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DrDelMath

College Algebra
by Blitzer
SUMMARY

 

Preliminary/Review:

Section 0.1: Tips for Success in Mathematics

Instruction is much more than presentation of information. Instruction may include events that are generated by a page of print, a picture, a television program, a combination of physical objects, potentially many other stimuli, as well as activities of a teacher. Instruction is a deliberately arranged set of external events designed to support internal learning processes.

Teaching refers to the activities of the teacher. Therefore teaching is only one part (I think it is an important part) of instruction.

The purpose of early college level algebra courses is to introduce the student to the use of abstraction, generalization, and deductive reasoning while exploring the patterns and relationships of a variety of algebraic entities including, but not limited to, equations, inequalities, algebraic fractions, polynomials, and functions. [What Are We Studying]

A parallel concept that is important to the study of mathematics is the concept of binary relation. The most general definition of binary relation does not help understand algebra at this level, so the following definition is restricted to a particular kind of binary relation.



       

As you work your way through this very long chapter keep in mind that future chapters will not contain as much material. I have presented a lot of review material (supplemental to what is in the textbook) to insure that we are all starting out on a level playing field. It is very important that you work hard to master every detail of each of these concepts (review or new) so the future material can be learned with greater ease.

In addition to the suggestions in the textbook, you should also read the following essay on this website.
Studying Mathematics

A very important and an extremely effective Study Skill is provided on Page 16 of the Intermediate Algebra text and is repeated here.
"Many of the terms used in this text may be new to you. It will be helpful to make a list of new mathematical terms and symbols as you encounter them and to review them frequently."


I suggest that a second list of important properties also be constructed. Whether you use flash cards or a notebook list, it is imperative that you regularly review these definitions and important properties. You must know them precisely -- your own words will not be satisfactory.

To realize the importance of definitions, read the essay: Mathematics Without Definitions.

Section 0.2: Four Important Properties of the Real Numbers

Section 0.3: Important Background Reading

Be sure that you have studied, have memorized, and understand all content in the Special Topic essay titled Sets of Numbers.

Be sure that you have studied, have memorized important definitions and properties, and understand all content in Chapter P of the Blitzer College Algebra text.

You are now ready to begin studying Chapter 1.

Chapter 1:   Equations and Inequalities

Section 1.1: Graphs and Graphing Utilities (page 90)

Coordinate Plane

Embedded in the following diagram are some obvious facts about the Cartesian Coordinate system, points in the system, and the Real Number coordinates of those points. Because these facts are obvious, the beginning student has a tendency to overlook them at times when their application might be appropriate. You are advised to study these facts and look for applications.
coordinate System

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The following two links provide useful insight into the distance formula.
The Distance Formula at PurpleMath distance formula link
The Distance Formula distance formula link

The following link provides a number of examples of the midpoint formula in action.
The Midpoint Formula at PurpleMath distance formula link
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Minimal List of Exercises Page 97.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.1 Exercise Set: 9, 10, 11, 17, 20.

Section 1.2: Linear Equations and Rational Equations (page 101)

Equations: Identify and Classify

About Equations and Classifying Equations

Equations: Solutions, Graphs, and Solving

Properties of Equations:

Equations: Linear Equations in One Variable

Minimal List of Exercises Page 112.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.2 Exercise Set: 1, 7, 10, 17, 23, 27, 63, 65.

 

Section 1.3: Models and Applications (page 116)

Equations: Modeling

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Certain basic knowledge is required to do any mathematical modeling. For example to model a problem in mechanical engineering, you must know enough about mechanical engineering to understand the problem and convert it to mathematical statements. The very nature of the world in which we live requires that you must know and be able to use the basic formulas presented in the next unit.

Click HERE for a more detailed discussion of modeling.
Click HERE for links to a collection of examples.
Click HERE to see some worked exercises.
For some worked Mixture Problems click HERE.
And HERE are some more exercises and a few more HERE.

 


Equations: Important Formulas

As we progress through Intermediate Algebra and College Algebra we will review, relearn, or learn for the first time quite a number of formulas. Most of the formulas encountered in Intermediate and College Algebra are formulas that every adult should know. We begin with the following list of formulas for areas of some familiar geometric shapes. Two very useful geometric terms are polygon and quadrilateral. For interactive information about polygons. Math Open Ref topic index about polygons
For interactive information about quadrilaterals. Math Open Ref interactive page about quadrilaterals

Math Open Ref interactive page about area of squares show button Math Open Ref interactive page about area of parallelogram show button Math Open Ref interactive page about area of rectangles show button Math Open Ref interactive page about area of triangles show button Math Open Ref interactive page about area of trapezoids show button show button Math Open Ref interactive page about area of circles show button Math Open Ref interactive page about circumference of a circle show button

 

About Variables, Algebraic Expressions, and Basic Formulas


Equations: Percent Formulas

Each percent problem is solved by referring to a basic formula that relates percentage, percent, and base of the percentage.

Use this verbal statement and the basic percent formula to help translate percent problems into an equation. Finally remember the meaning of percent is "per 100" and convert all percents to decimals.

Click HERE to see some worked exercises.

 


Equations: Temperature Conversion

It is not required to memorize the following three formulas, but you should be able to work with them.

Minimal List of Exercises Page 126.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.3 Exercise Set: 33, 35, 37, 48, 57, 68, 74.

Section 1.4: Complex Numbers (page 130).

Complex Numbers

Minimal List of Exercises Page 135.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.4 Exercise Set: 1, 5, 9, 13, 19, 21, 25, 27, 29, 41.

Section 1.5: Quadratic Equations (page 136)

Equations: Quadratic Equations in One Variable

Observe that a quadratic equation is a second degree polynomial equation.

Quadratic equations may be solved by factoring in conjunction with the Zero Factor Property or by using the Quadratic formula.

The first page of this essay summarizes everything about quadratic equations in one variable.

 

Minimal List of Exercises Page 152.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.5 Exercise Set: 3, 13, 17, 29, 65, 69, 71, 77, 80.

Section 1.6: Other Types of Equations (Page 158).

POLYNOMIAL EQUATIONS

Equations: Polynomial Equations in One Variable

 

RADICAL EQUATIONS

Equations: Radical Equations in One Variable

Illustration

 

RATIONAL EQUATIONS

Equations: Rational Equations in One Variable

Recall that real numbers are polynomials, they are called constant polynomials.

In this section when we speak of solving rational equations, the reference is to rational equations which are not polynomial equations. We are concerned here with equations that have variables in the denominators. To solve that kind of equation we must be aware of the following VERY important facts.

Illustration

Examples

 

Minimal List of Exercises Page 168.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.6 Exercise Set: 1, 3, 11, 14, 15, 19, 25, 33, 45, 53, 63, 65, 67, 75, 115.
Section 1.2 Exercise Set: Page 112: 31, 34, 40, 45, 60, 77.

Section 1.7: Linear Inequalitites and Absolute Value Inequalitites (page 172).

Inequalities: Fundamentals of Inequalities in One Variable


Inequalities: Solving Inequalities in One Variable

Properties of Inequalities:


The Law of Trichotomy when applied to linear equations and corresponding linear inequalities easily yields some amazing results. Whether you are asked to consider a linear equation or a linear inequality, you should realize and be congnizant of the other two statements. An example is in order.

Consider the linear equation 2x + 5 = 6x - 7
We immediately recognize this as a linear equation in one variable and realize that we can find its solution set and indeed find the solution set to be {-3}.
So the graph is the point on the number line at -3.
That's about it in most presentations. How dull !!

However, we can observe that the graph of this solution set divides the Real Number line into two rays; One starting at -3 and extending to infinity, The other starting at -3 and extending to negative infinity.

If we apply The Law of Trichotomy we obtain the following.

For each value of x in R exactly one of the following is true:
  1. 2x + 5 < 6x - 7
  2. 2x + 5 = 6x - 7
  3. 2x + 5 > 6x - 7
These should always be considered together as a group.
This implies that each real number is in the solution set of exactly one of the three statements.
It also follows from the above that no real number can be in more than one solution set.
It is true but not obvious that the solution set of the equation is the boundary between the other two solution sets.
It is true that one of the rays is the graph of one of the inequalities and the other ray is the graph of the other inequality.

These observations give us a uniform and very simple method for solving the three statements. All we need do is solve the linear equation and test one point in one of the inequalities. Let's get back to our example:
The equation 2x + 5 = 6x - 7 is called the boundary equation and has solution set {-3}.
Now we know we have three solutions sets (- ∞, -3), {-3}, and (-3, + ∞) to pair up with the three statements 2x + 5 < 6x - 7, 2x + 5 = 6x - 7, and 2x + 5 > 6x - 7
Test 0 in the inequality 2x + 5 < 6x - 7 to obtain 5 < -7 which is FALSE.
Therefore 0 is not in the solution set for 2x + 5 < 6x - 7 so it must be in the solution set for 2x + 5 > 6x - 7
0 is in the ray (-3, + ∞) so it is the solution set for 2x + 5 > 6x - 7.
The only possibility is that the ray (- ∞, -3) is the solution set for 2x + 5 < 6x - 7.
This discussion is nicely summarized in the following graph.

graph

Solving equations or inequalities involving absolute values is based on the definition of absolute value.

Notice the precise definition of absolute value has two cases:
    Case 1: The expression inside the absolute value symbol is positive or zero.
    Case 2: The expression inside the absolute value symbol is negative.

Procedure: To solve an equation or an inequality involving absolute values of variable expressions, it is necessary to consider the two equations which naturally result from the definition of absolute value.

Every equation or inequality involving absolute value is solved by considering the two cases as in this general example:
Generic Example: To solve an equation or inequality involving |something|, two cases must be considered. The two cases arise from the definition of absolute value. Therefore to solve any equation or inequality involving |something|, we consider:
    Case 1: The equation that results from relacing |something| with (something)
    Case 2: The equation that results from relacing |something| with (the opposite of something).

The following two properties of equations and three properties of inequalities are also important tools when solving equations involving absolute value.

generating equivalent inequalitiesshow button generating equivalent equationsshow button

These five properties might be used to:
    Simplify the equation or inequality before considering the two cases.
    Solve the equations or inequalities in Case 1 and Case 2.

In this section of the textbook the expression inside the absolute value symbol is always a linear expresion in one variable. Each of these equations or inequalities can be solved by directly using the two cases that arise from the definition of absolute value together with the two properties for generating equivalent equations and the three properties for generating equivalent inequalities. HOWEVER, there is an easier method which will be proven in the next chapter. For the time being we will simply explain and demonstrate the easier method.

Solving Equations and Inequalities of the form |ax + b| = k, |ax + b| < k, and |ax + b| > k
Begin to understand this topic by recalling the Law of Trichotomy.

The Law of Trichotomy informs us that the constant k on the right side is negative, zero, or positive.
If k is negative, we easily observe:

If k is 0, then we observe that the absolute value of an expression is 0 if and only if the expression is 0. Therefore if k is 0, the equations and inequalities are equivalent to ax + b < 0, ax + b = 0, and ax + b > 0. These are simple linear equations and linear inequalities which the student has previously mastered.

The only remaining case is when k is positive. Therefore in the remaining discussion we will assume that the constant k on the right is positive.

Fact:When k is positive:

The word equivalent as used in the above fact means | X | < k has the same solution set as -k < X < k.

Fact: Neither the corresponding "greater than" inequality nor the corresponding equality can be written in such a compact form.

The equation is called the boundary equation because its graph forms a boundary between the graphs of the two inequalities.

interval all three

The fact that the "less than" inequality is equivalent to a compact compound inequality makes it the easiest to solve because the compact form incorporates both cases into one computational structure.

The Law of Trichotomy informs us that when we consider any one of |ax + b| = k, |ax + b| < k, or |ax + b| > k we should, in fact, consider all three of them.

The Law of Trichotomy informs us that each real number is a solution to one of |ax + b| = k, |ax + b| < k, or |ax + b| > k.
Therefore the union of the three solution sets is R.
Therefore when all three are graphed on the same number line, the entire number line is used.

interval all three

The Law of Trichotomy informs us that each real number is a solution to only one of the three.
Therefore the intersection of any two of the solution sets is the empty set.
Therefore when all three are graphed on the same number line, none of the graphs overlap.

interval all three

The Process

  1. Whether solving |ax + b| = k, |ax + b| < k, or |ax + b| > k always solve |ax + b| < k computationally and then solve the other two by using deductive reasoning without any additional computation.

  2. Convert |ax + b| < k to its compact compound inequality form - k < ax + b < k.

  3. Solve the compact compound inequality by using the three methods to generate equivalent inequalities until simplest inequalities are obtained. The solution set will be an interval, call it S.
  4. Use Deductive Reasoning to conclude the solution set for the equality is the set containing the endpoints of S.

  5. Use Deductive Reasoning to conclude the solution set for the "greater than" inequality is everything else. So the solution set for the "greater than" inequality will be the two rays to the left of and to the right of S.

Minimal List of Exercises Page 185.

If you understand the previous material you should be able to answer the following questions.
Each of these questions should be answered. Most of these questions are included in the MyMathLab homework requirement. If a particular concept is difficult for you, you should study the related text material and then try to answer some additional questions from the list provided by the department. In each case you are expected to make an honest adult evaluation of your understanding of the concept. Your ability to answer these questions is one tool to help you make that evaluation.
Section 1.7 Exercise Set: 1, 3, 5, 7, 9, 11, 13, 15, 17, 21, 25, 27, 31, 33, 35, 37, 41, 45, 51, 55, 57, 59, 61, 63, 65, 67, 73, 77, 81, 83, 87, 103, 104 .