MTH 05. Basic Concepts of Mathematics I

Transcription

1 MTH 05. Basic Concepts of Mathematics I Uma N. Iyer With Appendices by Sharon Persinger and Anthony Weaver Department of Mathematics and Computer Science Bronx Community College

2 ii To my parents and teachers Acknowledgements IthankNikosApostolakisforinitiating,helpingwiththetyping, and motivating this work. I thank Alexander Kheyfits, Amir Togha, and especially, Anthony Weaver for editing. I thank Luis Fernandez for technical help. I thank the MTH 05 committeespring 20)for reviewing this text and suggesting improvements. U. N. Iyer Copyright Uma N. Iyer 204. Department of Mathematics and Computer Science, CPH 5, Bronx Community College, 255 University Avenue, Bronx, NY 045. Version 4, Summer 206.

3 iii Suggested Syllabus Topics) Text Sections) HOMEWORK Number line Fractions.. p. 9- # -8 Absolute Value Signed numbers.2. p. 9-2 # -50 odd, p.2 # 5-58 Multiplication and Division Simplifying expressions Simplifying expressions, cont. Exponents and roots Order of operations Evaluating expressions..4..4, , 2.2. p. 5, 6 # -5 p. 6, 7 # 2-5 p. 7, 8 # 4-52 Finish Classroom Exercises p ; p. 49 # -7 p. 55, 56 # -7, 9 p. 6, 62 # -7 odd Solving linear equations..5 p. 76 # - p. 77 # 6-20, 2, 24 Solving linear equations, cont...5 p. 77, 78 # odd Words into algebra.2. p.92, 9 # -2 odd Word problems.2. p. 9, 94 # odd Solving literal equations.. p. 99, 00 # -5 odd Linear inequalities.4. p.2 # -0

4 iv Topics) Text Sections) HOMEWORK Solving linear inequalities.4. p. 2, # -22 Linear equations in two variables Cartesian coordinates 4.., 4.2. p. 2, 22 #,,5 p. 24 # -8 Graphing linear equations 4.. p. 28, 29 # -7 Slope 4.4. p. 6-8 # -4 Point-slope form 4.5. p. 44, 45 # -7 Linear inequalities in two variables 4.6. p. 50 # -4 Systems of linear equations 4.7. p. 62, 6 # 2,,4,5 Exponents Polynomials 5.., 5.2. p. 66 # p. 70, 7 # -9 Addition and subtraction of polynomials 5.. p. 74 #,2 Multiplication of polynomials 5.4. p. 77, 78 # - Division by a monomial 5.5. p. 79, 80 # -8 Factoring polynomials by finding the GCF grouping difference of squares formula Factoring trinomials Finish Classroom Exercises p ; and p. 94 #,2 a)-t) Finish Classroom Exercises p ; and p. 94 #

5 v Topics) Text Sections) HOMEWORK Solving quadratic equations by factoring 5.7. p. 97 # -6 Solving word problems using quadratic equations 5.8. p. 200, 20 # -5 Radical expressions 6.. p. 2, 22 #,,5, 6-2, 9 Operations on radical expressions 6.2. p. 220 # )-9) odd Complex numbers 6.. p. 20 # The quadratic formula completing the square) 7.. p. 28 #, 2 Graphing parabolas 7.2. p. 248 # - odd COURSE GRADE: TopassMTH05,youmusthaveaclassaverageofatleast74%or C), and you must achieve a score of at least 60 on the CUNY Common FinalExam.Yourclass average will be calculated using the following weighting:.5cuny Common Final Exam Score).65average of 4 class tests).

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7 Contents Real Numbers. Introduction Homework Exercises Addition and Subtraction of Real Numbers Addition Subtraction Homework Exercises Multiplication and Division of Real Numbers Multiplication Division Simplifying expressions involving,,, Homework Exercises Simple exponents, roots, and absolute values Exponents and Radicals Simplifying expressions involving exponents and radicals Simplifying expressions involving exponents, radicals, and, Simplifying expressions involving exponents, radicals, and,,, Absolute value and simplifications involving absolute values Simplifying expressions involving absolute values Homework Exercises Evaluating Algebraic Expressions and functions 5 2. Order of operations Parentheses and Order of operations Homework Exercises Evaluating algebraic expressions and functions Homework Exercises vii

8 viii CONTENTS Linear Equations 6. Solving Linear Equations Addition property Multiplication property Combining rules Simplify the two sides and then solve Homework Exercises Transition to algebra Translating phrases Translating statements and solving problems Homework Exercises Literal equations Homework Exercises Linear inequalities in one variable Introduction Solving Linear Inequalities Homework Exercises Absolute value equations Homework Exercises Graphing linear equations 7 4. Linear equations in two variables Introduction Solutions of linear equations in two variables Homework Exercises The cartesian coordinate system Homework Exercises The graph of a linear equation Homework Exercises Slope Homework Exercises The point-slope form of the equation of a line Homework Exercises Graphing linear inequalities in two variables Homework Exercises Solving systems of linear equations in two variables Homework Exercises

9 CONTENTS ix 5 Polynomials Integer exponents Homework Exercises Introduction to Polynomials Homework Exercises Addition and Subtraction of polynomials Homework Exercises Multiplication of polynomials Homework Exercises Division by a monomial Homework Exercises Factoring polynomials The Greatest Common Factor GCF) The Grouping method The Standard Formulae Monic Quadratics in one variable Non-monic Quadratics in one variable Summary Homework Exercises Solving Quadratic Equations By Factoring Homework Exercises Solving Word Problems Using Quadratic Equations Homework Exercises Radical expressions and complex numbers Roots and Radicals Homework Exercises Operations on Radical expressions Homework Exercises Complex numbers Homework Exercises Quadratic equations and some conics 2 7. Completing the square and the quadratic formula Homework Exercises Introduction to Parabolas Homework Exercises

10 x CONTENTS A Scientific Notation 249 A. Terminology A.. Homework Exercises A.2 Addition and Subtraction of numbers written in scientific notation A.2. Homework Exercises A. Multiplication and Division of numbers written in scientific notation A.. Homework Exercises B Percents and Fractional parts 255 B. Percents B.. Homework Exercises B.2 Fractional parts of numbers B.2. Homework Exercises C Ratio and Proportion 26 C. Ratio C.. Homework Exercises C.2 Proportions C.2. The cross-product property C.2.2 Solving a proportion C.2. Homework Exercises C. Percent problems C.. Exercises C.4 Rates C.4. Homework Exercises D Right triangles and the Pythagorean Theorem 277 D.0.2 Exercises:

11 Chapter Real Numbers. Introduction The study of real numbers is an ambitious project. We will learn just enough about the real numbers as our course requires. We first introduce the number systems as they were historically developed. We would like to inform the reader that not all mathematicians will agree with the terminology presented here. The set of natural numbers is N = {, 2,, }. The set of natural numbers is closed under addition. That is, given any two natural numbers, their sum is also a natural number. Addition is a commutative operation. That is, ab = ba for any natural numbers a, b. The set N is also closed under multiplication, and multiplication is also commutative. That is, a b = b a for any natural numbers a, b. Further,itcontainsthe multiplicative identity. That is, a = a = a foranynaturalnumbera. But N does not contain the additive identity. The set of whole numbers is W = {0,, 2,, }. Notice that W contains just one more element than N, thenumber0. Thenumber0isthe additive identity. That is, a 0=a =0a for any natural number a. Since every natural number is also a whole number, we say that N is a subset of W, writtenmathematicallyas N W. Thinkinginnon-technicalterms,wecouldsay, N is contained in W. Notice that while W is closed under addition and multiplication, it is not closed under subtraction. For example, 7isnotawholenumber. Thisbringsustothenextnumber system. The set of integers is Z = {,, 2,, 0,, 2,, }.

12 2 CHAPTER. REAL NUMBERS The set Z is closed under addition, multiplication, and subtraction, andhastheadditiveidentity. Further, W is a subset of Z. SowehaveN W Z. Notice that Z is not closed under division. For example, 7 isnotaninteger. Therefore,a new number system is needed which would contain Z and be closed under addition, subtraction, multiplication, and division. The set of rational numbers is denoted by Q. Itisdifficultto list all the numbers of Q. Wethereforeuseset-builder notation. Q = { a b } a, b Z,b 0. such that The set of Here, is read as elements of, and is read as not equal to.. a Thus, Q is equal to the set of all fractions b such that a, b are integers, and b is not equal to 0. The set Q is closed under addition, subtraction, multiplication, anddivisionbynonzeroelements, and contains 0 the additive identity) and the multiplicative identity). Addition and multiplication are commutative and associative. Moreover, multiplication satisfies the distributive law over addition. That is, a b c) =a b a c for all rational numbers a, b, c. For an integer n, wecanviewn as a rational number as n.forexample,5 Z can be viewed as 5 Q. Therefore,N W Z Q. Herearesomemoreexamplesofrationalnumbers. 8 = 8 = 8 = 8 2. = = = = 45 0 = 45 0 = = = 2 7 = =0.5 = =0.64 = The rational numbers can be arranged in a line, but they leave infinitely many holes. These holes get filled by irrational numbers. Thatis,anirrationalnumbercannotbewritteninthe form of a fraction of two integers. Examples of irrational numbers are 2,,π pi),e the Euler number).

13 .. INTRODUCTION Irrational numbers are extremely useful, and we will encounter them throughout our course. Numbers which are rational or irrational, are called the real numbers. The set of real numbers is denoted by R. There is a bigger number system containing R on which addition and multiplication are commutative and associative, which is closed under subtraction and division by non-zero numbers, and which contains 0 and. That number system is the set of complex numbers denoted by C. Leti =. It turns out that every element of C can be written in the form of a bi where a, b are real numbers. That is, C = {a bi a, b R}. We will see more on complex numbers towards the end of this course. So we will focus only on the real numbers. The following figure is a Venn diagram representation of the number systems introduced so far. R Q C Z W N Irrationals First we understand the rational numbers. The following figures help us understand the meaning of fractions.

14 4 CHAPTER. REAL NUMBERS Figure Value Figure Value = = 5 Notice that 4 8 =.Thishelpsusunderstandhowtoreducefractionstotheirlowest terms: = = 4 = Here is another example of reducing a fraction to its lowest term done in several steps: 0 20 = = 200 This process can be reversed. That is, Here are more examples = 8 20 = = = = 4 8, and 9 0 = = = = = = = = = = = = = = =

15 .. INTRODUCTION 5 Classroom Exercises : Fill in the blanks: 2. = = 56.. Reduce the following fractions to their lowest terms: Notice in the figure drawn on the previous page, 8 5 =. This number written in the form of 5 afraction, 8 5,andintheformofamixed number, 5.Afractioninwhichthenumeratoris greater than or equal to the denominator is called an improper fraction. Wecanconvertan improper fraction to a mixed number. Example : 2 7 =5 7.Toseethis,considerthefollowingdivision: quotient That is, 2 = So when we divide 2 by 7 we get and five-sevenths more. 5 remainder That is, 2 7 =5 7. Example 2 : 85 6 =4 6.Toseethis,considerthefollowingdivision: 4 quotient That is, 85 = So when we divide 85 by 6 we get 4 and one-sixth more That is, 85 6 = remainder

16 6 CHAPTER. REAL NUMBERS Example : 4 7 = 56. We go through the same process as in the previous case, ignoring the negative 7 sign. When 4 is divided by 7, we get a quotient of 5, and a remainder of 6. Thus, 4 7 =56 7. Now introduce the sign back to get 4 7 = Classroom Exercises : Convert the following improper fractions to mixed numbers: Going in the reverse direction, given a mixed number we can convert it into an improper fraction. Example : 8 =and 8 = 8 = 8 = 9. Thus, we simply write, 8 = 8 = recall that multiplication takes precedence over addition) 8 = 9. Example 2: 4 = 4 = 9 4 = 4. Example : When a negative mixed number is given, keep the negative sign out of your calculations, but keep it throughout = 7 = 05 2 = Classroom Exercises : Convert the following mixed numbers to improper fractions: Any two real numbers can be compared using the following symbols of inequality: Symbol Meaning < Less than Less than or equal to > Greater than Greater than or equal to

17 .. INTRODUCTION 7 The following table gives examples of inequalities which are trueorfalse: Mathematical statement Translation to English Truth value 5 < 0 5islessthan0 True 5 0 5islessthanorequalto0 True 2 > 2 Negative 2 is greater than Negative 2 True 2 2 Negative 2 is greater than or equal to negative 2 True 4 4 4islessthanorequalto4 True 4 4 4isgreaterthanorequalto4 True 4 < 4 4islessthan4 False 5 < 5islessthan False Real numbers greater than 0 are called positive, and the real numbers less than 0 are called negative. The real numbers are arranged on a number line in an increasing order when read from left to right. Thus, all the positive numbers are written totherightof0,andallthe negative numbers are written to the left of Notice that the placement of 7 has to be estimated. Since 7 is between 6 and 25, we note that 7 has to be between 6 and 25. Therefore, 7 is between 4 and 5. Furthermore, since 7 is closer to 6 than to 25, we place 7 closer to 4 than to 5. Without a calculator, we can think of 7 as 4.something.

18 8 CHAPTER. REAL NUMBERS Classroom Exercises :. Estimate the values of: Plot the following numbers on the number line: The following figure explains how we plot fractions and mixed numbers on the real number line. Location of the point Value of the point isthemidpointofthelinesegmentjoining2and isthemidpointofthelinesegmentjoining 5 and is two-thirds of the distance from 7 towards is the three-fifths of the distance from 9 towards 0. Once we arrange all the numbers on the number line, we can introduce the concept of the absolute value of a real number. The absolute value of a real number is its distance from 0 on the real number line. We therefore have, Classroom Exercises: 5 =5 becausethedistanceof5from0is5; 7 =7 becausethedistanceof 7 from0is7; 0 =0 becausethedistanceof0from0is0.. Fill in the blanks using <, >,,, =whicheverapplyincaseaquestionhasmorethan one answer, then write down every answer that applies): a) 5 8. b) c) 7.

19 .. INTRODUCTION 9 d) 8 0. e) 5 5. f) Plot the following numbers on the number line: a) 0.9 b) 2.4 c) 4 d) 5 e) f) 4 2. Find the absolute values: a) 20 b) 20 c) 7 d) 7 e) 7 f) 0.. Homework Exercises. Reduce the following fractions to their lowest terms: a) 2 8 b) 4 60 c) d) e) 0 85

20 0 CHAPTER. REAL NUMBERS 2. Fill in the blanks: a) 4 = 2 b) 2 5 = 0 = = 5 8 = = = = Convert the following fractions to mixed numbers: a) 2 5 b) 0 7 c) 5 9 d) 24 e) Convert the following mixed numbers to fractions: a) 8 b) 7 8 c) d) 8 4 e) Estimate the values of the following: a) 2 b) 5 c) 0 d) 9 e) 50

21 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS 6. Fill in the blanks using <, >,,, =whicheverapplyincaseaquestionhasmorethan one answer, then write down every answer that applies): a) 4 7. b) c) 4 7. d) 4 7. e) 4 4. f) Plot the following numbers on the number line: a) 0.7 b).5 c) 2 5 d) 4 7 e) 7 2 f) Find the absolute values: a) 02 b) 2 c) 5 d) 5 e) 5 f) 0.2 Addition and Subtraction of Real Numbers.2. Addition To add two numbers is to find their combined value. We denote addition bythesymbol Recall: Real numbers are placed on a number line. The negative numbers areplacedtothe left of zero, and the positive numbers are placed to the right of zero.

22 2 CHAPTER. REAL NUMBERS To add a positive number is to move to the right. To add a negative number is to move to the left. For instance, to understand 5 4, we start at 5 on the number line, and move 4 units to the right to reach 9. Is this the same as 4 5? That is, would you get the same answer had you started at 4 and moved 5 units to the right? Likewise, to understand 5 4), we start at 5 on the number line, and move 4 units to the left to reach. Is this the same as 4) 5? That is, would you get the same answer had you started at 4 andmoved5unitstotheright? Classroom Exercises: Use the number line you will have to extend the number line in your mind) to find the following sums: a) 4) 8 b) 28 7) c) 8) 9) d) 2 9) e) ) 0 f) 0 5 The number 0 is called the additive identity. This is because, a 0=0a = a for any real number a. Another important way of understanding addition of signed numbers is by using the notions of profit and loss. Forinstance,thecombinedvalueof$ 5and$ 6is$. That is, 56=. On the other hand, if I make a profit of $ 0, and a loss of $, then combining my profit and loss gives me a profit of only $ 7. That is, 0 ) = 7. Likewise, if I make a profit of $, and a loss of $ 5, then combining my profit and loss gives me a loss of $ 4. Therefore, 5) = 4. This way of viewing signed numbers as profit for positive numbers) and loss for negative numbers) helps us simplify complicated additions.

23 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS For instance, ) 0 8) 2 9) 20 =0220 ) 8) 9) get the profits together, and then the losses together; =42 20) combine your profits, and combine your losses; =22. the final balance. Here is another example: 2 8) 7) 9) 2) 8) 2 =22 8) 7) 9) 8) 2) =7 54) = 7). Classroom Exercises: get the profits together, and then the losses together; combine your profits, and combine your losses; the final balance. a) 2) 4 8) 7) 8 b) 9 7) 8 9) By now you have probably discovered the following rules of addition: To add two numbers of the same sign, add their absolute values and keep the sign. To add two numbers of opposite signs, subtract the smaller absolute value from the larger absolute value and keep the sign of the number with the larger absolute value. Commutativity for addition: a b = b a for any real numbers a and b. We also have the Associativity for addition: a b)c = a b c) for any real numbers a, b and c. This rule means that, for the purposes of addition, we can group our numbers in whichever order we want to. Before we proceed further, recall the addition and subtraction of numbers in decimal form. Classroom Exercises:

24 4 CHAPTER. REAL NUMBERS Now we can simplify the following: ) 2.789) = ) 2.789) group the positive and negative numbers ; = ) add the positive numbers, and add the negative numbers; =7.247 the final answer. Classroom Exercises: Find the following sums a) 89.24) 72.24) ) 52.2 b) ) ) Let us now try to understand the addition of fractions. First, apreliminary: Whenweadd5 units and 2 units, we get 7 units. When we subtract 2 units from 5units,wegetunits.Units can be thought of as line segments of the same length. We see this pictorially here: Now, consider the following picture: We want to add 5 and 2. As they represent different lengths, we cannot directly add them. But, we see 5 = 6 0 and 2 = 5 6. Now, we can add 0 0 and 5 0 to get 0.

25 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS ? In the same way, notice the following subtraction: ? Remark : To add or subtract fractions, we need common denominators. We prefer using the Least Common Denominator LCD) which you must have learned in your previous mathematics classes. Let us try a few problems without drawing pictures = = 0 = The least common denominator is 5; =. The final answer. 5

26 6 CHAPTER. REAL NUMBERS 2. 8 = 8 = 9 24 ) 7 2 ) ) 4 24 The least common denominator is 24; 9) 4 = = 5. The final answer = = ) ) 8 4 ) 2 ) ) 2 ) = ) ) = ) = = 4 80 = ) ) The least common denominator is 80; Grouping the positives and the negatives; The final answer. Classroom Exercises: Evaluate a) b) 2 ) 5 4 ) Subtraction Once you have mastered addition of signed numbers, subtraction is straightforward. First, a definition: The opposite of a real number a is a. Note, a a) =0. Theoppositeofa is also called the additive inverse of a. The opposite of 4 is 4. Note, 4 4) = 0. The opposite of 6) is 6. Note, 6) 6 = 0.

27 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS 7 Subtracting anumberisthesameasadding its opposite. For instance, 0 4=0 4) = 6 2 8) = 2 8 = 40 ) 6= ) 6) = Fill in the blank.) Let us see why this should be true. To understand 0 4onthenumberline,westartat0 and move 4 units to the left, thus obtaining 6. This is the same procedure we used to calculate 0 4). Likewise, to understand 2 8), we start at 2 and move left by 8 units.nowwhatdoesit mean to move left by 8 units? Itmeans,moverightby8units. Thatiswhy2 8) = 28. Classroom Exercises: a) 4) 8= 4) = b) 28 7) = 28 = c) 8) 9) = 8) = d) 2 9) = 2 = Here is a complicated exercise involving subtractions, which we convert to an addition problem. ) 0 8) 2 9) 20 = ) 0) 8) Changing the subtractions to additions = 2) 4 Combine the negative numbers, and the positive numbers. =20. The final answer. Here is another example: 2 8) 7) 9) 2) 8) 2 =2 8 7) 9) 2) ) 8 2 = ) 9) 2) ) Group the positive and negative numbers. =62 29) = The final answer. Classroom Exercises: a) 2) 4 8) 7) 8 b) 9 7) 8 9) c) 89.24) 72.24) ) 52.2 d) ) )

28 8 CHAPTER. REAL NUMBERS e) f) g) 5 ) ) ) 25 2 h) ) ) 6 2 ) An important note: When we say, Subtract a from b, we mean b a. Whenwesay, The difference of a and b, we mean a b.. Subtract 8 from 6. Answer: 6 8= Subtract 8 from64.answer:64 8) = 64 8 = 72.. Subtract 8 from 6. Answer: 6 8= Subtract 2 from 6. Answer: 6 2 = Subtract 2 from 5. Answer: 5 2) = 5 2 = The difference of 2 and 4 is 2 4 = 8 =8. 7. The difference of 2 and 7 is 2 7 = 9 =9. 8. The difference of 2 and 20 is 2 20) = 2 20 = 2 =2. 9. The difference of 2 and 28 is 2 28) = 2 28 = 6 =6. Classroom Exercises: i) Subtract 4 from 6. ii) Subtract 4 from 20. iii) Subtract 4 from 2. iv) Subtract 4 from 4. v) Find the difference of 4 and 6. vi) Find the difference of 4 and 20. vii) Find the difference of 4 and 2. viii) Find the difference of 4 and 4.

29 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS 9.2. Homework Exercises Add ) 2. 4) ) 78) ) 26.26) ) ) 8. 2 ) ) ) ) ) 8) 22 7) 8) 2. ) 2 20) 5) ) ) 5) 6) 4. 7) 9) ) 0) 2 5) ).45) ) ) 5.62) ) ) ) ) 24.78) ) 6.054) )

30 20 CHAPTER. REAL NUMBERS ) ) ) 5 6 ) 74 9 ) 5 2 ) ) ) ) ) 8 9 ) 7 Simplify combination of both add and subtract): ) 27. 4) ) 78) ) 26.26). 7.22) ). 2 ) ) 5 ) ) ) 8) 22 7) 8) 7. ) 2 20) 5) ) ) 5) 6) 9. 7) 9) 4 2

31 .2. ADDITION AND SUBTRACTION OF REAL NUMBERS ) 0) 2 5) ).45) ) ) 5.62) ) ) ) ) 24.78) ) 6.054) ) ) 4 9 ) ) ) 74 9 ) 5 2 ) ) 5 5 ) ) 6 2 ) 8 9 ) 7 Answer the following: 5. Subtract 2 from Subtract 2 from Subtract 2 from Subtract 2 from Find the difference of 56 and Find the difference of 56 and Find the difference of 56 and Find the difference of 56 and 89.

32 22 CHAPTER. REAL NUMBERS. Multiplication and Division of Real Numbers.. Multiplication Multiplying is a quick way of adding. For instance, the phrase three times four stands for 444. Insteadofwriting twelve times five, or five written twelve times; we simply write 2 5. Therefore, the multiplication-table helps us to find the sum when five is written twelve times by just saying 2 5=60. A clarification: Sometimes we get confused by a phrase of the kind three times four. Is it or 4 4 4? When dealing with the phrase three times four, ask yourself the question, How many times? That tells you, three times. In otherwords,thenumberfour has to be written three times. Fortunately for us, three times four equals four times three. Four times three. Three times four. Notice, 5 8) = five times 8) = 8) 8) 8) 8) 8) = 40. We thus get =. To understand and we will need some abstract discussions of opposites the additive inverses). To avoid any distraction from our current lesson, let us agree to the following rules: = = = = When numbers are multiplied, the result is called their product.

33 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS 2 Classroom Exercises: a) 5 6=0. b) 0 ) = 0. c) )5 = ) 5 = 65. d) 9) 2) = 9) 2) = 08. e) 4)8 = 4) 8= f) 8 7) = 8 7) = g) 8) 9) = 8) 9) = h) 2 9) = 2 9) = i) ) 0= j) 0 5 = Properties of multiplication: Multiplication is Commutative : a b = b a for any real numbers a and b. Thistellsus that 0 2=2 0. Ordering of numbers while multiplying does not matter. Multiplication is Associative : a b) c = a b c) foranyrealnumbersa, b and c. For instance, compare the two calculations: 0 2) 0 2 ) =20 =0 6 =60. =60. This important property allows us to multiply several numbers without worrying about the order of multiplication. For instance, 2) 5) 4 2) 5) 4 = 6) 5) 4 = 2) 5) 4 =80 4 = 2) 60) =720. =720.

34 24 CHAPTER. REAL NUMBERS Multiplication is Distributive over Addition : a b c) =a b a c for any real numbers a, b and c. Forexample,comparethetwocalculations: 0 2 ) 0 20 =0 5 =200 =50. =50. Using these properties we now simplify expressions involving multiplications. Try and simplify using other orderings of the numbers and multiplications, and see whether we agree. Here is an example: 2) 5) 9 7) = We are using = = 2 }{{ } 5 }{{ 9 } 7 Multiply two numbers at a time; = 6 } {{ 45 } 7 = } 270 {{ 7 } = 890. The final answer. Here is another example: 9) 4 ) 5) 2) = We are using = = }{{ 9 } 4 }{{ } 5 }{{ 2 } Multiply two numbers at a time; = 27 } {{ 2 } 0 = 24 }{{ 0 } = 240. The final answer. Classroom Exercises: Find the products:. ) 0) 5) 7) ) 5) 7) We next want to understand multiplication of fractions.

35 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS 25 Here is a geometric way of looking at multiplication, using the fact that the area of a rectangle is the product of its length and its width. 2units 4units=8squareunits. 4units 2units Now we look at multiplication of fractions geometrically. another situation: The adjoining square represents square unit. The shaded region represents 4 of the area. 5 The length of the shaded region is,whileitswidthis4 5. Therefore, 4 5 = 4 5. Here is We thus conclude: Here, the length of the shaded region is,whileitswidthis 5. Therefore, 5 = 5. Note that five times the shaded region is equal to the entire square. That is, 5 = 5. a b c d = a c for any whole numbers a, b, c, d with b, d 0. Thatis,tomultiplytwo b d fractions, we multiply the numerators to obtain the numerator of the product, and we multiply the denominators to obtain the denominator of the product.

36 26 CHAPTER. REAL NUMBERS a c b c = a for any whole numbers a, b, c with c 0. Thatis,acommonfactorofthe b numerator and the denominator can be cancelled. Remark : For multiplication of fractions, we do not need common denominators. Example : = = 8 2. Example 2 : Example : = = 4 = There are no common factors in the numerator and the denominator. ) 2 is a common factor in the numerator and the denominator) = = 25 5 and are common factors in the numerator and the denominator) = = 9 5. Example 4 : ) ) 2 ) 9 = = = = 2 2 = 4 9. We are using = There are several common factors in the numerator and the denominator.

37 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS 27 Classroom Exercises: a) b) 24 ) ) 9 Multiplication of numbers written in decimal form can be addressed using fractions. Recall that anumberwrittenindecimalformcanbewrittenintheformofafraction. Examples: We can now multiply: 2.45 = , =, 245. = , and 5=5. Example : Note that we do not cancel any factor of the denominators here. Youmaycancel factors and eventually divide to get the same answer in decimal form but this would be more work = = = 5 00 =.5 Example 2:.6) 8.8) Classroom Exercises: Find the products: a) b) 0.9.).)..2 Division = We are using = = = = Once you master multiplication of fractions, division becomes a straightforward exercise. First, afewdefinitions: The multiplicative identity is. What this means is, a = a and a =a for any real number a. For any nonzero real number a, itsmultiplicative inverse or reciprocal) is a. Notice, a a = a a = a a = a a = =.

38 28 CHAPTER. REAL NUMBERS Number Reciprocal 5 8 = We write the phrase, a divided by b inshortformasa b. Whenwehaveseveral or in an expression, we read from left to right. Thatis,24 2 =2 =4. Note, a b = a b which is same as a b That is, division by a nonzero number, is multiplication by its reciprocal. For example, More examples: 0 = 0. On the other hand, 0 = 0 = = 2 8 = 2 8 = 2 8 = 2 2 = = 50 5 = 50 5 = 50 5 = 0 50 = 0 5 Therefore, these division problems can be converted to multiplication problems. Do keep in mind that this method is unnecessary for the purposes of simpler problems. As long as your method is mathematically sound, it does not matter which approach you use. Example : The expression 2 2canbesimplifiedalwaysgofromlefttoright)to 4 2=2. Thisisamuchsimplerprocedureascomparedtothefollowing:

39 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS = 2 2 = 2 2 = 2 6 = 2 2 =2 6 = 2 2 Example 2 : The following evaluation does need all the steps shown ) 0 27 = ) Divisions are changed to multiplications by reciprocals; 27 0 = There is one = = Cancelling common factors = 2 The final answer. 5 Example : The following evaluation shows us how to divide numbers written in decimal form ) 0. = ) 0 = ) 0 = = = = Converting decimal numbers to fractions; Divisions are changed to multiplications by reciprocals; There is one = Cancel out the common factors, 0

40 0 CHAPTER. REAL NUMBERS Example 4 : Yet another example of a simplification process ) 0.75) = ) 75 ) = ) 75 ) = = = = Converting decimal numbers to fractions; Divisions are changed to multiplications by reciprocals; Use = The final answer. Classroom Exercises: Simplify the following: a) b) c) d) 4 6 ) 5 7 e) ) An important note: You probably have noticed that throughout this section we have described division by a nonzero number. The reason is quite simple. Division by 0 is undefined. That is, a 0 or a is undefined for any number a. 0 Thus, 0 is undefined. So is 0 0 undefined. This should not be confused with 0 divided by any nonzero number is zero. Thus, which is 0. Zero 0 a = 0 =0whenever a is nonzero. a

41 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS Classroom Exercises: Simplify: a) 0 b) 0 c) 0 0 d) 0 5 e) 5 0 f) g) Simplifying expressions involving,,, Recall that multiplication is used to quickly calculate when anumberisaddedseveraltimes. This means that 5 42=444442=202=2. That is, when we encounter 5 42,wemultiplyfirst. Thismotivates thefollowingordering: To simplify an expression involving,,,, first perform, and then perform,. Example : Simplify 4 8 Example 2 : Simplify 5 7 Example : Simplify =2 8 5 = 2 8 = = =2 Multiplication first =5 Final answer. 5 7 =5 2 Multiplication first = 5 2) = 6 Final answer. Division first Least common denominator is 5 = 52. The final answer. 5

42 2 CHAPTER. REAL NUMBERS Example 4 : Simplify 7) ) = 7) Address multiplications and divisions first. Division is multiplication by the reciprocal. = 7) = 7) = 7) = 7) = = 9 6 Example 5 : Simplify The least common denominator is 6 The final answer Address multiplications and divisions first. 25 = Division is multiplication by the reciprocal. 6 = = Simplifying the fractions 5 6 = = = = = 5 2 The least common denominator is 2 The final answer. There are times when multiplcation or division can be done only after some other simplifications have been done. For instance,

43 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS 4) Example 6 : Simplify ) 9).Noticethatthedivisioncanbeperformedonlyafterthe numerator and denominators are first simplified. So, a possible simplification is 4) ) 9) = 9 = 6 = 6 4 Example 7 : Simplify Again, we first simplify the numerator and the 2) 4) 2 denominator. Within the numerator and the denominator, multiplications have to be performed first. Thus, 4 2 = 2) 4) = Example 8 : Simplify 2) 4) 2.Firstsimplifythenumertorandthedenominator. 4 2) = 4 Division is multiplication by the reciprocal 4) 2 2) 4) 2 = = = = 4 = 2) 2) = 2 6 = = ) 6 2) = = = 4 6 = = 2 26 Simplify fraction Common denominators The final answer.

44 4 CHAPTER. REAL NUMBERS Classroom Exercises: Simplify: a) 4 7 b) 8 52 c) 9) d) e) f) g) 8) h) 2) ) 8. i) j) You may skip certain steps only after you have achieved mastery over these calculations. Until then, try to write as many steps as you need. For instance, consider the following simplification.

45 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS 5 Simplication of 8) ) 8) ) = 8) ) Address multiplications and divisions first = 8) ) Division is multiplication by the reciprocal. 6 = 8) ) = 8) ) Simplifying the fractions 4 6 = 8) ) = 8) Note that 2) = 2 2 8) 0 = The least common denominator is = = = Homework Exercises Multiply. 4) ). 7) ) ) ) ) ) 5) 9 = 27. The final answer. 0

46 6 CHAPTER. REAL NUMBERS ) 2 2) 0. 4) 5) 9 7) ) ) ) ) 47 7 ) 2 50 ) 8 ) 49 9 ) ) ) ) ) ) 5 0 ) 6 ) 7 49 Simplify multiplications and divisions) 2. 4) ) 2. 7) 24. 2) ) ) 0

47 .. MULTIPLICATION AND DIVISION OF REAL NUMBERS ) ) 5) ) 2 2) 0. 4) 5) ) 7 ) ) ) ) ) 7 2 ) 8 ) ) ) ) 5 ) ) 0 ) 6 ) Simplify multiplications, divisions, additions, and subtractions) 4. 6) ) ) 4. 4) 5)

48 8 CHAPTER. REAL NUMBERS ) ) Simple exponents, roots, and absolute values.4. Exponents and Radicals Exponents are used to describe several self-multiplications. Instead ofwriting we write 2 5.Foranynaturalnumbern, andanyrealnumbera, wewrite a n = a a a; here, a appears n times. Further, a 0 =for a 0, and 0 0 is undefined. We say that a is the base and n is the exponent. Some examples:

49 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES :Here,thebaseis2andtheexponentis4.Thevalueof2 4 = =6. 2 :Here,thebaseisandtheexponentis2.Thevalueof 2 = = :Here,thebaseis4andtheexponentis0.Thevalueof4 0 =. 5) 2 :Here,thebaseis 5 andtheexponentis2. Thevalueof 5) 2 = 5) 5) = :Here,thebaseis5andtheexponentis2.Thevalueof 5 2 = 5 5= 25. ) 2 ) 2 :Here,thebaseis and the exponent is. 5 5 ) 2 ) ) ) The value of = = The inverse operation of taking exponents is the operation of extracting a root.that is, 9= because 2 =9. 25 = 5 because 5 2 =25. = because 2 =. 0=0 because 0 2 =0. 8=2 because 2 =8. 27 = because = = 4 because 4 =64. = because =. 0=0 because 0 =0. 8= 2 because 2) = = because ) = 27. The symbol is called the radical. In an expression a,thenumbera is called the radicand. a 2 is read a -squared; a is read square-root of a a is read a -cubed; a is read cube-root of a

50 40 CHAPTER. REAL NUMBERS Properties of exponents and radicals: a n a m = a nm.forexample, 2 4 = ) ) = 6. a n ) m = a nm.forexample,5 2 ) =5 2 ) 5 2 ) 5 2 )=5 5) 5 5) 5 5) = 5 6. a b) n = a n b n.forexample,4 5) 2 = = = a ) n a n = b for b 0. Forexample, bn ) 4 2 = = = a b = a b for a, b 0. For example, 4 9= 6 = 6 = 2 = 4 9. a a 4 b = for a, b 0,b 0. Forexample, b 9 = 2 4 =. 9 a b = a b.forexample, 8 27 = 26 = 6 = 2 = a b = a b for b 0. Forexample, Remark : 8 27 = 2 8 =. 27 a b) 2 a 2 b 2.Checkwithanexample.Leta =andb =2. Then a b) 2 a 2 b 2 =2) 2 = = 2 =9. =4=5. Therefore, 2) a b) 2 a 2 b 2.Checkwithanexample.Leta =andb =2. Then a b) 2 a 2 b 2 = 2) 2 = = ) 2 =. = 4=. Therefore, 2)

51 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES 4 a b a b.checkwithanexample.leta =andb =4. Then a b a b = 4 = 4 = 5= =2=. Therefore, 2 2. You can check that a b a b You can check that a b a b You can check that a b a b.4.2 Simplifying expressions involving exponents and radicals Now we are ready to simplify expressions involving exponents and radicals. Example : Simplify ) 4. Example 2: Simplify ) 5. ) 4 = ) ) ) ) = 8 There are five negatives. ) 5 = ) ) ) ) ) =. Example : Simplify ) 98.Note, ) 98 = ) ) ) =. }{{} 98 times Example 4: Simplify 49. Note, 49 = 7. Example 5: Simplify 98. Note, 98 = 49 2= 49 2=7 2. Example 6: Simplify = 4 45 = 4 9 5= 4 9 5=2 5=6 5. Example 7: Simplify ) 2. ) 2 = 9=. Example 8: Simplify 5) 2).Startsimplifyingfromtheinnermostparentheses. 5) 2) = 25 ) = 5) = 25.

52 42 CHAPTER. REAL NUMBERS Example 9: Simplify 5 ) 2. 5 ) 2 =5. This is the meaning of 5. Yet another way of understanding the above problem is 5 ) 2 = 5 5= 25 = 5. ) 2 ) Example 0: Simplify.Note, = Classroom Exercises : Find the value of a) ) 0 b) 2) 6 c) ) 4 d) 8 ) e) ) 2 f) 00 g) 7 ) 2 ) 4 2 = Simplifying expressions involving exponents, radicals, and, Suppose we want to simplify the expression, 2 5. This is equal to =8 5 =40. In other words, when we encounter multiplication and exponents in the same expression, the exponents get performed first. This motivates the following rule: To simplify an expression involving exponents, radicals, multiplications, and divisions, first perform exponents and radicals, and then perform multiplications and divisions. Example : Simplify 9 4) ) 25 = 64 5= Example 2: Simplify ) ) = ) = ) = ) = 2 = = 4 2.

53 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES 4 Example : Simplify 5.Thatis,rationalize the denominator. This means, the denominator should be free of the radical symbol.) = 5 = Example 4: Simplify ; recall that 5 5= = 7) 7 Simplify radicals 2 5 = 7) 7 4 = 7) Multiplication and division now = = 5 2 = 5 2 Rationalize the denominator = 5 2 = 5. The final answer. 6 As a rule we always rationalize the denominator to obtain the final answer. Example 5: Simplify = Simplify exponents and radicals = = Division is multiplication by reciprocal 5 = = Rationalize the denominator 5 5 = = 5. The final answer. 5

54 44 CHAPTER. REAL NUMBERS Many a time, one has to simplify the radicand in a radical expression) or the base in an exponential expression) first. Example 6: Simplify = = 49 8 = Example 7: Simplify ) ) 2 = 9 2 ) = 90 2 = = = Classroom Exercises : Simplify the following Do not forget to rationalize the denominator whenever necessary) :. a) 2. a). a) 4. a) 8 b) 8 c) 2 d) 50 2 b) 27 c) 48 d) b) 45 c) 80 d) b) 54 c) 28 d) 6 5. a) 8 b) 8 c) 2 d) a) 2 b) 27 c) 48 d) a) 20 b) 45 c) 80 d) a) 24 b) 54 c) 28 d)

55 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES ) ) ) Simplifying expressions involving exponents, radicals, and,,, Recall, to simplify an expression involving,,,, wefirstperform, left to right) and then perform, left to right). Therefore, to simplify an expression involving exponents, radicals,,,, and we perform the operations in the following order:. Exponents and Radicals are computed first. 2. Multiplications and Divisions are computed second left to right).. Additions and Subtractions come at the end left to right). Example : Simplify = Exponents and radicals first = Multiplications and divisions next left to right) = = = = = The least common denominator is 6

56 46 CHAPTER. REAL NUMBERS Example 2: Simplify = Simplify exponents and radicals first = = Multiplication is commutative = =6 7 5 Additions and subtractions last. Example : Simplify ) 2 9) 2. ) 2 9) 2 = 98= 90 = 9 0 = 9 0 = 0. Notice in this case that Classroom Exercises : Simplify a) b) c) d) e) f) Absolute value and simplifications involving absolute values The absolute value of a real number is its distance from 0 on the real number line. Absolute value of number a is denoted by a The distance between 4 and 0 on the number line is 4. Hence, 4 =4. The distance between 4 and0onthenumberlineis4.hence, 4 =4.

57 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES 47 The distance between 0 and 0 on the number line is 0. Hence, 0 =0. The absolute value is closely related to exponents and radicals. Pay careful attention to the numbers in the following three examples. 4 2 = 6 = 4. 4) 2 = 6 = = 0=0. In other words, a 2 = a for any real number a. Classroom Exercises : a) 5 2 = b) 5) 2 = c) 7 2 = d) 7) 2 = e) 7 2 = f) 2 2 = Mind you, a a. Forinstance, 2) = 8= 2 whichisnotthesameas 2. Properties of the absolute value: a b = a b for any real numbers a, b. Forexample, 2) = 6 =6= 2. a = a for any real numbers a, b with b 0. Forexample, 2 b b = 2 = 2 = 2. Remark: a b a b. Checkfora = 2) and b =. 2) = =. Whereas, 2 =2=. a b a b. Checkfora = 2) and b =. 2) = =. Whereas, 2 =2 =. Classroom Exercises : Find the values of 9 ) a) b) 2 7) c) d) 0 2 7)) 2

58 48 CHAPTER. REAL NUMBERS.4.6 Simplifying expressions involving absolute values When we want to simplify an expression involving exponents, radicals,,,,,, theabsolute value takes the same priority as exponents and radicals. That is,. Exponents, Radicals, and Absolute Values are computed first. 2. Multiplications and Divisions are computed second.. Additions and Subtractions come at the end. As always, if exponents, radicals, and absolute values themselves have some complicated expressions within them, then the inner complications have to be simplified. In other words, exponents, radicals, and absolute values can themselves be grouping mechanisms. Example : Simplify Absolute value, exponent and radical first =0 9 Multiplication next =90 =87. Subtraction last. Example 2: Simplify Exponent, radical, absolute value first = Multiplication and division next = = Addition last; the least common denominator is 5 = = Example : Simplify Inthiscase, theoutermostabsolute value is to be performed after the expression inside is simplified The inner exponents, radicals and absolute values = = = = = =74=. are to be simplifed first Simplify multiplications and divisions inside

59 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES 49 Classroom Exercises: a) 4 b) 4 c) 4 d) 8 2 e) ) 8 f) 2) 6 2 g) ) 5 4 h) 2) ) 4 i) 8 2).4.7 Homework Exercises Do not forget to rationalize the denominator whenever necessary. Simplify exponents and radicals):. ) ). 2) 4 ) ) )

60 50 CHAPTER. REAL NUMBERS Simplify exponents, radicals, multiplications, and divisions) ) 20. 5) 2 4) 2 ) Simplify exponents, radicals, multiplications, divisions, additions, and subtractions) ) ) 2 9 2) Simplify absolute values, exponents, radicals, multiplications, divisions, additions, and subtractions)

61 .4. SIMPLE EXPONENTS, ROOTS, AND ABSOLUTE VALUES ) ) 0. ) 4 ) ) ) ) )

62 52 CHAPTER. REAL NUMBERS

63 Chapter 2 Evaluating Algebraic Expressions and Functions 2. Order of operations 2.. Parentheses and Order of operations In an algebraic expression, the parentheses are used as a grouping mechanism so as to overrule the precedence in the order of operations. For example, In the expression 2 4), the number 2 is multiplied to 4). In other words, the number 2 sees the 4) as just one number. Without the parentheses, the expression would be 2 4,inwhichcase2ismultipliedtoalone. The parentheses allow us to overrule the precedence in the order of operations. For instance, when you encounter a multiplication and an addition in an expression, you are supposed to perform the multiplication first. But the parentheses in 2 4) requires us to add and 4 first to get a 7, and then multiply by 2. That is, 2 4) = 2 7=4. Compare this to 2 4=64=0. Consider 5 2.Here,theexponent2appliesto5alone.Aspertheorderofoperations, exponent gets performed first. So, 5 2 =25=28. Compare this with 5) 2. The parentheses suggest that 5) should be thought of as one group, and the exponent applies to all of 5). Therefore, to simplify the expression 5) 2,welettheparenthesesoverruletheorderofoperations,andaddfirst. Thus, 5) 2 =8 2 =64. Therefore, to simplify an expression involving parentheses, exponents, radicals, absolute values,,, or we perform the operations in the following order: 5