Section 1.4 Addition of Real Numbers 49 66. Rhonda has $152.35 in her checking account. She deposits her paycheck of $423.45. Rhonda writes a check for daycare for $135, for groceries for $93.58, and then for rent for $350. What is Rhonda’s checking account balance? 67. Mohammad has $52.75 in his checking account. He writes a check for groceries for $48.21. He writes a check for books for $475 and then deposits his student loan check for $750. What is Mohammad’s checking account balance? 68. American Airlines reported an operating income of $965 million in 2007, -$1889 million in 2008, -$1004 million in 2009, and $308 million in 2010. What was American’s total operating income for 2007 to 2010? (Source: www.aa.com) 69. Ford Motor Company reported a net income of -$14,766 million in 2008, $2717 million in 2009, and $6561 million in 2010. What was Ford’s total net income for 2008 to 2010? (Source: http://corporate.ford.com/investors) You Be the Teacher! Answer each student’s question. 70. Benjamin: I am trying to solve the following problem: Simplify the following expression: - 3 4 + a- 1 2 b . Please check my work and tell me if I did it correctly. Since - 3 4 and - 1 2 are the same sign, I just need to add their absolute values together. I know that P- 3 4 P = 3 4 and P- 1 2 P = 1 2 . So, - 3 4 + a- 1 2 b = 3 4 + 1 2 = 3 4 + 1 3 2 2 3 2 = 3 4 + 2 4 = 5 4 . 71. Renae: I am trying to solve the following problem: Simplify the following expression: 1 4 + a- 1 2 b . I’m having trouble visualizing what this means in terms of the number line. Can you explain this problem to me using a number line? Calculate It! Use a calculator to simplify each expression. Express each answer in fractional form, when applicable. 72. 4.56 + (-8.27) 73. -3.12 + (-10.89) 74. - 1 3 + 12 75. -4 1 2 + 3 5 76. 5 1 7 + a-2 3 7 b 77. a-4 1 4 b + a-6 1 5 b Graph each number on a real number line and classify the number as natural, whole, integer, rational, irrational, and/or real. (Section 1.1, Objectives 1 and 2) 1. e- 15 2 , -13, 2.5, 6 1 2 f Compare the values of each pair of numbers. Use a <, >, or, = symbol to make the statement true. (Section 1.1, Objective 3) 2. -5 ______ -(-5) 3. 7 ______ - (-7) Perform the operation and simplify each result. (Section 1.2, Objectives 4–6 ) 4. 2 3 · 6 10 5. 7 12 · 2 7 6. 1 3 ÷ 3 7. 7 ÷ 1 7 8. 9 10 - 1 10 9. 5 18 - 3 12 10. 7 12 - 1 6 11. 5 - 1 2 Identify the base, the exponent, and then simplify the expression. (Section 1.3, Objective 1) 12. 2.12 13. -34 Use the order of operations to simplify each expression. (Section 1.3, Objective 2 ) 14. 740 - 2u5 + 3(15 - 11)u 15. 3 + 132 - 4(2)(1) 2 · 2 16. 2(16) - 7(2) Evaluate each expression for the specifi ed values of x. When multiple values are given, organize the information in a chart. (Section 1.3, Objective 3 ) 17. 2 5 x + 3 for x = 0, 1, 5, and 10 18. 2x - y for x = 3 and y = 1 Translate each phrase into an algebraic expression. Let x represent the unknown number. (Section 1.3, Objective 5 ) 19. The quotient of a number and 6 20. Twice the sum of a number and 4 21. 3 more than one-fifth of a number 22. 8 less than twice a number Perform the indicated operation and simplify. (Section 1.4, Objectives 1 and 2 ) 23. (-8) + (-2) 24. -19 + 11 + (-6) 25. a- 3 5 b + 19 15 PIECE IT TOGETHER ����������������������������������������������
hendricks_beginning_algebra_1e_ch1_3
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