College Algebra

825 Pages·2013·45.407 MB·English

by  John W. Coburn, Jeremy P. Coffelt

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College
Algebr a
JOHN W. COBURN
ST LOUIS COMMUNITY COLLEGE AT FLORISSANT VALLEY
JEREMY P. COFFELT
BLINN COLLEGE
THIRD EDITION
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TM
COLLEGE ALGEBRA, THIRD EDITION
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the
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This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3
ISBN 978–0–07–351958–6
MHID 0–07–351958–8
ISBN 978–0–07–734087–2 (Annotated Instructor’s Edition)
MHID 0–07–734087–6
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Library of Congress Cataloging-in-Publication Data
Coburn, John W.
College algebra / John W. Coburn, St. Louis Community College at Florissant Valley, Jeremy Coffelt,
Blinn College. – Third edition.
pages cm
Includes index.
ISBN 978–0–07–351958–6 — ISBN 0–07–351958–8 (hard copy : alk. paper) — ISBN 978–0–07–734087–
2— ISBN 0–07–734087–6 (annotated instructor’s edition) (print) 1. Algebra–Textbooks. I. Coffelt,
Jeremy. II. Title.
QA154.3.C594 2014
512.9–dc23
2012028108
www.mhhe.com
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Contents
Preface viii
Index of Applications xvii
R
C H A P T E R A Review of Basic Concepts and Skills 1
R.1 The Language, Notation, and Numbers of Mathematics 2
R.2 Algebraic Expressions and the Properties of Real Numbers 13
R .3 Exponents, Scientifi c Notation, and a Review of Polynomials 21
R.4 Radicals and Rational Exponents 35
R .5 Factoring Polynomials 47
R.6 Rational Expressions 58
Overview of Chapter R: Prerequisite Defi nitions, Properties, Formulas,
and Relationships 69
Practice Test 71
1
C H A P T E R Equations and Inequalities 73
1.1 Linear Equations, Formulas, and Problem Solving 74
1.2 Linear Inequalities in One Variable 86
1.3 Absolute Value Equations and Inequalities 96
Mid-Chapter Check 104
1.4 Complex Numbers 104
1.5 Solving Quadratic Equations 114
1.6 Solving Other Types of Equations 128
Making Connections 140
Summary and Concept Review 141
Practice Test 144
Calculator Exploration and Discovery:
I. Using a Graphing Calculator as an Investigative Tool 145
II. Absolute Value Equations and Inequalities 146
Strengthening Core Skills: Using Distance to Understand Absolute
Value Equations and Inequalities 146
2
C H A P T E R Relations, Functions, and Graphs 147
2.1 Rectangular Coordinates; Graphing Circles and Other Relations 148
2.2 Linear Graphs and Rates of Change 161
2.3 Graphs and Special Forms of Linear Equations 176
Mid-Chapter Check 188
2.4 Functions, Function Notation, and the Graph of a Function 188
2.5 Analyzing the Graph of a Function 202
iii
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iv Contents
2.6 Linear Functions and Real Data 224
Making Connections 236
Summary and Concept Review 236
Practice Test 240
Calculator Exploration and Discovery:
I. Linear Equations, Window Size, and Friendly Windows 241
II. Locating Zeroes, Maximums, and Minimums 242
Strengthening Core Skills: The Various Forms of a Linear Equation 243
Cumulative Review: Chapters R–2 244
3
C H A P T E R More on Functions 245
3.1 The Toolbox Functions and Transformations 246
3.2 Basic Rational Functions and Power Functions 259
3.3 Variation: The Toolbox Functions in Action 274
Mid-Chapter Check 285
3.4 Piecewise-Defi ned Functions 285
3.5 The Algebra and Composition of Functions 298
3.6 Another Look at Formulas, Functions, and Problem Solving 314
Making Connections 325
Summary and Concept Review 326
Practice Test 329
Calculator Exploration and Discovery:
I. Function Families 331
II. Piecewise-Defi ned Functions 331
Strengthening Core Skills: Finding the Domain and Range of a Relation
from Its Graph 332
Cumulative Review: Chapters R–3 333
4
C H A P T E R Polynomial and Rational Functions 335
4.1 Quadratic Functions and Applications 336
4.2 Synthetic Division; the Remainder and Factor Theorems 348
4.3 The Zeroes of Polynomial Functions 360
Mid-Chapter Check 374
4.4 Graphing Polynomial Functions 375
4.5 Graphing Rational Functions 391
4.6 Polynomial and Rational Inequalities 407
Making Connections 418
Summary and Concept Review 419
Practice Test 422
Calculator Exploration and Discovery:
I. Complex Zeroes, Repeated Zeroes, and Inequalities 423
II. Removable Discontinuities 424
Strengthening Core Skills: Solving Inequalities Using the Push Principle 424
Cumulative Review: Chapters R–4 425
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Contents v
5
C H A P T E R Exponential and Logarithmic Functions 427
5.1 One-to-One and Inverse Functions 428
5.2 Exponential Functions 438
5.3 Logarithms and Logarithmic Functions 451
Mid-Chapter Check 463
5.4 Properties of Logarithms 464
5.5 Solving Exponential and Logarithmic Equations 473
5.6 Applications from Business, Finance, and Science 483
Making Connections 496
Summary and Concept Review 497
Practice Test 500
Calculator Exploration and Discovery:
I. Solving Exponential Equations Graphically 501
II. Investigating Logistic Equations 501
Strengthening Core Skills: The HerdBurn Scale—What’s Hot and What’s Not 503
Cumulative Review: Chapters R–5 504
6
C H A P T E R Systems of Equations and Inequalities 505
6.1 Linear Systems in Two Variables with Applications 506
6.2 Linear Systems in Three Variables with Applications 521
Mid-Chapter Check 532
6.3 Nonlinear Systems of Equations and Inequalities 532
6.4 Systems of Linear Inequalities and Linear Programming 542
Making Connections 556
Summary and Concept Review 557
Practice Test 559
Calculator Exploration and Discovery:
I. Solving Systems Graphically 560
II. Systems of Linear Inequalities 560
Strengthening Core Skills: Solving Linear Systems Using Substitution 561
Cumulative Review: Chapters R–6 562
7
C H A P T E R Matrices and Matrix Applications 563
7.1 Solving Linear Systems Using Matrices and Row Operations 564
7.2 The Algebra of Matrices 576
Mid-Chapter Check 589
7.3 Solving Linear Systems Using Matrix Equations 590
7.4 Applications of Matrices and Determinants: Cramer’s Rule, Partial
Fractions, and More 605
Making Connections 619
Summary and Concept Review 619
Practice Test 621
Calculator Exploration and Discovery:
I. Solving Systems with Technology and Cramer’s Rule 623
II. Solving Systems with Matrices, Row Operations, and Technology 623
Strengthening Core Skills: Augmented Matrices and Matrix Inverses 624
Cumulative Review: Chapters R–7 625
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vi Contents
8
C H A P T E R Analytic Geometry and the Conic Sections 627
8.1 A Brief Introduction to Analytic Geometry 628
8.2 The Circle and the Ellipse 635
Mid-Chapter Check 647
8.3 The Hyperbola 647
8.4 The Analytic Parabola; More on Nonlinear Systems 659
Making Connections 667
Summary and Concept Review 667
Practice Test 669
Calculator Exploration and Discovery:
I. The Graph of a Circle 670
II. Elongation and Eccentricity 670
Strengthening Core Skills: More on Completing the Square 671
Cumulative Review: Chapters R–8 672
9
C H A P T E R Sequences and Series; Counting and Probability 673
9.1 Sequences and Series 674
9.2 Arithmetic Sequences 682
9.3 Geometric Sequences 690
Mid-Chapter Check 700
9.4 Counting Techniques 701
9.5 Introduction to Probability 712
9.6 The Binomial Theorem 724
Making Connections 731
Summary and Concept Review 732
Practice Test 735
Calculator Exploration and Discovery:
I. Infi nite Series, Finite Results 736
II. Calculating Permutations and Combinations 737
Strengthening Core Skills: Applications of Summation 737
Cumulative Review: Chapters R–9 738
Appendix I Geometry Review A-1
Appendix II More on Matrices A-12
Appendix III Deriving the Equation of a Conic A-14
Appendix IV Proof Positive—A Selection of Proofs from College Algebra A-16
Student Answer Appendix (SE only) SA-1
Instructor Answer Appendix (AIE only) IA-1
Index I-1
Additional Topics Online
Geometry Review with Unit Conversion
Expressions, Tables, and the Graphing Calculator
Mathematical Induction
Conditional Probability; Expected Value
Probability and the Normal Curve
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About the Authors
John Coburn
John Coburn grew up in the Hawaiian Islands, the seventh of sixteen children. In
1977 he received his Associate of Arts Degree from Windward Community College,
where he graduated with honors. In 1979 he earned a Bachelor’s Degree in Educa-
tion from the University of Hawai’i. After working in the business world for a
number of years, he returned to teaching, accepting a position in high school math-
ematics, where he was recognized as Teacher of the Year in 1987. Soon afterward,
a decision was made to seek a Master’s Degree, which he received two years later
from the University of Oklahoma. John is now a full professor at the Florissant Val-
ley Campus of St. Louis Community College, where he has taught mathematics for
the last twenty-one years. During this time he has received numerous nominations
as an outstanding teacher by the local chapter of Phi Theta Kappa, earned recogni-
tion as a “Prime Time Teacher” by Eastern Illinois College in 2003, and was recog-
nized as Post-Secondary Teacher of the Year in 2004 by Mathematics Educators of
Greater St. Louis (MEGSL). John has made numerous presentations at local, state,
and national conferences on a wide variety of topics, and maintains memberships in
several mathematical organizations. Some of John’s other interests include music,
athletics, and the wild outdoors, as well as body surfi ng, snorkeling, and beach
combing whenever he gets the chance. He is also an avid gamer, enjoying numerous
board, card, and party games. John hopes that this love of life comes through in his
writing, and helps to make the learning experience an interesting and engaging one
for all students.
Jeremy Coffelt
Jeremy Coffelt grew up in the small town of Archer City, Texas, made (in)famous
as the inspiration and fi lming location of T he Last Picture Show . After graduating
from Archer City High School in 2000, he continued his education at Midwestern
State University, where he graduated with a Bachelor’s Degree in Mathematics in
2002. From there, he completed Master’s Degrees in Mathematics from Kansas State
University (2005) and in Civil Engineering from Texas A&M University (2008).
During his graduate studies, Jeremy published several papers in topics ranging from
analytic number theory to Bayesian regression and engineering systems reliability.
In 2007, he joined the faculty at Blinn College, where he has since been nominated
for several teaching awards. When not teaching or writing, Jeremy enjoys spending
time with his ladies—his wife Vanessa, his Chihuahua Buttons, and his Catahoula
Abby. His other interests include traveling and all things competitive, including
cycling, pool, chess, poker, and tennis.
Dedication I dedicate this work to each of my seven children, in hopes it will help them
discover a love of mathematics from their father, as I discovered a love of
mathematics from my own. John Coburn
•
I dedicate my contributions to this text to my wife, Vanessa. For the times
you left me alone to work, I thank you. For the times you interrupted my work,
I love you. Jeremy Coffelt
vii
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Making Connections
A Focus on Applications
(cid:2) Chapter Openers highlight Chapter Connections, an
interesting application exercise from the chapter, and
provide a list of other real-world connections to give
context for students who wonder how math relates to
them.
(cid:2) Application Exercises at the end of each section are
CHAPTER CONNECTIONS
the hallmark of the Coburn-Coffelt series. Never If you could start from scratch and build your
Exponential and own island,how many different types of
contrived, always creative, and borne out of the flowers,birds,and other plants and animals
Logarithmic wit osueledm yosu l iklieke a t hsiell yis qlauneds ttioo ns,uaptpteomrtp?t As ltthoough
authors’ lives and experiences, each application tells a answer it led to the development of a new field
Functions of science called islandbiogeography. The field
story and appeals to a variety of teaching styles, hspaes csieinsc ed iveexrpsaitnyd oend aton yi nisclouldaete tdh ela nsdtusdcya poef,
including: sky islands (mountains surrounded
disciplines, backgrounds, and interests. The authors CHAPTER OUTLINE bbyy ddeesfoerrets),tawtoioond)l,oat nisdl aenvdesn (fpreasshtuwraetse rc lleaakreesd
have ensured that the applications refl ect the most 5.1One-to-One and Inverse Functions428 (swhaotwesr ihsolawn dthse? )n. uEmxebrecris oef 8s6pe icni eSse cotnio ann 5.4
5.2Exponential Functions438 “island” can be predicted when little more than
common majors of college algebra students. 5.3Logarithms and Logarithmic Functions451 the size of the island is known.
5.4Properties of Logarithms464 Check out these other real-world connections:
5.5Solving Exponential and Logarithmic Equations473 (cid:2)Fines for Speeding
5.6Applications from Business,Finance,and Science483 (Section 5.1,Exercise 84)
(cid:2)Memory Retention
(Section 5.3,Exercises 107 and 108)
(cid:2)Saving for a Down Payment
(Section 5.6,Exercise 43)
(cid:2)Carbon Dating
(Section 5.6,Exercises 61 and 62)
427
Clear and Timely Examples
WATCH CAUTION(cid:2)The notation f(cid:2)11x2is simply a way of denoting an inverse function and has nothing to
YOUR STEP do with exponential properties. In particular, f(cid:2)11x2does notmean f 11x2.
(cid:2) Examples are designed with a direct focus on the skill at EXAMPLE 2 (cid:2) Finding the Inverse of a Function
Find the inverse of each one-to-one function given:
hand while linking to previous concepts and laying the a.f(cid:3)51(cid:2)4, 132, 1(cid:2)1, 72, 10, 52, 12, 12, 15, (cid:2)52, 18, (cid:2)1126
b.p1x2(cid:3)2x3(cid:2)5
groundwork for concepts to come. The examples provide Solution (cid:2) a.When a function is defined as a set of ordered pairs, the inverse
function is found by simply interchanging the coordinates:
students with a starting point for solving a variety of f(cid:2)1(cid:3)5113, (cid:2)42, 17, (cid:2)12, 15, 02, 11, 22, 1(cid:2)5, 52, 1(cid:2)11, 826.
b.Using the diagram, we reason p(cid:2)1will add 5, divide by 2, and take
problems. a cube root: p(cid:2)11x2(cid:3)23x(cid:4)25.
p
(cid:2) Caution Boxes signal students to pause so that they x Cube x3 Multiply by 22x3 Subtract 52x3 2 5
Cube Root Divided by 2 Add 5
avoid common errors.
p21
As a test, we find that 1(cid:2)1, (cid:2)72, 10, (cid:2)52, and (2, 11) are points on p(x),
(cid:2) Check Points alert students when a specifi c learning B.You’ve just seen how and note that 1(cid:2)7, (cid:2)12, 1(cid:2)5, 02, and (11, 2) are indeed points on p(cid:2)11x2.
we can explore inverse
objective has been covered to reinforce correct functions using ordered pairs Now try Exercises 25 through 36 (cid:2)
mathematical terms.
EXAMPLE 8 (cid:2) Applying an Exponential Function—Newton’s Law of Cooling
(cid:2) “Now Try” b oxes immediately following examples guide A pizza is taken from a 425°Foven and placed on the counter to cool. If the
temperature in the kitchen is 75°F, and the cooling rate for this type of pizza is
students to specifi c matched exercises at the end of the k(cid:3)(cid:2)0.35,
a.What is the temperature (to the nearest degree) of the pizza 2 min later?
b.To the nearest minute, how long until the pizza has cooled to a temperature
section and connect concepts to homework problems. below 90°F?
c.If Zack and Raef like to eat their pizza at a temperature of about 110°F, how
many minutes should they wait to “dig in”?
(cid:2) Graphical Examples show students how the calculator Solution (cid:2) Begin by substituting the given values to obtain the equation model:
can be used to enhance their understanding. T1x2 (cid:3)(cid:3)(cid:3)77T55R(cid:4)(cid:4)(cid:4)3114T52005e(cid:2)(cid:2)(cid:2)0T.37R552xe2kex(cid:2)0.35x gssiuembnpsetlriiatfuyl teeq 7u5at ifoonr TmRo,d4e2l5 for T0,and (cid:2)0.35 for k
For part (a) we simply find T(2):
a. T122(cid:3)75(cid:4)350e(cid:2)0.35122 substitute 2 for x Figure 5.15
(cid:2)249 result
Two minutes later, the temperature of the
pizza is near 249°F.
b.In Figure 5.15, we see that the TABLE
feature of a graphing calculator shows the
pizza reaches a temperature of just under
90°after 9 min: T192(cid:2)90°F.
c.We elect to use the intersection-of-graphs Figure 5.16
mwa5n:ieidnnt dhtYooe2rwds.(cid:3), e Awcft1et.1e Ae0rn f,s ttteeehtrrte iYpnnr g1ep sr(cid:3)asenisn 7sag 5p p2(cid:4)EnNrTdEoRp3trh5TRi0rAaeCetEee(cid:2)0.35x 400
times, the coordinates of the point of 0 15
intersection appear at the bottom of the
screen in Figure 5.16: x(cid:2)6.6,y(cid:3)110.
It appears the boys should wait about
612min for the pizza to cool. (cid:2)100
Now try Exercises 77 and 78(cid:2)
viii
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Comprehensive Exercise Sets
(cid:2) Mid-Chapter Checks provide students with
MID-CHAPTER CHECK
a sampling of exercises to assess their
1.Write the equation of the function that has the same 7.After semesters of trial and error, you have discovered
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End-of-Section Exercise Sets (((((Aincddcd3s))t)))es ddvvvgu.ooaaaem6lllmmruuu ev eeeaa ra iiEeooonnluqfff Xaa eukkknnsir.ddEiiiefff rrdfRaa 11fnnkeCgg22aee(cid:3)t,,uI aarS22enns.dd55E h. aSve (cid:2)5 fffffffff((((xxxxx)))) 5x (h(hnmbbooea))euu kdyyrresseoo daaauurr rrtee1 ogg 0nn rr0meeaa?eeddaddeekee eiiddff a ttyyoo 9oo mm0uu. aa ss(kktteuuee) dd aaIyynnf tff88hoo00err,,, aamaannnno ddhhd oo(((edduul))) rrh ,,hh o((oolccwwd))s hhmm, oocaawwannn yyyyymmm yhhaaooonnuuuyy rressv aaerrree
(cid:2) Concepts and Vocabulary exercises help F(cid:2)illC inO eNacCh3 E.bPlpUgai1Tnsvxe2ekS (cid:3)nt wr afA1uixntnshN(cid:2)fc ottDihr3ome2 n2 Va,sat pOiinop nCrtqsho1A expto 2rBs (cid:3)aigamUrt(cid:2)aeeLp 1whwxA (cid:2)otiRhnredd3Yo2 2ow,r. phrr1axs2e(cid:3). C(cid:2)(cid:2)5ar12e1xfu(cid:2)lly3 r22eread th8e. sAsiasepp ccrdpctiilnioriogeernddc (,ti.o l niWyrfg “ nphtsroeepoc nHrpe irosnoasrgoiatsyikroi”enyn ’.gosa b lyl jatoeowuc ,ttr h) t wheis erf isodstrtircsse ettfacrnohcmeed a
students recall and articulate important 1.Iaf t6he40 .p,, owGinievt se(an3yy ,t h1the2a )gt irasa pthhe o vf efr(txe)x s ohvfo awal unpe,a groarfba pohla g w1xi2th(cid:3) (cid:2)f 1x(cid:4)22(cid:4)62..Iffo rc aalnl dct xhanig(cid:10)dh xsc tiona rstehh eion ui naldtnee rorvspa edln,u trihinnetgne r affv(( ascle)),t ia osn fcd ba fli l1ceced2p (cid:6)a((nf)) 1x2
terms. ooccccuurrss aatt x(cid:3)33.. ..
(cid:2) Developing Your Skills exercises provide (cid:2)DEVELOPING YOUR SKILLS
5.Given that point (x, y) is on the graph of y(cid:3)4(cid:2)x2, A rectangle is drawn inside a y
sctoundceenpttss wwitithh p inraccretiacsei nogf elesvseelns toiafl diffi culty. 6.eoGxfi pvxre.ens sth tahte p doiisntat n(xc,e yf)r oism o (n3 t,h 4e) gtora (pxh, yo)f ays(cid:3) a f1unxc(cid:4)tio5n, asthenmed x i(c-xiar,x cyil)se o,a nwn ditth hve e ogrntrieac pesishd .aet a(l(cid:2)onxg, y) (x, y)
oeoxff ppxxr..ess the distance from ((2,, 5)) to ((x,, yy)) as a function 13.Issfee mmthiiecc iierrqcculleea tiiisso yyn (cid:3)of t22he9(cid:2)x22,, xx
(cid:2) Working with Formulas exercises 7.The area of a rectangle is 50 cm222. Express the wtwwhrrreiii tttreeee caaat afffuuunnnngcccletttiii oooinnnn tfffeooorrrrm (((saaa )))o tttfhhh xeee. aaarrreeeaaa aaannnddd (((bbb))) ttthhheee pppeeerrriiimmmeeettteeerrr ooofff
demonstrate contextual applications of (cid:2)WORKpvaeIrrNiiamGbel etWe.r oITf tHhe FreOctRanMgleU aLsA a Sfunction of a single 14.If the equation of the semicircle is y(cid:3)27(cid:2)x2, write
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(cid:2) Extending the Concept exercises Atrei.anVgl(cid:3)ei331s (cid:2)drra2hwninthefirstf.A(cid:3)b22h y g.P(cid:3)2QLu(cid:4)ad2rWant I with lehg.s Palo(cid:3)nga t(cid:4)he b(cid:4)2a2(cid:4)b2
challenge students to extend their ii..A(cid:3)(cid:2)r22 jj..SA(cid:3)4(cid:2)r22 kk..P(cid:3)4s ll..SSAA(cid:3)(cid:3)(cid:2)(cid:2)rr222rrr22(cid:4)(cid:4)hh22
knowledge and skills. m(cid:2).aE2X(cid:4)TbE2(cid:3)NDc2ING THE nC.OCN(cid:3)C2E(cid:2)PrT o.A(cid:3)s2 p.V(cid:3)34(cid:2)r3
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(cid:2) Maintaining Your Skills exercises address 1. in an attractive conic2a.l package. (a) If the p3la.y ball has a 4. of the window is 1705 i.n., find a formula for
radius of 15 cm, find a formula for the volume of the the area of the window in terms of the single
skills f rom previous sections to help choenigeh itn o tfe trhmes c oofn teh. e( bs)in Fgilned v tahreia dbilme ehn, swiohnesr eo hf tihse t hrieght vseamriaicbilrec lxe,. w(bh)e Frei nxdi sth teh ed idmiaemnseitoenr so of ft hthee
circular cone that will have a minimum volume. window that give a maximum area (hence
students retain knowledge after learning letting in a maximum amount of light).
new concepts. (cid:2)MAINTAINING YOUR SKILLS
43.(1.5)Solve the quadratic equation by completing the 44.(3.2)Find the zeroes of the function and the location of
square: x2(cid:4)11(cid:3)8x. the horizontal and vertical asymptotes:
v1x2(cid:3)1x(cid:2)1222(cid:2)1.
45.(3.3)The sales of an item varies directly with its 46.(3.1)Draw the graph of y(cid:3)(cid:2)(cid:3)x(cid:4)1(cid:3)(cid:4)3using
End-of-Chapter Review Material popularityratingandinverselywithitspriceAtarating transformationsofabasicfunctionClearlystatethe
(cid:2) Making Connections are matching exercises
that help students interpret graphical and MAKING CONNECTIONS
algebraic information.
Making Connections: Graphically,Symbolically,Numerically,and Verbally
(cid:2) Chapter Summary and Concept Reviews Eight graphs (a) through (h) are given. Match the characteristics shown in 1 through 16 to one of the eight graphs.
(a) 5y (b) 5y (c) 5y (d) 5y
present key concepts by section and are
paired with corresponding exercises. SUM(cid:2)55555MARY AN55555Dx CON(cid:2)55555CEPT RE55555VxIEW (cid:2)5 5x (cid:2)5 5x
(cid:2) Practice Tests enable students to check their (cid:2)5 (cid:2)5 (cid:2)5 (cid:2)5
SECTION 3.1 The Toolbox Functions and Transformations
knowledge and prepare for assessments. KEY CONCEP(eT)S 5y (f) 5y (g) 5y (h) 5y
•The toolbox functionsand graphs commonly used in mathematics are
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exercises where concepts can be supported 4.Sexoalvcte aunsdin agp tphreo xqiumadatrea tfiocr fmor: m2xu2la(cid:4). W4rxit(cid:4)e a1ns(cid:3)we0r.s in both HiSllaalrlyy CRliidneton PoSliintigceiran
by graphing technology. 5.Solve the following inequality: x(cid:4)365or5(cid:2)x64. Venus Williams Track Star
6.Name the eight toolbox functions, give their equations,
then draw a sketch of each. 11.The data given shows the profit Exercise 11
(cid:2) Hsuogmgeeswteodr kh oSmeleewctoirokn e Gxeuricdisee As lhisats o bf een 78.UGx2siv(cid:2)ee snu4fbx1sx(cid:4)t2itu(cid:3)1t3io3(cid:3)nx 2t0o(cid:2). ve6rxifayn tdhagt1 xx2(cid:3)(cid:3)2x(cid:2)(cid:2)32ifiisn ad :so1flu#tgio2n1x t2o mo6thf moe a deo neqnleutwthahst iic sooonfdm aboptufaas ani(n ylbei )nfsoAesr. ts (thsahau)etm Ffiwiirnnislgdtl Mo12nth Profi(cid:2)t (22179000s)
provided for each section of the text y; ,
HOMEWORK SELECTION GUIDE
(Annotated Instructor’s Edition only). The guide BCoarseic ( 2(283 E Exxeercrcisiseess):):15,–27,75 –e8v1e reyv oetrhye or tohdedr ,o8d3d,,8853,,8875,,9877,89,95,97
Standard (37 Exercises):1,2,5–23 odd,25–81 every other odd,83–87 all,89,91,95,97,98
provides preselected assignments at four Extended (41 Exercises):1–4 all,5–23 odd,25–81 every other odd,83–87 all,89,91,93,95–98 all
levels: Basic, Core, Standard, and Extended.
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