11
: 13. 23.28 cm 15. 1.5 x 10- 22
17. 12.fi. 19. ax+ b(x ~t + x'(cx + >
4
21. -x 2(x - 5)(x + 1) 23. ap(x - 5)(x + 4)
X X+ J)
25. ~ 27. 2x 3
+ 4x'.l + 8x + 15 + ,3~ 2 29. 12 ft
practice -j
~
11 a.m.
2
7.
problem set l.~ l 5 p.m. 3. 1, , 130 mi 5. 150 g Y - a b'
b - ª2
34
9. 258.99 m 3 11. y = tx 13. O 15. 1.4 x 10-16 17. 28./3
19. ax'+ bx' + cx(x +y) 21. 2x 2(x + 2)(x - 1) 23. y(x - 2)(x - 2) 25. - 2
x~+~ 2
27. x 4 + 3x 3 + 5x 2 + 3x 29. 6.fi. cm 2
practice
----
a. 2160° b. 360° c. 8
1
d. 16 e. -251
problem set l. 1 ~ RM = 20 yards per minute; RL = 60 yards per minute
35
3. 1 : 1 36 miles 5. 100 tons 7. 325.6 m 2 9. t 11. -¡1¿-
13. 3h/35
35
15. ª -xy4 b 17. X = 35; y = 30; k = 150 19. X = 98; y = 93 ; p = 75
2x 2 -2x+4
21. x 2 (x +y)
23. -a(x + 7)(x - 5) 25. 36 - 14./3 27. -If 29. t
practice a. L::_2_
X - 2
b. ~
X+)
problem set l. 1360 words 3. ~ 5. ~ • 1 50 mph 7. 3 in. 9. ~; ~ ~~~;: ¡;
36 4 3
11. _l9 13. l9 15. 7
-
+ 2x
x 17. 1 X 107 19. 24./6 - 96 6
21. x-23(xx'++2)(x
x +
6
+ 1)
23. t 25. (a) y =2 (b) y = tx - 2 27. x 3 - x2 + x - 1 - ~
29. 3 - 3x-5y 3
practice a. 120 grams b. mLBCD = 55°; mLDAB = 55º; x = 4; y =6 C. X= 70; y = 5
problem set l. 4800 grams 3. 525 grams 5. 200 gestures 7. x - 2 9. iJ 11. 81
37 13. X= 100; y= 90; Z = 80 15. :;_+:y 17.
7
fl3 19. X= 40; y= 110
21. , ~',;:4X 23. H 25. 30./6 - 12 27. [ 4y 7 29. 5 X 10 2 º
practice a. x 3 + 6x 2 + 12x + 8 b. O, 18, -2
problem set l. 15 protrusions 3. 64 grams 5. ¡• • ¡ 120 miles 7. x 3 + 12x 2 + 48x + 64
38
9. O, -8, 6 11. ; ~ ~ 13. -t 15. -2 17. 111.64 m 19. mp' - 20
15p 2
21. 61,fii.
22
23. n - 108.fi. 25. N 21 . ./26 29. p- y
20 13
practice a. --z,1 1
2 b. --ª-11' -ª-11 c. X = 27; A = 63;. Z = 90
problem set l. 1820 sophomores 3. 144 grams 5. 1, • 1 15 miles 7. 8 ft; 200.96 ft 2
39 alx2 - 4
9. 1, -1 11. x 3 - 3x 2 + 3x - 13. -8 15. x' + 6 a 17. 1 X 10 - 45
19.
11
f 21. X = 30; y = 15 23. 18 25. ~
36 27. 2x 2 + 2x + 5y + 6xy
y(x + 1) 2
29. 3 + 8[ 2 y- 6 z- 4
572 Algebra2
practice a. 5x m'
axy+p+.u: b. mz- p
problem set l. $1,968,000 3. 704 grams 5. 1 =j 150 miles 7. _!'IL_
x +cm
40 17 4x' a' +Y'
9. a ~mbc 11. X = 21; Y = 69; Z = 90 13. O, 3, -6 15. 8 • 2y 2a 2 - 2
19. 2 x 108 21. f[1
23
23. 2 cm 25. -~ 27
•
2
8x + llx + 6
x (x + l )(x + 2)
29. 1 - 3y 2p-2
practice a. 8ii° ft = 70 ft b. 90(12)(12) in. 2 c. 30(5280)(5280)(5280)(12)(12)(12) in.3
problem set l. 3, 5, 7, 9 3. 400 tons 5. DR = 64 miles; Dw = 12 miles
41 7. 61(3)(3)(12)(12) in. 2
9. cm"': k 11.~ 13. X = 70; y = 60; k = 60
4mp - xy
15. O,* 17. 11.84 units 2
19. t 21. 7 X 10-22 23. 96 - 48-[3 25. -lf
3 2
27. -2x - 2x + 2x + 4 29. ¿
x 2 (x - 2)(x + 2) X
practice a. 25 X 109 = 2.5 X 10 10 b. 6 X 1025 C. 0.5 X 1039 = 5 X 1038
problem set l. 396 fish 3. 7200 grams 5. 2 and 10 7. 2 x 10 1 9. 40(3)(3)(3)(12)(12)(12) in. 3
42 11. p/'!_xdm 13. 8.37 cm 2 15. %, -% 11. -f.¡ 19. -
49
ff 21. 5.f5
23. X = 26; y =1 25. -Jf 27. . 6
::.~ . " 29. 1 - x 2
practice a. 0.98 b. 3.65 c. 0.48 d. 0.76 e. 0.77 f. 22.05° g. 52.56º
problem set l. 400,000 people 3. 184 grams 5.1 1 : 1 40 miles
43
7. (a) 259.59 (b) 504.12 9. 4(12)(12)(12) in. 3 11. m c:zck
13 • a = .Ji13 - 4n., e -
2 ·' b - - - .Jil3
4- 15. t, -t 17. 1 19. ~
ay 2 - 4x
21. 30.)6 - 6
1
23. y= -7X 37
- 7 25. 6 X 10-7 27• 3
x 2 (x +
2
6x - x - 2x + 2
l )(x - 1)
29. · 57
practice a. y = 2.46; H = 6.86 b. p = 4,Jl3; X = 56.31; y = 33.69
problem set l. 7 3. 1080 tons 5. 50 miles 7. B = 59; m = 12; x = 7.21
44 9. 4(5280)(5280) ft 2 11. 1P :~d 3
13. mLABC = (180 - K)º; x = l; y = 2
9
15. 5, 2.
-5 17. ~ x-3 19. 1069.44 in.3 21. - 19
-ff 23. (a) y = 2 (b) y = !x - 4
25. --fz 27. x 2 -2 2x -
x - 4
2
29. t
practice a. ±ffe b. -9 ± .J11 c. -t ± 2,fi
problem set l. 400 students 3. 3024 bottles
45 5.1 • • 1Rs=40mph; RT = 70mph 7. -7 ± .J11 9. -%± -Jl3
11. 6.50 13. 100,000(5280)(5280)(12)(12) in.2 15. Jf 17. 5
m :cck
19. %, -% 21. 2!3 23. :;~p--p~ 25. 30,fj - 20,fi 27. ~ 29. -3x + 10
x2 - 4
practice -25! b 26,[!5 e 7 3/4
a. 1 • 15 •
problem set l. 600 3. 212 grams 5. 1 , • 1 20 mph 7. 38Fs 9. 6112
7
46
11. x19/12y29/12 13. t ± .f5 15. A = 55.15; C = 5.74 17. ___!!!____
ax - be
19. X = ~; Y = it 21. ~
x-1 23. X = 170; y = 75; Z = 115
25. 42,fi - 21 27. -'lf 29. (- ~, t) y
1/
V "" , ~
_//
~.
-~
Answers 573
practice a. 4116 or 2113 b. 35112 c. 85(60)(60) mi/hr d 207(5280) I!.
• (60)(60) s
problem set l. 4900 people 3. 2000 girls 5. ...____ _____._ _, Dw = 8km; DR = 40km
47 7 805(5280) I!. 9. 5516 11. x413y 716 13. 5
16 15. 2.28 17. 3 ± ..f5
• (60)(60) s 2
/
19. 5 X 10 3 21. a~\x 23. X = 30; y = 60; Z = 60; S = 30; p = 60; m = 30
25. ;=; 27. ( lf, - t ) r 29. O, -2, - 10
1/
practice a. 105 b. No real number solution exists. c. 2
problem set l. 1600 frontiersmen 3. 252 grams 5. 1 : 1 RF = 30 mph; Re = 60 mph
48 60(5280) I!. 11 7/3 516 41,/10
7. No real number solution exists. 9• <60J<60J s • m Y 13• 10
15 • .!.§.7 ,--:¡
12 17. C = 27; b "" 4.46 19. 1 X 10 24 21. 20° 23• .¡¡¡
25. -t 27 . ..Jl45 29. y = -tx + ~
practice a.y= fx-11 b. 91.35
problem set l. -3 3. 117 .5 grams 5. , . , 1 220 yd/min 7. 13.68 9. 1
49
11. 3516 l3. x312y 7/2 15
•
-59,/14
14 17. t± ..f5 19. 2 X 10 33 21. 2y"':'3',
2 2
23. ; =; 25. y= -tx + ~ 27.
xay - 3xy - 5a
a2y4 29. 12
practice t ± ,/53
2
problem set l. NT = 20 Two-Steppers; Nw = 2 Waltzers 3. 138 grams 5. 180 inches per day
50 7. - 6 ± .¡¡¡ 9. y = 3x + 9 11. 2 13
•
400(3)(60)(60) mi
(5280 ) hr
15. 3514 17. - 62Jii
33
19. 2p + kpr
21. 1t 23. O, 7, -4 25. -343 27. y = -tx + t 29. 12
practice a. -6 + (9 - .fi)i b. 2 + 4i
problem set l. 408 knights 3. 355 grams 5. 1 : 1 400 miles 7. -9 + (10 - ..f5)i 9. -3i
51
02 )( 5;~0)(60) :n
20
11. 1, -4 13. 2.31 15. 17. 3716 19. ~{26 21. 5 X 1022
23 • ___!!l_
3R - xp
25 • Y = 2
]X + ] 2
27. 4p - 2p 2
29. - 7 50
1
practice 800 mL 25%, 800 mL 5%
problem set l . 50 mL 10%, 50 mL 40% 3. 460 grams 5. DL = 12 km; De = 16 km 7. 5 - i
52 9. 2 + 6i 11. l2 +
- 2jii 13. 27.05 15. 67 17. 213/8 19. 4xll/6yl9/6
109 25 x'y - P' 29. 3x 2 + 12x + 47 + x ~
1 8
21. 1 X 23. ~
x(x + 3) • mp - 1
27. -x - 5
x2 - 9 4
practice a. 7.89% b o.0130000¡0000Jo00Jooo> •2
• (2.54)(2.54)(12)(12)( 5280)(5280) IIl1
problem set l. 29% 3. 50 mL 40%, 200 mL 80% 5. 1 o : ¡100 mph 7
•
32(100)
(2.54)(12)(3) yd
53
9 0.063(1000)(1000)(100)(100) ·2
11. 2 + 8i 13. -4 - 2i 15. 3 ± ,J1s 17. 300
• (2.54)(2.54)(12)(12)(5280)(5280) ffil
19. 24115 21 . xi 1115yl3115 23. -12.fi, 25.
cmy
27 . ..[61
ex+ ky
29. x 2 - X - 1 + ~
574 Algebra2
practice a. 18.00R - 21.4SU b. R = %-
problem set l. 100 liters 20%, 300 liters 70% 3. 32% 5. 1 : 1 300 miles 7. -6.78R - 4.24U
54 60(5280)(12)(2.54) km • •
9. 100(1000)(1000)(100)(100) cm2 11. (100)(1000)(60)(60) s 13. 4 + 21 15. -2 - 81
17. t ± f 19. .?f- 21. 146 23. _,, Le::.. _ " 25. 37115 27. -3
3
29. xyxp - "p:
a. p = ayz + ex - xsz
practice x(m +
tx - a
s)
b. m = xs - ay c. S, 6, 7 and-2, -1, O
problem set l. -4, -3, -2 and-3, -2, -1 3, 48 mL S%, 12 mL 40% 5. 36, 39, 42 7, cdx - 7x - cd
55 9. 32.77R - 22.94U 11. 4 < 3 l< 3 J(3JO~~~~~i:;;i7ig,;;< 254
l<
254
> m3 13. -2 - 2i 15. 4 - 4i
17. t± f 3
19. No real number solution exists. 21. 2914 23. X3y 514 25. - 11 ~f2
27. s 29. 1342.16 ft3
practice a. 70 b. 10 c. 2S d. 100
problem set l. -8, -6, -4 and -4, -2, O 3. 1, , 1 40 miles 5. 400 were desired.
56 60(1000)(100) in.
7, (a) 110 (b) 60 9. bmP+:-uun 11. -8.66R - SU 13. (2.54)(60)(60) s
15. 3 + 13i 17. 211/30 19. s716 21. t + fñ
- 2"" 23. -1
25. 4x 3 + 12x 2 + 36x + 108 + X--=--3
323
27. y = -8x - 4S 29. 1l-
practice a. 128 newtons per square meter b. 11 O atmospheres
problem set l. 2S N/m2 3. 100 N/m2 5. -S, -3, -1, 1 and S, 7, 9, 11 7. mpx + ª - ªP
57 9. 3.06R + 2.S7U 11. < 2 ~:<~1i;~18oi ~ 13. -2 - 3i 15. 6, -1 17. y = lf x + i-1.5
19. 4 21. -Jt 23. x713 y 116 25. ~ 27. x;;_- 4::' 29. O, 7, -4
practice a. _16 +
- 6.J9'i b. l.
6
+
- 6,[!3
problem set l. 600 K 3. 27% 5. -j 4S miles 7. f, -1
58
9• X -
-
76·' Y -- 92·' z -- 88 11 • xy +e/o: - ak
ck +y 13. 7.07R - 7.07U
15. 40(12)(12)(12)(2.S4)(2.S4)(2.S4) cm3 17. 2 5114
19. -t 21. -2 + Si
2 2 3
23. E..±...±.
x- 5
25. x a p - 4m
xa - 5mp3
27. 4x 2
- 8x + 16 - /Z 2 29. !f
practice a. N = 83.33F - 2466.56 b. (3, -S) c. 54 /239.04°
problem set l. -7, -6, -S, -4 and-6, -S, -4, -3 3. Dw = 9 miles; DR = 32 miles
59 5. 7 liters 7. (a) 60 (b) 78 9. 2../5 /206.S7º 11. t ± ~ 13. t, -1
15. 4 P - 4s
e - 4x 17 •
40(2.54)(60)(60) E!.
(100) hr •
6 19
+ s.1 21. 3 23. 3 3110
25. -t
92 29. 2 3
axy(a +y)+ (;: + 2)(a +y)+ ax y
27. ,/26
13
practice a. 24 bluebirds b. 90
problem set l. 28 boys 3. 16 clowns 5. Nr = 40 students; Np = 90 students
60 7. 2../5 /116.57° 9. 1, --t 11. Na = 0.037SC + 3.9 13. ad:;~~ my 15. -3 + 4i
60(60)(60) mi 19 3716 21 • J.. 23 • -236-12 25 • B. 27 • ( ±.! .!.!.
17• (2.54)(12)(5280) hr • 27 3 8, 4 )
29. y = %x + 18
practice 2SO gallons
problem set l. 0.0003 kg/s 3. SO gallons 5. 100 kg 7. 2-Jlo /341.S7º 9. %+
-
2,/6
5
in. 3
61 11. Pb = 42.6Sb - 32 13. dkp - bdm. ~ bdx - ka 15. -2 - 7i 17. (')
40(60)(60)
<;;,f\(') i;;;,t\(').i;;.d_\ hr
Answers 575
19. 2 1114 21. - -& 23. is.Jó 25. ~ 21. <-t, V y
29. y = tX + 7
1~
"
''
J "'
practice 1
-10 +
- {59.1
¡¡¡-
~
problem set l. 2 victories 3. 20 liters 5. 46.78% 7 • .)29 /111.80° 9. _4
1 +
- 4,/23 1.
62 11. Bi = 16Hg - 72 13. cp + ckr - amr 15. -2 - Si 17. 600
(2.54)(2.54)(2.54)(12)(12)(12)(60)
ri'
s
914
• 1t-
79
19. 2 21. -32 23 • - ,/W
10 25 27. (-3 , 1) y
29. y = - fx - ~
G
practice 17 .S miles west and 20 miles south
problem set l. 3 troubles 3. l SO gallons 5. 104 grams 7. ll.81R + 24.63U 9. (10, 20)
63 11 • .!.
3
+
-
,/ll .
3 l 13. 3,440,000 cm2 15. b=: ~ 17. -i
19 3
4(5280) 3 (12) (2.54>3 km3 21. 29120 23. x714y 25. 8 X 1040 27. 80°
• (100)(100)(100)(1000)(1000)(1000)
29. 2
a. b 2s 2 + 5sz + 3z 2
practice b+2bmz+z
• z(5z + 2s)
_
-
(2s + 3z)(s + z)
z( Sz + 2s) c. (1 + 3.Jls) + Si d. 37 + Si
2am + ms + 3a 2
problem set l. 1200 grams 3. 40 liters 30%, 10 liters 80% 5• 89 •44o/íO 7• a(2a + s)
64 9. -S - Si 11. 4 + 2{6 13. 19 + 9i 15. -10 17. 2-Jii / 236.31 °
19• _.!.3 +
-
,/14 .
3 l 21. w = -0.14Ir + 309 23 400(60)(60) ia. 3
• (2.54)(2.54)(2.54) hr
139.jii
25 • 35
27 dx + fmx - abf 29. O, - 7, -8
• af
practice Re= 17; Rp = Sl ; Te = \~ ; Tp
8
=~
problem set l. 48 kg 3. lOOmL 5. 80kg 7. Re= lS; Rp = 7S; Te= 7; Tp = 8
65 9. acx + bx +e
ac + b
11. ax+~°'.° ª
2
13. -4 - 19i 15. S.48R + 9.14U 17. (3, -t)
19. -%± -lf 21. mAB = (2y)º; xº = (2y)º 23. xy314 25. - 8~fi.
27. fx - acfm - acd
29. 4 X 10 10
ad+ afm
practice a. l + 3m b
•
-2x - 14
x+4
= _2xx+4
+ 14 c. a = 7 .fi
3 '
. b -_ 14.,fi
-3-
·-,,
' - 2
problem set l . SO grams 3. 80 liters 60%, 120 liters 20% 5. 800 grams 7. -x'++
3
8
9. 47' in. 2
2 2
66 11 . Rp = 208; Rr = S2; Tp = 3; Tr =7 13. a x +ax+x
ax+ 1 15. (
3 + -vr;;
6 ) + 4z·
17. 1l.72R + 7.62U 19. (8, 20) 21. -t ± ~ 23. Mg = 66.67Ca 25. x 112
27 • - 10Fo
79
29 ' cdy + ky - dm
kp+cdp
practice a. -3 -
--2-
.fi b 3fi. - fj
• 3
problem set l. 18,600 Danes 3. 100 pounds 5. 160 grams 7. 25 5- fj 9. 4; _+ i
67 11. Rp = 3S4; Rr = S9; Tp = 3; TT =S 13. amx,,:: ~ x' 15. 4 + i 17. S/21 6.87º
19. i ± ~i 21. x = 5
f; y = f 10
23. Á.g = -0.2Au + 26 25. x 11115 y 13il 5p 115
27. aby+acy
29. y = tX + 1;-
py + m
576 Algebra2
practice a. 7.39 X 10-32 b. 3.33 C. 2.39 X 10-IO d. 0.049
problem set l. 2000 dastards 3. 200 pounds 5. 8400 7. (a) 3.99 (b) 0.14
68 9. Ali have equal areas. 11. -
2
~ ,f2 13. 3.fj + 5 15. ~1,x ~ 1~ 17. 4n:2 x2+ 4mr
+ m
+ m.x
19. -23 + 14i 21. 37.42R - 24.21U 23. t ± ~i 25. < 254~<~~~~ 254 ¡ ¡:::
27. xl1!6yl3!6 . my - apx - acXJ
29
practice 525,000 K
problem set 1. 2.08 X °
10 1 K 3. 80 tons 5.1 . · ¡ 5p.m. 7.
X -
_6_
2
9. 12 + 4,/2
7
69
11. -6 - s,/2
13. m'/ 2
m 15. -20i 17. -34.64R - 20U 19. (30, 20)
23 m +1
21. _l6 +
- 6fil.l 23. 4(12)(12)(12)(60) in. 3/hr 25. 3 1318 27. -61,/2
3
29. _!l
11
pyz + 2 psx - ymx 2
practice ymx - 2ps
problem set l. 2 X 10 13 K 3. Np = 40 people; NT = 20 people 5. -8,-6,-4 7 mxz + rtx - acrz
• acz - tx
4x2 + 19x - 26
70 9• x 2 + 8x + 12 11.
3,/3 + 1
-26- 13. RB = 13; Rx = 26; TB = 5; Tx =4 15. amy + m + XY'
y(ay + 1)
17• ..J6 + i 19. .f4i /128.66° 21. t, 1 23. a = 4.fj; b =8
-73,[14
25. (a) 5.12 X 10-9 (b) 6.33 27 • 14 29. y= ~X+ Q2
practice a. See Lesson 71. b. 1, 2
problem set l. 20N/m2 3. 130 mL 10%, 70 mL 30% 5. 3.23% 7. ~:.-1
71 9. x = 40; y = 50; z = 90 11. 4; ~ i 13. RM = 40; Rp = 80; TM = 4; Tp =5
15. ª
2
b:b:: b' 17. -5 + i 19. 4.J2/315º 21. t ± f' i 23. Pb = 36B - 144
25. x 1316y112 27. x 3 - 6x 2 + 12x - 8 29. (a) -6.56 x 1026 (b) 6.86 x 10-2
practice a. -3.21R + 3.83U b. H = 8.33C - 753.33
........
problem set l. 100 mL 3. 8200 people 5. 2.5 x 106 N/m2 7. -l.03R + 2.82U
11 • - 67 +
2
72 9. See Lesson 71 . -
,Jl3
6
13 3x + 6x - 1
· x' _ 2 x _ 8
_ . _ .
15. Re - 33, Rp - 99, Te - 5,
_ . _
Tp - 7 17. ~
x3y2 + x2 + xy2
19. 6 + 7i 21. t ± Jf i
23. 2112 25. a114y914 21. 4f 29. y = -fx - ~
practice a. 3 + 5,/3 b. 2 + ,/6 or - 2 - ,/6
6 -2 2
problem set l. 218 grams 3. 96 miles 5. 1.4 X 10 10 K 7. o
73
9. H = -8C + 920 11. .J97 /66.04º 13. -% ± ~i 15. ~
ckm + kp 2
17. RA = 40; RB = 80; TA = 4; TB =3 19. -11 - 13i 21 • l
2
+
-
jl5.
-:¡- l
23. 3 914 25. ax
114 312
y 27. ~: ~ 29. (a) 1.22 x 1034 (b) 6.01 X 10-4
practice R8 = 30 mph; Rv = 15 mph; T8 = 4 hours; TD = 7 hours
problem set l. ¡• • 1 Rs = 7 mph; RT = 3.5 mph; TB = 4 hr; TT = 8 hr 3. 1.5 X 10 14 K
74 6
5. -1, 1, 3 and 5, 7, 9 7. -;,/2 9. N = 70F - 2050 11. 5,fi,/225°
'f
13 • _!6 + [17 · 15 • ckmp 17• 19. ~
a2x2 - ax2 - ª2 21. !6 + J83.
- 6 l m - acp - 6 ¡
23. 2914 25 . 4x413y2516 27. y = 4x + 8 29. 20
-x 2 - 5x - 7
practice (x - 4)(x + 1)
problem set l. f----1 >------- Rv = 60mph; RE= 120mph; Tv = 2hr; TE= 3hr
75 3. 25 days 5. NL = 18 lilies; Np = 20 poinsettias 7. X~ - X - 11 9• J0+,/3
3~9
X - X - 12
11. V = -1.25K + 145.75 13. 18.06R + 1.58U 15. _51 +
-
[19
5 l
.
Answers 577
17 , X -
-
16
3.[3 ·, y -- s./3
3 19' -9 - 6 l· 21 " - .!.6 +
- Jii
6 l·
23. 2 813 25. m1111 2p 3 111 2
27. (a) 2.53 X 10 13
(b) 4.34 29. ~
practice a. X = 33 ; y = 11 ; Z = 12 b. -3.64R + 5.22U
problem set l. f----j ,___________, Re = 4 mph; RT = 12 mph; Te = 8 hr; TT = 6 hr .
76 3. 200 mL 5. 7 chips 7. (15, 28, 5) 9. ..ffi / 194.04° 11. -3 - Ji
13. Al = 10.5B + 138 15 • an - cmt - cm'
mt + mr
17• ..!..
14 -
+ J29
14
19 •
7 - 8.l 21 • 6
23. -32 25. -l~./6 27. y = lfx + % 29. it
practice a. -3 b. 16
problem set 1.1-----~ 1-----i RH = 40 mph; Rs = 60 mph; = 8 hr; Ts = 4 hr
TH
77 3. 450 liters 5.1 : 18 mph 7. 16 9. (1 , 2, 4) 11. -9.lOR + 4.05U
9x + 8 -13 - 5{5 bmxR1
13. x' _ 2x _ 15 15. - -4- 17. aR, - amx 19. (14, 10) 21. -2 +
- f¡4
2
23. s = 2 cm; Length of diagonal = 2Jicm; Radius of circle = 1 cm 25. 21112
27. 95 + 48.JS 29. 2,J41
practice 6.62R + 45 .16U or 45.64/81.66º
problem set l. H R1 = 135 mph; RR = 45 mph; T1 = 7 hr; TR = 3 hr
78 3. 4000 grams 5. 10, 20 and-10, -20 7. 9 9. 25 11. (1 , 3, 4)
-3x 2 - 20x - 3 -6 - 4.f}. 1 .fJ . aR1 + ax .
13. x' + Sx _ 14 15. -3- 17, - 2 ± T I 19. ---;;¡¡¡;;- 21. -3 + 2z
cm 3 19.JíO -27
23. 400(2.54)(2.54)(2.54)(60) min 25. -2 27. -5- 29. 6.25 X 10
practice a. 12,000(1000) mL = 12,000,000 mL b. 1 002>02>o~~~x2.s4)(2.54J liters
c. y = 3; z = 3J2
problem set l. $7140 3. 27.27% 5. Nswords = 80 swords; Nspears :;::: 280 spears
2 12 1 2 0
79 7. º< >< > ~~~~>< >< > liters
254 254
9. 1 11. 2.24R - 0.58U or 2.31/345.48º 13. - i ~ .[3
aR1R2 - am.xR2 , 1 ,..-;:;- r;;-
15. SeeLesson71. 17. ¡ mxR, 19. 5 + 21 21. 1,-3 23. a= -v 3; b = -v 6
25. 3 1314 27. 28 - Ji 29. y = 1x + 6
practice a. $80.36 b. 9 blues
problem set l. $272 3. N8 = 800 acrobats; Np = 1000 acrobats 5. Ne = 10 cats; ND = 20 dogs
80 7. 16 9. (2, 2, 4) .. 11.
f,-;:;
2-v lU /108.43
o
13. 7 - 4 -v 2
(;:;
15. 5 17.
cmpx
ac - mqx
19. (a) m = s.fi.
2 '
. n -_ -s.fi.
2
(b) e = l.2, d -_ s.[3
2 21. (12, 8) 23.
600(60 )
t'"J "i.:l.lf? "i.d.\(? Y\í l ?)íl?\1 1?\
r1 3
hr
25. x714y 7/4 27. (
3
7, -7
13) y
29. O, - 4, 8
practice a. -i + ti b. -1
problem set l. 625 monkeys 3. 1 : 1 R1 = 25 mph; RR = 75 mph; T1 = 15 hr; TR = 5 hr
81 4 1 • -3x 2 - 2x - 2 - 17 + J3
5. 2800 7. - 5 + wz 9. 3 11. (2, 3, 1) 13. x' - 9 15. -2-6-
2a4 - a2 2 254
17. x = 45 ; y = 20 19. ~ 21. (6, -6) 23. 4x + 16x + 63 + .,...-::-¡
x 3 y + 3x + 3y + 2x 2 + 2xy
25. 317/8 27 • x 2 y(x +y) 29 . .Jl7o
578 Algebra2
practice 3a + 3 b, m(qz + 1)
a. 9a+ax+9 qxz+x+pz
problem set l. 75 3. 4320 K 5. 276 grams; 32.39% 7.
p(ym + 3)
aym+Ja+yb 9. -(:¡ - tt i 11. 2
82 13. (1, -6, -2) 15. .J65 /119.74º 17. 7 - 4.fi 19. !f 21.
4
mx : amy
2 - 29../2 ( 3 3) y
23. (5, 9) 25. - 3, -1 27. -2- 29. ¡¡' 2
\
X
X
1/
I'\
practice a. a 7x /2x6m15 b . m 2a/3-2 p 1-a c. m xz + x zm + 3
problem set l. 400 were resentful. 3. l 4 yd/s 5. 640 mL 5%, 160 mL 20%
83 7.a 2x/3 - 3m -2x + 2 9. -2
'l. Q(4 111 11. -1 - 3¡ -- - 3../2
13. (-2, 1, 2) 7
15. -3.76R + 3.63U or 5.23/136.01 º 17. -2 - 3.,/2 19. _.!!f!:
7 a+ cxy
21. X = s.(3 . y _ 4./3 23. (7, -10) 25. - 195,fi 27. x8!3y4!3 29. .J145
3 ' - 3 14
practice Inconsistent and independent
problem set l. 160 were admired. 3. 824 grams; 6.80% 5. 350,000 tons 7. xc+p+ly2b/3
84 9. ya+2 11.
bx - 1
bpx - P - 13. -i + fi 15. (1,3,3) 17. ..fi3 /69.44°
19. 34 - 23../2 mxy
23 • _ !4 + 53. 25. Y = -50B + 5050
14 21. py + bpx - x'y - 4 1
27. -33.[i5
29. 10
5
practice a. B = 27; Tv =1 b. (O, -5) and (4, 3)
problem set l . 3 were improvident. 3. Nv = 10 were demure; NH = 20 were hoydens
2
85 5. -9, -7, -5 and-5, -3, -1 7. (O, -4) and .!§.
( 5 ,
.!1. ) 9. a x/2b x/3 - 2 11. a(c + b)
5 3c 2 + 2b
13• 11 - 10 7../2 .
-1-
1 1 15. (2, 1, l) 17. 2x + 7
~ 19. -7
-
- 5./3
4-
21 • -2 23. (9, 6)
rt 137.{¡5
25. Na = -5Mg + 352 27. x = -; 29. - 10-
practice a• • -8• -7• -6• -5• -41 • b • ( - !2 + ,/21
2
!
, 2 + ,/21
2
) and(- !2 -
,/21
2 , 2 -
! ,/21
2
)
problem set l. 714.22 liters 3. 900 liters 5. 16,800 ducks 7. -2 -1 o , 2 9.
• 1 • •
-3 -2 - 1
1 •
o
86 11. ( - 2 + 2, 2 +
1 ,fi 1
~ )and(-t - ~ ,t - ~) 13. x 3ª+ 2 15. -t + h 17. 23
yd 2
19. (-6, -3, -12) 21. .J109 /253.30º 23. X +2 ~m~ _ mxy 25 •
-25ffe
- 1-4- 27 • 40(60)
(12)(12)(3)(3) --¡;¡:
80 37 ) y
29. ( - 23, 23
"
47
practice 8
problem set l. f--1>----- 1 • 1 Rs = 60mph; R1 = 240mph; Ts = 2hr; T1 = 6hr
87 3. 120 in. 3 80%, 480 in. 3 30% 5. 39.34%; 1464 grams
61
7. 19 9 • 1 ••••• • 45678
11 • + 5( !5 2,/19
,-5
l
+ ,/19 )
5 an d (!5 -
2,/19
5
l
, - 5 -
,/19 )
5 13 • m a- 6 -b
Y 15• - l2 -
l ·
21
17. (a) -1.92 X 10 11 (b) 12.92 19. 49 21. 7 - 4.fj 23. - (21
74
10(1000)(100) in.
25. X = 105; y = 60 27. (2.54X60J(60J 7 29. 317/8
Answers 579
practice a. .J58 b. rnn~~;~~'ª' mole z 0.61 mole
problem set l. O, 2, 4 and -10, -8, -6
88 3. f--l Rv = 50 mph; RG = 70 mph; Tv = 8 hr; TG = 16 hr
(1)(5) lo;:;
5. '"º"'"""mole z 0.24 mole 7. -v 89 9. _2 _1 0 1 2
1 ,/3 1 ,/3 ) (1 ,/3 1 ,/3 ) 13. y?a/2+4bl-2a 15 c(cpz - 1)
11. ( 2 + 2, - 2 + 2 and 2 - 2, - 2 - 2 •
cp 2 - C3 - 1
17. (a) 1.37 (b) 2.14 X 10-4 19. (4, 2, -2) 21. 4.Jlü /288.43° 23. -1013
-7 - s,/3 . 49
25. -2- 27. -1 ± l 29. X = 16; y = 97
practice a. •-41 -3• •
-2 -1
• •
o •
1
1 '
2
b. -1 o 1 2 3 4 5
c. T
12
d. 5
problem set l. 2100 altercations 3. 560 liters 5. 80 spotted ones 7. -1 o 1 2 3 4 5 6
89 9. 4 11. B = 14; Tv = 3 13. x3al2+ ly-b 15. ~(am + 1)
17. -17 + 171
14 5 •
am + m 2 + m
19. (1 , 4, -2) 21. 3.13R - 7.47U or 8.10/-67.27° 23. amx + cmx 25. o
1± ..¡¡¡¡ ... "'· .
27. - 14- 29. X= 15; A = 70; B = 110
practice 8 5 4)
( 3, 3, 3
problem set l.i------ 1 • I Rp = 30mph; RR = 80mph; Tp = lOhr; TR = 2hr
90 3. NB = 5 boats; NR = 10 boats 5. 1536 spotted ones 7. (3, 2, -2)
9. _ _ 11. (-2 + 15, 2 + 15) and (-2 - 15, 2 - 15) 13. ycm-3b/2
p(x - p)
17. ~ncm 19. 6.06R + 7.77U 21. 5 + 3,/3 23. 5 + 2i
15. x' - 4
*
px - px2
25. 33/4 27. _ _!_
12 -
Fi9
+ 12i
29.
practice a. y
b. y
"' "'
X
''
"' "' rn
./
"'
problem set i. 2960mmHg 3. 75.76% 5. 49 were glabrous. 7. y
91 9. -1 o 1 2 3
11. B
m(a 2 + m)
= 15; Tv =3
llmE
-
l3. x2b - ab/2 15. a 3 + am + a 2 m 17. -Jf - ~i
dmry
19. -3 - 2,fi. 21. x - bdmy 23. o = 11 - 110
25. 2 - 6i 27. See Lesson 71. ,.,
29. 3x 2
1
- 6x + 10 - x : 2
practice a. W = 1 mph; T = 1O hours b. B = 7 mph; W = 4 mph
problem set l. W = 4 mph; T = 5 hr 3. 28 kph 5. 1 ' 1 25 s
92 y • • 1 1 1 ....
7. 9. (3, 1) and (1, 3) 11. ·-2 -1 o 1 2 3 4
13 x(l + xy) 18 1 ,
17. 36
• 15. -25 + 251
Y+ xy 2 + xy
19. 5,ffi /104.04º 21. 1 + }ri 23. ~
ali, - bxy 25. 2i
27. -1; ± ~¡ 29. -3x
2
_- 9x + 4
580 Algebra2
practice a. There are two real number solutions.
b. There are two complex solutions that are conjugates.
problem set l. 10 mph 3. 2mph 5. 800 K
93 7. There are two complex number solutions that are conjugates.
1
9• • 1 •
1 2
•
3
•
4 s• s1 • 11· (O , -1) an d (±5, _l)
5
13• . x<bc . + > 15• .!2-
25 -
8 •
251
17. 36 19. 36
\
25
,/2 21. 2 1 ~ 23. dm' + m'bx - cdx 25. -4i 27. _.!.
6 -
+ 61
53 .
29. x 2 - 6x + 18 - /: 3
practice a. Function b. Function c. Function d. Not a function e. 50
problem set l. 0.52 mole 3. 2mph 5. 16 purples 7. 8 9. y
x(ab 2 - 1)
94 11. (1, 1, 1) 13. [1a/6y2-2a 15. a 2 b 2 - a + b 2
17. -i 19. OR + OU 21. -13 ~ 2,/2
aR1Ri_ + bR1R2 - xR2
23. 25. -3 + i 27 • _.!.4 + ,[5'i
11 llttd 111111
X
xR1 - 4
29. N = -l.17R + 210.4
practice a. (-l,-7)andU,3) b. ( -fi., 2,fi.), ( -fi., -2-fi.), ( --fi., 2-fi.). ( --fi., -2-fi.)
problem set l. 1. ' 148 km 3. 738.27 mL 5. B = 12 mph; W = 3 mph
95
7. ( ,JS, ±ffi) and (-.JS, ±ffi) 9. (a) and (d) 11. y
13. a- x/ 2 + 1xª 15. ~~ ++ ¡>
1
17. -1 + 4i
2 2
19. 23.83R - 6.88U or 24.80/-16.10º 21. -/
23. amq + !:q _rx 25. - ~f
7
27. 13.00 liters
29. X = 11; y = 5
,.,_
practice a. ( 22 +
,/61 2
2,-6+
,/61
6
) and (22 - ,/61 2
2,-6-
,/61)
6 b. 637 deer
problem set l. 260boys 3. lOkph 5. 350 mL 20%, 150 mL 60% 7. (O, 2) and (O, -2)
96 9. (a) and (b) 11. 13. axt 2 + 112 bx 15. 2813 17. 1 - i
19. 2.34R + 3.52U or 4.23/56.39°
L·'
./
21 • -3 ~ fi 23 . cp - dm + mpr
/
25. 1.81 moles
27. ( *· ~) y
29. 3.J?
614 1 1 1 1 1 1 1 1 f"I X
practice (37, 20)
Answers 581
problem set l. Nr = 96 were talented; N u = 60 were untalented 3. 1500K 5. 2500 cheers
97 7. (12, 20) 9. ( ../3, ±2../2 ) and (-../3, ±2../2) 11. 17 13. •
1
•
2
•
3
1 •
4
15 p(mx' + 1) 17. 27112 21. 10 - 1..f2 23. -40../3 ar 2 - x - cr 2 x
• 2 3 +mK-m1x
mx 19. 49 4 3 25 . 1 + cr 2
27. 98 cm2 29 400(60)(60) in.3
• (2.54)(2.54)(2.54) hr
practice 89
24
problem set l. DR = 48 miles; Dw = 48 miles
98 3. f--1 Te = 24 hr; TM = 6 hr; Re = 50 mph; RM = 60 mph
5. 2 raccoons 7. 75
139
9• ( - l6 + ..[97 l
6 , 2 +
..[97
2
) an d(- l6 -
..[97 l
6 , 2 -
..[97
2
)
11. (a), (b), (e) 13. · _: _: J -~ -~ -~ • 15. ~
xy + 1+ y2
17. -2 + 3i
..f2 rttz + nyz
19. S = -50P + 375 21. - 2 23. an - xz -yz 25. 3 - i 27. _ J... + 3,fll
10 - IQ Í
ay - x 2
29. 4y' - 3
practice --+-+--H H--+-+--
-7 -6 -5 5 6 7
problem set l. 87.10% 3. 20mph 5. 480 mL 5%, 720 mL 10% 7.
99 9. * 11. ( 6, ~) and (-4, -2)
17. x 4 - 7 a14 19. 228115 21. -3
13. (2, -2, 1) 15.
-5 - 4 -3 - 2 - 1 o 1 2 3 4 5
23. l.69R + 9.63U or 9.78 / 80.05° 25. - 4../33 + 6
27. 4i 29. 0.12 liter
/ '!-...
practice a. y = (x - 1)2 + 2 b. y = -(x + 2) 2 +
y y
problem set l. 1----- - -- - i 1 • I R8 = 80mph; Rs = 40mph; T8 = 4hr; Ts = 6hr
100 3. Ne = 60 coruscated; Ns = 40 sparkled 5. -4, -3, -2 and 10, 11 , 12
7. y = -(x - 2)2 + 8 9. - 3 -2 - 1 o 1 2 3 11. ( ~, 1)
13. ( ../3, ±../2) and (-../3, ±../2 )
y
15. None of the sets are functions.
• • • 1 1 ~
17. -2 -1 o 1 3 4 5
X)'+ l
19. x' Y' + xy - y 21. - 1 + 2i
23. -4.24R + 9.06U or 10.00/ 115.08º
25. -
17
~ ..J5 27. 5 + Si
400(12 )(12)(12) ;n.'
29 • "" s
582 Algebra2
practice $13,036
problem set l. Pp = $60; Markup = $18 3. $13,228 5. 6mph 7. y = (x + 1)2 + 1
101 9 • •-21 -1• • • 1 •
o 1 2 11 · (-t, f) y
13. (--/6, ±.JlO) and (---/6, ±.JlO) 15. -.!f
19. m~ - 1
17. -14 -12 -10 -8 -6 -4 my - 2y
f f f f f 11 f f f \ \ \
21. _Q
13 -
5.
T:lz 23. 9.26R + 7.52U or 11.93/39.08°
X
25. 8- 5{2
2 27. 7 + 4i 29. -± ± ~i
practice a. 30 b. o c. fg(x) = x2 + 2x - 24; D = {Positive integers}
problem set l. 1•
: 1 460 miles 3. 9 goats 5. $1200 7. -76
102
9. y = (x + 2) 2 - 2 11. • • •
-4-3-2234
1: !+---+-+--
)(
13. o+ ~,-3 +.Ji7),(t- ~,-3 - .JU)
15. (1, 3, 4) 17. •_! _: -~ -~ ~ ! ~ • 19. x-5al2y8al3
21 . x23/12y5/6 23. -2 + i 25. amx' - am bx
a - ax2
1 l 1/1 1 l'tl ! 1 1 1 1 ! X
27. 2 + 3i 29. See Lesson 71.
practice a. 4x 2 - 8xy + 16y 2 b. 4x 2 + 8xy + 16y 2
problem set l. $890
103 3. L----------. H TD = 8 hr; TM = 4 hr; Rv = 90 mph; RM = 50 mph
5. 22,33,44 7. X = 5; y = 12; p = 80 9. y = (X + 2) 2 + 2 y
11. •1~ ~ 4 5 13. (2, 3) 15. -!15) and (-2,5 ±---z
z, ±---z
( 5 -!IS)
17. y 19. x2ab - 5bl2 21. x13/20yl7120
23. *-
~i
25. -5.25R + 1.09U
\ \ \ \ \ \ \ \ 1 \ \ \ \ X
or 5.36/168.27º
27. 16 29. 9i
practice a.
513
100, 000.000 b.
1509
99,000
problem set l. Nv = 45 ducks; NG = 4 geese 3. 360 mL 10%, 40 mL 20%
104 5. 500% of cost; 83.33% of selling price 7• ...!i!L
99,000
9. (a) m = 3,fi; n =3 (b) x = 4,J3; y =8 11. (a) and (e)
13. • !
• • • •o • • •
-4 -3 -2 -1 1 2 3
1 •
4
15. (9, 20) 17. (2, 4, 6) 19. -3 -2 -1 o 1 2 3
21.
k 2x - 1
k'x' - kx - k 23. to + fo-¡ 25. 2 - 6i 27. 40.00R - 28.05U or 48.85/-35.04º
29. 1, ___:t
Answers 583
practice a. -f,4 b. -f, 3
problem set l. 1284 grams 3. 60mL 5. 25% of selling price; 33.33% of cost
105 3 2
7. x - 5x + x - 5; D = {Integers} 9. ;:~ 11. x 2 - xy + y 2
13. --1-+-_i-+__ 15. (14, 40) 17. (1 + ,f3, -1 + ,f3), (1 - ,f3, -1 - ,fj)
-2 -1 o 1 2
19. (-2, 2) 21. O, -t, 2 23. -f, -2 25. f,-1 27. xlla/6 + 8y2b/3 29. -25 - 11{5
10
practice rn, *,-N)
problem set l. $550 3. 12mph 5. (2,-1,-3) 7. 4.f33n 2 cm 2 9. 9 ,;9~000
106 11. y = -(x + 1) 2
- 2 13• 2o 73 15
•
(3
10 + W' -2 + 2
,/89
,/89) ( 3 3 ,/89
, TO - w,-2
3
~)
y 17. (3, -4) 19. t - ti
21. 8.17R - 6.29U or 10.31/-37.59° 23. 0 or {}
25. -+, -2 27. -f, -5 29. -f, 5
practice 52
problem set l. 320 mL 30%, 80 mL 60% 3. 78 5. Pp = $420; Mu = $980 7. (1, 1, 2)
107 9. x2 - xy + y2 11. o 1 2 a 4 13. (12, 9)
.!.
15•(5 2,/19 _ l ,/19) ( .!. - 2,/19 _l - ,/19) 17. y
+5,5+5,5 5>5 5
19. x~
3112
y 17112
21. 4.J5 /116.57º 23. m'p~ - 1 11
D
r;::; 5 74.139
25. 10-v L m 27. O, z-, -3 29. 999
, ·'
.w
J•']/
1/
practice (4p 2a 3 - xy4)(16p4a 6 + 4p 2a 3xy4 + x 2y8)
problem set l. $3840 5. B = 20 mph; T = 4 hr
3. 96
108 7. (2x4z2 - my3)(4x8z4 + 2mx4y3z2 + m2y6) 9. 3 11. y = (x - 1) 2 - 2
13. (10, 8) 15. (1, 2, 4) y
17. y
19. 7 - 2.J5
21. - f1!
40(60)(60) mi
23. (5280) hT
25. W = 15E - 500
27. See Lesson 71.
V 29. O, - t,-3
practice a. m + 2m 112a 112 + a b. z + 2z112P113 + P213
problem set l. 72
109 3. 1-------4 Re= 6mph; RL = 3mph; Te= lOhr; TL = 21hr
5. 60mL 7. x112 + 2xl/4yl/4 + yl/2 9. (xy2 - 3m)(x2y4 + 3mxy2 + 9m2)
101,319
11 • 99,000 13. _7 _
6
_
5
_
4
_
3
15. (6, -k) and (-1, -3) 17. (3, 3, 3)
6
19. 13 - 131
9 •
21. 34/3 23. x-5a/3 - 2/3y3b/2 25. ~(k'a - 1) 27 1000(1000) mL
k a - k - a2 • (60) s 29. 0,-t, 4
584 Algebra2
practice a. -2 -1 o 1 2 3 b. "JJ ¿: ~
problem set l. 63 3. 765 grams 5. 33.33% of selling price; 50% of cost 7. • • •
-2 -1
1 :~
o 4 5 6
110 9. X - 2xl/2yl/4 + yl/2 11. (2x3 _ y2p)(4x6 + 2x3y2p + y4p2) 13. ~:~
15. o 1 2 3 4 17. (2, 3, -4) 19. (1, 2, -2) 21. -t - ti 23 . a4-5bl2x2-bl2
25. 23{6 27. ,fiü /-75.07º 29. O, ~, -1
6
practice 6 nickels, 17 dimes, and 12 quarters
problem set l. NN = 15 nickels; Nv = 10 dimes; NQ = 3 quarters 3. 12 5. 400 students
111 7. ,~ ~ ~ ~ ! :. 9 . x _ 2xl/2y-1/2 + y-1 ll. (x _ m2y2)(x2 + m2xy2 + m4y4)
13. .1_l'.,__l_l_l_
9900
15 • •-15 -• 4 -1:3J+-+-+-o
345
17. (-10, 10)
19. G + ~, -t + ~ ), G - ~, -t - ~) 21 •
40(2.54)(60)(60) m
(100) hr
23. 6 + 4./3
3
25. x 312y 27. Y 29. %.-2
1 ( 1 1 11 Po 1 1 1 1 1 X
practice a.-4<x<I -5 -4 -3 -2 -1 o 1 2
b. -2 <X< 5 --+--+
-2 -1 2
t-t--
4 5
problem set l. NN = 5 nickels; Nv = 5 dimes; NQ = 10 quarters 3. $1440
112 5. RF = 200mph; RH = 400mph; TF = 9hr; TH = 3hr
39,742
• 1 • • • • t--1-> 9. x + x112yl/2 _ xl/2y-1/4 _ yl/4 11.
7. -1 o 1 2 3 5 6 9900
13. --+--+---ti: 1 • 1 15. (a) and (b) 17. _J... + fi9.
10 - 101 19. (8, 12)
-4-3-223
21. (4, 1) and (-f, -8) 23 • 16 + .!.¡
6
25. x25/6y4/3 27. 36 - 5,{2
89 29. -t, 2
practice a. -5.26 b. 3.94 C. 1.56 X 10-2 d. 6.92 X 10-S e. 6.92 X 1014
problem set l. NN = 10 nickels; Nv = 5 dimes; NQ = 4 quarters 3. 60 mL 70%, 140 mL 60%
113 5. 3400 K 7. (a) e5163 (b) 136.77 9. -3 _
2
_
1 0 1 2 3 4
11. 'J -~ J ~ ~ ~ : : ~. 13. 8 9 10 11 12 13
15. (2p2k 5 - xm2 )(4p4k1 + 2p2k 5xm2 + x 2m4) º 17. y = -(x - 2) 2 + 3 ,,
19. 61 ± 6./85 21. (O, -2) and ( 5,
6 8)
5 y
23. (2, 3, 4) 25. +8 27. _ 3If3
¡Fi
29. -f, 1
1 1 1 1 1 1 V 1 1 1~ 1 1 X
practice RegionA
problem set l. -4, -2, O and 8, 10, 12
114 3. ~---~-i 1---1 RF = 800 mph; Rs = 400 mph; TF = 6 hr; Ts = 5 hr
5. 17 7. RegionA 9. (a) -4.77 (b) 4.47 11. (3 + 2M) cm 13. $112
Answers 585
15.
1
-2 -1
• •
o
•
1
•
2
•
3
•
4
1 •
5 17. B 9 10 11 12
19. y = (x - 2) 2
+ 3 21. (3, 15) 23. (3 + ,JlO, 3 - ,Jl0),(3 - ,JlO, 3 + ,JlO)
y 25. o = 22.51 - 1513 27. -99Fo
20 29. O, -f, -1
practice a. -3 .57 b. $1842.40 c. 39,792 rabbits
problem set l. 320 grams
115 3. 1 - - - - - - - f------1 R8 = 120 mph; RH = 240 mph; T8 = 4 hr; TH = 5 hr
5. 24 7. 4.53 9. 103·412 "" 2582.26 11. $224.79 13. 'f units; ~ units 2
15. t--+--+f !+-++-o
17. 1 • •
.-3 -2 -1 o• •
1
¡-.
19. x 112 _ 2xl/4y-l/4 + Y-112
- 6-5-4 1 2 3 3
21. !037
23. ~ 25. (2, 4, - 4) 27. -8 - 3i 29. _I_ + 6.[73
990 6 -
practice a. 210 b. i6
problem set l. -48, -42, -36 3. B = 10 mph; W = 3 mph 5. 29 7. e 34.17 "" 6.92 X 1014
116 9. $3023 .67 11. 15,120 13. 215° 15. ' • • 1 1
-4 -3 -2 -1
............
1 2
17.
• 1
-3 -2 - 1
• • •
o
•
1 2
• 1 '
3 19. y = -(x + 2) 2 - 2 y
21. (3m 3p - x 4 y )(9m6p 2 + 3m3px 4 y + x 8y 2 )
6 + .¡¡,
23. (15 , 21) 25. (-3, -3, -3) 27. -2-
29. 49
practice • 1
2
•
3
•
4
•
5
• •
6
problem set l. Nv = 6 dimes; NN = 8 nickels; NQ = 2 quarters
117 3. f-----1 Re = 40 mph; RM = 65 mph; T G = 5 hr; TM = 10 hr
5. Markup = $3456; Purchase price = $864 7. 1~2 9. 1.79 11. $3037.73
13. Region E 15.
4
f 17. :- 4 -3 _
2
_
1 0
19. y
21. y = -(x - 2) 2 + 2 y
I"
' I"
, ¡ I/
, ,·1 ¡,
!':
23. (m - 2p 2P)(m2 + 2mp 2k 3 + 4p4 k6 ) 25. (16, 9) 27 • - -'5- + !5 ¡ 29. x29/12y l/4
586 Algebra2
practice a. 12 b. 3 c. 4
problem set l. 4977 squatted. 3. NN = 9 nickels; NQ = 9 quarters 5. 41 7. 332,640
118 9. 1.01 11. 1,569,542 13. 9.08 x 10-6 moleniter 15. 15 17. ~.~
19. • • • • • • • • • 21.
• • • 1 1 1 •••
o 23. -3 ± i
-3 -2 -1 o 1 2 3 -2 -1 1 2 3 4
25. (x2y - 3p2m3)(x4y2 + 3x2yp2m3 + 9p4m6) 27. (3, 3, -3) 29. 37/10
practice a. • 1 $
-3 -2 -1
1::1
7
$
8
1 •
9
b. • 1 • • • • •
-6 -5 -4 -3 -2 -1 o
1 •
problem set l. 1500 mL 3. 1000 pinks 5. 41 7. • 1 • •
-5 -4 -3 -2 -1
• • •
o
•
1
•
2 3
1 • 9. 7 11. 55~
119 13. (xy 3 - 4p4m3)(x 2y6 + 4xy3p4m 3 + 16p8m6) 15. e4058 "' 4.20 x 10 17
17. Region B 19. 5.89 x 10-3 mole/liter 21. (-3 - ,fi,, 4) 23. (1, O, -6)
12
25. y = -(x + 1)2 + 2 27. 2 1
;
5
29. ab12 J1
y
1 1 1 lfl 1 1\ 1 1 1 1 1 1 X
practice B = 15; K = 20
problem set l. 210 liters 3. MN = 36; SN = 2 5. LN = 30; MN = 24 7· -6 -5 -4 -3 - 2 -1 o
120 9. 11,232,000 11. 4.28 x 104 13. 0.25 15. 7.41 x 10- 4 mole/liter 17. ~'.~
19. y = - (x - 1)2 - 2 21. (6, 4) 23. 7.62R + 5.97U or 9.68/38.08°
y 25. 220 27. x 3 - 2x 312y 312 + y3
29. OB = 6; AB = 15; OP = 1-f
practice • 1
o
é
1 2
1 $
3
1 •
4
problem set l. 20 liters 3. B = 10 mph; W = 4 mph 5. RN = 10; YN =5 7. ;;6 9. 487
121 11. "_11aJ JI~! __:-~· 13. 3 15. 0.63
17. LPQR + LPRQ = 100°; ±<LPQR + LPRQ) = 50°; mLQSR = 130º
19. 1.00 mole/liter 21. ATriangle = 16.,/3 cm 2
; AHexagon = 96.,/3 cm2
23. y = -(x - 2) 2 - 3 25. (2, 3, -2) 27. (1, 2, 3) 29. O,}, -1
y
Answers 587
practice
··~ ··~ ~~ ··~
problem set l. NN = 47 nickels; Nv = 22 dimes 3. 28 5. DN = 5; PN = 10 7. 840
122 9. (a) logMN = logM + logN (b) log-%- = logM - logN (c) logMN = NlogM
11 . • • • • 1 ! • 13. • 1 ••••••••• 1 • 15. 37.15 17. 8.49
01234 ~~~~~~~~012
23. 226.08(3)(3)(12)(12) in.2
167
19. 2.80 21. 5.89 x 10-9 moleniter 25. 99. 000
27. -1 - ti 29. x3/4y17/12
practice a. Two parallel Iines that are 6 feet apart
b. A pair of circies that are concentric with the given circie and that have radii of 5 cm and 11 cm
problem set l. See Lesson 123. 3. See Lesson 123. 5. See Lesson 123. 7. -1, 1, 3 and 7, 9, 11
123 9. 1 , • 1 80 miles 11. MN = 24; SN =4 13. {I, 3, 5, 7, 8, 10}
15. -1 o 1 2 3
17. -7 ~ -5 - 4 ~ -2 -1 o 1
19. 1.07 x 10- 4 mole/liter
21. Region C 23. rq. 25. (am9 _ p2yl2)(a2ml8 + am9p2y12 + p4y24)
27. y = -(x - 2) 2
+ 3 y 29. 3 - 4i
practice a. SSS, AAAS, SAS, and HL b. See Lesson 124.
problem set l. See Lesson 124. 3. See Lesson 124. 5. See Lesson 124. 7. See Lesson 123.
124 9. 2 3 4 5 6 11. ~ -5 ~ ~ -2 -1 o 1 2
13. 11
15. (a) logMN = logM + logN (b) iog-%- = logM - logN (c) logMN = NlogM
17. 625 19. ;~~
practice a. See Lesson 125. b. See Lesson 125. c. See Lesson 125.
problem set l. See Lesson 125. 3. See Lesson 124. 5. See Lesson 125. 7. See Lesson 123.
125 9. See Lesson 123. 11. 4791 synaptic reactions 13. 0.18 15. 1 2 3 4 5
17. 4096 19. e27.15 "" 6.18 X 1011
problem set l. See Lesson 125. 3. See Lesson 126. 5. See Lesson 124. 7. See Lesson 123.
126 9. See Lesson 123. 11. 6561 13. -3 .73 15. 2.28 17. 1 2 3 4 5 6 7
19. 59
practice a. See Lesson 127. b. See Lesson 127.
/
588 Algebra2
problem set; l. See Lesson 127. 3. See Lesson 124. .5. See Lesson 124. 7. See Lesson 123 .
127 9. See Lesson 123. 11. 110,070 incidents 13. 7.76 x 10--0 moleniter
15. e- 33 ·65 "' 2.43 X 10- 15 17. y = -(x + 1)2 +5 Y
19. 840
practice a. See Lesson 128. b. See Lesson 128.
problem set l. See Lesson 124. 3. See Lesson 126. 5. See Lesson 124. 7. See Lesson 127.
128 9. See Lesson 125. 11. 36 13. 124 15. 2...[ii cm 17. e = 10; D = 5,fj
21. ~
21 45
19. 60 23. X= T; Y= T 25. 10Jrcm
practice a. See student work. Range = 52 b. Mean = 6.5; median = 5; mode = 5; range = 13
c. 3.06
3,f35
problem set 1• - 4- cm 2 3. 65 5. 50 7. p = ~; Q = 10 9. X = ,fj; y = ,fj
3{,; .
129 11 • -~- umts 13. See Lesson 123. 15. See Lesson 124. 17. 10...[ii cm 19. 40
21. 197,209 bugs 23. e-37 ·61 "' 4.64 X 10-17 25. y = (x - 1)2 - 3
y
1 1 1 1 1 Pt 1 1 1JI 1 1 1 X
...>J" ..
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