Visit https://ebooknice.

com to download the full version and

explore more ebooks

(Ebook) Fundamentals of Mathematics by James Van

Dyke, James Rogers, Hollis Adams ISBN 9781439047293,
1439047294

_____ Click the link below to download _____

https://ebooknice.com/product/fundamentals-of-
mathematics-2330716

Explore and download more ebooks at ebooknice.com

Here are some recommended products that might interest you.
You can download now and explore!

(Ebook) Fundamentals of Mathematics (9th Edition) by James Van Dyke,

James Rogers, Hollis Adams ISBN 049501253X

https://ebooknice.com/product/fundamentals-of-mathematics-9th-
edition-2326770

ebooknice.com

(Ebook) Biota Grow 2C gather 2C cook by Loucas, Jason; Viles, James

ISBN 9781459699816, 9781743365571, 9781925268492, 1459699815,
1743365578, 1925268497

https://ebooknice.com/product/biota-grow-2c-gather-2c-cook-6661374

ebooknice.com

(Ebook) Fundamentals of Mathematics, 10th Edition by James Van Dyke,

James Rogers, Holli Adams ISBN 9780538497978, 0538497971

https://ebooknice.com/product/fundamentals-of-mathematics-10th-
edition-2473030

ebooknice.com

(Ebook) Matematik 5000+ Kurs 2c Lärobok by Lena Alfredsson, Hans

Heikne, Sanna Bodemyr ISBN 9789127456600, 9127456609

https://ebooknice.com/product/matematik-5000-kurs-2c-larobok-23848312

ebooknice.com
(Ebook) SAT II Success MATH 1C and 2C 2002 (Peterson's SAT II Success)
by Peterson's ISBN 9780768906677, 0768906679

https://ebooknice.com/product/sat-ii-success-
math-1c-and-2c-2002-peterson-s-sat-ii-success-1722018

ebooknice.com

(Ebook) Master SAT II Math 1c and 2c 4th ed (Arco Master the SAT
Subject Test: Math Levels 1 & 2) by Arco ISBN 9780768923049,
0768923042

https://ebooknice.com/product/master-sat-ii-math-1c-and-2c-4th-ed-
arco-master-the-sat-subject-test-math-levels-1-2-2326094

ebooknice.com

(Ebook) Cambridge IGCSE and O Level History Workbook 2C - Depth Study:

the United States, 1919-41 2nd Edition by Benjamin Harrison ISBN
9781398375147, 9781398375048, 1398375144, 1398375047

https://ebooknice.com/product/cambridge-igcse-and-o-level-history-
workbook-2c-depth-study-the-united-states-1919-41-2nd-edition-53538044

ebooknice.com

(Ebook) Advanced Modern Engineering Mathematics, 4th Edition by Glyn

James, David Burley, Dick Clements, Phil Dyke, John Searl ISBN
0273719238

https://ebooknice.com/product/advanced-modern-engineering-
mathematics-4th-edition-2409478

ebooknice.com

(Ebook) Advanced modern engineering mathematics by James, Glyn;Burley,

David;Clements, Dick;Dyke, Philip P G ISBN 9780273719236,
9781171181224, 9783820106206, 0273719238, 1171181221, 3820106200

https://ebooknice.com/product/advanced-modern-engineering-
mathematics-22004576

ebooknice.com
Fundamentals of Mathematics 9th Enhanced Edition
James Van Dyke Digital Instant Download
Author(s): James Van Dyke, James Rogers, Hollis Adams
ISBN(s): 9781439047293, 1439047294
Edition: 9th Enhanced
File Details: PDF, 7.66 MB
Year: 2009
Language: english
 Perimeter and Area
Square Rectangle Triangle

w a c
s h

b
Perimeter: P
4s Perimeter: P
2
 2w Perimeter: P
a  b  c
Area: A
s2 Area: A

w Area: A
bh
––
2

Parallelogram Trapezoid b2 Circle

r
a h a h c
d

b b1
Perimeter: P
2a  2b Perimeter: P
a  b1  c  b2 Circumference: C
2␲r
Area: A
bh Area: A
1– (b1  b2) . h C
␲d
2 Area: A
␲r 2

Volume
Cube Sphere
h

r


s

w s s

4
V

wh V
s3 V
– ␲r 3
3

Cylinder Cone

h
h

r r

V
␲r 2h 1
V
– ␲r 2h
3
 FUNDAMENTALS OF
MATHEMATICS
This page intentionally left blank
 9
EDITION
FUNDAMENTALS OF
MATHEMATICS
James Van Dyke
James Rogers
Hollis Adams
Portland Community College

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
 Fundamentals of Mathematics, © 2007 Brooks/Cole, Cengage Learning
Ninth Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright
James Van Dyke, James Rogers,
herein may be reproduced, transmitted, stored, or used in any form or by
Hollis Adams
any means graphic, electronic, or mechanical, including but not limited to
Executive Editor: Jennifer Laugier photocopying, recording, scanning, digitizing, taping, Web distribution,
information networks, or information storage and retrieval systems,
Development Editor: Kirsten Markson
except as permitted under Section 107 or 108 of the 1976 United States
Assistant Editor: Rebecca Subity Copyright Act, without the prior written permission of the publisher.
Editorial Assistant: Christina Ho
Technology Project Manager: For product information and technology assistance, contact us at
Sarah Woicicki Cengage Learning Customer & Sales Support, 1-800-354-9706
Marketing Manager: Greta Kleinert For permission to use material from this text or product,
submit all requests online at cengage.com/permissions
Marketing Assistant: Brian Smith Further permissions questions can be emailed to
Marketing Communications Manager: [email protected]
Bryan Vann
Project Manager, Editorial Production: Library of Congress Control Number: 2009929114
Jennifer Risden
ISBN-13: 978-1-4390-4729-3
Creative Director: Rob Hugel
ISBN-10: 1-4390-4729-4
Art Director: Vernon Boes
Print Buyer: Judy Inouye
Brooks/Cole
Permissions Editor: Joohee Lee
10 Davis Drive
Production Service: Rozi Harris, Belmont, CA 94002-3098
ICC Macmillan Inc. USA
Text Designer: Roy Neuhaus
Art Editor: ICC Macmillan Inc. Cengage Learning is a leading provider of customized learning solutions
Photo Researcher: Sue Howard with office locations around the globe, including Singapore, the United
Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at:
Copy Editor: Debbie Stone
international.cengage.com/region
Illustrator: ICC Macmillan Inc.
Cover Designer: Roy Neuhaus
Cengage Learning products are represented in Canada by
Cover Image: Rob Atkins/Getty Images Nelson Education, Ltd.
Compositor: ICC Macmillan Inc.

For your course and learning solutions, visit academic.cengage.com

Purchase any of our products at your local college store or at our preferred
online store www.ichapters.com

Printed in the United States of America

3 4 5 6 7 8 9 13 12 11 10 09
 To

Carol Van Dyke ✦ Elinore Rogers ✦ Jessica Adams ✦ Ben Adams

This page intentionally left blank
 CONTENTS

TO THE STUDENT xi
TO THE INSTRUCTOR xv

CHAPTER 1 WHOLE NUMBERS 1

A P P L I C AT I O N 1
1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities 2
Dreamworks/ The Kobal Collection

1.2 Adding and Subtracting Whole Numbers 17

GETTING READY FOR ALGEBRA 33
1.3 Multiplying Whole Numbers 39
1.4 Dividing Whole Numbers 53
GOOD ADVICE GETTING READY FOR ALGEBRA 63
FOR STUDYING 1.5 Whole-Number Exponents and Powers of 10 69
1.6 Order of Operations 77
Strategies for Success xxvi
GETTING READY FOR ALGEBRA 85
1.7 Average, Median, and Mode 91
1.8 Drawing and Interpreting Graphs 101
KEY CONCEPTS 117
REVIEW EXERCISES 121
TRUE/FALSE CONCEPT REVIEW 125
TEST 127
GROUP PROJECT 131

CHAPTER 2 PRIMES AND MULTIPLES 133

A P P L I C AT I O N 133
2.1 Divisibility Tests 135
© Seymour/ Photo Researchers, Inc.

2.2 Multiples 143

2.3 Divisors and Factors 151
2.4 Primes and Composites 159
2.5 Prime Factorization 167
GOOD ADVICE 2.6 Least Common Multiple 175
FOR STUDYING KEY CONCEPTS 183
REVIEW EXERCISES 185
New Habits from Old 132
TRUE/FALSE CONCEPT REVIEW 189
TEST 191
GROUP PROJECT 193

vii
CHAPTER 3 FRACTIONS AND MIXED NUMBERS 195
A P P L I C AT I O N 195
3.1 Proper and Improper Fractions; Mixed Numbers 196

Ryan McVay/ Photodisc/ Getty Images

3.2 Simplifying Fractions 209
3.3 Multiplying and Dividing Fractions 217
3.4 Multiplying and Dividing Mixed Numbers 229
GETTING READY FOR ALGEBRA 237
GOOD ADVICE 3.5 Building Fractions; Listing in Order; Inequalities 241
FOR STUDYING 3.6 Adding Fractions 251
3.7 Adding Mixed Numbers 259
Managing Anxiety 194
3.8 Subtracting Fractions 269
3.9 Subtracting Mixed Numbers 277
GETTING READY FOR ALGEBRA 287
3.10 Order of Operations; Average 291
KEY CONCEPTS 301
REVIEW EXERCISES 305
TRUE/FALSE CONCEPT REVIEW 313
TEST 315
GROUP PROJECT 319
CUMULATIVE REVIEW CHAPTERS 1–3 321

CHAPTER 4 DECIMALS 327

A P P L I C AT I O N 327
4.1 Decimals: Reading, Writing, and Rounding 328
© Lucy Nicholson/ Reuters/ CORBIS

4.2 Changing Decimals to Fractions; Listing in Order 341

4.3 Adding and Subtracting Decimals 349
GETTING READY FOR ALGEBRA 359
4.4 Multiplying Decimals 363
GOOD ADVICE 4.5 Multiplying and Dividing by Powers of 10; Scientific Notation 371
FOR STUDYING 4.6 Dividing Decimals; Average, Median, and Mode 381
GETTING READY FOR ALGEBRA 395
Planning Makes Perfect
326 4.7 Changing Fractions to Decimals 399
4.8 Order of Operations; Estimating 407
GETTING READY FOR ALGEBRA 417
KEY CONCEPTS 421
REVIEW EXERCISES 425
TRUE/FALSE CONCEPT REVIEW 429
TEST 431
GROUP PROJECT 433

viii Contents
CHAPTER 5 RATIO AND PROPORTION 435
A P P L I C AT I O N 435

© Archbold Biological Station, GIS Laboratory.

5.1 Ratio and Rate 436
5.2 Solving Proportions 447

R. L. Pickert, February 2003

5.3 Applications of Proportions 455
KEY CONCEPTS 465
REVIEW EXERCISES 467
GOOD ADVICE TRUE/FALSE CONCEPT REVIEW 469
FOR STUDYING TEST 471
GROUP PROJECT 473
Learning to Learn Math
434 CUMULATIVE REVIEW CHAPTERS 1–5 475

CHAPTER 6 PERCENT 481

A P P L I C AT I O N 481
6.1 The Meaning of Percent 482
6.2 Changing Decimals to Percents and Percents to Decimals 491
image 100/ Getty Images

6.3 Changing Fractions to Percents and Percents to Fractions 499

6.4 Fractions, Decimals, Percents: A Review 509
6.5 Solving Percent Problems 515
GOOD ADVICE 6.6 Applications of Percents 525
FOR STUDYING 6.7 Sales Tax, Discounts, and Commissions 541
6.8 Interest on Loans 553
Preparing for Tests 480
KEY CONCEPTS 563
REVIEW EXERCISES 569
TRUE/FALSE CONCEPT REVIEW 573
TEST 575
GROUP PROJECT 577

CHAPTER 7 MEASUREMENT AND GEOMETRY 579

A P P L I C AT I O N 579
7.1 Measuring Length 580
© Kelly-Mooney Photography/ CORBIS

7.2 Measuring Capacity, Weight, and Temperature 591

7.3 Perimeter 601
7.4 Area 613
7.5 Volume 629
7.6 Square Roots and the Pythagorean Theorem 641
GOOD ADVICE
FOR STUDYING KEY CONCEPTS 651
REVIEW EXERCISES 655
Low-Stress Tests 578
TRUE/FALSE CONCEPT REVIEW 659
TEST 661
GROUP PROJECT 665
CUMULATIVE REVIEW CHAPTERS 1–7 667

Contents ix
CHAPTER 8 ALGEBRA PREVIEW; SIGNED NUMBERS 673
A P P L I C AT I O N 673
8.1 Opposites and Absolute Value 674
8.2 Adding Signed Numbers 683

© Royalty-Free/ CORBIS
8.3 Subtracting Signed Numbers 691
8.4 Multiplying Signed Numbers 699
8.5 Dividing Signed Numbers 707
GOOD ADVICE 8.6 Order of Operations: A Review 713
FOR STUDYING 8.7 Solving Equations 721
KEY CONCEPTS 725
Evaluating Your
Performance 672 REVIEW EXERCISES 727
TRUE/FALSE CONCEPT REVIEW 731
TEST 733
GROUP PROJECT 735

APPENDIX A Calculators A-1

APPENDIX B Prime Factors of Numbers 1 through 100 A-3
APPENDIX C Squares and Square Roots (0 to 99) A-5
APPENDIX D Compound Interest Table (Factors) A-7
MIDTERM EXAMINATION Chapters 1–4 E-1
FINAL EXAMINATION Chapters 1–8 E-5
ANSWERS Ans-1
INDEX I-1
INDEX OF APPLICATIONS I-7

x Contents
 TO THE STUDENT

“It looks so easy when you do it, but when I get home . . . ” is a popular lament of many
students studying mathematics.
The process of learning mathematics evolves in stages. For most students, the first
stage is listening to and watching others. In the middle stage, students experiment, dis-
cover, and practice. In the final stage, students analyze and summarize what they have
learned. Many students try to do only the middle stage because they do not realize how
important the entire process is.
Here are some steps that will help you to work through all the learning stages:
1. Go to class every day. Be prepared, take notes, and most of all, think actively about
what is happening. Ask questions and keep yourself focused. This is prime study time.
2. Begin your homework as soon after class as possible. Start by reviewing your class
notes and then read the text. Each section is organized in the same manner to help you
find information easily. The objectives tell you what concepts will be covered, and the
vocabulary lists all the new technical words. There is a How & Why section for each
objective that explains the basic concept, followed by worked sample problems. As you
read each example, make sure you understand every step. Then work the correspond-
ing Warm-Up problem to reinforce what you have learned. You can check your answer
at the bottom of the page. Continue through the whole section in this manner.
3. Now work the exercises at the end of the section. The A group of exercises can usually
be done in your head. The B group is harder and will probably require pencil and
paper. The C group problems are more difficult, and the objectives are mixed to give
you practice at distinguishing the different solving strategies. As a general rule, do not
spend more than 15 minutes on any one problem. If you cannot do a problem, mark it
and ask someone (your teacher, a tutor, or a study buddy) to help you with it later.
Do not skip the Maintain Your Skills problems. They are for review and will help you
practice earlier procedures so you do not become “rusty.” The answers to the odd ex-
ercises are in the back of the text so you can check your progress.
4. In this text, you will find State Your Understanding exercises in every section. Taken
as a whole, these exercises cover all the basic concepts in the text. You may do these
orally or in writing. Their purpose is to encourage you to analyze or summarize a skill
and put it into words. We suggest that you do these in writing and keep them all to-
gether in a journal. Then they are readily available as a review for chapter tests and
exams.
5. When preparing for a test, work the material at the end of the chapter. The True/False
Concept Review and the Chapter Test give you a chance to review the concepts you
have learned. You may want to use the chapter test as a practice test.
If you have never had to write in a math class, the idea can be intimidating. Write as
if you are explaining to a classmate who was absent the day the concept was discussed.
Use your own words—do not copy out of the text. The goal is that you understand the con-
cept, not that you can quote what the authors have said. Always use complete sentences,
correct spelling, and proper punctuation. Like everything else, writing about math is a
learned skill. Be patient with yourself and you will catch on.

xi
 Since we have many students who do not have a happy history with math, we have
included Good Advice for Studying—a series of eight essays that address various prob-
lems that are common for students. They include advice on time organization, test taking,
and reducing math anxiety. We talk about these things with our own students, and hope
that you will find some useful tips.
We really want you to succeed in this course. If you go through each stage of learn-
ing and follow all the steps, you will have an excellent chance for success. But remember,
you are in control of your learning. The effort that you put into this course is the single
biggest factor in determining the outcome. Good luck!
James Van Dyke
James Rogers
Hollis Adams

xii To the Student

CLAST SKILLS AND THEIR LOCATIONS IN THE BOOK

Arithmetic Skills Location in Book

Add, subtract, multiply, and divide rational numbers in fractional form Sections 3.3, 3.4, 3.6–3.10
Add, subtract, multiply, and divide rational numbers in decimal form Sections 4.3–4.6, 4.8
Calculate percent increase and percent decrease Section 6.6
Solve the sentence “a% of b is c,” where two of the values of the variables are given Section 6.5
Recognize the meaning of exponents Sections 1.5, 2.5, 2.6, 4.5
Recognize the role of the base number in determining place value in the base 10 Sections 1.1, 4.1
numeration system
Identify equivalent forms of decimals, percents, and fractions Sections 4.2, 4.7, 6.2–6.4
Determine the order relation between real numbers Sections 1.1, 3.5, 4.2
Identify a reasonable estimate of a sum, average, or product Sections 1.2, 1.3, 4.8
Infer relations between numbers in general by examining particular number pairs Sections 1.1, 2.2, 2.3
Solve real-world problems that do not involve the use of percent Chapters 1–5, 7, 8
Solve real-world problems that involve the use of percent Sections 6.6–6.8
Solve problems that involve the structure and logic of arithmetic Throughout

Geometry and Measurement Skills

Round measurements Sections 1.1, 4.1, Chapter 7
Calculate distance, area, and volume Sections 1.2, 1.3, 7.3–7.5
Classify simple plane figures by recognizing their properties Sections 1.2, 1.3, 7.3, 7.4
Identify units of measurement for geometric objects Sections 1.2, 1.3, 7.3–7.5
Infer formulas for measuring geometric figures Sections 1.2, 1.3, Chapter 7
Select applicable formulas for computing measures of geometric figures Chapter 7
Solve real-world problems involving perimeters, areas, and volumes of geometric figures Sections 1.2, 1.3, 7.3–7.5
Solve real-world problems involving the Pythagorean theorem Section 7.6

Algebra Skills
Add, subtract, multiply, and divide real numbers Sections 8.2–8.5
Apply the order-of-operations agreement Sections 1.6, 3.10, 4.8, 8.6
Use scientific notation Section 4.5
Solve linear equations and inequalities Sections 1.2, 1.4, 1.6, 3.4, 3.9,
4.3, 4.6, 4.8, 8.7
Use formulas to compute results Throughout
Recognize statements and conditions of proportionality and variation Chapter 5
Solve real-world problems involving the use of variables Sections 1.2, 1.4, 1.6, 3.4, 3.9,
4.3, 4.6, 4.8, 8.7

Statistics Skills, Including Probability

Identify information contained in graphs Sections 1.8, 6.6
Determine the mean, median, and mode Sections 1.7, 3.10, 4.6
Recognize properties and interrelationships among the mean, median, and mode Sections 1.7, 3.10, 4.6

To the Student xiii

ELM MATHEMATICAL SKILLS

The following table lists the California ELM Mathematical Skills and where coverage of these skills can be found in the text.
Locations of the skills are indicated by chapter section or chapter.
Numbers and Data Skills Location in Book
Carry out basic arithmetic calculations Chapters 1, 3–4
Understand and use percent in context Chapter 7
Compare and order rational numbers expressed as fractions and/or decimals Sections 3.5, 4.2
Solve problems involving fractions and/or decimals in context Chapters 3, 4
Interpret and use ratio and proportion in context Chapter 5
Use estimation appropriately Sections 1.2, 1.3, 4.8
Evaluate reasonableness of a solution to a problem Sections 1.2, 1.3, 4.6
Evaluate and estimate square roots Section 7.6
Represent and understand data presented graphically (including pie charts, bar and line graphs, Sections 1.8, 6.6
histograms, and other formats for visually presenting data used in print and electronic media)
Calculate and understand the arithmetic mean Sections 1.7, 3.10, 4.6
Calculate and understand the median Sections 1.7, 4.6

Algebra Skills
Use properties of exponents Sections 1.5, 2.5, 2.6, 4.5
Solve linear equations (with both numerical and literal coefficients) Sections 1.2, 1.4, 1.6, 3.4, 3.9,
4.3, 4.6, 4.8, 8.7

Geometry Skills
Find the perimeter, area, or volume of geometric figures (including triangles, quadrilaterals, Sections 1.2, 1.3, 7.3, 7.4, 7.5
rectangular parallelepipeds, circles, cylinders, and combinations of these figures)
Use the Pythagorean theorem Section 7.6
Solve geometric problems using the properties of basic geometric figures (including triangles, Sections 1.2, 1.3, 7.3, 7.4, 7.5,
quadrilaterals, polygons, and circles) and in problem sets throughout

TASP SKILLS AND THEIR LOCATIONS IN THE BOOK

Fundamental Skills of Mathematics Location in Book
Solve word problems involving integers, fractions, decimals, and units of measurement Chapters 3–8
Solve problems involving data interpretation and analysis Sections 1.2, 1.8, 6.6, and
in problem sets throughout

Algebra Skills
Solve one- and two- variable equations Sections 1.2, 1.4, 1.6, 3.4, 3.9,
4.3, 4.6, 4.8, 8.7
Solve word problems involving one and two variables Sections 1.2, 1.4, 1.6, 3.4, 3.9,
4.3, 4.6, 4.8, 8.7

Geometry Skills
Solve problems involving geometric figures Sections 1.2, 1.3, 7.3, 7.4, 7.5,
and in problem sets throughout

Problem-Solving Skills
Solve applied problems involving a combination of mathematical skills Sections 1.6, 3.10, 4.8, 5.3,
6.6–6.8

xiv To the Student

 TO THE INSTRUCTOR

Fundamentals of Mathematics, Ninth Edition, is a work text for college students who
need to review the basic skills and concepts of arithmetic in order to pass competency or
placement exams, or to prepare for courses such as business mathematics or elementary
algebra. The text is accompanied by a complete system of ancillaries in a variety of
media, affording great flexibility for individual instructors and students.

A Textbook for Adult Students

Though the mathematical content of Fundamentals of Mathematics is elementary, stu-
dents using the text are most often mature adults, bringing with them adult attitudes and
experiences and a broad range of abilities. Teaching elementary content to these students,
therefore, is effective when it accounts for their distinct and diverse adult needs. As you
read about and examine the features of Fundamentals of Mathematics and its ancillaries,
you will see how they especially meet three needs of your students:
• Students must establish good study habits and overcome math anxiety.
• Students must see connections between mathematics and the modern, day-to-day
world of adult activities.
• Students must be paced and challenged according to their individual level of under-
standing.

A Textbook of Many Course Formats

Fundamentals of Mathematics is suitable for individual study or for a variety of course
formats: lab, both supervised and self-paced; lecture; group; or combined formats. For a
lecture-based course, for example, each section is designed to be covered in a standard
50-minute class. The lecture can be interrupted periodically so that students individually
can work the Warm-Up exercises or work in small groups on the group work. In a self-
paced lab course, Warm-Up exercises give students a chance to practice while they learn,
and get immediate feedback since warm-up answers are printed on the same page. Using
the text’s ancillaries, instructors and students have even more options available to them.
Computer users, for example, can take advantage of complete electronic tutorial and test-
ing systems that are fully coordinated with the text.

xv
 Teaching Methodology
As you examine the Ninth Edition of Fundamentals of Mathematics, you will see dis-
tinctive format and pedagogy that reflect these aspects of teaching methodology:

Teaching by Objective Each section focuses on a short list of objectives, stated at the
beginning of the section. The objectives correspond to the sequence of exposition and tie
together other pedagogy, including the highlighted content, the examples, and the
exercises.

1.1 Whole Numbers and Tables: Writing, Rounding,

and Inequalities

OBJECTIVES VOCABULARY
1. Write word names from
The digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
place value names and
place value names from The natural numbers (counting numbers) are 1, 2, 3, 4, 5, and so on.
word names. The whole numbers are 0, 1, 2, 3, 4, 5, and so on. Numbers larger than
2. Write an inequality 9 are written in place value name by writing the digits in positions having
statement about two standard place value.
numbers. Word names are written words that represent numerals. The word name
3. Round a given whole of 213 is two hundred thirteen.
number. The symbols less than, , and greater than, , are used to compare
4. Read tables. two whole numbers that are not equal. So, 11  15, and 21  5.
To round a whole number means to give an approximate value. The symbol

means “approximately equal to.”

Teaching by Application Each chapter leads off with an application that uses the con-
tent of the chapter. Exercise sets have applications that use this material or that are closely
related to it. Applications are included in the examples for most objectives. Other appli-
cations appear in exercise sets. These cover a diverse range of fields, demonstrating the
utility of the content in business, environment, personal health, sports, and daily life.

1 WHOLE NUMBERS

A P P L I C AT I O N
The top ten grossing movies in the United States for 2004 are given in
Table 1.1.

Table 1.1 Top Grossing Movies for 2004

Shrek 2 $436,471,036
Spider-Man 2 $373,377,893
Dreamworks/ The Kobal Collection

The Passion of the Christ $370,274,604

Meet the Fockers $273,488,020
The Incredibles $258,938,368
Harry Potter and the Prisoner of Azkaban $249,358,727
The Day After Tomorrow $186,739,919
The Bourne Supremacy $176,049,130
National Treasure $169,378,371
The Polar Express $162,458,888
S E C T I O N S Source: Internet Movie Database.
1.1 Whole Numbers
and Tables:
Writing, Rounding, Group Discussion
and Inequalities
1. How many of the top grossing movies for 2004 were animated? How many were suit-
1.2 Adding and able for children 12 and under?
Subtracting Whole 2. Which movies were comedies? Which were action-adventure?
Numbers 3. How many of the top grossing movies won major Academy Awards? What is the
relationship bet een top grossing mo ies and a ard inning mo ies?

xvi To the Instructor

Emphasis on Language New words of each section are explained in the vocabulary
segment that precedes the exposition. Exercise sets include questions requiring responses
written in the students’ own words.

1.7 Average, Median, and Mode

VOCABULARY OBJECTIVES
1. Find the average of a set
The average, or mean, of a set of numbers is the sum of the set of numbers
of whole numbers.
divided by the total number of numbers in the set.
2. Find the median of a set
The median of a set of numbers, ordered from smallest to largest, is either the of whole numbers.
middle number of the set or the average of the two middle numbers in the set.
3. Find the mode of a set of
The mode of a set of numbers is the number or numbers that appear the whole numbers.
most often in the set.

Emphasis on Skill, Concept, and Problem Solving Each section covers concepts and
skills that are fully explained and demonstrated in the exposition for each objective.

How & Why

OBJECTIVE 1 Find the average of a set of whole numbers.

The average or mean of a set of numbers is used in statistics. It is one of the ways to find
the middle of a set of numbers (like the average of a set of test grades). Mathematicians
call the average or mean a “measure of central tendency.” The average of a set of numbers
is found by adding the numbers in the set and then dividing that sum by the number of
numbers in the set. For example, to find the average of 11, 21, and 28:
11
21
28  60 Find the sum of the numbers in the set.
60  3  20 Divide the sum by the number of numbers, 3.

The average is 20.

The “central” number or average does not need to be one of the members of the set.
The average, 20, is not a member of the set.

To find the average of a set of whole numbers

1. Add the numbers.
2. Divide the sum by the number of numbers in the set.

Carefully constructed examples for each objective are connected by a common strategy
that reinforces both the skill and the underlying concepts. Skills are not treated as isolated
feats of memorization but as the practical result of conceptual understanding: Skills are
strategies for solving related problems. Students see the connections between problems
that require similar strategies.

Examples A–E Warm-Ups A–E

DIRECTIONS: Find the average.
S T R A T E G Y : Add the numbers in the set. Divide the sum by the number of numbers
in the set.
A. Find the average of 212, 189, and 253. A. Find the average of 251, 92,
and 449.
212
189
253  654 Add the numbers in the group.
654  3  218 Divide the sum by the number of numbers.

The average is 218.

B. Find the average of 23, 57, 352, and 224. B. Find the average of 12, 61,
49, 82, and 91.
23
57
352
224  656 Add the numbers in the group.
656  4  164 Divide the sum by the number of numbers.
Answers to Warm-Ups
The average is 164. A. 264 B. 59

To the Instructor xvii

 Emphasis on Success and Preparation
Integrated throughout the text, the following features focus on study skills, math anxiety,
calculators, and simple algebraic equations.
Good Advice for Studying is continued from the previous editions. Originally writ-
ten by the team of Dorette Long and Sylvia Thomas of Rogue Community College, these
essays address the unique study problems that students of Fundamentals of Mathematics
experience. Students learn general study skills and study skills specific to mathematics and
to the pedagogy and ancillaries of Fundamentals of Mathematics. Special techniques are
described to overcome the pervasive problems of math anxiety. Though an essay begins
each chapter, students may profit by reading all the essays at once and then returning to
them as the need arises.

GOOD ADVICE FOR STUDYING

Strategies for Success
A re you afraid of math? Do you panic on tests or “blank out” and forget what you
have studied, only to recall the material after the test? Then you are just like many
other students. In fact, research studies estimate that as many as 50% of you have
some degree of math anxiety.
What is math anxiety? It is a learned fear response to math that causes disruptive,
debilitating reactions to tests. It can be so encompassing that it becomes a dread of
doing anything that involves numbers. Although some anxiety at test time is
beneficial—it can motivate and energize you, for example—numerous studies show
that too much anxiety results in poorer test scores. Besides performing poorly on tests,
you may be distracted by worrisome thoughts and be unable to concentrate and recall
what you’ve learned. You may also set unrealistic performance standards for yourself
and imagine catastrophic consequences for your failure to be successful in math. Your
physical signs could be muscle tightness, stomach upset, sweating, headache, shortness
of breath, shaking, or rapid heartbeat.
The good news is that anxiety is a learned behavior and therefore can be unlearned.
If you want to stop feeling anxious, the choice is up to you. You can choose to learn be-
haviors that are more useful to achieve success in math. You can learn and choose the
ways that work best for you.
To achieve success, you can focus on two broad strategies. First, you can study math
in ways proven to be effective in learning mathematics and taking tests. Second, you
can learn to physically and mentally relax, to manage your anxious feelings, and to
think rationally and positively. Make a time commitment to practice relaxation tech-
niques, study math, and record your thought patterns. A commitment of 1 or 2 hours
a day may be necessary in the beginning. Remember, it took time to learn your present
study habits and to be anxious. It will take time to unlearn these behaviors. After you
become proficient with these methods, you can devote less time to them.
Begin now to learn your strategies for success. Be sure you have read To the Student
at the beginning of this book. The purpose of this section is to introduce you to the
authors’ plan for this text. To the Student will help you to understand the authors’
organization or “game plan” for your math experience in this course.
At the beginning of each chapter, you will find more Good Advice for Studying sec-
tions, which will help you study and take tests more effectively, as well as help you man-
age your anxiety. You may want to read ahead so that you can improve even more
quickly. Good luck!

Calculator examples, marked by the symbol , demonstrate how a calculator may

be used, though the use of a calculator is left to the discretion of the instructor. Nowhere
is the use of a calculator required. Appendix A reviews the basics of operating a scientific
calculator.

xviii To the Instructor

 CALCULATOR EXAMPLE
C. Find the average of 777, C. Find the average of 673, 821, 415, and 763.
888, 914, and 505.
S T R A T E G Y : Enter the sum, in parentheses, and divide by 4.

(673
821
415
763)  4

The average is 668.
D. The average of 42, 63, 21, D. The average of 38, 26, 12, and ? is 28. Find the missing number.
39, and ? is 50. Find the
S T R A T E G Y : Because the average of the four numbers is 28, we know that the sum
missing number.
of the four numbers is 4(28) or 112. To find the missing number, sub-
tract the sum of the three given numbers from 112.
112  (38
26
12)  112  (76)
 36
So the missing number is 36.
E. The Alpenrose Dairy ships E. In order to help Pete lose weight the dietician has him record his caloric intake for a
the following number of week. He records the following: Monday, 3120; Tuesday, 1885; Wednesday, 1600;
gallons of milk to local Thursday, 2466; Friday, 1434; Saturday, 1955; and Sunday, 2016. What is Pete’s
groceries: Monday, 1045; average caloric intake per day?
Tuesday, 1325; Wednesday,
S T R A T E G Y : Add the calories for each day and then divide by 7, the number of days.
2005; Thursday, 1810; and
Friday, 2165. What is the 3120 2068
average number of gallons 1885 7 14476
shipped each day? 1600 14
2466 4
1434 0
1955 47
2016 42
14476 56
56
0
Pete’s average caloric intake is 2068 calories per day.

Getting Ready for Algebra segments follow Sections 1.2, 1.4, 1.6, 3.4, 3.9, 4.3, 4.6,
and 4.8. The operations from these sections lend themselves to solving simple algebraic
equations. Though entirely optional, each of these segments includes its own exposition,
examples with warm-ups, and exercises. Instructors may cover these segments as part of
the normal curriculum or assign them to individual students.

Getting Ready for Algebra

How & Why
In Section 1.2, the equations involved the inverse operations addition and subtraction. OBJECTIVE
Multiplication and division are also inverse operations. We can use this idea to solve Solve an equation of the
equations containing those operations. For example, if 4 is multiplied by 2, 4
2  8, the x
product is 8. If the product is divided by 2, 8  2, the result is 4, the original number. In form ax  b or  b,
a
the same manner, if 12 is divided by 3, 12  3  4, the quotient is 4. If the quotient is where x, a, and b are whole
multiplied by 3, 4
3  12, the original number. We use this idea to solve equations in numbers.
which the variable is either multiplied or divided by a number.
When a variable is multiplied or divided by a number, the multiplication symbols
(
or ) and the division symbol () normally are not written. We write 3x for 3 times x
x
and for x divided by 3.
3
Consider the following:
5x  30
5x 30
 Division will eliminate multiplication.
5 5
x6
If x in the original equation is replaced by 6 we have

Pedagogy
The pedagogical system of Fundamentals of Mathematics meets two important criteria:
coordinated purpose and consistency of presentation.
Each section begins with numbered Objectives, followed by definitions of new
Vocabulary to be encountered in the section. Following the vocabulary, How & Why
segments, numbered to correspond to the objectives, explain and demonstrate concepts

To the Instructor xix

 and skills. Throughout the How & Why segments, skill boxes clearly summarize and
outline the skills in step-by-step form. Also throughout the segments, concept boxes
highlight appropriate properties, formulas, and theoretical facts underlying the skills.
Following each How & Why segment are Examples and Warm-Ups. Each example
of an objective is paired with a warm-up, with workspace provided. Solutions to the
warm-ups are given at the bottom of the page, affording immediate feedback. The
examples also include, where suitable, a relevant application of the objective. Examples
similar to each other are linked by common Directions and a common Strategy for solu-
tion. Directions and strategies are closely related to the skill boxes. Connecting examples
by a common solution method helps students recognize the similarity of problems and
their solutions, despite their specific differences. In this way, students may improve their
problem-solving skills. In both How & Why segments and in the Examples, Caution
remarks help to forestall common mistakes.

Exercises, Reviews, Tests

Thorough, varied, properly paced, and well-chosen exercises are a hallmark of Funda-
mentals of Mathematics. Exercise sets are provided at the end of each section and a
review set at the end of each chapter. Workspace is provided for all exercises and each
exercise set can be torn out and handed in without disturbing other parts of the book.
Section exercises are paired so that virtually each odd-numbered exercise, in Sections
A and B, is paired with an even-numbered exercise that is equivalent in type and difficulty.
Since answers for odd-numbered exercises are in the back of the book, students can be as-
signed odd-numbered exercises for practice and even-numbered exercises for homework.
Section exercises are categorized to satisfy teaching and learning aims. Exercises for
estimation, mental computation, pencil and paper computation, application, and calcula-
tor skills are provided, as well as opportunities for students to challenge their abilities,
master communications skills, and participate in group problem solving.
• Category A exercises, organized by section objective, are those that most students
should be able to solve mentally, without pencil, paper, or calculator. Mentally work-
ing problems improves students’ estimating abilities. These can often be used in class
as oral exercises.
• Category B exercises, also organized by objective, are similar except for level of diffi-
culty. All students should be able to master Category B.
• Category C exercises contain applications and more difficult exercises. Since these are
not categorized by objective, the student must decide on the strategy needed to set up
and solve the problem. These applications are drawn from business, health and nutri-
tion, environment, consumer, sports, and science fields. Both professional and daily-
life uses of mathematics are incorporated.

Exercises 1.7
OBJECTIVE 1 Find the average of a set of whole numbers.

A Find the average.

1. 8, 12 10 2. 9, 17 13 3. 12, 18 15 4. 21, 31 26

5. 9, 15, 18 14 6. 11, 15, 19 15 7. 7, 11, 12, 14 11 8. 9, 9, 17, 17 13

9. 10, 8, 5, 5 7 10. 20, 15, 3, 2 10 11. 9, 11, 6, 8, 11 9 12. 15, 7, 3, 31, 4 12

Find the missing number to make the average correct.

13. The average of 10, 13, 15, and ? is 13. 14 14. The average of 12, 17, 21, and ? is 17. 18

B Find the average.

15. 22, 26, 40, 48 34 16. 22, 43, 48, 67 45 17. 31, 41, 51, 61 46

18. 22, 19, 34, 63, 52 38 19. 14, 17, 25, 34, 50, 82 37 20. 93, 144, 221, 138 149

xx To the Instructor
 State Your Understanding exercises require a written response, usually no more
than two or three sentences. These responses may be kept in a journal by the student.
Maintaining a journal allows students to review concepts as they have written them.
These writing opportunities facilitate student writing in accordance with standards
endorsed by AMATYC and NCTM.

S TAT E Y O U R U N D E R S TA N D I N G

88. Explain what is meant by the average of two or more 89. Explain how to find the average (mean) of 2, 4, 5, 5,
numbers. The average of two or more numbers is the sum of and 9. What does the average of a set of numbers tell
the numbers divided by the number of numbers. you about the set? The average, or mean, of 2, 4, 5, 5, and
9 is their sum, 25, divided by 5, the number of numbers. So, the
mean is 5. The average gives one possible measure of the center of
h

Challenge exercises stretch the content and are more demanding computationally
and conceptually.

CHALLENGE

90. A patron of the arts estimates that the average donation Contributions to the Arts
to a fund-raising drive will be $72. She will donate
Number of Donors Donation
$150 for each dollar by which she misses the average.
The 150 donors made the contributions listed in the 5 $153
table. 13 $125
24 $110
30 $100
30 $ 75
24 $ 50
14 $ 25
10 $ 17

Group Work exercises and Group Projects provide opportunities for small groups
of students to work together to solve problems and create reports. While the use of these
is optional, the authors suggest the assignment of two or three of these per semester or
term to furnish students with an environment for exchanging ideas. Group Work
exercises encourage cooperative learning as recommended by AMATYC and NCTM
guidelines.

GROUP WORK

91. Divide 35, 68, 120, 44, 56, 75, 82, 170, and 92 by 2 92. Using the new car ads in the newspaper, find four ad-
and 5. Which ones are divisible by 2 (the division has vertised prices for the same model of a car. What is the
no remainder)? Which ones are divisible by 5? See if average price, to the nearest 10 dollars?
your group can find simple rules for looking at a
number and telling whether or not it is divisible by
2 and/or 5.

Group Project (1–2 WEEKS) CHAPTER 1 OPTIONAL

All tables, graphs, and charts should be clearly labeled and computer-generated if possi-
ble. Written responses should be typed and checked for spelling and grammar.
1. Go to the library and find the population and area for each state in the United States.
Organize your information by geographic region. Record your information in a table.
2. Calculate the total population and the total area for each region. Calculate the
population density (number of people per square mile, rounded to the nearest whole
person) for each region, and put this and the other regional totals in a regional
summary table. Then make three separate graphs, one for regional population, one
for regional area, and the third for regional population density.
3. Calculate the average population per state for each region, rounding as necessary. Put
this information in a bar graph. What does this information tell you about the re-
gions? How is it different from the population density of the region?
4. How did your group decide on the makeup of the regions? Explain your reasoning.

To the Instructor xxi

 Maintain Your Skills exercises continually reinforce mastery of skills and concepts
from previous sections. The problems are specially chosen to review topics that will be
needed in the next section.

M A I N TA I N Y O U R S K I L L S

80. Round 56,857 to the nearest thousand and nearest ten 81. Round 5,056,857 to the nearest ten thousand and near-
thousand. 57,000; 60,000 est hundred thousand. 5,060,000; 5,100,000

82. Divide: 792  66 12 83. Divide: 1386  66 21

84. Find the perimeter of a square that is 14 cm on a side. 85. Find the area of a square that is 14 cm on a side.
56 cm 196 cm2

86. Multiply 12 by 1, 2, 3, 4, 5, and 6. 12, 24, 36, 48, 60, 87. Multiply 13 by 1, 2, 3, 4, 5, and 6. 13, 26, 39, 52, 65,
and 72 and 78

88. Multiply 123 by 1, 2, 3, 4, 5, and 6. 123, 246, 369, 89. Multiply 1231 by 1, 2, 3, 4, 5, and 6. 1231, 2462,
492, 615, and 738 3693, 4924, 6155, and 7386

Key Concepts recap the important concepts and skills covered in the chapter. The
Key Concepts can serve as a quick review of the chapter material.

Key Concepts CHAPTER 1

Section 1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities

Definitions and Concepts Examples

The whole numbers are 0, 1, 2, 3, and so on. 238 two hundred thirty-eight
6,198,349 six million, one hundred
ninety-eight thousand, three
hundred forty-nine
One whole number is smaller than another if it is to the left on 36
the number line.
One whole number is larger than another if it is to the right on 14  2
the number line.
To round a whole number:
• Round to the larger number if the digit to the right is 5 or more. 6,745
7,000 (nearest thousand)
• Round to the smaller number if the digit to the right is 4 or less. 6,745
6,700 (nearest hundred)
Tables are a method of organizing information or data in Enrollment by Gender at River CC
rows and columns. Males Females

English 52 67
Math 71 64
Science 69 75
History 63 59

There are 71 males taking math and 75

females taking science.

Section 1.2 Adding and Subtracting Whole Numbers

Definitions and Concepts Examples

To add whole numbers, write the numbers in columns so the 1 11

place values are aligned. Add each column starting with 372 36
the ones. Carry as necessary.
594
785
966 821
addend
addend  sum
To subtract whole numbers, write the numbers in columns 2 14 4 12
so the place values are aligned. Subtract, starting with the 4597 3452
ones column. Borrow if necessary.  362  735
4235 2717
The answer to a subtraction problem is called the difference.
The perimeter of a polygon is the distance around the outside. 4 ft Perimeter
12 ft  12
4
10
7
To calculate the perimeter, add the lengths of the sides.  33
P  33 ft
10 ft

7 ft

xxii To the Instructor

 Chapter Review Exercises provide a student with a set of exercises, usually 8–10
per section, to verify mastery of the material in the chapter prior to taking an exam.

Review Exercises CHAPTER 1

Section 1.1
Write the word name for each of these numbers.
1. 607,321 six hundred seven thousand, three hundred twenty-one 2. 9,070,800 nine million, seventy thousand, eight hundred

Write the place value name for each of these numbers.

3. Sixty-two thousand, three hundred thirty-seven 62,337 4. Five million, four hundred forty-four thousand,
nineteen 5,444,019

Insert  or  between the numbers to make a true statement.

5. 347 351  6. 76 69  7. 809 811 

Round to the nearest ten, hundred, thousand, and ten thousand.

8. 79,437 79,440, 79,400, 79,000, and 80,000 9. 183,659 183,660, 183,700, 184,000, and 180,000

Cumulative Reviews are included at the end of Chapters 3, 5, and 7. Each review
covers all of the material in the text that precedes it, allowing students to maintain their
skills as the term progresses.

Cumulative Review CHAPTERS 1–3

Write the word name for each of the following.

1. 6,091 six thousand, ninety-one 2. 110, 532 one hundred ten thousand, five hundred thirty-two

Write the place value name.

3. One million three hundred ten 1,000,310 4. Sixty thousand two hundred fifty-seven 60,257

Round to the indicated place value.

5. 654,785 (hundred) 654,800 6. 43,949 (ten thousand) 40,000

Insert  or  between the numbers to make a true statement.

7. 6745 6739  8. 11,899 11,901 

Add or subtract.
9. 76,843 10. 55,304
34,812 37,478
12,833 17,826

9,711
134,199

11. 54
87
124
784
490
54 1593 12. 70,016  54,942 15,074

13. Find the perimeter of the rectangle.

52 cm

25 cm

154 cm

Multiply.
14. 14,654 15. (341)(73) 24,893
 251
3,678,154

16. Find the area. 117 square ft

13 ft

9 ft

To the Instructor xxiii

 Chapter True/False Concept Review exercises require students to judge whether a
statement is true or false and, if false, to rewrite the sentence to make it true. Students
evaluate their understanding of concepts and also gain experience using the vocabulary of
mathematics.

True/False Concept Review CHAPTER 1 ANSWERS

Check your understanding of the language of basic mathematics. Tell whether each of the
following statements is true (always true) or false (not always true). For each statement
you judge to be false, revise it to make a statement that is true.

1. All whole numbers can be written using nine digits. 1. false

To write one billion takes 10 digits.

2. In the number 8425, the digit 4 represents 400. 2. true

3. The word and is not used when writing the word names of whole numbers. 3. true

4. The symbols, 7  23, can be read “seven is greater than twenty-three.” 4. false
Seven is less than twenty-three.

5. 2567  2566 2567  2566 5. false

6. To the nearest thousand, 7398 rounds to 7000. 6. true

7. It is possible for the rounded value of a number to be equal to the original number. 7. true

8. The expanded form of a whole number shows the plus signs that are usually not 8. true
written.

Chapter Test exercises end the chapter. Written to imitate a 50-minute exam, each
chapter test covers all of the chapter content. Students can use the chapter test as a self-
test before the classroom test.

Test CHAPTER 1 ANSWERS

1. Divide: 72 15,264 1. 212

2. Subtract: 9615  6349 2. 3266

3. Simplify: 55  5
6
4  7 3. 28

4. Multiply: 37(428) 4. 15,836

5. Insert  or  to make the statement true: 368 371 5. 

6. Multiply: 55  106 6. 55,000,000

7. Multiply: 608(392) 7. 238,336

8. Write the place value name for seven hundred thirty thousand sixty-one. 8. 730,061

9. Find the average of 3456, 812, 4002, 562, and 1123. 9. 1991

10. Multiply: 65(5733). Round the product to the nearest hundred. 10. 372,600

Changes in the Ninth Edition

Instructors who have used a previous edition of Fundamentals of Mathematics will see
changes and improvements in format, pedagogy, exercises, and sectioning of content.
Many of these changes are in response to comments and suggestions offered by users and

xxiv To the Instructor

reviewers of the manuscript. We continue to make changes in line with math reform stan-
dards and to give the instructor the chance to follow educational guidelines recommended
by AMATYC and NTCM.
• Thirty to fifty percent of routine exercises are new to each section.
• Applications have been updated and new ones have been added. These are in keeping
with the emphases on real-world data.
• New examples have been added to the Examples and Warm-Ups.
• Estimating has been rewritten for all operations and is included in whole numbers and
decimals.
• Finding the greatest common factor (GCF) has been deleted.
• In Chapter 1, pictorial graphs have been de-emphasized due to decline in usage in the
media.
• Chapter 6 has undergone a major reorganization:
a. Routine conversions of fractions-decimals-percents have been consolidated.
b. Applications of percent have been reorganized and significantly expanded.
c. The three new sections of applications are:
Section 6.6: General applications of percent and percent of increase and percent of
decrease.
Section 6.7: Sales tax, discount, and commissions.
Section 6.8: Simple and compound interest as applied to savings and on loans,
credit card payments, and balances.
• In Chapter 7, the conversion tables for measurement have been standardized to four
decimal places.
• Icons point students to material combined on CengageNOW
and on the Interactive Video Skillbuilder CD-ROM.

Acknowledgments
The authors appreciate the unfailing and continuous support of their families who made the
completion of this work possible. We are also grateful to Jennifer Laugier of Brooks/Cole
for her suggestions during the preparation and production of the text. We also want to
thank the following professors and reviewers for their many excellent contributions to the
development of the text: Kinley Alston, Trident Technical College; Carol Barner, Glendale
Community College; Karen Driskell, Calhoun Community College; Beverlee Drucker,
Northern Virginia Community College; Dale Grussing, Miami-Dade Community College,
North Campus; Dianne Hendrickson, Becker College; Eric A. Kaljumagi, Mt. San Antonio
College; Joanne Kendall, College of the Mainland; Christopher McNally, Tallahassee
Community College; Michael Montano, Riverside Community College; Kim Pham, West
Valley College; Ellen Sawyer, College of Dupage; Leonard Smiglewski, Penn Valley
Community College; Brian Sucevic, Valencia Community College; Stephen Zona,
Quinsigamond Community College.
Special thanks to Deborah Cochener of Austin Peay State University and Joseph
Crowley of Community College of Rhode Island for their careful reading of the text and
for the accuracy review of all the problems and exercises in the text.
James Van Dyke
James Rogers
Hollis Adams

To the Instructor xxv

GOOD ADVICE FOR STUDYING
Strategies for Success
A re you afraid of math? Do you panic on tests or “blank out” and forget what you
have studied, only to recall the material after the test? Then you are just like many
other students. In fact, research studies estimate that as many as 50% of you have
some degree of math anxiety.
What is math anxiety? It is a learned fear response to math that causes disruptive,
debilitating reactions to tests. It can be so encompassing that it becomes a dread of
doing anything that involves numbers. Although some anxiety at test time is
beneficial—it can motivate and energize you, for example—numerous studies show
that too much anxiety results in poorer test scores. Besides performing poorly on tests,
you may be distracted by worrisome thoughts and be unable to concentrate and recall
what you’ve learned. You may also set unrealistic performance standards for yourself
and imagine catastrophic consequences for your failure to be successful in math. Your
physical signs could be muscle tightness, stomach upset, sweating, headache, shortness
of breath, shaking, or rapid heartbeat.
The good news is that anxiety is a learned behavior and therefore can be unlearned.
If you want to stop feeling anxious, the choice is up to you. You can choose to learn be-
haviors that are more useful to achieve success in math. You can learn and choose the
ways that work best for you.
To achieve success, you can focus on two broad strategies. First, you can study math
in ways proven to be effective in learning mathematics and taking tests. Second, you
can learn to physically and mentally relax, to manage your anxious feelings, and to
think rationally and positively. Make a time commitment to practice relaxation tech-
niques, study math, and record your thought patterns. A commitment of 1 or 2 hours
a day may be necessary in the beginning. Remember, it took time to learn your present
study habits and to be anxious. It will take time to unlearn these behaviors. After you
become proficient with these methods, you can devote less time to them.
Begin now to learn your strategies for success. Be sure you have read To the Student
at the beginning of this book. The purpose of this section is to introduce you to the
authors’ plan for this text. To the Student will help you to understand the authors’
organization or “game plan” for your math experience in this course.
At the beginning of each chapter, you will find more Good Advice for Studying sec-
tions, which will help you study and take tests more effectively, as well as help you man-
age your anxiety. You may want to read ahead so that you can improve even more
quickly. Good luck!
 1 WHOLE NUMBERS

A P P L I C AT I O N
The top ten grossing movies in the United States for 2004 are given in
Table 1.1.

Table 1.1 Top Grossing Movies for 2004

Shrek 2 $436,471,036
Spider-Man 2 $373,377,893

Dreamworks/ The Kobal Collection

The Passion of the Christ $370,274,604
Meet the Fockers $273,488,020
The Incredibles $258,938,368
Harry Potter and the Prisoner of Azkaban $249,358,727
The Day After Tomorrow $186,739,919
The Bourne Supremacy $176,049,130
National Treasure $169,378,371
The Polar Express $162,458,888
S E C T I O N S Source: Internet Movie Database.
1.1 Whole Numbers
and Tables:
Writing, Rounding, Group Discussion
and Inequalities
1. How many of the top grossing movies for 2004 were animated? How many were suit-
1.2 Adding and able for children 12 and under?
Subtracting Whole 2. Which movies were comedies? Which were action-adventure?
Numbers 3. How many of the top grossing movies won major Academy Awards? What is the
1.3 Multiplying Whole relationship between top grossing movies and award-winning movies?
Numbers
1.4 Dividing Whole
Numbers
1.5 Whole-Number
Exponents and
Powers of 10
1.6 Order of Operations
1.7 Average, Median,
and Mode
1.8 Drawing and
Interpreting Graphs

1
1.1 Whole Numbers and Tables: Writing, Rounding,
and Inequalities

OBJECTIVES VOCABULARY
1. Write word names from
The digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
place value names and
place value names from The natural numbers (counting numbers) are 1, 2, 3, 4, 5, and so on.
word names. The whole numbers are 0, 1, 2, 3, 4, 5, and so on. Numbers larger than
2. Write an inequality 9 are written in place value name by writing the digits in positions having
statement about two standard place value.
numbers. Word names are written words that represent numerals. The word name
3. Round a given whole of 213 is two hundred thirteen.
number. The symbols less than, , and greater than, , are used to compare
4. Read tables. two whole numbers that are not equal. So, 11  15, and 21  5.
To round a whole number means to give an approximate value. The symbol

means “approximately equal to.”
A table is a method of displaying data in an array using a horizontal and
vertical arrangement to distinguish the type of data. A row of a table is a
horizontal line of a table and reads left to right across the page. A column
of a table is a vertical line of a table and reads up or down the page. For
example, in Table 1.2 the number “57” is in row 3 and column 2.

Column 2
134 56 89 102
14 116 7 98
Row 3 65 57 12 67
23 56 7 213

Table 1.2

How & Why

Write word names from place value names and
OBJECTIVE 1
place value names from word names.

In our written whole number system (called the Hindu-Arabic system), digits and
commas are the only symbols used. This system is a positional base 10 (decimal) system.
The location of the digit determines its value, from right to left. The first three place value
names are one, ten, and hundred. See Figure 1.1.

hundred ten one

Figure 1.1

For the number 583,

3 is in the ones place, so it contributes 3 ones, or 3, to the value of the number,
8 is in the tens place, so it contributes 8 tens, or 80, to the value of the number,
5 is in the hundreds place, so it contributes 5 hundreds, or 500, to the value of the number.
So 583 is 5 hundreds
8 tens
3 ones or 500
80
3. These are called expanded
forms of the number. The word name is five hundred eighty-three.

2 1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities

 For numbers larger than 999, we use commas to separate groups of three digits. The
first four groups are unit, thousand, million, and billion (Figure 1.2). The group on the far
left may have one, two, or three digits. All other groups must have three digits. Within
each group the names are the same (hundred, ten, and one).

hundred ten one hundred ten one hundred ten one hundred ten one
billion million thousand (unit)
Figure 1.2

For 63,506,345,222 the group names are:

63 506 345 222
billion million thousand unit
The number is read “63 billion, 506 million, 345 thousand, 222.” The word units for the
units group is not read. The complete word name is sixty-three billion, five hundred six
million, three hundred forty-five thousand, two hundred twenty-two.

To write the word name from a place value name

1. From left to right, write the word name for each set of three digits
followed by the group name (except units).
2. Insert a comma after each group name.

CAUTION
The word and is not used to write names of whole numbers. So write: three
hundred ten, NOT three hundred and ten, also one thousand, two hundred
twenty-three, NOT one thousand and two hundred twenty-three.

To write the place value name from the word name of a number, we reverse the
previous process. First identify the group names and then write each group name in the
place value name. Remember to write a 0 for each missing place value. Consider
three billion, two hundred thirty-five million, nine thousand, four hundred thirteen
three billion, two hundred thirty-five million, Identify the group names.
nine thousand, four hundred thirteen (Hint: Look for the commas.)

3 billion, 235 million, 9 thousand, 413 Write the place value name for each
group.
3,235,009,413 Drop the group names. Keep all commas. Zeros must be
inserted to show that there are no hundreds or tens in the
thousands group.

To write a place value name from a word name

1. Identify the group names.
2. Write the three-digit number before each group name, followed by a
comma. (The first group, on the left, may have fewer than three digits.)
It is common to omit the comma in 4-digit numerals.

Numbers like 81,000,000,000, with all zeros following a single group of digits, are
often written in a combination of place value notation and word name. The first set of
digits on the left is written in place value notation followed by the group name. So
81,000,000,000 is written 81 billion.

1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities 3

Warm-Ups A–B Examples A–B
DIRECTIONS: Write the word name.

S T R A T E G Y : Write the word name of each set of three digits, from left to right,
followed by the group name.
A. Write the word name for A. Write the word name for 19,817,583.
43,733,061. 19 Nineteen million, Write the word name for each group
817 eight hundred seventeen thousand followed by the group name.
583 five hundred eighty-three

CAUTION
Do not write the word and when reading or writing a whole number.

The word name is nineteen million, eight hundred seventeen thousand, five hundred
eighty-three.
B. Write the word name for B. Write the word name for 9,382,059.
8,431,619. Nine million, three hundred eighty-two thousand, fifty-nine.

Warm-Ups C–F Examples C–F

DIRECTIONS: Write the place value name.

S T R A T E G Y : Write the 3-digit number for each group followed by a comma.

C. Write the place value name C. Write the place value name for four million, seventy-six thousand, two hundred
for twenty-two million, sixty-five.
seventy-seven thousand, four 4, Millions group.
hundred eleven. 076, Thousands group. (Note that a zero is inserted on
the left to fill out the three digits in the group.)
265 Units group.
The place value name is 4,076,265.
D. Write the place value name D. Write the place value name for 346 million.
for 74 thousand. The place value name is 346,000,000. Replace the word million with six zeros.
E. Write the place value name E. Write the place value name for four thousand fifty-three. Note that the comma is omitted.
for seven thousand fifteen. The place value name is 4053.
F. The purchasing agent for the F. The purchasing agent for the Russet Corporation received a telephone bid of forty-
Russet Corporation also three thousand fifty-one dollars as the price of a new printing press. What is the place
received a bid of twenty-one value name of the bid that she will include in her report to her superior?
thousand, five hundred forty-three thousand, fifty-one
eighteen dollars for a supply 43, 051
of paper. What is the place
The place value name she reports is $43,051.
value name of the bid that
she will include in her report
to her superior?

Answers to Warm-Ups
A. forty-three million, seven hundred
thirty-three thousand, sixty-one
B. eight million, four hundred thirty-
one thousand, six hundred nineteen
C. 22,077,411 D. 74,000 E. 7015
F. The place value name she reports is
$21,518

4 1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities

How & Why
Write an inequality statement about
OBJECTIVE 2
two numbers.

If two whole numbers are not equal, then the first is either less than or greater than the
second. Look at the number line (or ruler) in Figure 1.3.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Figure 1.3

Given two numbers on a number line or ruler, the number on the right is the larger. For
example,
97 9 is to the right of 7, so 9 is greater than 7.
11  1 11 is to the right of 1, so 11 is greater than 1.
14  8 14 is to the right of 8, so 14 is greater than 8.
13  0 13 is to the right of 0, so 13 is greater than 0.

Given two numbers on a number line or ruler, the number on the left is the smaller. For
example,
39 3 is to the left of 9, so 3 is less than 9.
5  12 5 is to the left of 12, so 5 is less than 12.
19 1 is to the left of 9, so 1 is less than 9.
10  14 10 is to the left of 14, so 10 is less than 14.

For larger numbers, imagine a longer number line. Notice how the points in the sym-
bols  and  point to the smaller of the two numbers. For example,
181  715
87  56
5028  5026

To write an inequality statement about

two numbers
1. Insert  between the numbers if the number on the left is smaller.
2. Insert  between the numbers if the number on the left is larger.

Examples G–H Warm-Ups G–H

DIRECTIONS: Insert  or  to make a true statement.
S T R A T E G Y : Imagine a number line. The smaller number is on the left. Insert the
symbol that points to the smaller number.
G. Insert the appropriate inequality symbol: 62 83 G. Insert the appropriate
inequality symbol:
62  83
164 191
H. Insert the appropriate inequality symbol: 3514 2994 H. Insert the appropriate
3514  2994 inequality symbol:
6318 6269

Answers to Warm-Ups
G.  H. 

1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities 5

 How & Why
OBJECTIVE 3 Round a given whole number.

Many numbers that we see in daily life are approximations. These are used to indicate the
approximate value when it is believed that the exact value is not important to the discus-
sion. So attendance at a political rally may be stated at 15,000 when it was actually
14,783. The amount of a deficit in the budget may be stated as $2,000,000 instead of
$2,067,973. In this chapter, we use these approximations to estimate the outcome of
operations with whole numbers. The symbol
, read “approximately equal to,” is used to
show the approximation. So $2,067,973
$2,000,000.
We approximate numbers by rounding. The number line can be used to see how whole
numbers are rounded. Suppose we wish to round 57 to the nearest ten. See Figure 1.4

50 51 52 53 54 55 56 57 58 59 60

Figure 1.4

The arrow under the 57 is closer to 60 than to 50. We say “to the nearest ten, 57 rounds
to 60.”
We use the same idea to round any number, although we usually make only a mental
image of the number line. The key question is: Is this number closer to the smaller rounded
number or to the larger one? Practically, we need to determine only if the number is more
or less than half the distance between the rounded numbers.
To round 47,472 to the nearest thousand without a number line, draw an arrow under
the digit in the thousands place.

47,472
d

Because 47,472 is between 47,000 and 48,000, we must decide which number it is closer
to. Because 47,500 is halfway between 47,000 and 48,000 and because 47,472  47,500,
we conclude that 47,472 is less than halfway to 48,000.
Whenever the number is less than halfway to the larger number, we choose the
smaller number.

47,472
47,000 47,472 is closer to 47,000 than to 48,000.

To round a number to a given place value

1. Draw an arrow under the given place value.
2. If the digit to the right of the arrow is 5, 6, 7, 8, or 9, add one to the digit
above the arrow. (Round to the larger number.)
3. If the digit to the right of the arrow is 0, 1, 2, 3, or 4, do not change the
digit above the arrow. (Round to the smaller number.)
4. Replace all the digits to the right of the arrow with zeros.

6 1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities

Examples I–J Warm-Ups I–J
DIRECTIONS: Round to the indicated place value.

S T R A T E G Y : Choose the larger number if the digit to the right of the round-off place
is 5 or greater, otherwise, choose the smaller number.
I. Round 347,366 to the nearest ten thousand. I. Round 89,457 to the nearest
ten.
347,366 Draw an arrow under the ten-thousands place.
d

350,000 The digit to the right of the arrow is 7. Because

7  5, choose the larger number.

So 347,366
350,000.

J. Round the numbers to the indicated place value. J. Round the numbers to the
indicated place value.
Number Ten Hundred Thousand Hun- Thou-
Number Ten dred sand
862,548 862,550 862,500 863,000
35,632 35,630 35,600 36,000 725,936
68,478

How & Why

OBJECTIVE 4 Read tables.

Data are often displayed in the form of a table. We see tables in the print media, in ad-
vertisements, and in business presentations. Reading a table involves finding the correct
column and row that describes the needed information, and then reading the data at the
intersection of that column and that row.

Table 1.3 Student Course Enrollment

Class Mathematics English Science Humanities

Freshman 950 1500 500 1200

Sophomore 600 700 650 1000
Junior 450 200 950 1550
Senior 400 250 700 950

For example, in Table 1.3, to find the number of sophomores who take English, find the
column headed English and the row headed Sophomore and read the number at the Answers to Warm-Ups
intersection. I. 89,460
The number of sophomores taking English is 700. J.
We can use the table to compare enrollments by class. For instance, are more seniors Hun- Thou-
or sophomores taking science? From the table we see that 650 sophomores are taking Number Ten dred sand
science and 700 seniors are taking science. Since 700  650, more seniors than sopho- 725,936 725,940 725,900 726,000
mores are taking science. 68,478 68,480 68,500 68,000

1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities 7

Warm-Up K Example K
DIRECTIONS: Answer the questions associated with the table.

S T R A T E G Y : Examine the rows and columns of the table to determine the values
that are related.
K. Use the table in Example K K. This table shows the value of homes sold in the Portland metropolitan area for a given
to answer the questions. month.
1. Which location has the Values of Houses Sold
lowest-priced home sold?
2. Round the average price Location Lowest Highest Average
of a home sold in N. Portland $86,000 $258,500 $184,833
S.E. Portland to the N.E. Portland $78,000 $220,000 $165,091
nearest thousand. S.E. Portland $82,000 $264,000 $173,490
3. Which location has the Lake Oswego $140,000 $1,339,000 $521,080
higher price for a home W. Portland $129,500 $799,000 $354,994
sold, N.E. Portland or Beaverton $98,940 $665,000 $293,737
S.E. Portland?
1. In which location was the highest-priced home sold?
2. Which area has the highest average sale price?
3. Round the highest price of a house in Beaverton to the nearest hundred
thousand.

1. We look at the Highest column for the largest entry. It is $1,339,000, which is in the
fourth row. So Lake Oswego is the location of the highest-priced home sold.
2. Looking at the Average column for the largest entry, we find $521,080 in the fourth
row. So Lake Oswego has the largest average sale price.
3. Looking at the Highest column and the sixth row, we find $665,000. So the highest
price of a house in Beaverton is $700,000, rounded to the nearest hundred thousand.

Answers to Warm-Ups
K. 1. N.E. Portland has the lowest-
priced home sold.
2. The rounded price is $173,000.
3. S.E. Portland has the higher price.

8 1.1 Whole Numbers and Tables: Writing, Rounding, and Inequalities

Name Class Date

Exercises 1.1
Write word names from place value names and place value names
OBJECTIVE 1
from word names.

A Write the word names of each of these numbers.

1. 574 2. 391 3. 890

4. 340 5. 7020 6. 66,086

Write the place value name.

7. Fifty-seven 8. Thirty-four

9. Nine thousand, five hundred 10. Nine thousand, five

11. 100 million 12. 493 thousand

B Write the word name of each of these numbers.

13. 27,690 14. 27,069

15. 207,690 16. 270,069

17. 45,000,000 18. 870,000

Write the place value name.

19. Three hundred fifty-nine thousand, eight hundred 20. Three hundred fifty-nine thousand, eight

21. Twenty-two thousand, five hundred seventy 22. Twenty-three thousand, four hundred seventy-seven

23. Seventy-six billion 24. Nine hundred thousand, nine

OBJECTIVE 2 Write an inequality statement about two numbers.

A Insert  or  between the numbers to make a true statement.

25. 15 31 26. 53 49 27. 72 45 28. 72 81

B
29. 246 251 30. 212 208 31. 7470 7850 32. 2751 2693

Exercises 1.1 9
Name Class Date

OBJECTIVE 3 Round a given whole number.

A Round to the indicated place value.

33. 836 (ten) 34. 684 (ten) 35. 1468 (hundred) 36. 3450 (hundred)

B
Number Ten Hundred Thousand Ten Thousand

37. 607,546
38. 689,377
39. 7,635,753
40. 4,309,498

OBJECTIVE 4 Read tables.

A Exercises 41–45. The percent of people who do and do not exercise regularly, broken down by income levels, is shown in
the table below (Source: Centers for Disease Control and Prevention).
Regular Exercises by Income Level
Income Does Exercise Does Not Exercise

$0–$14,999 35% 65%

$15–$24,999 40% 60%
$25–$50,000 45% 55%
Over $50,000 52% 48%

41. What percent of people in the income level of 42. Which income level has the highest percent of
$15–$24,999 exercise regularly? regular exercisers?

43. Which income level has the highest percent of 44. Which income level(s) have more than 50%
nonexercisers? nonexercisers?

45. Use words to describe the trend indicated in the table.

B Exercises 46–50. A profile of the homeless in 27 selected cities, according to data compiled by the U.S. Conference of
Mayors for 2004, is given in the following table.
Composition of Homeless in Selected Cities
% of Homeless % of Homeless
in 1994 in 2004

Single men 48 41
Substance abusers 43 30
Families with children 39 40
Veterans 23 10
Unaccompanied youth 3 5
Severely mentally ill 26 23
Employed 19 17
Single women 11 14

10 Exercises 1.1
Name Class Date

46. What was the decrease in the percent of homeless who 47. Which of the categories increased over the 10-year
are veterans over the 10-year period? period and which decreased?

48. Explain why each column does not add up to 100%. 49. What percent of the homeless were single men or
single women in 1994? Did this percent increase or
decrease in 2004?

50. Did the total number of homeless increase or decrease

over the 10-year period?

C Write the place value name.

51. Six hundred fifty-six million, seven hundred thirty-two 52. Nine hundred five million, seven hundred seventy-
thousand, four hundred ten. seven

Exercises 53–54. The average income of the top 20% of the families and the bottom 20% of the families in Iowa is shown in
the following figure.

Incomes in Iowa 53. Write the word name for the average salary for the
poor in Iowa.
120,000
$104,253
100,000
Income, in dollars

80,000

60,000

40,000 54. Write the word name for the average salary of the rich
in Iowa.
20,000 $13,148

0
Average for bottom Average for top
20% of families 20% of families
Population

Insert  or  between the numbers to make a true statement.

55. 4553 4525 56. 21,186 21,299

57. What is the smallest 4-digit number? 58. What is the largest 6-digit number?

Round to the indicated place value.

59. 81,634,981 (hundred thousand) 60. 62,078,991 (ten thousand)

61. Round 63,749 to the nearest hundred. Round 63,749 to 62. Hazel bought a plasma flat screen television set for
the nearest ten and then round your result to the nearest $2495. She wrote a check to pay for it. What word
hundred. Why did you get a different result the second name did she write on the check?
time? Which method is correct?

Exercises 1.1 11
Name Class Date

63. Kimo bought a used Toyoto Camry for $11,475 and 64. The U.S. Fish and Wildlife Service estimates that
wrote a check to pay for it. What word name did he salmon runs could be as high as 213,510 fish by 2007
write on the check? on the Rogue River if new management practices are
used in logging along the river. Write the word name
for the number of fish.

65. The Wisconsin Department of Natural Resources 66. The U.S. Census Bureau estimates that the world
estimates that 276,400 mallard ducks stayed in the state population will exceed 6 billion, 815 million,
to breed in 2004. Write the word name for the number 9 hundred thousand by 2010. Write the place value
of ducks. name for the world population.

67. The purchasing agent for Print-It-Right received a 68. The Oak Ridge Missionary Baptist Church in Kansas
telephone bid of thirty-six thousand, four hundred City took out a building permit for $2,659,500. Round
seven dollars as the price for a new printing press. the building permit price of the church to the nearest
What is the place value name for the bid? hundred thousand dollars.

69. Ten thousand shares of the Income Fund of America

sold for $185,200. What is the value of the sale, to the
nearest thousand dollars?

Exercises 70–72. The table gives emissions estimates for volatile organic compounds, according to the Environmental
Protection Agency.
Estimated Emissions of Volatile Organic Compounds 70. Write the place value name for the number of short
(in thousands of short tons) tons of emission of volatile organic compounds in
1980.
1970 1980 1990 2000 2003

34,659 31,106 24,116 19,704 15,429

71. Write the place value name for the number of short 72. What is the general trend in emissions of volatile
tons of emission of volatile organic compounds in organic compounds over the past 30 years?
2003.

Exercises 73–76. The following table gives the per capita personal income in the New England states according to the U.S.
Bureau of Economic Analysis.
Per Capita Personal Income, 2003 73. Write the word name of the per capita personal income
in Maine.
Connecticut 43,173
Maine 28,831
74. Round the per capita personal income in Massachusetts
Massachusetts 39,815
to the nearest thousand.
New Hampshire 34,702
Rhode Island 26,132
75. Which state has the smallest per capita personal income?
Vermont 33,671

76. Does Vermont or New Hampshire have a larger per 77. The distance from Earth to the sun was measured and
capita personal income? determined to be 92,875,328 miles. To the nearest
million miles, what is the distance?

12 Exercises 1.1
Name Class Date

78. According to the National Cable Television Association, Have any of these numbers been rounded? If so, explain
the top five pay-cable services for 2002–2003 were: how you know. Revise the table, rounding all figures to
the nearest million.
Network Subscribers

The Disney Channel 84,000,000

HBO/Cinemax 39,000,000
Showtime/The Movie Channel 34,800,000
Encore 21,900,000
Starz! 12,300,000

Exercises 79–80. The number of marriages each month for a recent year, according to data from the U.S. Census Bureau is
given in the table.
Number of Marriages Per Month
Number of Number of
Marriages, Marriages,
Month in Thousands Month in Thousands

January 110 July 235

February 155 August 239
March 118 September 225
April 172 October 231
May 241 November 171
June 242 December 184

79. Rewrite the information ordering the months from 80. Do you think the number of marriages have been
most number of marriages to least number of rounded? If so to what place value?
marriages. Use place value notation when writing the
number of marriages.

Exercises 81–82. The six longest rivers in the United States are as follows:
Arkansas 1459 miles
Colorado 1450 miles
Mississippi 2340 miles
Missouri 2315 miles
Rio Grande 1900 miles
Yukon 1079 miles
81. List the rivers in order of increasing length. 82. Do you think any of the river lengths have been
rounded? If so, which ones?

83. The state motor vehicle department estimated the 84. The total land area of Earth is approximately
number of licensed automobiles in the state to be 52,425,000 square miles. What is the land area to the
2,376,000, to the nearest thousand. A check of the nearest million square miles?
records indicated that there were actually 2,376,499.
Was their estimate correct?

Exercises 1.1 13
Name Class Date

Exercises 85–86. The following figure lists some nutritional facts about two brands of peanut butter.

Skippy ® Super Chunk Jif ® Creamy

Simply Jif contains 2g sugar per serving.
Regular Jif contains 3g sugar per serving

Nutrition Facts Nutrition Facts

Serving Size 2 tbsp (32g) Serving Size 2 tbsp (31g)
Servings Per Container about 15 Servings Per Container about 16

Amount Per Serving Amount Per Serving

Calories 190 Calories from Fat 140 Calories 190 Calories from Fat 130
% Daily Values % Daily Values
Total Fat 17g 26% Total Fat 16g 25%
Saturated Fat 3.5g 17% Saturated Fat 3g 16%
Cholesterol 0mg 0% Cholesterol 0mg 0%
Sodium 140mg 6% Sodium 65mg 3%
Total Carbohydrate 7g 2% Total Carbohydrate 6g 2%
Dietary Fiber 2g 8% Dietary Fiber 2g 9%
Sugars 3g Sugars 2g
Protein 7g Protein 8g

85. List the categories of nutrients for which Jif has fewer 86. Round the sodium content in each brand to the nearest
of the nutrients than Skippy. hundred. Do the rounded numbers give a fair
comparison of the amount of sodium in the brands?

Exercises 87–90 relate to the chapter application. See Table 1.1, page 1.

87. Write the word name for the dollar amount taken in by 88. Round the amount taken in by The Bourne Supremacy
Shrek 2 in 2004. to the nearest hundred thousand.

89. Round the amount taken in by The Incredibles to the 90. Do the numbers in Table 1.1 appear to be rounded?
nearest million dollars.

S TAT E Y O U R U N D E R S TA N D I N G

91. Explain why “base ten” is a good name for our number 92. Explain what the digit 9 means in 295,862.
system.

93. What is rounding? Explain how to round 87,452 to the

nearest thousand and to the nearest hundred.

14 Exercises 1.1
Name Class Date

CHALLENGE

94. What is the place value for the digit 5 in 95. Write the word name for 5,326,901,570,000.
3,456,709,230,000?

96. Arrange the following numbers from smallest to 97. What is the largest value of X that makes 2X56 > 2849
largest: 1234, 1342, 1432, 1145, 1243, 1324, and false?
1229.
98. Round 967,345 to the nearest hundred thousand. 99. Round 49,774 to the nearest hundred thousand.

GROUP WORK

100. Two other methods of rounding are called the

“odd/even method” and “truncating.” Find these
methods and be prepared to explain them in class.
(Hint: Try the library or talk to science and business
instructors.)

Exercises 1.1 15
This page intentionally left blank
1.2 Adding and Subtracting Whole Numbers

VOCABULARY OBJECTIVES
1. Find the sum of two or
Addends are the numbers that are added. In 9
20
3  32, the addends
more whole numbers.
are 9, 20, and 3.
2. Find the difference of
The result of adding is called the sum. In 9
20
3  32, the sum is 32.
two whole numbers.
The result of subtracting is called the difference. So in 62  34  28, 28
3. Estimate the sum or
is the difference. difference of whole
A polygon is any closed figure whose sides are line segments. numbers.
The perimeter of a polygon is the distance around the outside of the 4. Find the perimeter of a
polygon. polygon.

How & Why

OBJECTIVE 1 Find the sum of two or more whole numbers.

When Jose graduated from high school he received cash gifts of $50, $20, and $25. The
total number of dollars received is found by adding the individual gifts. The total number
of dollars he received is 95. In this section we review the procedure for adding and sub-
tracting whole numbers.
The addition facts and place value are used to add whole numbers written with more
than one digit. Let’s use this to find the sum of the cash gifts that Jose received. We need
to find the sum of
50
20
25
By writing the numbers in expanded form and putting the same place values in columns
it is easy to add.
50  5 tens
0 ones
20  2 tens
0 ones

25  2 tens
5 ones
9 tens
5 ones  95
So, 50
20
25  95. Jose received $95 in cash gifts.
Because each place can contain only a single digit, it is often necessary to rewrite the
sum of a column.
77  7 tens
7 ones

16  1 tens
6 ones
8 tens
13 ones
Because 13 ones is a 2-digit number it must be renamed:
8 tens
13 ones  8 tens
1 ten
3 ones
 9 tens
3 ones
 93
So the sum of 77 and 16 is 93.
The common shortcut is shown in the following sum. To add 497
307
135, write
the numbers in a column.
497 Written this way, the digits in the ones, tens, and hundreds
307 places are aligned.

135

1.2 Adding and Subtracting Whole Numbers 17

Discovering Diverse Content Through
Random Scribd Documents
Depois de ter conhecido
Homens, e o seu proceder,
Aprendi a me esquecer
De quanto tinha aprendido.

Ouvi gabar esta vida,

Este trajo, este cajado;
Busquei-a agora obrigado
Da que já tinha perdida.

Que ainda cá por esta serra

Se ama o saber; se deseja,
Lá não lhe deixa a inveja,
Lugar, em que estê na terra.

Não se tecem já coroas

Para as partes estimadas;
Entre nós de envergonhadas
Se encolhem as artes boas.
Saber, e conhecimento
Fazem já desmerecer;
De sorte, que o não saber
Serve de merecimento.

Assim que é melhor partido,

Ao que busca o que convém,
Enterrar partes se as tem,
E andar dos outros vestido.

bieito

Á fé que não dizes mal

Quem m’o disse hora? qual dia?
Que o bem que perde a valia,
Porque entre os homens não val.

Cresce a virtude louvada,

A planta favorecida,
A vontade agradecida,
E a parreira alevantada.

Fui domingo a vêr a lucta,

E outros com grande alvoroço;
Vim encantado d’um moço,
Que alli cantava em disputa.

Dos pastores mais gabados

Tinha á roda mais de mil,
Que ao som do seu rabil
Estavam como enlevados.

Perguntei, vendo occasião,

Onde, e que gado guardava,
Entre nós? que eu n’isto dava
Primeira fé de affeição.

Eis quando alli se murmura,

Que se ia d’estas aldeias
A buscar terras alheias,
Ou buscar n’ellas ventura.
Engeitou-lhe a natureza
O bem de seu natural;
Então sustenta-se mal
A arte onde se despresa.

corino

As hervas que os gados pascem,

E as flôres que os olhos vem,
Mais poderes do sol tem,
Que não da terra onde nascem.

O grão, que na varzea cresce,

Com humidade arrebenta:
O sol cria, o chão sustenta,
Levanta-se e reverdece.

O enxerto já crescido
Com o sol, e agua accommodada,
Se cae sobre elle a geada,
Secca-se murcho, encolhido.

O bom natural é parte,

Que o despreso desanima:
Como a cousa não se estima,
Não podes d’ella prezar-te.

Vi eu d’isto uma pintura

Com arte e modo extremado;
E se inda estou bem lembrado,
Tinha ella esta figura:

Um mancebo que encaminha

Vôar com desejo acceso,
D’uma mão atado um peso,
Na outra umas azas tinha;

Uma livre, outra sujeita,

E dizia a lettra assim:
Se esta pésa contra mim,
Est’outra que me aproveita?
Quanto melhor parecera
Valer menos tudo o mais,
E que ás partes naturaes
A mão, e o favor se déra!
Em que se hão de conhecer
Os homens, se n’isto não?
Que em forças vence o leão,
E outro animal qualquer.

Nas partes que o mundo présa,

Quantas feras vão deante,
No corpo, gesto e semblante
Nas forças, na ligeiresa?

Só no saber as vencemos,
Com elle as senhoreamos;
E quantos n’isto encontramos,
Que nos vencem, não soffremos.

D’isto, em que o mundo se pôz,

Nasce já que os animaes
No que eram tão deseguaes,
Nos podem vencer a nós.

Não posso ter soffrimento

N’esta queixa, e não me val;
Que acanha um baixo metal
A um subido entendimento.

Os homens como pintura

Falam só com o que apparece:
Cada um monta e merece
Pelas mostras da figura.

Dizem que já n’outra edade

Falaram os animaes,
(E eu creio que por signaes
Inda hoje falam verdade).
Ouvi cantar como então
Se fez valente, e temido
Um vil jumento escondido
Nos despojos de um leão.

Emquanto de longe o viam

Os outros, fugiam d’elle;
Eram milagres da pelle
Do rei, a que elles temiam.

Quiz falar, buscou seus damnos,

Que os outros com raiva crúa
Fazem pagar pela sua
Da outra pelle os enganos.

Quantos ha na nossa aldeia

Leões e lobos fingidos,
Que houveram de andar despidos,
Se não fôra a pelle alheia!

Sem sabor, sem consciencia

Andam com ella entre nós,
Conhecem-os pela voz,
Honram-os pela apparencia.

bieito

O bom tempo é já perdido;

N’este de agora, em que estamos,
Taes somos, que nos mostramos
Ou no tracto, ou no vestido.

Vendem-se as mostras de fóra;

Al era no tempo antigo;
Deus dê repouso a Rodrigo,
D’isso canta, e d’isto chora.

Eram tempos deseguaes,

Tratava a sorte melhor;
Se ás partes davam louvor,
Não lhe negavam o mais.
Se Franco cantava bem,
Era por isso estimado:
E hoje quiçaes que é culpado
Por essa parte que tem.

corino

Muitos annos ha que dura

O queixume em toda a parte,
De vêr que não póde a arte
Vencer em tudo a ventura.

Mas se houve alguns queixosos

N’esses bons tempos passados,
Quantos houve levantados?
Quantos houve venturosos?

Com muitos provára o dito;

Mas calo-os, porque em respeito
Contar poucos é defeito,
E todos fora infinito.

Não demos culpa á edade

Com tudo que é desacerto:
Temos a causa mais perto,
Porque é nossa enfermidade.

Que estes desprezos que vemos,

Do bom saber, da boa arte,
Não se usa em toda a parte,
Que al na terra onde nascemos.
Nas outras ainda se présa;
(E não sei se diga mais)
Nós, e os nossos naturaes
Somos de má natureza.

Queremos grão mal ao bem,

(Se isto se póde dizer)
Sómente pelo querer
A quem o merece, e tem.
Verás um pastor, dotado
De mil graças excellentes,
Andar entre as nossas gentes
Assim como homiziado.

Descontente, e mal vestido,

De encolhido não se atreve;
E assim como o homem, que deve,
Sempre só, sempre escondido.

E a causa, que lhe sobeja,

Porque traz em companhia
Saber, que é mercadoria,
Que deve muito á inveja.

Coitado do passarinho,
Que nasceu no valle escuso,
Aonde nem canta por uso,
Nem ha quem lhe saiba o ninho.

Coitado do que nasceu

N’esta nossa terra ingrata,
Que tão mal conhece e trata
Bens da sorte, e dons do céo.

Que o mais honrado, e mais dino

Pelas partes naturaes,
Não lhe serve de ser mais,
Senão de ser mais mofino.

Sempre cae, sempre periga:

No que ama, no que procura
Faz-lhe acintes a ventura,
Que é declarada inimiga.

De tudo lhe nega o fruito:

Se com pouco se sustenta,
É-lhe do pouco avarenta;
E se de muito, é de muito.
Agua, Fogo, Terra e Ar,
Sol, Estrellas, Austro e Norte,
Tudo lhe negára a sorte,
Se lh’o pudéra negar.

E os homens por condição,

Ao que devem mór corôa,
Se lhe vem vir sorte boa,
Vão-lhe mil vezes á mão.

E qualquer que a causa seja,

É bem baixo o fundamento
Ou de fraco entendimento,
Ou de mui forçosa inveja.

Vão mil por este caminho

De erros qu’eu contar não posso:
Pesa-nos do bem que é nosso,
Quando o vêmos n’um vizinho.

Ouvir qualquer extrangeiro

Falar de seus naturaes,
Dá d’elles tão bons signaes,
Que o não tem por verdadeiro.

Falem-vos n’um natural,

Dizeis faltas que não tem:
Mente o outro para bem;
Nós mentimos para mal.

Deixemos para outra dia

Os queixumes, que é já hora;
Que a meu pesar deixo agora
A elles, e a companhia.

aleixo

Da tua é para sentir

A perda: mas bens não duram,
Porque os muitos, que os procuram,
Os tem affeito a fugir.
Comtigo iremos andando,
Que isto tambem foi partido:
E pois o valle é comprido,
Bem podemos ir cantando.

Que eu quero da minha parte

Mostrar que na voz me atrevo:
E se não pago o que devo,
Mostro que não sei pagar-te.

corino

Tu farás como eu presumo,

Que é como o melhor da aldeia;
 aleixo

Ante ti quem não receia?

Quanto mais eu, que o costumo.

Vamos, qu’eu quero ir deante:

Por este caminho estreito
Torna a novilha, Bieito.

corino

Chega manso, não se espante.

fim do segundo volume

 INDICE
DIALOGO IX—da pratica e disposição das palavras 3
DIALOGO X—da maneira de contar historias na
9
conversação
DIALOGO XI—dos contos, e ditos graciosos e agudos
24
na conversação
DIALOGO XII—das cortezias 37
DIALOGO XIII—do fructo da liberalidade e da cortezia 49
DIALOGO XIV—da creação da côrte 63
DIALOGO XV—da creação na milicia 79
DIALOGO XVI—da creação das escolas 90
ecloga contra o despreso das boas artes 107
 NOTAS DO EDITOR
Os erros tipográficos evidentes foram corrigidos.
A pontuação, a hifenização e a ortografia foram tornadas consistentes
quando uma preferência predominante foi encontrada no texto original; caso
contrário, não foram alterados.
As aspas irregulares foram corrigidas quando a mudança era evidente e,
caso contrário, foram deixadas de acordo com o original.
*** END OF THE PROJECT GUTENBERG EBOOK CÔRTE NA
ALDEIA E NOITES DE INVERNO (VOLUME II) ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
 1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -

Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If

you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS