Chapter 1

Arithmetic

1.1 Real Numbers

As in all subjects, it is important in mathematics that when a word is used, an exact meaning needs to be properly
understood. This is where we will begin.
When you were young an important skill was to be able to count your candy to make sure your sibling did not cheat you
out of your share. These numbers can be listed: {1, 2, 3, 4, ...}. They are called counting numbers or positive integers.
When you ran out of candy you needed another number 0. This set of numbers can be listed {0, 1, 2, 3, ...}. They are
called whole numbers or non-negative integers. Note that we have used set notation for our list. A set is just a
collection of things. Each thing in the collection is called an element or member the set. When we describe
a set by listing its elements, we enclose the list in curly braces, ‘{}’. In notation {1, 2, 3, ...}, the ellipsis, ‘...’,
means that the list goes on forever in the same pattern. So for example, we say that the number 23 is an
element of the set of positive integers because it will occur on the list eventually. Using the language of sets,
we say that 0 is an element of the non-negative integers but 0 is not an element of the positive integers. We
also say that the set of non-negative integers contains the set of positive integers.
As you grew older, you learned the importance of numbers in measurements. Most people check the temperature before
they leave their home for the day. In the summer we often estimate to the nearest positive integer (choose the closest
counting number). But in the winter we need numbers that represent when the temperature goes below zero. We can
estimate the temperature to numbers in the set {..., −3, −2, −1, 0, 1, 2, 3, ...}. These numbers are called integers.
The real numbers are all of the numbers that can be represented on a number line. This includes the integers labeled
on the number line below. (Note that the number line does not stop at -7 and 7 but continues on in both directions as
represented by arrows on the ends.)

To plot a number on the number line place a solid circle or dot on the number line in the appropriate place.

Examples: Sets of Numbers & Number Line

Example 1 Plot on the number line the integer -3.

Solution:

Practice 2 Plot on the number line the integer -5.

Solution: Click here to check your answer.

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Example 3 Of which set(s) is 0 an element: integers, non-negative integers or positive integers?
Solution: Since 0 is in the listings {0, 1, 2, 3, ...} and {..., −2, −1, 0, 1, 2, ...} but not in {1, 2, 3, ...}, it is an element of the
integers and the non-negative integers.

Practice 4 Of which set(s) is 5 an element: integers, non-negative integers or positive integers?

Solution: Click here to check your answer.

When it comes to sharing a pie or a candy bar we need numbers which represent a half, a third, or any partial amount
that we need. A fraction is an integer divided by a nonzero integer. Any number that can be written as a fraction is called
a rational number. For example, 3 is a rational number since 3 = 3 ÷ 1 = 31 . All integers are rational numbers. Notice
that a fraction is nothing more than a representation of a division problem. We will explore how to convert a decimal to a
fraction and vice versa in section 1.9.
Consider the fraction 21 . One-half of the burgandy rectangle below is the gray portion in the next picture. It represents
half of the burgandy rectangle. That is, 1 out of 2 pieces. Notice that the portions must be of equal size.

Rational numbers are real numbers which can be written as a fraction and therefore can be plotted on a number line. But
there are other real numbers which cannot be rewritten as a fraction. In order to consider this, we will discuss decimals. Our
number system is based on 10. You can understand this when you are dealing with the counting numbers. For example, 10
ones equals 1 ten, 10 tens equals 1 one-hundred and so on. When we consider a decimal, it is also based on 10. Consider the
number line below where the red lines are the tenths, that is, the number line split up into ten equal size pieces between 0
and 1. The purple lines represent the hundredths; the segment from 0 to 1 on the number line is split up into one-hundred
equal size pieces between 0 and 1.

As in natural numbers these decimal places have place values. The first place to the right of the decimal is the tenths
then the hundredths. Below are the place values to the millionths.
tens: ones: . : tenths: hundredths: thousandths: ten-thousandths: hundred-thousandths: millionths
The number 13.453 can be read “thirteen and four hundred fifty-three thousandths”. Notice that after the decimal
you read the number normally adding the ending place value after you state the number. (This can be read informally as
“thirteen point four five three.) Also, the decimal is indicated with the word “and”. The decimal 1.0034 would be “one and
thirty-four ten-thousandths”.
Real numbers that are not rational numbers are called irrational numbers. Decimals that do not terminate (end) or
repeat represent irrational numbers. The set of all rational numbers together with the set of irrational numbers is called
the set of real numbers. The diagram √ below
√ shows the relationship between the sets of numbers discussed so far. Some
examples of irrational numbers are 2, π, 6 (radicals will be discussed further in Section 1.10). There are infinitely many
irrational numbers. The diagram below shows the terminology of the real numbers and their relationship to each other.
All the sets in the diagram are real numbers. The colors indicate the separation between rational (shades of green) and
irrational numbers (blue). All sets that are integers are in inside the oval labeled integers, while the whole numbers contain
the counting numbers.

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Examples: Decimals on the Number Line

Example 5
a) Plot 0.2 on the number line with a black dot.
b) Plot 0.43 with a green dot.
Solution: For 0.2 we split the segment from 0 to 1 on the number line into ten equal pieces between 0 and 1 and then count
over 2 since the digit 2 is located in the tenths place. For 0.43 we split the number line into one-hundred equal pieces between
0 and 1 and then count over 43 places since the digit 43 is located in the hundredths place. Alternatively, we can split up
the number line into ten equal pieces between 0 and 1 then count over the four tenths. After this split the number line up
into ten equal pieces between 0.4 and 0.5 and count over 3 places for the 3 hundredths.

Practice 6
a) Plot 0.27 on the number line with a black dot.
b) Plot 0.8 with a green dot.
Solution: Click here to check your answer.

Example 7
a) Plot 3.16 on the number line with a black dot.
b) Plot 1.62 with a green dot.
Solution: a) Using the first method described for 3.16, we split the number line between the integers 3 and 4 into one hundred
equal pieces and then count over 16 since the digit 16 is located in the hundredths place.

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 b) Using the second method described for 1.62, we split the number line into ten equal pieces between 1 and 2 and
then count over 6 places since the digit 6 is located in the tenths place. Then split the number line up into ten equal pieces
between 0.6 and 0.7 and count over 2 places for the 2 hundredths.

Practice 8
a) Plot 4.55 on the number line with a black dot.
b) Plot 7.18 with a green dot.
Solution: Click here to check your answer.

Example 9
a) Plot -3.4 on the number line with a black dot.
b) Plot -3.93 with a green dot.
Solution: a) For -3.4, we split the number line between the integers -4 and -3 into one ten equal pieces and then count to the
left (for negatives) 4 units since the digit 4 is located in the tenths place.
b) Using the second method, we place -3.93 between -3.9 and -4 approximating the location.

Practice 10
a) Plot -5.9 on the number line with a black dot.
b) Plot -5.72 with a green dot.
Solution: Click here to check your answer.

Often in real life we desire to know which is a larger amount. If there are 2 piles of cash on a table most people would
compare and take the pile which has the greater value. Mathematically, we need some notation to represent that $20 is
greater than $15. The sign we use is > (greater than). We write, $20 > $15. It is worth keeping in mind a little memory
trick with these inequality signs. The thought being that the mouth always eats the larger number.

This rule holds even when the smaller number comes first. We know that 2 is less than 5 and we write 2 < 5 where < indicates
“less than”. In comparison we also have the possibility of equality which is denoted by =. There are two combinations that
can also be used ≤ less than or equal to and ≥ greater than or equal to. This is applicable to our daily lives when we consider
wanting “at least” what the neighbors have which would be the concept of ≥. Applications like this will be discussed later.
When some of the numbers that we are comparing might be negative, a question arises. For example, is −4 or −3
greater? If you owe $4 and your friend owes $3, you have the larger debt which means you have “less” money. So, −4 < −3.
When comparing two real numbers the one that lies further to the left on the number line is always the lesser of the two.
Consider comparing the two numbers in Example 9, −3.4 and −3.93.

Since −3.93 is further left than −3.4, we have that −3.4 > −3.93 or −3.4 ≥ −3.93 are true. Similarly, if we reverse the order
the following inequalities are true −3.93 < −3.4 or −3.93 ≤ −3.4.

Examples: Inequalities

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Example 11 State whether the following are true:
a) −5 < −4
b) 4.23 < 4.2
Solution:
a) True, because −5 is further left on the number line than −4.
b) False, because 4.23 is 0.03 units to the right of 4.2 making 4.2 the smaller number.

Practice 12 State whether the following are true:

a) −10 ≥ −11
b) 7.01 < 7.1
Solution: Click here to check your answer.

Solutions to Practice Problems:

Practice 2

Back to Text

Practice 4
Since 5 is in the listings {0, 1, 2, 3, ...}, {..., −2, −1, 0, 1, 2, ...} and {1, 2, 3, ...}, it is an element of the non-negative integers
(whole numbers), the integers and the positive integers (or counting numbers). Back to Text

Practice 6

Back to Text

Practice 8

Back to Text

Practice 10

Back to Text

Practice 12
Solution:
a) −10 ≥ −11 is true since −11 is further left on the number line making it the smaller number.
b) 7.01 < 7.1 is true since 7.01 is further left on the number line making it the smaller number.
Back to Text

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 1.1.1 Exercises 1.1
Determine to which set or sets of numbers the following elements belong: irrational, rational, integers, whole numbers,
positive integers. Click here to see examples.

1. −13 2. 50
√ 3. 12
4. −3.5 5. 15 6. 5.333
Plot the following numbers on the number line. Click here to see examples.

7. −9 8. 9 9. 0
10. −3.47 11. −1.23 12. −5.11
State whether the following are true: Click here to see examples.

13. −4 ≤ −4 14. −5 > −2 15. −20 < −12

16. 30.5 > 30.05 17. −4 < −4 18. −71.24 > −71.2

Click here to see the solutions.

1.2 Addition
The concept of distance from a starting point regardless of direction is important. We often go to the closest gas station
when we are low on gas. The absolute value of a number is the distance on the number line from zero to the number
regardless of the sign of the number. The absolute value is denoted using vertical lines |#|. For example, |4| = 4 since it is
a distance of 4 on the number line from the starting point, 0. Similarly, | − 4| = 4 since it is a distance of 4 from 0. Since
absolute value can be thought of as the distance from 0 the resulting answer is a nonnegative number.

Examples: Absolute Value

Example 1 Calculate |6|

Solution: |6| = 6 since 6 is six units from zero. This can be seen below by counting the units in red on the number line.

Practice 2 Calculate | − 11|

Solution: Click here to check your answer.

Notice that the absolute value only acts on a single number. You must do any arithmetic inside first.
We will build on this basic understanding of absolute value throughout this course.
When adding non-negative integers there are many ways to consider the meaning behind adding. We will take a look
at two models which will help us understand the meaning of addition for integers.
The first model is a simple counting example. If we are trying to calculate 13 + 14, we can gather two sets of objects,
one with 13 and one containing 14. Then count all the objects for the answer. (See picture below.)