1.7.

SOLVING EQUATIONS BY MULTIPLICATION AND DIVISION 91

3. Solve the Equation. To “undo” the multiplication by 15, divide both sides
of the equation by 15.

15x = 45 Original equation. Write 15 · x as 15x

15x 45
= Divide both sides of the equation by 15.
15 15
x=3 On the left, dividing by 15 “undoes” the effect
of multiplying by 15 and returns to x. On the right,
45/15 = 3.

4. Answer the Question. The unknown number is 3.

5. Look Back. Does the solution 3 satisfy the words of the original problem?
We were told that “15 times a certain number is 45.” Well, 15 times 3 is
45, so our solution is correct.

Answer: 15


You Try It!

EXAMPLE 4. The area of a rectangle is 120 square feet. If the length of the The area of a rectangle is
rectangle is 12 feet, find the width of the rectangle. 3,500 square meters. If the
width is 50 meters, find the
Solution. In our solution, we will carefully address each step of the Require-
length.
ments for Word Problem Solutions.

1. Set up a Variable Dictionary. When geometry is involved, we can create

our variable dictionary by labeling a carefully constructed diagram. With
this thought in mind, we draw a rectangle, then label its length, width,
and area.

Area = 120 ft2 W

12 ft

The figure makes it clear that W represents the width of the rectangle.
The figure also summarizes information needed for the solution.
 92 CHAPTER 1. THE WHOLE NUMBERS

2. Set up an equation. We know that the area of a rectangle is found by

multiplying its length and width; in symbols,

A = LW. (1.1)

We’re given the area is A = 120 ft2 and the length is L = 12 ft. Substitute
these numbers into the area formula (1.1) to get

120 = 12W.

3. Solve the Equation. To “undo” the multiplication by 12, divide both sides
of the equation by 12.

120 = 12W Our equation.

120 12W
= Divide both sides of the equation by 12.
12 12
10 = W On the right, dividing by 12 “undoes” the effect
of multiplying by 12 and returns to W . On the left,
120/12 = 10.

4. Answer the Question. The width is 10 feet.

5. Look Back. Does the found width satisfy the words of the original prob-
lem? We were told that the area is 120 square feet and the length is 12
feet. The area is found by multiplying the length and width, which gives
us 12 feet times 10 feet, or 120 square feet. The answer works!

Answer: 70 meters


You Try It!

A class of 30 students EXAMPLE 5. A class of 23 students averaged 76 points on an [Link]

averaged 75 points on an many total points were accumulated by the class as a whole?
exam. How many total
Solution. In our solution, we will carefully address each step of the Require-
points were accumulated by
ments for Word Problem Solutions.
the class as a whole?
1. Set up a Variable Dictionary. We can set up our variable dictionary
by simply stating “Let T represent the total points accumulated by the
class.”

2. Set up an equation. To find the average score on the exam, take the total
points accumulated by the class, then divide by the number of students
in the class. In words and symbols,
1.7. SOLVING EQUATIONS BY MULTIPLICATION AND DIVISION 93

Total Number of Average

divided by equals
Points Students Score
T ÷ 23 = 76

An equivalent representation is
T
= 76.
23

3. Solve the Equation. To “undo” the division by 23, multiply both sides of
the equation by 23.
T
= 76 Our equation.
23
T
23 · = 76 · 23 Multiply both sides of the equation by 23.
23
T = 1748 On the left, multiplying by 23 “undoes” the effect
of dividing by 23 and returns to T . On the right,
76 · 23 = 1748.

4. Answer the Question. The total points accumulated by the class on the
exam is 1,748.
5. Look Back. Does the solution 1,748 satisfy the words of the original
problem? To find the average on the exam, divide the total points 1,748
by 23, the number of students in the class. Note that this gives an average
score of 1748 ÷ 23 = 76. The answer works!

Answer: 2,250

 94 CHAPTER 1. THE WHOLE NUMBERS

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-12, which of the numbers following the given equation are solutions of the given equation?
x
1. = 4; 24, 25, 27, 31 7. 5x = 25; 5, 6, 8, 12
6
x 8. 3x = 3; 1, 8, 4, 2
2. = 6; 49, 42, 43, 45
7
x 9. 2x = 2; 4, 8, 1, 2
3. = 3; 6, 9, 13, 7
2 10. 3x = 6; 2, 9, 5, 3
x
4. = 5; 45, 46, 48, 52 x
9 11. = 7; 57, 59, 63, 56
5. 5x = 10; 9, 2, 3, 5 8
x
6. 4x = 36; 12, 16, 9, 10 12. = 7; 24, 21, 28, 22
3

In Exercises 13-36, solve the given equation for x.

x
13. =7 26. 4x = 28
6 x
x 27. = 4
14. = 6 3
8 x
15. 2x = 16 28. = 4
9
16. 2x = 10 x
29. = 9
17. 2x = 18 8
x
18. 2x = 0 30. = 2
8
19. 4x = 24 x
31. = 8
7
20. 2x = 4
x
x 32. = 6
21. = 9 4
4
x 33. 2x = 8
22. = 6
5 34. 3x = 9
23. 5x = 5 x
35. = 5
24. 3x = 15 8
x
25. 5x = 30 36. = 4
5
 1.7. SOLVING EQUATIONS BY MULTIPLICATION AND DIVISION 95

37. The price of one bookcase is $370. A char- 47. The area of a rectangle is 56 square cm.
itable organization purchases an unknown If the length of the rectangle is 8 cm, find
number of bookcases and the total price of the width of the rectangle.
the purchase is $4,810. Find the number
of bookcases purchased. 48. The area of a rectangle is 55 square cm.
If the length of the rectangle is 5 cm, find
38. The price of one computer is $330. A char-
the width of the rectangle.
itable organization purchases an unknown
number of computers and the total price 49. The price of one stereo is $430. A chari-
of the purchase is $3,300. Find the num- table organization purchases an unknown
ber of computers purchased. number of stereos and the total price of
39. When an unknown number is divided by the purchase is $6,020. Find the number
3, the result is 2. Find the unknown num- of stereos purchased.
ber.
50. The price of one computer is $490. A char-
40. When an unknown number is divided by itable organization purchases an unknown
8, the result is 3. Find the unknown num- number of computers and the total price
ber. of the purchase is $5,880. Find the num-
41. A class of 29 students averaged 80 points ber of computers purchased.
on an exam. How many total points were
accumulated by the class as a whole? 51. A class of 35 students averaged 74 points
on an exam. How many total points were
42. A class of 44 students averaged 87 points
accumulated by the class as a whole?
on an exam. How many total points were
accumulated by the class as a whole? 52. A class of 44 students averaged 88 points
43. When an unknown number is divided by on an exam. How many total points were
9, the result is 5. Find the unknown num- accumulated by the class as a whole?
ber.
53. 5 times an unknown number is 20. Find
44. When an unknown number is divided by the unknown number.
9, the result is 2. Find the unknown num-
ber. 54. 5 times an unknown number is 35. Find
45. The area of a rectangle is 16 square cm. the unknown number.
If the length of the rectangle is 2 cm, find
55. 3 times an unknown number is 21. Find
the width of the rectangle.
the unknown number.
46. The area of a rectangle is 77 square ft. If
the length of the rectangle is 7 ft, find the 56. 2 times an unknown number is 10. Find
width of the rectangle. the unknown number.
 96 CHAPTER 1. THE WHOLE NUMBERS

❧ ❧ ❧ Answers ❧ ❧ ❧

1. 24 29. 72

3. 6 31. 56

5. 2 33. 4

7. 5 35. 40

9. 1 37. 13

11. 56 39. 6

13. 42 41. 2,320

15. 8 43. 45

17. 9 45. 8 cm

19. 6 47. 7 cm

21. 36 49. 14

23. 1 51. 2,590

25. 6 53. 4

27. 12 55. 7
 Chapter 2

The Integers

Today, much as we take for granted the fact that there exists a number zero,
denoted by 0, such that a + 0 = a for any whole number a, we similarly take for
granted that for any whole number a there exists a unique number −a, called
the “negative” or “opposite” of a, so that a + (−a) = 0.
In a natural way, or so it seems to modern-day mathematicians, this easily
introduces the concept of a negative number. However, history teaches us
that the concept of negative numbers was not embraced wholeheartedly by
mathematicians until somewhere around the 17th century.
In his work Arithmetica (c. 250 AD), the Greek mathematician Diophan-
tus (c. 200-284 AD), who some call the “Father of Algebra,” described the
equation 4 = 4x + 20 as “absurd,” for how could one talk about an answer
less than nothing? Girolamo Cardano (1501-1576), in his seminal work Ars
Magna (c. 1545 AD) referred to negative numbers as “numeri ficti,” while the
German mathematician Michael Stifel (1487-1567) referred to them as “numeri
absurdi.” John Napier (1550-1617) (the creator of logarithms) called negative
numbers “defectivi,” and Rene Descartes (1596-1650) (the creator of analytic
geometry) labeled negative solutions of algebraic equations as “false roots.”
On the other hand, there were mathematicians whose treatment of negative
numbers resembled somewhat our modern notions of the properties held by neg-
ative numbers. The Indian mathematician Brahmagupta described arithmeti-
cal rules in terms of fortunes (positive number) and debts (negative numbers).
Indeed, in his work Brahmasphutasiddhanta, he writes “a fortune subtracted
from zero is a debt,” which in modern notation would resemble 0 − 4 = −4.
If you find the study of the integers somewhat difficult, do not be discour-
aged, as centuries of mathematicians have struggled mightily with the topic.
With this thought it mind, let’s begin the study of the integers.

97
 98 CHAPTER 2. THE INTEGERS

2.1 An Introduction to the Integers

As we saw in the introduction to the chapter, negative numbers have a rich and
storied history. One of the earliest applications of negative numbers had to do
with credits and debits. For example, if $5 represents a credit or profit, then
−$5 represents a debit or loss. Of course, the ancients had a different monetary
system than ours, but you get the idea. Note that if a vendor experiences a
profit of $5 on a sale, then a loss of −$5 on a second sale, the vendor breaks
even. That is, the sum of $5 and −$5 is zero.
In much the same way, every whole number has an opposite or negative
counterpart.

The Opposite or Negative of a Whole Number. For every whole number

a, there is a unique number −a, called the opposite or negative of a, such
that a + (−a) = 0.

The opposite or negative of any whole number is easily located on the

number line.

Number Line Location. To locate the opposite (or negative) of any whole
number, first locate the whole number on the number line. The opposite is the
reflection of the whole number through the origin (zero).

You Try It!

Locate the number −7 and EXAMPLE 1. Locate the whole number 5 and its opposite (negative) on the
its opposite on the number number line.
line. Solution. Draw a number line, then plot the whole number 5 on the line as a
shaded dot.

0 5

To find its opposite, reflect the number 5 through the origin. This will be the
location of the opposite (negative) of the whole number 5, which we indicate
by the symbol −5.

−5 0 5

Note the symmetry. The whole number 5 is located five units to the right of
zero. Its negative is located five units to the left of zero.

2.1. AN INTRODUCTION TO THE INTEGERS 99

Important Pronunciation. The symbol −5 is pronounced in one of two

ways: (1) “negative five,” or (2) “the opposite of five.”

In similar fashion, we can locate the opposite or negative of any whole

number by reflecting the whole number through the origin (zero), which leads
to the image shown in Figure 2.1.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.1: The opposite (negative) of any whole number is a reflection of that
number through the origin (zero).

The Integers
The collection of numbers arranged on the number line in Figure 2.1 extend
indefinitely to the right, and because the numbers on the left are reflections
through the origin, the numbers also extend indefinitely to the left. This col-
lection of numbers is called the set of integers.

The Integers. The infinite collection of numbers

{. . . , −7, −6, −5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5, 6, 7, . . .}

is called the set of integers.

The ellipsis . . . at each end of this infinite collection means “etcetera,” as the
integers continue indefinitely to the right and left. Thus, for example, both
23,456 and −117, 191 are elements of this set and are therefore integers.

Ordering the Integers

As we saw with the whole numbers, as you move to the right on the number
line, the numbers get larger; as you move to the left, the numbers get smaller.

Order on the Number Line. Let a and b be integers located on the number
line so that the point representing the integer a lies to the left of the point
representing the integer b.

a b
 100 CHAPTER 2. THE INTEGERS

Then the integer a is “less than” the integer b and we write

a<b

Alternatively, we can also say that the integer b is “larger than” the integer a
and write
b > a.

You Try It!

Arrange the numbers −3, EXAMPLE 2. Arrange the integers 4, 0, −4, and −2 in order, from smallest
−5, 2, and −8 in order, from to largest.
smallest to largest.
Solution. Place each of the numbers 4, 0, −4, and −2 as shaded dots on the
number line.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Thus, −4 is the smallest integer, −2 is the next largest, followed by 0, then 4.
Arranging these numbers in order, from smallest to largest, we have

−4, −2, 0, 4.

Answer: −8, −5, −3, 2



You Try It!

Compare −12 and −11. EXAMPLE 3. Replace each shaded box with < (less than) or > (greater
than) so the resulting inequality is a true statement.

−3 5 −2 −4

Solution. For the first case, locate −3 and 5 on the number line as shaded
dots.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7

Note that −3 lies to the left of 5, so:

−3 < 5
2.1. AN INTRODUCTION TO THE INTEGERS 101

That is, −3 is “less than” 5.

In the second case, locate −2 and −4 as shaded dots on the number line.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Note that −2 lies to the right of −4, so:
−2 > −4

That is, −2 is “greater than” −4. Answer: −12 < −11



Important Observation. In Example 3, note that the “pointy end” of the

inequality symbol always points towards the smaller number.

Opposites of Opposites
We stated earlier that every integer has a unique number called its “opposite”
or “negative.” Thus, the integer −5 is the opposite (negative) of the integer 5.
Thus, we can say that the pair −5 and 5 are opposites. Each is the opposite
of the other. Logically, this leads us to the conclusion that the opposite of −5
is 5. In symbols, we would write
−(−5) = 5.

Opposites of Opposites. Let a be an integer. Then the “opposite of the

opposite of a is a.” In symbols, we write

−(−a) = a.

We can also state that the “negative of a negative a is a.”

You Try It!

EXAMPLE 4. Simplify −(−13) and −(−119). Simplify: −(−50).

Solution. The opposite of the opposite of a number returns the original num-
ber. That is,
−(−13) = 13 and − (−119) = 119.
Answer: 50

 102 CHAPTER 2. THE INTEGERS

Positive and Negative

We now define the terms positive integer and negative integer.

Positive Integer. If a is an integer that lies to the right of zero (the origin) on
the number line, then a is a positive integer. This means that a is a positive
integer if and only if a > 0.

Thus, 2, 5, and 117 are positive integers.

Negative Integer. If a is an integer that lies to the left of zero (the origin) on
the number line, then a is a negative integer. This means that a is a negative
integer if and only if a < 0.

Thus, −4, −8, and −1, 123 are negative integers.

Zero. The integer zero is neither positive nor negative.

You Try It!

Classify −11 as positive, EXAMPLE 5. Classify each of the following numbers as negative, positive,
negative, or neither or neither: 4, −6, and 0.
Solution. Locate 4, −6, and 0 on the number line.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Thus:

• 4 lies to the right of zero. That is, 4 > 0, making 4 a positive integer.

• −6 lies to the left of zero. That is, −6 < 0, making −6 a negative integer.

• The number 0 is neutral. It is neither negative nor positive.

Answer: Negative


Absolute Value
We define the absolute value of an integer.
2.1. AN INTRODUCTION TO THE INTEGERS 103

Absolute Value. The absolute value of an integer is defined as its distance

from the origin (zero).

It is important to note that distance is always a nonnegative quantity (not

negative); i.e., distance is either positive or zero.
As an example, we’ve shaded the integers −4 and 4 on a number line.

a distance of 4 a distance of 4

−4 0 4

The number line above shows two cases:

• The integer −4 is 4 units from zero. Because absolute value measures the
distance from zero, | − 4| = 4.

• The integer 4 is also 4 units from zero. Again, absolute value measures
the distance from zero, so |4| = 4.

Let’s look at another example.

You Try It!

EXAMPLE 6. Determine the value of each expression: a) | − 7|, b) |3|, and Simplify: | − 33|.
c) |0|.
Solution. The absolute value of any integer is equal to the distance that
number is from the origin (zero) on the number line. Thus:

a) The integer −7 is 7 units from the origin; hence, | − 7| = 7.

b) The integer 3 is 3 units from the origin; hence, |3| = 3.

c) The integer 0 is 0 units from the origin; hence, |0| = 0.

Answer: 33


You Try It!

EXAMPLE 7. Determine the value of each expression: a) −(−8) and b) Simplify: −| − 50|.
−| − 8|
Solution. These are distinctly different problems.

a) The opposite of −8 is 8. That is, −(−8) = 8.

 104 CHAPTER 2. THE INTEGERS

b) However, in this case, we take the absolute value of −8 first, which is 8,

then the opposite of that result to get −8. That is,

−| − 8| = −(8) First: | − 8| = 8.
= −8 Second: The opposite of 8 is −8.

Answer: 50


Applications
There are a number of applications that benefit from the use of integers.

You Try It!

The following table contains EXAMPLE 8. Profits and losses for the first six months of the fiscal year
record low temperatures for a small business are shown in Table 2.1. Profits and losses are measured in
(degrees Fahrenheit) for
Jackson Hole, Wyoming for Month Jan Feb Mar Apr May Jun
the indicated months. Profit/Loss 10 12 7 −2 −4 5
Month Temp Table 2.1: Profit and loss are measured in thousands of dollars.
Sept. 14
Oct. 2 thousands of dollars. A positive number represents a profit, while a negative
Nov. −27 number represents a loss. Create a bar graph representing the profits and losses
Dec. −49 for this small business for each month of the first half of the fiscal year.
Jan −50
Solution. Start by labeling the horizontal axis with the months of the fiscal
Create a bar graph of year. Once you’ve completed that task, scale the vertical axis to accommodate
temperature versus months. the Profit/Loss values recorded in Table 2.1. Finally, starting at the 0 level
on the horizontal axis, sketch bars having heights equal to the profit and loss
for each month.
Profit/Loss (thousand dollars)

14
12
10
8
6
4
2 Apr May
0
−2 Jan Feb Mar Jun
−4
−6
Figure 2.2: Profit and loss bar graph.
2.1. AN INTRODUCTION TO THE INTEGERS 105

Note that the bars in Figure 2.2 for the months January, February, March,
and June have heights greater than zero, representing a profit in each of those
months. The bars for the months April and May have heights that are less
than zero, representing a loss for each of those months.


You Try It!

EXAMPLE 9. Table 2.2 contains the low temperature recordings (degrees A man stands on the roof of
Fahrenheit) on five consecutive days in Fairbanks, Alaska, 1995. Create a line a multistory building and
graph for the data in Table 2.2. throws a baseball vertically
upward. The height (in feet)
Date Jan 21 Jan 22 Jan 23 Jan 24 Jan 25 of the ball above the edge of
Low Temp 1 10 5 −20 −28 the roof at measured times
Table 2.2: Temperature readings are in degrees Fahrenheit. (in seconds) is given in the
following table.
Time Height
Solution. Start by labeling the horizontal axis with the days in January 0 0
that the temperatures occurred. Scale the vertical axis to accommodate the 1 24
temperatures given in Table 2.2. Finally, plot points on each day at a height 2 16
that equals the temperature for that given day. Connect consecutive pairs of 3 −24
points with line segments to produce the line graph shown in Figure 2.3. 4 −96
15
Temperature (degrees Fahrenheit)

Create a line graph of the

10 height of the ball versus time
5 in the air.
0
−5
−10
−15
−20
−25
−30
−35
Jan 21 Jan 22 Jan 23 Jan 24 Jan 25
Figure 2.3: Plottting daily low temps versus the date they occurred.

Note that the points in Figure 2.3 have heights greater than zero for January
21-23, representing temperatures greater than zero. The points representing
January 24-45 have negative heights corresponding to the negative tempera-
tures of Table 2.2.

 106 CHAPTER 2. THE INTEGERS

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-12, for each of the following questions, provide a number line sketch with your answer.

1. What number lies three units to the left 7. What number lies two units to the right
of 4 on the number line? of 1 on the number line?
2. What number lies three units to the left 8. What number lies two units to the right
of 1 on the number line? of −4 on the number line?
3. What number lies three units to the left 9. What number lies four units to the left of
of 6 on the number line? 6 on the number line?
4. What number lies four units to the left of 10. What number lies two units to the left of
−2 on the number line? 0 on the number line?
5. What number lies two units to the right 11. What number lies two units to the right
of 0 on the number line? of −5 on the number line?
6. What number lies four units to the right 12. What number lies three units to the right
of −2 on the number line? of −6 on the number line?

In Exercises 13-24, for each of the following sets of integers, perform the following tasks:
i) Plot each of the integers on a numberline.
ii) List the numbers in order, from smallest to largest.

13. 6, 1, −3, and −5 19. −5, 4, 2, and −3

14. 5, −3, −5, and 2 20. 6, 1, −3, and −1
15. 5, −6, 0, and 2 21. 3, 5, −5, and −1
16. 4, 2, 6, and −4 22. −4, 6, −2, and 3
17. −3, −5, 3, and 5 23. −2, −4, 3, and −6
18. −4, 5, 2, and −6 24. 2, −6, −4, and 5

In Exercises 25-36, in each of the following exercises, enter the inequality symbol < or the symbol >
in the shaded box in order that the resulting inequality is a true statement.

25. −4 0 28. 3 0
26. −4 3 29. −3 −1
27. −2 −1 30. 6 5
 2.1. AN INTRODUCTION TO THE INTEGERS 107

31. 3 6 34. 0 −3

32. −4 −2 35. −1 4

33. −3 −6 36. 1 −4

In Exercises 37-52, simplify each of the following expressions.

37. −(−4). 45. | − 5|.

38. −(−6). 46. | − 1|.
39. |7|. 47. −| − 20|.
40. |1|. 48. −| − 8|.
41. |5|. 49. | − 4|.
42. |3|. 50. | − 3|.
43. −| − 11|. 51. −(−2).
44. −| − 1|. 52. −(−17).

In Exercises 53-64, for each of the following exercises, provide a number line sketch with your answer.

53. Find two integers on the number line that 59. Find two integers on the number line that
are 2 units away from the integer 2. are 2 units away from the integer 3.
54. Find two integers on the number line that 60. Find two integers on the number line that
are 2 units away from the integer −3. are 3 units away from the integer 3.
55. Find two integers on the number line that 61. Find two integers on the number line that
are 4 units away from the integer −3. are 3 units away from the integer 0.
56. Find two integers on the number line that 62. Find two integers on the number line that
are 2 units away from the integer −2. are 4 units away from the integer 2.
57. Find two integers on the number line that 63. Find two integers on the number line that
are 3 units away from the integer −2. are 2 units away from the integer 0.
58. Find two integers on the number line that 64. Find two integers on the number line that
are 4 units away from the integer 1. are 3 units away from the integer 1.
 108 CHAPTER 2. THE INTEGERS

65. Dam. Utah’s lowest point of elevation is 2,350 feet above sea level and occurs at Beaver Dam
Wash. Express the height as an integer.

66. Underwater Glider. The National Oceanic and Atmospheric Administration’s underwater
glider samples the bottom of the Atlantic Ocean at 660 feet below sea level. Express that depth
as an integer. Associated Press Times-Standard 4/19/09

67. Profits and losses for the first six months of the fiscal year for a small business are shown in the
following bar chart.
14
Profit/Loss (thousand dollars)

12
10
8
6
4
2
Feb Mar Apr
0
Jan Feb Mar Apr May Jun
−2
−4
−6
Create a table showing the profit and loss for each month. Use positive integers for the profit and
negative integers for the loss. Create a line graph using the data in your table.

68. Profits and losses for the first six months of the fiscal year for a small business are shown in the
following bar chart.
14
Profit/Loss (thousand dollars)

12
10
8
6
4
2
Jan Feb Mar
0
Jan Feb Mar Apr May Jun
−2
−4
−6
Create a table showing the profit and loss for each month. Use positive integers for the profit and
negative integers for the loss. Create a line graph using the data in your table.
 2.1. AN INTRODUCTION TO THE INTEGERS 109

69. The following line graph displays the low temperature recordings (degrees Fahrenheit) on five
consecutive days in Big Bear, California. What was the lowest temperature reading for the week
and on what date did it occur?
Temperature (degrees Fahrenheit) 15

10

−5

−10

−15
1/13 1/14 1/15 1/16 1/17

70. The following line graph displays the low temperature recordings (degrees Fahrenheit) on five
consecutive days in Ogden, Utah. What was the lowest temperature reading for the week and on
what date did it occur?
Temperature (degrees Fahrenheit)

15

10

−5

−10

−15
1/18 1/19 1/20 1/21 1/22

71. The following table contains the low temperature recordings (degrees Fahrenheit) on five consec-
utive days in Littletown, Ohio. Create a line graph for the data.
Date Feb 11 Feb 12 Feb 13 Feb 14 Feb 15
Low Temp 10 −2 −5 −12 8

72. The following table contains the low temperature recordings (degrees Fahrenheit) on five consec-
utive days in MyTown, Ottawa. Create a line graph for the data.
Date Apr 20 Apr 21 Apr 22 Apr 23 Apr 24
Low Temp −10 −2 8 5 −5
 110 CHAPTER 2. THE INTEGERS

❧ ❧ ❧ Answers ❧ ❧ ❧

1. −6 0 2 5
1 4
−7 0 7
−7 0 7
ii) −6, 0, 2, 5
3. 17.
3 6
i) Arrange the integers −3, −5, 3, and 5 on
−7 0 7 a number line.
−5 −3 3 5
5. −7 0 7
0 2
ii) −5, −3, 3, 5
−7 0 7
19.
7. i) Arrange the integers −5, 4, 2, and −3 on
1 3 a number line.
−7 0 7 −5 −3 2 4

−7 0 7
9.
2 6 ii) −5, −3, 2, 4

−7 0 7 21.
i) Arrange the integers 3, 5, −5, and −1 on
11. a number line.
−5 −3 −5 −1 3 5
−7 0 7 −7 0 7
ii) −5, −1, 3, 5
13.
i) Arrange the integers 6, 1, −3, and −5 on 23.
a number line. i) Arrange the integers −2, −4, 3, and −6 on
−5 −3 1 6 a number line.
−6 −4 −2 3
−7 0 7
−7 0 7
ii) −5, −3, 1, 6
ii) −6, −4, −2, 3
15. 25. −4 < 0
i) Arrange the integers 5, −6, 0, and 2 on a
number line. 27. −2 < −1
 2.1. AN INTRODUCTION TO THE INTEGERS 111

29. −3 < −1 59. 1 and 5.

2 2
31. 3 < 6
−7 0 1 3 5 7
33. −3 > −6

35. −1 < 4
61. −3 and 3.
37. 4 3 3

39. 7 −7 −3 0 3 7

41. 5

43. −11 63. −2 and 2.

2 2
45. 5
−7 −2 0 2 7
47. −20

49. 4
65. 2,350 feet
51. 2
67. Month Profit/Loss
53. 0 and 4.
Jan 8
2 2
Feb −4
Mar −3
−7 0 2 4 7 Apr −2
May 2
Jun 5
55. −7 and 1. 14
Temperature (degrees Fahrenheit)

4 4 12
10
−7 −3 0 1 7 8
6
4
57. −5 and 1. 2
3 3 0
−2
−7 −5 −2 0 1 7 −4
−6
Jan Feb Mar Apr May Jun
 112 CHAPTER 2. THE INTEGERS

69. Approximately −8◦ Fahrenheit on Jan- 71.

Temperature (degrees Fahrenheit)

uary 16. 15

10

−5

−10

−15
2/11 2/12 2/13 2/14 2/15
2.2. ADDING INTEGERS 113

2.2 Adding Integers

Like our work with the whole numbers, addition of integers is best explained
through the use of number line diagrams. However, before we start, let’s take
a moment to discuss the concept of a vector.

Vectors. A vector is a mathematical object that possesses two import quali-

ties: (1) magnitude or length, and (2) directon.

Vectors are a fundamental problem solving tool in mathematics, science, and

engineering. In physics, vectors are used to represent forces, position, velocity,
and acceleration, while engineers use vectors to represent both internal and
external forces on structures, such as bridges and buildings. In this course,
and in this particular section, we will concentrate on the use of vectors to help
explain addition of integers.

Vectors on the Number Line

Consider the number line in Figure 2.4.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.4: A vector representing positive four.

Above the line we’ve drawn a vector with tail starting at the integer 0 and
arrowhead finishing at the integer 4. There are two important things to note
about this vector:
1. The magnitude (length) of the vector in Figure 2.4 is four.
2. The vector in Figure 2.4 points to the right.
We will agree that the vector in Figure 2.4 represents positive four.
It is not important that the vector start at the origin. Consider, for example,
the vector pictured in Figure 2.5.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.5: A vector representing positive four.

Again, there are two important observations to be made:

114 CHAPTER 2. THE INTEGERS

1. The magnitude (length) of the vector in Figure 2.5 is four.

2. The vector in Figure 2.5 points to the right.

Hopefully, you have the idea. Any vector that has length 4 and points to the
right will represent positive four, regardless of its starting or finishing point.
Conversely, consider the vector in Figure 2.6, which starts at the integer 4
and finishes at the integer −3.

−7

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.6: A vector representing negative seven.

Two observations:
1. The magnitude (length) of the vector in Figure 2.6 is seven.
2. The vector in Figure 2.6 points to the left.
We will agree that the vector in Figure 2.6 represents negative seven. We could
select different starting and finishing points for our vector, but as long as the
vector has length seven and points to the left, it represents the integer −7.

Important Observation. A vector pointing to the right represents a posi-

tive number. A vector pointing to the left represents a negative number.

Magnitude and Absolute Value

In Figure 2.4 and Figure 2.5, the vectors pictured represent the integer positive
four. Note that the absolute value of four is four; that is, |4| = 4. Note also
that this absolute value is the magnitude or length of the vectors representing
the integer positive four in Figure 2.4 and Figure 2.5.
In Figure 2.6, the vector pictured represents the integer −7. Note that
| − 7| = 7. This shows that the absolute value represents the magnitude or
length of the vector representing −7.

Magnitude and Absolute Value. If a is an integer, then |a| gives the

magnitude or length of the vector that represents the integer a.
2.2. ADDING INTEGERS 115

Adding Integers with Like Signs

Because the positive integers are also whole numbers, we’ve already seen how
to add to them in Section 1.2.

You Try It!

EXAMPLE 1. Find the sum 3 + 4. Use a number line diagram

to show the sum 5 + 7.
Solution. To add the positive integers 3 and 4, proceed as follows.

1. Start at the integer 0, then draw a vector 3 units in length pointing to the
right, as shown in Figure 2.7. This arrow has magnitude (length) three
and represents the positive integer 3.
2. Draw a second vector of length four that points to the right, starting at
the end of the first vector representing the positive integer 3. This arrow
has magnitude (length) four and represents the positive integer 4.
3. The sum of the positive integers 3 and 4 could be represented by a vector
that starts at the integer 0 and ends at the positive integer 7. However, we
prefer to mark this sum on the number line as a solid dot at the positive
integer 7. This integer represents the sum of the positive integers 3 and
4.

Start End
3 4


−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.7: Adding two positive integers on the number line.

Thus, 3 + 4 = 7. Answer: 12.



Negative integers are added in a similar fashion.

You Try It!

EXAMPLE 2. Find the sum −3 + (−4). Use a number line diagram

to show the sum −7 + (−3).
Solution. To add the negative integers −3 and −4, proceed as follows.

1. Start at the integer 0, then draw a vector 3 units in length pointing to

the left, as shown in Figure 2.8. This arrow has magnitude (length) three
and represents the negative integer −3.
2. Draw a second vector of length four that points to the left, starting at the
end of the first vector representing the negative integer −3. This arrow
has magnitude (length) four and represents the negative integer −4.
 116 CHAPTER 2. THE INTEGERS

3. The sum of the negative integers −3 and −4 could be represented by a

vector that starts at the integer 0 and ends at the negative integer −7.
However, we prefer to mark this sum on the number line as a solid dot at
the negative integer −7. This integer represents the sum of the negative
integers −3 and −4.

End Start
−4 −3


−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
Figure 2.8: Adding two positive integers on the number line.

Thus, −3 + (−4) = −7.

Drawing on Physical Intuition. Imagine that you are “walking the number
line” in Figure 2.8. You start at the origin (zero) and take 3 paces to the left.
Answer: −10. Next, you walk an additional four paces to the left, landing at the number −7.


It should come as no surprise that the procedure used to add two negative
integers comprises two steps.

Adding Two Negative Integers. To add two negative integers, proceed as

follows:
1. Add the magnitudes of the integers.
2. Prefix the common negative sign.

You Try It!

Find the sum: −5 + (−9). EXAMPLE 3. Find the sums: (a) −4 + (−5), (b) −12 + (−9), and
(c) −2 + (−16). Solution. We’ll examine three separate but equivalent ap-
proaches, as discussed in the narrative above.

a) The number line schematic

End Start
−5 −4


−9 −8 −7 −6 −5 −4 −3 −2 −1 0 1

shows that (−4) + (−5) = −9.

2.2. ADDING INTEGERS 117

b) Drawing on physical intuition, start at zero, walk 12 units to the left, then
an additional 9 units to the left. You should find yourself 21 units to the
left of the origin (zero). Hence, −12 + (−9) = −21.
c) Following the algorithm above in “Adding Two Negative Integers,” first add
the magnitudes of −2 and −16; that is, 2+16 = 18. Now prefix the common
sign. Hence, −2 + (−16) = −18.

Answer: −14.


Adding Integers with Unlike Signs

Adding integers with unlike signs is no harder than adding integers with like
signs.

You Try It!

EXAMPLE 4. Find the sum −8 + 4. Use a number line diagram

to show the sum −9 + 2.
Solution. To find the sum −8 + 4, proceed as follows:

1. Start at the integer 0, then draw a vector eight units in length pointing
to the left, as shown in Figure 2.9. This arrow has magnitude (length)
eight and represents the negative integer −8.
2. Draw a second vector of length four that points to the right, starting
at the end of the first vector representing the negative integer −8. This
arrow (also shown in Figure 2.9) has magnitude (length) four and repre-
sents the positive integer 4.
3. The sum of the negative integers −8 and 4 could be represented by a
vector that starts at the integer 0 and ends at the negative integer −4.
However, we prefer to mark this sum on the number line as a solid dot at
the negative integer −4. This integer represents the sum of the integers
−8 and 4.

−8
Start
4
End


−9 −8 −7 −6 −5 −4 −3 −2 −1 0 1
Figure 2.9: Adding −8 and 4 on the number line.

Thus, −8 + 4 = −4.
 118 CHAPTER 2. THE INTEGERS

Drawing on Physical Intuition. Imagine you are “walking the number line
in Figure 2.9. You start at the origin (zero) and walk eight paces to the left.
Answer: −7. Next, turn around and walk four paces to the right, landing on the number −4.


Note that adding integers with unlike signs is a subtractive process. This is
due to the reversal of direction experienced in drawing Figure 2.9 in Example 4.

Adding Two Integers with Unlike Signs. To add two integers with unlike
signs, proceed as follows:
1. Subtract the smaller magnitude from the larger magnitude.
2. Prefix the sign of the number with the larger magnitude.

For example, to find the sum −8 + 4 of Example 4, we would note that the
integers −8 and 4 have magnitudes 8 and 4, respectively. We would then apply
the process outlined in “Adding Two Integers with Unlike Signs.”
1. Subtract the smaller magnitude from the larger magnitude; that is, 8 −
4 = 4.
2. Prefix the sign of the number with the larger magnitude. Because −8 has
the larger magnitude and its sign is negative, we prefix a negative sign
to the difference of the magnitudes. Thus, −8 + 4 = −4.

You Try It!

Use a number line diagram EXAMPLE 5. Find the sums: (a) 5 + (−8), (b) −12 + 16, and (c) −117 + 115.
to show the sum 5 + (−11).
Solution. We’ll examine three separate but equivalent approaches, as dis-
cussed in the narrative above.

a) The number line schematic

5
Start
−8
End


−4 −3 −2 −1 0 1 2 3 4 5 6

shows that 5 + (−8) = −3.

b) Drawing on physical intuition, start at zero, walk 12 units to the left, then
turn around and walk 16 units to the right. You should find yourself 4 units
to the right of the origin (zero). Hence, −12 + 16 = 4.
2.2. ADDING INTEGERS 119

c) Following the algorithm in “Adding Two Integers with Unlike Signs,” sub-
tract the smallar magnitude from the larger magnitude, thus 117 − 115 = 2.
Because −117 has the larger magnitude and its sign is negative, we prefix a
negative sign to the difference of the magnitudes. Thus, −117 + 115 = −2. Answer: −6.

Properties of Addition of Integers

You will be pleased to learn that the properties of addition for whole numbers
also apply to addition of integers.

The Commutative Property of Addition. Let a and b represent two

integers. Then,
a + b = b + a.

You Try It!

EXAMPLE 6. Show that 5 + (−7) = −7 + 5. Use a number line diagram

Solution. The number line schematic to show that −8 + 6 is the
same as 6 + (−8).
5
Start
−7
End


−8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
shows that 5 + (−7) = −2. On the other hand, the number line schematic
−7
Start
5
End


−8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
shows that −7 + 5 = −2. Therefore, 5 + (−7) = −7 + 5.


Addition of integers is also associative.

The Associative Property of Addition. Let a, b, and c represent integers.

Then,
(a + b) + c = a + (b + c).
 120 CHAPTER 2. THE INTEGERS

You Try It!

Show that the expression EXAMPLE 7. Show that (−9 + 6) + 2 = −9 + (6 + 2).

(−8 + 5) + 3 is the same as
Solution. On the left, the grouping symbols demand that we add −9 and 6
−8 + (5 + 3) by simplifying
first. Thus,
each of the two expressions
independently. (−9 + 6) + 2 = −3 + 2
= −1.

On the right, the grouping symbols demand that we add 6 and 2 first. Thus,

−9 + (6 + 2) = −9 + 8
= −1.

Both sides simplify to −1. Therefore, (−9 + 6) + 2 = −9 + (6 + 2).



The Additive Identity Property. The integer zero is called the additive
identity. If a is any integer, then

a+0=a and 0 + a = a.

Thus, for example, −8 + 0 = −8 and 0 + (−113) = −113.

Finally, every integer has a unique opposite, called its additive inverse.

The Additive Inverse Property. Let a represent any integer. Then there is
a unique integer −a, called the opposite or additive inverse of a, such that

a + (−a) = 0 and − a + a = 0.

You Try It!

Use a number line diagram EXAMPLE 8. Show that 5 + (−5) = 0.

to show that 9 + (−9) = 0.
Solution. The number line schematic
Start
5

−5
End


−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
clearly shows that 5 + (−5) = 0.

2.2. ADDING INTEGERS 121

Important Observation. We have used several equivalent phrases to pro-

nounce the integer −a. We’ve used “the opposite of a,” ”negative a,” and “the
additive inverse of a.” All are equivalent pronunciations.

Grouping for Efficiency

Order of operations require that we perform all additions as they occur, working
from left to right.

You Try It!

EXAMPLE 9. Simplify −7 + 8 + (−9) + 12. Simplify: −8 + 9 + (−4) + 2.

Solution. We perform the additions as they occur, working left to right.

−7 + 8 + (−9) + 12 = 1 + (−9) + 12 Working left to right, −7 + 8 = 1.

= −8 + 12 Working left to right, 1 + (−9) = −8.
=4 −8 + 12 = 4

Thus, −7 + 8 + (−9) + 12 = 4. Answer: −1



The commutative property of addition tells us that changing the order of

addition does not change the answer. The associative property of addition tells
us that a sum is not affected by regrouping. Let’s work Example 9 again, first
grouping positive and negative numbers together.

You Try It!

EXAMPLE 10. Simplify −7 + 8 + (−9) + 12. Simplify:

−11 + 7 + (−12) + 3.
Solution. The commutative and associative properties allows us to change
the order of addition and regroup.

−7 + 8 + (−9) + 12 = −7 + (−9) + 8 + 12 Use the commutative property

to change the order.
= [−7 + (−9)] + [8 + 12] Use the associative property
to regroup.
= −16 + 20 Add the negatives. Add
the positives.
=4 One final addition.

Thus, −7 + 8 + (−9) + 12 = 4. Answer: −13


 122 CHAPTER 2. THE INTEGERS

At first glance, there seems to be no advantage in using the technique in

Example 10 over the technique used in Example 9. However, the technique in
Example 10 is much quicker in practice, particularly if you eliminate some of
the explanatory steps.

Efficient Grouping. When asked to find the sum of a number of integers, it

is most efficient to first add all the positive integers, then add the negatives,
then add the results.

You Try It!

Simplify: −11 + 3 + (−2) + 7. EXAMPLE 11. Simplify −7 + 8 + (−9) + 12.

Solution. Add the positive integers first, then the negatives, then add the
results.

−7 + 8 + (−9) + 12 = 20 + (−16) Add the positives: 8 + 12 = 20.

Add the negatives: −7 + (−9) = −16.
=4 Add the results: 20 + (−16) = 4.

Answer: −7. Thus, −7 + 8 + (−9) + 12 = 4.



Using Correct Notation. Never write +−! That is, the notation

9 + −4 and − 8 + −6

should not be used. Instead, use grouping symbols as follows:

9 + (−4) and − 8 + (−6)

 2.2. ADDING INTEGERS 123

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-12, what integer is represented by the given vector?

1. 7.

−7 0 7 −7 0 7

2. 8.

−7 0 7 −7 0 7

3. 9.

−7 0 7 −7 0 7

4. 10.

−7 0 7 −7 0 7

5. 11.

−7 0 7 −7 0 7

6. 12.

−7 0 7 −7 0 7
 124 CHAPTER 2. THE INTEGERS

In Exercises 13-36, find the sum of the given integers.

13. −15 + 1 25. −2 + (−7)

14. −1 + 18 26. −14 + (−6)
15. 18 + (−10) 27. −6 + 16
16. 2 + (−19) 28. −2 + 14
17. −10 + (−12) 29. −11 + (−6)
18. −1 + (−7) 30. −7 + (−8)
19. 5 + 10 31. 14 + (−9)
20. 1 + 12 32. 5 + (−15)
21. 2 + 5 33. 10 + 11
22. 14 + 1 34. 14 + 11
23. 19 + (−15) 35. −13 + 1
24. 20 + (−17) 36. −8 + 2

In Exercises 37-52, state the property of addition depicted by the given identity.

37. −1 + (3 + (−8)) = (−1 + 3) + (−8) 45. −7 + (1 + (−6)) = (−7 + 1) + (−6)

38. −4 + (6 + (−5)) = (−4 + 6) + (−5) 46. −4 + (8 + (−1)) = (−4 + 8) + (−1)
39. 7 + (−7) = 0 47. 17 + (−2) = −2 + 17
40. 14 + (−14) = 0 48. 5 + (−13) = −13 + 5
41. 15 + (−18) = −18 + 15 49. −4 + 0 = −4
42. 14 + (−8) = −8 + 14 50. −7 + 0 = −7
43. −15 + 0 = −15 51. 19 + (−19) = 0
44. −11 + 0 = −11 52. 5 + (−5) = 0

In Exercises 53-64, state the additive inverse of the given integer.

53. 18 57. −16

54. 10 58. −4
55. 12 59. 11
56. 15 60. 13
 2.2. ADDING INTEGERS 125

61. −15 63. −18

62. −19 64. −9

In Exercises 65-80, find the sum of the given integers.

65. 6 + (−1) + 3 + (−4) 73. 4 + (−8) + 2 + (−5)

66. 6 + (−3) + 2 + (−7) 74. 6 + (−3) + 7 + (−2)
67. 15 + (−1) + 2 75. 7 + (−8) + 2 + (−1)
68. 11 + (−16) + 16 76. 8 + (−9) + 5 + (−3)
69. −17 + 12 + 3 77. 9 + (−3) + 4 + (−1)
70. −5 + (−3) + 2 78. 1 + (−9) + 7 + (−6)
71. 7 + 20 + 19 79. 9 + 10 + 2
72. 14 + (−14) + (−20) 80. −6 + 15 + (−18)

81. Bank Account. Gerry opened a new bank account, depositing a check for $215. He then made
several withdraws of $40, $75, and $20 before depositing another check for $185. How much is in
Gerry’s account now?
82. Dead Sea Sinking. Due to tectonic plate movement, the Dead Sea is sinking about 1 meter
each year. If it’s currently −418 meters now, what will Dead Sea elevation be in 5 years? Write
an expression that models this situation and compute the result.
83. Profit and Loss. Profits and losses for the first six months of the fiscal year for a small business
are shown in the following bar chart. Sum the profits and losses from each month. Was there a
net profit or loss over the six-month period? How much?
14
Profit/Loss (thousand dollars)

12
10
8
6
4
2 Apr May
0
Jan Feb Mar Apr May Jun
−2
−4
−6
 126 CHAPTER 2. THE INTEGERS

84. Profit and Loss. Profits and losses for the first six months of the fiscal year for a small business
are shown in the following bar chart. Sum the profits and losses from each month. Was there a
net profit or loss over the six-month period? How much?
14

Profit/Loss (thousand dollars)

12
10
8
6
4
2 Apr
Jan Feb Mar
0
Jan Feb Mar Apr May Jun
−2
−4
−6

❧ ❧ ❧ Answers ❧ ❧ ❧

1. 4 27. 10

3. 6 29. −17

5. −5 31. 5

7. −6 33. 21

9. 10 35. −12

11. −7 37. Associative property of addition

13. −14 39. Additive inverse property

15. 8 41. Commutative property of addition

17. −22 43. Additive identity property

45. Associative property of addition

19. 15
47. Commutative property of addition
21. 7
49. Additive identity property
23. 4
51. Additive inverse property
25. −9
 2.2. ADDING INTEGERS 127

53. −18 69. −2

55. −12 71. 46

57. 16 73. −7

59. −11 75. 0

61. 15 77. 9

63. 18 79. 21

65. 4 81. $265

67. 16 83. Net Profit: $24,000

128 CHAPTER 2. THE INTEGERS

2.3 Subtracting Integers

In Section 1.2, we stated that “Subtraction is the opposite of addition.” Thus,
to subtract 4 from 7, we walked seven units to the right on the number line,
but then walked 4 units in the opposite direction (to the left), as shown in
Figure 2.10.

7
Start
4
End


0 1 2 3 4 5 6 7 8

Figure 2.10: Subtraction requires that we reverse direction.

Thus, 7 − 4 = 3.
The key phrase is “add the opposite.” Thus, the subtraction 7 − 4 becomes
the addition 7 + (−4), which we would picture on the number line as shown in
Figure 2.11.

7
Start
−4
End


0 1 2 3 4 5 6 7 8

Figure 2.11: Subtraction means add the opposite.

Figure 2.10 and Figure 2.11 provide ample evidence that the subtraction 7−4 is
identical to the addition 7+(−4). Again, subtraction means “add the opposite.”
That is, 7 − 4 = 7 + (−4).

Defining Subtraction. Subtraction means “add the opposite.” That is, if a

and b are any integers, then

a − b = a + (−b).

Thus, for example, −123−150 = −123+(−150) and −57−(−91) = −57+91. In

each case, subtraction means “add the opposite.” In the first case, subtracting
150 is the same as adding −150. In the second case, subtracting−91 is the
same as adding 91.
2.3. SUBTRACTING INTEGERS 129

You Try It!

EXAMPLE 1. Find the differences: (a) 4 − 8, (b) −15 − 13, and Use each of the techniques in
(c) −117 − (−115). parts (a), (b), and (c) of
Example 1 to evaluate the
Solution. In each case, subtraction means “add the opposite.”
difference −11 − (−9).
a) Change the subtraction to addition with the phrase “subtraction means add
the opposite.” That is, 4 − 8 = 4 + (−8). We can now perform this addition
on the number line.
4
Start
−8
End


−6 −5 −4 −3 −2 −1 0 1 2 3 4 5
Thus, 4 − 8 = 4 + (−8) = −4.
b) First change the subtraction into addition by “adding the opposite.” That
is, −15 − 13 = −15 + (−13). We can now use physical intuition to perform
the addition. Start at the origin (zero), walk 15 units to the left, then an
additional 13 units to the left, arriving at the answer −28. That is,

−15 − 13 = −15 + (−13)

= −28.

c) First change the subtraction into addition by “adding the opposite.” That
is, −117 − (−115) = −117 + 115. Using “Adding Two Integers with Un-
like Signs” from Section 2.2, first subtract the smaller magnitude from the
larger magnitude; that is, 117 − 115 = 2. Because −117 has the larger
magnitude and its sign is negative, prefix a negative sign to the difference
in magnitudes. Thus,

−117 − (−115) = −117 + 115

= −2.

Answer: −2

Order of Operations
We will now apply the “Rules Guiding Order of Operations” from Section 1.5
to a number of example exercises.
 130 CHAPTER 2. THE INTEGERS

You Try It!

Simplify: −3 − (−9) − 11. EXAMPLE 2. Simplify −5 − (−8) − 7.

Solution. We work from left to right, changing each subtraction by “adding
the opposite.”

−5 − (−8) − 7 = −5 + 8 + (−7) Add the opposite of −8, which is 8.

Add the opposite of 7, which is −7.
= 3 + (−7) Working left to right, −5 + 8 = 3.
= −4 3 + (−7) = −4.
Answer: −5

Grouping symbols say “do me first.”

You Try It!

Simplify: −3 − (−3 − 3). EXAMPLE 3. Simplify −2 − (−2 − 4).

Solution. Parenthetical expressions must be evaluated first.
−2 − (−2 − 4) = −2 − (−2 + (−4)) Simplify the parenthetical expression
first. Add the opposite of 4, which is −4.
= −2 − (−6) Inside the parentheses, −2 + (−4) = −6.
= −2 + 6 Subtracting a −6 is the same as
adding a 6.
=4 Add: −2 + 6 = 4.
Answer: 3


Change as a Difference
Suppose that when I leave my house in the early morning, the temperature
outside is 40◦ Fahrenheit. Later in the day, the temperature measures 60◦
Fahrenheit. How do I measure the change in the temperature?

The Change in a Quantity. To measure the change in a quantity, always

subtract the former measurement from the latter measurement. That is:

Change in a Latter Former

= −
Quantity Measurement Measurement
2.3. SUBTRACTING INTEGERS 131

Thus, to measure the change in temperature, I perform a subtraction as follows:

Change in Latter Former

= −
Temperature Measurement Measurement
= 60◦ F − 40◦ F
= 20◦ F
Note that the positive answer is in accord with the fact that the temperature
has increased.
You Try It!

EXAMPLE 4. Suppose that in the afternoon, the temperature measures 65◦ Marianne awakes to a
Fahrenheit, then late evening the temperature drops to 44◦ Fahrenheit. Find morning temperature of 54◦
the change in temperature. Fahrenheit. A storm hits,
Solution. To measure the change in temperature, we must subtract the former dropping the temperature to
measurement from the latter measurement. 43◦ [Link] the
change in temperature.
Change in Latter Former
= −
Temperature Measurement Measurement
= 44◦ F − 65◦ F
= −11◦ F
Note that the negative answer is in accord with the fact that the temperature
has decreased. There has been a “change” of −11◦ Fahrenheit. Answer: −11◦ Fahrenheit


You Try It!

EXAMPLE 5. Sometimes a bar graph is not the most appropriate visu-

alization for your data. For example, consider the bar graph in Figure 2.12
depicting the Dow Industrial Average for seven consecutive days in March of
2009. Because the bars are of almost equal height, it is difficult to detect
fluctuation or change in the Dow Industrial Average.
Let’s determine the change in the Dow Industrial average on a day-to-day
basis. Remember to subtract the latter measurement minus the former (current
day minus former day). This gives us the following changes.

Consecutive Days Change in Dow Industrial Average

Sun-Mon 6900 − 7000 = −100
Mon-Tues 6800 − 6900 = −100
Tues-Wed 6800 − 6800 = 0
Wed-Thu 7000 − 6800 = 200
Thu-Fri 7100 − 7000 = 100
Fri-Sat 7200 − 7100 = 100
132 CHAPTER 2. THE INTEGERS

Dow Industrial Average

8000
7000
6000
5000

7000

6900

6800

6800

7000

7100

7200
4000
3000
2000
1000
0
Sun Mon Tue Wed Thu Fri Sat
Figure 2.12: Profit and loss bar graph.

We will use the data in the table to construct a line graph. On the horizontal
axis, we place the pairs of consecutive days (see Figure 2.13). On the vertical
axis we place the Change in the Industrial Dow Average. At each pair of days
we plot a point at a height equal to the change in Dow Industrial Average as
calculated in our table.
250
Change in Dow Industrial Average

200

150

100

50

−50

−100

−150
S-M M-T T-W W-Th Th-F F-S

Figure 2.13: Plotting change in Dow versus consecutive days.

Note that the data as displayed by Figure 2.13 more readily shows the
changes in the Dow Industrial Average on a day-to-day basis. For example, it
is now easy to pick the day that saw the greatest increase in the Dow (from
Wednesday to Thursday, the Dow rose 200 points).

 2.3. SUBTRACTING INTEGERS 133

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-24, find the difference.

1. 16 − 20 13. 2 − 11
2. 17 − 2 14. 16 − 2
3. 10 − 12 15. −8 − (−10)
4. 16 − 8 16. −14 − (−2)
5. 14 − 11 17. 13 − (−1)
6. 5 − 8 18. 12 − (−13)
7. 7 − (−16) 19. −4 − (−2)
8. 20 − (−10) 20. −6 − (−8)
9. −4 − (−9) 21. 7 − (−8)
10. −13 − (−3) 22. 13 − (−14)
11. 8 − (−3) 23. −3 − (−10)
12. 14 − (−20) 24. −13 − (−9)

In Exercises 25-34, simplify the given expression.

25. 14 − 12 − 2 30. −19 − 12 − (−8)

26. −19 − (−7) − 11 31. −14 − 12 − 19
27. −20 − 11 − 18 32. −15 − 4 − (−6)
28. 7 − (−13) − (−1) 33. −11 − (−7) − (−6)
29. 5 − (−10) − 20 34. 5 − (−5) − (−14)

In Exercises 35-50, simplify the given expression.

35. −2 − (−6 − (−5)) 40. (−2 − (−3)) − (3 − (−6))

36. 6 − (−14 − 9) 41. −1 − (10 − (−9))
37. (−5 − (−8)) − (−3 − (−2)) 42. 7 − (14 − (−8))
38. (−6 − (−8)) − (−9 − 3) 43. 3 − (−8 − 17)
39. (6 − (−9)) − (3 − (−6)) 44. 1 − (−1 − 4)
 134 CHAPTER 2. THE INTEGERS

45. 13 − (16 − (−1)) 48. (6 − 5) − (7 − 3)

46. −7 − (−3 − (−8)) 49. (6 − 4) − (−8 − 2)
47. (7 − (−8)) − (5 − (−2)) 50. (2 − (−6)) − (−9 − (−3))

51. The first recorded temperature is 42◦ F. Four hours later, the second temperature is 65◦ F. What
is the change in temperature?

52. The first recorded temperature is 79◦ F. Four hours later, the second temperature is 46◦ F. What
is the change in temperature?

53. The first recorded temperature is 30◦ F. Four hours later, the second temperature is 51◦ F. What
is the change in temperature?

54. The first recorded temperature is 109◦ F. Four hours later, the second temperature is 58◦ F. What
is the change in temperature?

55. Typical temperatures in Fairbanks, Alaska in January are −2 degrees Fahrenheit in the daytime
and −19 degrees Fahrenheit at night. What is the change in temperature from day to night?

56. Typical summertime temperatures in Fairbanks, Alaska in July are 79 degrees Fahrenheit in the
daytime and 53 degrees Fahrenheit at night. What is the change in temperature from day to
night?

57. Communication. A submarine 1600 feet below sea level communicates with a pilot flying 22,500
feet in the air directly above the submarine. How far is the communique traveling?

58. Highest to Lowest. The highest spot on earth is on Mount Everest in Nepal-Tibet at 8,848
meters. The lowest point on the earth’s crust is the Mariana’s Trench in the North Pacific Ocean
at 10,923 meters below sea level. What is the distance between the highest and the lowest points
on earth? Wikipedia [Link] on Earth

59. Lowest Elevation. The lowest point in North America is Death Valley, California at -282 feet.
The lowest point on the entire earth’s landmass is on the shores of the Dead Sea along the Israel-
Jordan border with an elevation of -1,371 feet. How much lower is the Dead Sea shore from Death
Valley?
 2.3. SUBTRACTING INTEGERS 135

60. Exam Scores. Freida’s scores on her first seven mathematics exams are shown in the following
bar chart. Calculate the differences between consecutive exams, then create a line graph of the
differences on each pair of consecutive exams. Between which two pairs of consecutive exams did
Freida show the most improvement?
80
70
60
Exam Scores

50
40
70

69

68

68

70

71

72
30
20
10
0
Exam 1 Exam 2 Exam 3 Exam 4 Exam 5 Exam 6 Exam 7

❧ ❧ ❧ Answers ❧ ❧ ❧

1. −4 25. 0

3. −2 27. −49

5. 3 29. −5

31. −45
7. 23
33. 2
9. 5
35. −1
11. 11
37. 4
13. −9
39. 6
15. 2
41. −20
17. 14
43. 28
19. −2 45. −4
21. 15 47. 8

23. 7 49. 12
 136 CHAPTER 2. THE INTEGERS

51. 23◦ F

53. 21◦ F

55. −17 degrees Fahrenheit

57. 24,100 feet

59. 1,089 feet lower

2.4. MULTIPLICATION AND DIVISION OF INTEGERS 137

2.4 Multiplication and Division of Integers

Before we begin, let it be known that the integers satisfy the same properties
of multiplication as do the whole numbers.

Integer Properties of Multiplication.

Commutative Property. If a and b are integers, then their product com-

mutes. That is,
a · b = b · a.

Associative Property. If a, b, and c are integers, then their product is

associative. That is,
(a · b) · c = a · (b · c).

Multiplicative Identity Property. If a is any integer, then

a·1=a and 1 · a = a.

Because multiplying any integer by 1 returns the identical integer, the integer
1 is called the multiplicative identity.

In Section 1.3, we learned that multiplication is equivalent to repeated ad-

dition. For example,
3·4 = 4+4+4.
  
three fours
On the number line, three sets of four is equivalent to walking three sets of
four units to the right, starting from zero, as shown in Figure 2.14.
Start End
4 4 4


0 1 2 3 4 5 6 7 8 9 10 11 12
Figure 2.14: Note that 3 · 4 = 4 + 4 + 4. That is, 3 · 4 = 12.

This example and a little thought should convince readers that the product of
two positive integers will always be a positive integer.

The Product of Two Positive Integers. If a and b are two positive integers,
then their product ab is also a positive integer.
138 CHAPTER 2. THE INTEGERS

For example, 2 · 3 = 6 and 13 · 117 = 1521. In each case, the product of two
positive integers is a positive integer.

The Product of a Positive Integer and a Negative Integer

If we continue with the idea that multiplication is equivalent to repeated ad-
dition, then it must be that

3 · (−4) = −4 + (−4) + (−4) .

  
three negative fours

Pictured on the number line, 3 · (−4) would then be equivalent to walking

three sets of negative four units (to the left), starting from zero, as shown in
Figure 2.15.

End Start
−4 −4 −4


−12 −11 −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0

Figure 2.15: Note that 3 · (−4) = −4 + (−4) + (−4). That is, 3 · (−4) = −12.

Note, at least in this particular case, that the product of a positive integer and
a negative integer is a negative integer.
We’ve shown that 3 · (−4) = −12. However, integer multiplication is com-
mutative, so it must also be true that −4 · 3 = −12. That is, the product of a
negative integer and a positive integer is also a negative integer. Although not a
proof, this argument motivates the following fact about integer multiplication.

The Product of a Positive Integer and a Negative Integer. Two facts

are true:
1. If a is a positive integer and b is a negative integer, then the product ab
is a negative integer.
2. If a is a negative integer and b is a positive integer, then the product ab
is a negative integer.

Thus, for example, 5 · (−12) = −60 and −13 · 2 = −26. In each case the answer
is negative because we are taking a product where one of the factors is positive
and the other is negative.
2.4. MULTIPLICATION AND DIVISION OF INTEGERS 139

The Distributive Property

The integers satisfy the distributive property.

The Distributive Property. Let a, b, and c be integers. Then,

a · (b + c) = a · b + a · c.

We say that “multiplication is distributive with respect to addition.”

Note how the a is “distributed.” The a is multiplied times each term in the
parentheses.
For example, consider the expression 3 · (4 + 5). We can evaluate this ex-
pression according to the order of operations, simplifying the expression inside
the parentheses first.
3 · (4 + 5) = 3 · 9 (2.1)
= 27 (2.2)
But we can also use the distributive property, multiplying each term inside the
parentheses by three, then simplifying the result.
3 · (4 + 5) = 3 · 4 + 3 · 5 Distribute the 3.
= 12 + 15 Perform multiplications first:
3 · 4 = 12 and 3 · 5 = 15.
= 27 Add: 12 + 15 = 27.
Note that evaluating 3 · (4 + 5) using the distributive property provides the
same result as the evaluation (2.1) using the order of operations.

The Multiplicative Property of Zero

The distributive property can be used to provide proofs of a number of im-
portant properties of integers. One important property is the fact that if you
multiply an integer by zero, the product is zero. Here is a proof of that fact
that uses the distributive property.
Let a be any integer. Then,
a · 0 = a · (0 + 0) Additive Identity Property: 0 + 0 = 0.
a·0=a·0+a·0 Distribute a times each zero in the parentheses.
Next, to “undo” the effect of adding a · 0, subtract a · 0 from both sides of the
equation.
a·0−a·0= a·0+a·0−a·0 Subtract a · 0 from both sides.
0=a·0 a · 0 − a · 0 = 0 on each side.
140 CHAPTER 2. THE INTEGERS

Multiplicative Property of Zero. Let a represent any integer. Then

a·0=0 and 0 · a = 0.

Thus, for example, −18 · 0 = 0 and 0 · 122 = 0.

Multiplying by Minus One

Here is another useful application of the distributive property.

(−1)a + a = (−1)a + 1a Replace a with 1a.

= (−1 + 1)a Use the distributive property to factor out a.
= 0a Replace −1 + 1 with 0.
=0 Replace 0a with 0.

Thus, (−1)a + a = 0. That is, if you add (−1)a to a you get zero. However,
the Additive Inverse Property says that −a is the unique number that you add
to a to get zero. The conclusion must be that (−1)a = −a.

Multiplying by Minus One. If a is any integer, then

(−1)a = −a.

Thus, for example, −1(4) = −4 and −1(−4) = −(−4) = 4.

This property is rather important, as we will see in future work. Not only
does it tell us that (−1)a = −a, but it also tells us that if we see −a, then it
can be interpreted to mean (−1)a.

The Product of Two Negative Integers

We can employ the multiplicative property of −1, that is, (−1)a = −a to find
the product of two negative numbers.

(−4)(−3) = [(−1)(4)](−3) Replace −4 with (−1)(4).

= (−1)[(4)(−3)] Use the associative property to regroup.
= (−1)(−12) We know: (4)(−3) = −12.
= −(−12) (−1)a = −a. Here (−1)(−12) = −(−12).
= 12 −(−a) = a. Here −(−12) = 12.

Thus, at least in the case of (−4)(−3), the product of two negative integers is
a positive integer. This is true in general.
2.4. MULTIPLICATION AND DIVISION OF INTEGERS 141

The Product of Two Negative Integers. If both a and b are negative

integers, then their product ab is a positive integer.

Thus, for example, (−5)(−7) = 35 and (−112)(−6) = 672. In each case the
answer is positive, because the product of two negative integers is a positive
integer.

Memory Device
Here’s a simple memory device to help remember the rules for finding the
product of two integers.

Like and Unlike Signs. There are two cases:

Unlike Signs. The product of two integers with unlike signs is negative.
That is:

(+)(−) = −
(−)(+) = −

Like Signs. The product of two integers with like signs is positive. That
is:

(+)(+) = +
(−)(−) = +

You Try It!

EXAMPLE 1. Simplify: (a) (−3)(−2), (b) (4)(−10), and (c) (12)(−3). Simplify: (a) (−12)(4) and
(b) (−3)(−11).
Solution. In each example, we use the “like” and “unlike” signs approach.

a) Like signs gives a positive result. Hence, (−3)(−2) = 6.

b) Unlike signs gives a negative result. Hence, (4)(−10) = −40.
c) Unlike signs gives a negative result. Hence, (12)(−3) = −36. Answer: (a) −48, (b) 33


 142 CHAPTER 2. THE INTEGERS

You Try It!

Simplify: (−2)(−3)(4)(−1). EXAMPLE 2. Simplify (−3)(2)(−4)(−2).

Solution. Order of operations demands that we work from left to right.

(−3)(2)(−4)(−2) = (−6)(−4)(−2) Work left to right: (−3)(2) = −6.

= (24)(−2) Work left to right: (−6)(−4) = 24.
= −48 Multiply: (24)(−2) = −48.

Answer: −24. Hence, (−3)(2)(−4)(−2) = −48.



You Try It!

Simplify: (a) (−2)2 and (b) EXAMPLE 3. Simplify: (a) (−2)3 and (c) (−3)4 .
−22 .
Solution. In each example, use

am = a · a · a· . . . · a,
m times

then work left to right with the multiplication.

a) Use the definition of an exponent, then order of operations.

(−2)3 = (−2)(−2)(−2) Write −2 as a factor three times.

= 4(−2) Work left to right: (−2)(−2) = 4.
= −8

b) Use the definition of an exponent, then order of operations.

(−3)4 = (−3)(−3)(−3)(−3) Write −3 as a factor four times.

= 9(−3)(−3) Work left to right: (−3)(−3) = 9.
= −27(−3) Work left to right: 9(−3) = −27.
= 81

Answer: (a) 4 and (b) −4.



Example 3 motivates the following fact.

Even and Odd. Two facts are apparent.

2.4. MULTIPLICATION AND DIVISION OF INTEGERS 143

1. If a product contains an odd number of negative factors, then the product

is negative.

2. If a product contains an even number of negative factors, then the product

is positive.

Thus, for example,

(−2)5 = (−2)(−2)(−2)(−2)(−2) = −32
quickly evaluates as −32 as it has an odd number of negative factors. On the
other hand,
(−2)6 = (−2)(−2)(−2)(−2)(−2)(−2) = 64
quickly evaluates as 64 as it has an even number of negative factors.

Division of Integers
Consider that
12 −12
= 4 because 3(4) = 12 and = 4 because − 3(4) = −12.
3 −3
In like manner,
12 −12
= −4 because −3(−4) = 12 and = −4 because 3(−4) = −12.
−3 3
Thus, the rules for dividing integers are the same as the rules for multiplying
integers.

Like and Unlike Signs. There are two cases:

Unlike Signs. The quotient of two integers with unlike signs is negative.
That is,
(+)
=−
(−)
(−)
=−
(+)

Like Signs. The quotient of two integers with like signs is positive. That
is,
(+)
=+
(+)
(−)
=+
(−)
 144 CHAPTER 2. THE INTEGERS

Thus, for example, 12/(−6) = −2 and −44/(−4) = 11. In the first case, unlike
signs gives a negative quotient. In the second case, like signs gives a positive
quotient.
One final reminder.

Division by Zero is Undefined. If a is any integer, the quotient

a
0
is undefined. Division by zero is meaningless.

See the discussion in Section 1.3 for a discussion on division by zero.

You Try It!

Simplify: (a) −24/4 and EXAMPLE 4. Simplify: (a) −12/(−4), (b) 6/(−3), and (c) −15/0.
(b) −28/(−7).
Solution. In each example, we use the “like” and “unlike” signs approach.

a) Like signs gives a positive result. Hence,

−12
= 3.
−4

b) Unlike signs gives a negative result. Hence,

6
= −2.
−3

c) Division by zero is undefined. Hence,

−15
0
Answer: (a) −6, (b) 4 is undefined.


 2.4. MULTIPLICATION AND DIVISION OF INTEGERS 145

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-16, state the property of multiplication depicted by the given identity.
       
1. (−2) (−16)(13) = (−2)(−16) (13) 9. (17) (20)(11) = (17)(20) (11)
       
2. (10) (−15)(−6) = (10)(−15) (−6) 10. (14) (−20)(−18) = (14)(−20) (−18)
3. (−17)(−10) = (−10)(−17) 11. −19 · 1 = −19
4. (−5)(3) = (3)(−5) 12. −17 · 1 = −17
5. (4)(11) = (11)(4) 13. 8 · 1 = 8
6. (−5)(−11) = (−11)(−5) 14. −20 · 1 = −20
 
7. 16 · (8 + (−15) = 16 · 8 + 16 · (−15) 15. 14 · (−12 + 7 = 14 · (−12) + 14 · 7
 
8. 1 · (−16 + (−6) = 1 · (−16) + 1 · (−6) 16. −14 · (−3 + 6 = −14 · (−3) + (−14) · 6

In Exercises 17-36, simplify each given expression.

17. 4 · 7 27. −1 · (−19)

18. 4 · 2 28. −1 · (−17)
19. 3 · (−3) 29. 2 · 0
20. 7 · (−9) 30. −6 · 0
21. −1 · 10 31. −3 · 8
22. −1 · 11 32. 7 · (−3)
23. −1 · 0 33. 7 · 9
24. −8 · 0 34. 6 · 3
25. −1 · (−14) 35. −1 · 5
26. −1 · (−13) 36. −1 · 2

In Exercises 37-48, simplify each given expression.

37. (−7)(−1)(3) 40. (−8)(−5)(7)(−9)

38. (10)(6)(3) 41. (6)(5)(8)

39. (−7)(9)(10)(−10) 42. (7)(−1)(−9)

 146 CHAPTER 2. THE INTEGERS

43. (−10)(4)(−3)(8) 46. (−5)(−4)(1)

44. (8)(−2)(−5)(2) 47. (2)(1)(3)(4)
45. (6)(−3)(−8) 48. (7)(5)(1)(4)

In Exercises 49-60, compute the exact value.

49. (−4)4 55. (−6)2

50. (−3)4 56. (−6)4
51. (−5)4 57. (−4)5
52. (−2)2 58. (−4)2
53. (−5)2 59. (−5)3
54. (−3)3 60. (−3)2

In Exercises 61-84, simplify each given expression.

61. −16 ÷ (−8) 63

73.
21
62. −33 ÷ (−3)
−6
−8 74.
63. −1
1 78
40 75.
64. 13
−20 −84
−1 76.
65. −14
0 77. 0÷5
2
66.
0 78. 0 ÷ (−16)
67. −3 ÷ 3 79.
17
0
68. −58 ÷ 29
−20
56 80.
69. 0
−28
81. −45 ÷ 15
60
70. 82. −28 ÷ 28
−12
71. 0 ÷ 15 83. 12 ÷ 3
72. 0 ÷ (−4) 84. −22 ÷ (−22)
 2.4. MULTIPLICATION AND DIVISION OF INTEGERS 147

85. Scuba. A diver goes down 25 feet. A sec- 86. Investing Loss. An investing club of five
ond diver then dives down 5 times further friends has lost $4400 on a trade. If they
than the first diver. Write the final depth share the loss equally, write each mem-
of the second diver as an integer. bers’ loss as an integer.

❧ ❧ ❧ Answers ❧ ❧ ❧

1. Associative property of multiplication 45. 144

3. Commutative property of multiplication 47. 24

5. Commutative property of multiplication 49. 256
7. Distributive property 51. 625
9. Associative property of multiplication 53. 25
11. Multiplicative identity property 55. 36
13. Multiplicative identity property 57. −1024
15. Distributive property
59. −125
17. 28
61. 2
19. −9
63. −8
21. −10
65. Division by zero is undefined.
23. 0
67. −1
25. 14
69. −2
27. 19
71. 0
29. 0
73. 3
31. −24
75. 6
33. 63
77. 0
35. −5
79. Division by zero is undefined.
37. 21
81. −3
39. 6300
83. 4
41. 240
85. −125 feet
43. 960
 148 CHAPTER 2. THE INTEGERS

2.5 Order of Operations with Integers

For convenience, we repeat the “Rules Guiding Order of Operations” first in-
troduced in Section 1.5.

Rules Guiding Order of Operations. When evaluating expressions, pro-

ceed in the following order.
1. Evaluate expressions contained in grouping symbols first. If grouping
symbols are nested, evaluate the expression in the innermost pair of
grouping symbols first.
2. Evaluate all exponents that appear in the expression.
3. Perform all multiplications and divisions in the order that they appear
in the expression, moving left to right.
4. Perform all additions and subtractions in the order that they appear in
the expression, moving left to right.

Let’s look at a number of examples that require the use of these rules.

You Try It!

Simplify: −22 . EXAMPLE 1. Simplify: (a) (−3)2 and (b) −32 .

Solution. Recall that for any integer a, we have (−1)a = −a. Because negat-
ing is equivalent to multiplying by −1, the “Rules Guiding Order of Operations”
require that we address grouping symbols and exponents before negation.

a) Because of the grouping symbols, we negate first, then square. That is,

(−3)2 = (−3)(−3)
= 9.

b) There are no grouping symbols in this example. Thus, we must square first,
then negate. That is,

−32 = −(3 · 3)
= −9.

Answer: −4

2.5. ORDER OF OPERATIONS WITH INTEGERS 149

You Try It!

EXAMPLE 2. Simplify: −2 − 3(5 − 7). Simplify: −3 − 2(6 − 8).

Solution. Grouping symbols first, then multiplication, then subtraction.

−2 − 3(5 − 7) = −2 − 3(−2) Perform subtraction within parentheses.

= −2 − (−6) Multiply: 3(−2) = −6.
= −2 + 6 Add the opposite.
=4

Answer: 1


You Try It!

EXAMPLE 3. Simplify: −2(2 − 4)2 − 3(3 − 5)3 . Simplify:

Solution. Grouping symbols first, then multiplication, and subtraction, in −2(5 − 6)3 − 3(5 − 7)2
that order.
.
−2(2 − 4)2 − 3(3 − 5)3 = −2(−2)2 − 3(−2)3 Perform subtraction within
parentheses first.
= −2(4) − 3(−8) Exponents are next.
= −8 − (−24) Multiplications are next.
= −8 + 24 Add the opposite.
= 16

Answer: −10


You Try It!

EXAMPLE 4. Simplify: −24 ÷ 8(−3). Simplify: −48 ÷ 6(−2).

Solution. Division has no preference over multiplication, or vice versa. Di-
visions and multiplications must be performed in the order that they occur,
moving left to right.

−24 ÷ 8(−3) = −3(−3) Division first: −24 ÷ 8 = −3.

=9

Note that if you multiply first, which would be incorrect, you would get a
completely different answer. Answer: 16

 150 CHAPTER 2. THE INTEGERS

You Try It!

Simplify: (−4)(−2)2 (−1)3 . EXAMPLE 5. Simplify: (−2)(−3)(−2)3 .

Solution. Exponents first, then multiplication in the order that it occurs,
moving left to right.

(−2)(−3)(−2)3 = (−2)(−3)(−8) Exponent first: (−2)3 = −8.

= 6(−8) Multiply from left to right: (−2)(−3) = 6.
= −48

Answer: 16


Evaluating Fractions
If a fraction bar is present, evaluate the numerator and denominator sepa-
rately according to the “Rules Guiding Order of Operations,” then perform
the division in the final step.

You Try It!

Simplify: EXAMPLE 6. Simplify:

6 − 2(−6) −5 − 5(2 − 4)3

−2 − (−2)2 −22 − 3(−5)

Solution. Evaluate numerator and denominator separately, then divide.

−5 − 5(2 − 4)3 −5 − 5(−2)3
= Numerator: parentheses first.
−22 − 3(−5) −22 − (−15) Denominator: multiply 3(−5) = −15.
−5 − 5(−8)
= Numerator: exponent (−2)3 = −8.
−22 + 15 Denominator: add the opposite.
−5 − (−40)
= Numerator: multiply 5(−8) = −40.
−7 Denominator: add −22 + 15 = −7.
−5 + 40
= Numerator: add the opposite.
−7
35
= Numerator: −5 + 40 = 35.
−7
= −5 Divide: 35/ − 7 = −5

Answer: −3

2.5. ORDER OF OPERATIONS WITH INTEGERS 151

Absolute Value
Absolute value calculates the magnitude of the vector associated with an inte-
ger, which is equal to the distance between the number and the origin (zero)
on the number line. Thus, for example, |4| = 4 and | − 5| = 5.
But absolute value bars also act as grouping symbols, and according to
the “Rules Guiding Order of Operations,” you should evaluate the expression
inside a pair of grouping symbols first.

You Try It!

EXAMPLE 7. Simplify: (a) −(−3) and (b) −| − 3|. Simplify: −| − 8|.

Solution. There is a huge difference between simple grouping symbols and
absolute value.
a) This is a case of −(−a) = a. Thus, −(−3) = 3.
b) This case is much different. The absolute value of −3 is 3, and then the
negative of that is −3. In symbols,

−| − 3| = −3.

Answer: −8


You Try It!

EXAMPLE 8. Simplify: −3 − 2|5 − 7|. Simplify: −2 − 4|6 − 8|.

Solution. Evaluate the expression inside the absolute value bars first. Then
multiply, then subtract.

−3 − 2|5 − 7| = −3 − 2| − 2| Subtract inside absolute value bars.

= −3 − 2(2) Take the absolute value: | − 2| = 2.
= −3 − 4 Multiply: 2(2) = 4.
= −7 Subtract.

Answer: −10

 152 CHAPTER 2. THE INTEGERS

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-40, compute the exact value of the given expression.

−14 20. 4 − 40 ÷ 5 · 4 + 9
1. 7 −
2
21. 64 ÷ 4 · 4
−16
2. −2 −
4 22. 18 ÷ 6 · 1
−18 23. −2 − 3(−5)
3. −7 −
9
24. 64 − 7(7)
−7
4. −6 −
7 25. 15 ÷ 1 · 3
5. −54 26. 30 ÷ 3 · 5
3
6. −3 27. 8 + 12 ÷ 6 · 1 − 5
7. 9 − 1(−7) 28. 9 + 16 ÷ 2 · 4 − 9
8. 85 − 8(9) 29. 32 ÷ 4 · 4
9. −63 30. 72 ÷ 4 · 6
5 16
10. −3 31. −11 +
16
11. 3 + 9(4)
−20
32. 4 +
12. 6 + 7(−1) 4
13. 10 − 72 ÷ 6 · 3 + 8 33. −52
14. 8 − 120 ÷ 5 · 6 + 7 34. −43
14 35. 10 + 12(−5)
15. 6 +
2
36. 4 + 12(4)
8
16. 16 + 37. 2 + 6 ÷ 1 · 6 − 1
2
17. −34 38. 1 + 12 ÷ 2 · 2 − 6
2
18. −2 39. 40 ÷ 5 · 4
19. 3 − 24 ÷ 4 · 3 + 4 40. 30 ÷ 6 · 5
 2.5. ORDER OF OPERATIONS WITH INTEGERS 153

In Exercises 41-80, simplify the given expression.

41. −11 + | − 1 − (−6)2 | 61. (4 − 2)2 − (7 − 2)3

42. 13 + | − 21 − (−4)2 | 62. (1 − 4)2 − (3 − 6)3
43. |0(−4)| − 4(−4) 63. 8 − | − 25 − (−4)2 |
44. |10(−3)| − 3(−1) 64. 20 − | − 22 − 42 |
45. (2 + 3 · 4) − 8 65. −4 − |30 − (−5)2 |
46. (11 + 5 · 2) − 10 66. −8 − | − 11 − (−6)2 |
47. (8 − 1 · 12) + 4 67. (8 − 7)2 − (2 − 6)3
48. (9 − 6 · 1) + 3 68. (2 − 7)2 − (4 − 7)3
49. (6 + 10 · 4) − 6 69. 4 − (3 − 6)3 + 4
50. (8 + 7 · 6) − 12 70. 6 − (7 − 8)3 + 2
51. 10 + (6 − 4)3 − 3 71. −3 + | − 22 − 52 |
52. 5 + (12 − 7)2 − 6 72. 12 + |23 − (−6)2 |
53. (6 − 8)2 − (4 − 7)3 73. (3 − 4 · 1) + 6
2 3
54. (3 − 8) − (4 − 9) 74. (12 − 1 · 6) + 4
55. |0(−10)| + 4(−4) 75. 1 − (1 − 5)2 + 11
56. |12(−5)| + 7(−5) 76. 9 − (3 − 1)3 + 10
57. |8(−1)| − 8(−7) 77. (2 − 6)2 − (8 − 6)3
58. |6(−11)| − 7(−1) 78. (2 − 7)2 − (2 − 4)3
59. 3 + (3 − 8)2 − 7 79. |9(−3)| + 12(−2)
3
60. 9 + (8 − 3) − 6 80. |0(−3)| + 9(−7)

In Exercises 81-104, simplify the given expression.

4(−10) − 5 32 + 62
81. 85.
−9 5−1·8
−4 · 6 − (−8) 102 + 42
82. 86.
−4 1−6·5
102 − 42 −8 − 4
83. 87.
2 · 6 − 10 7 − 13
32 − 92 13 − 1
84. 88.
2·7−5 8−4
 154 CHAPTER 2. THE INTEGERS

22 + 62 16 − (−2)
89. 97.
11 − 4 · 4 19 − 1
72 + 32 −8 − 20
90. 98.
10 − 8 · 1 −15 − (−17)
12 − 52 15 − (−15)
91. 99.
9·1−5 13 − (−17)
52 − 72 7 − (−9)
92. 100.
2 · 2 − 12 −1 − 1
42 − 82 4 · 5 − (−19)
93. 101.
6·3−2 3
72 − 62 10 · 7 − (−11)
94. 102.
6·3−5 −3
102 + 22 −6 · 9 − (−4)
95. 103.
7 − 2 · 10 2
22 + 102 −6 · 2 − 10
96. 104.
10 − 2 · 7 −11

❧ ❧ ❧ Answers ❧ ❧ ❧

1. 14 23. 13

3. −5 25. 45

5. −625 27. 5

29. 32
7. 16
31. −10
9. −216
33. −25
11. 39
35. −50
13. −18
37. 37
15. 13
39. 32
17. −81
41. 26
19. −11 43. 16

21. 64 45. 6
 2.5. ORDER OF OPERATIONS WITH INTEGERS 155

47. 0 77. 8

49. 40 79. 3

51. 15 81. 5

53. 31 83. 42
55. −16
85. −15
57. 64
87. 2
59. 21
89. −8
61. −121
91. −6
63. −33
93. −3
65. −9
95. −8
67. 65
97. 1
69. 35
99. 1
71. 44
101. 13
73. 5
103. −25
75. −4
 156 CHAPTER 2. THE INTEGERS

2.6 Solving Equations Involving Integers

Recall (see Section 1.6) that a variable is a symbol (usually a letter) that stands
for a value that varies. If a variable in an equation is replaced by a number and
a true statement results, then that number is called a solution of the equation.

You Try It!

Is −4 a solution of EXAMPLE 1. Is −6 a solution of the equation 2x + 5 = −7?

8 − 2x = 5?
Solution. Substitute −6 for x in the equation.

2x + 5 = −7 Original equation.
2(−6) + 5 = −7 Substitute −6 for x.
−12 + 5 = −7 On the left, multiply first.
−7 = −7 On the left, add.

Answer: No. Because the last statement is a true statement, −6 is a solution of the equation.


Adding or Subtracting the Same Amount

Two equations having the same set of solutions are equivalent. For example,
2x+5 = −7 and x = −6 have the same solutions. Therefore, they are equivalent
equations. Certain algebraic operations produce equivalent equations.

Producing Equivalent Equations.

Adding the Same Quantity to Both Sides of an Equation. If we
start with the equation
a = b,
then adding c to both sides of the equation produces the equivalent equa-
tion
a + c = b + c.

Subtracting the Same Quantity from Both Sides of an Equation.

If we start with the equation

a = b,

then subtracting c from both sides of the equation produces the equivalent
equation
a − c = b − c.
2.6. SOLVING EQUATIONS INVOLVING INTEGERS 157

That is, adding or subtracting the same amount from both sides of an equation
will not change the solutions of the equation.

You Try It!

EXAMPLE 2. Solve for x: x + 3 = −7. Solve for x:

Solution. To undo the effect of adding 3, subtract 3 from both sides of the x + 9 = −11
equation.

x + 3 = −7 Original equation.
x + 3 − 3 = −7 − 3 Subtract 3 from both sides.
x = −7 + (−3) Simplify the left hand side. On the right,
express subtraction as adding the opposite.
x = −10

To check the solution, substitute −10 for x in the original equation and simplify.

x + 3 = −7 Original equation.
−10 + 3 = −7 Substitute −10 for x.
−7 = −7 Simplify both sides.

Since the last line of the check is a true statement, this confirms that −10 is a
solution. Answer: x = −20


You Try It!

EXAMPLE 3. Solve for x: x − 8 = −11. Solve for x:

Solution. To undo the effect of subtracting 8, add 8 to both sides of the x − 2 = −7
equation.

x − 8 = −11 Original equation.

x − 8 + 8 = −11 + 8 Add 8 to both sides.
x = −3 Simplify both sides.

To check the solution, substitute −3 for x in the original equation and simplify.

x − 8 = −11 Original equation.

−3 − 8 = −11 Substitute −3 for x.
−11 = −11 Simplify both sides.

Since the last line of the check is a true statement, this confirms that −3 is a
solution. Answer: x = −5

 158 CHAPTER 2. THE INTEGERS

Sometimes a bit of simplification is in order before you start the solution

process.

You Try It!

Solve for y: EXAMPLE 4. Solve for y: −8 + 2 = y − 11(−4).

Solution. First, simplify both sides of the equation.
y + 2(−4) = −8 + 6
−8 + 2 = y − 11(−4) Original equation.
−6 = y − (−44) Simplify. On the left, −8 + 2 = −6.
On the right, 11(−4) = −44.
−6 = y + 44 Express subtraction as adding the opposite.
−6 − 44 = y + 44 − 44 Subtract 44 from both sides of the equation.
−6 + (−44) = y Express subtraction as addition. Simplify on the right.
−50 = y
To check the solution, substitute −50 for y in the original equation and simplify.
−8 + 2 = y − 11(−4) Original equation.
−8 + 2 = −50 − 11(−4) Substitute −50 for y.
−6 = −50 − (−44) On the left, add. On the right, multiply
first: 11(−4) = −44.
−6 = −50 + 44 Express subtraction on the right as addition.
−6 = −6 On the right, add: −50 + 44 = −6.
Since the last line of the check is a true statement, this confirms that −50 is a
Answer: y = 6 solution.


Multiplying or Dividing by the Same Amount

Adding and subtracting is not the only way to produce an equivalent equation.

Producing Equivalent Equations.

Multiplying Both Sides of an Equation by the Same Quantity.
If we start with the equation

a = b,

then multiplying both sides of the equation by c produces the equivalent

equation
a · c = b · c, or equivalently, ac = bc,
provided c = 0.
2.6. SOLVING EQUATIONS INVOLVING INTEGERS 159

Dividing Both Sides of an Equation by the Same Quantity. If

we start with the equation
a = b,
then dividing both sides of the equation by c produces the equivalent
equation
a b
= ,
c c
provided c = 0.

That is, multiplying or dividing both sides of an equation by the same amount
will not change the solutions of the equation.

You Try It!

EXAMPLE 5. Solve for x: −3x = 30. Solve for z:

Solution. To undo the effect of multiplying by −3, divide both sides of the −4z = −28
equation by −3.

−3x = 30 Original equation.

−3x 30
= Divide both sides by −3.
−3 −3
x = −10 On the left, −3 times x, divided by −3 is x.
On the right, 30/(−3) = −10.

To check the solution, substitute −10 for x in the original equation and simplify.

−3x = 30 Original equation.

−3(−10) = 30 Substitute −10 for x.
30 = 30 Simplify.

Because the last line of the check is a true statement, this confirms that −10
is a solution. Answer: z = 7


You Try It!

x
EXAMPLE 6. Solve for x: = −20. Solve for t:
−2
Solution. To undo the effect of dividing by −2, multiply both sides of the t
= −11
equation by −2. 3
 160 CHAPTER 2. THE INTEGERS

x
= −20 Original equation.
−2
x
−2 = −2(−20) Multiply both sides by −2.
−2
x = 40 On the left, x divided by −2, multiplied by −2,
the result is x. On the right, −2(−20) = 40.

To check the solution, substitute 40 foro x in the original equation and simplify.
x
= −20 Original equation.
−2
40
= −20 Substitute 40 for x.
−2
−20 = −20 Simplify both sides.

Because the last line of the check is a true statement, this confirms that 40 is
Answer: t = −33 a solution.


Combining Operations
Recall the “Wrap” and “Unwrap” discussion from Section 1.6. To wrap a
present we: (1) put the gift paper on, (2) put the tape on, and (3) put the
decorative bow on. To unwrap the gift, we must “undo” each of these steps in
inverse order. Hence, to unwrap the gift we: (1) take off the decorative bow,
(2) take off the tape, and (3) take off the gift paper.
Now, imagine a machine that takes its input, then: (1) multiplies the input
by 2, and (2) adds 3 to the result. This machine is pictured on the left in
Figure 2.16.
x x

1. Multiply by 2. 1. Subtract 3.
2. Add 3. 2. Divide by 2.

Figure 2.16: The second machine “unwraps” the first machine.

To “unwrap” the effect of the machine on the left, we need a machine that
will “undo” each of the steps of the first machine, but in inverse order. The
“unwrapping” machine is pictured on the right in Figure 2.16. It will first
subtract three from its input, then divide the result by 2. Note that each of
these operations “undoes” the corresponding operation of the first machine,
but in inverse order.
2.6. SOLVING EQUATIONS INVOLVING INTEGERS 161

For example, drop the integer 7 into the first machine on the left in Figure 2.16.
First, we double 7, then add 3 to the result. The result is 2(7) + 3 = 17.
Now, to “unwrap” this result, we drop 17 into the second machine. We first
subtract 3, then divide by 2. The result is (17 − 3)/2 = 7, the original integer
input into the first machine.
Now, consider the equation
2x + 3 = 7.
On the left, order of operations demands that we first multiply x by 2, then
add 3. To solve this equation for x, we must “undo” each of these operations in
inverse order. Thus, we will (1) subtract three from both sides of the equation,
then (2) divide both sides of the resulting equation by 2.
2x + 3 − 3 = 7 − 3 Subtract 3 from both sides.
2x = 4 Simplify both sides.
2x 4
= Divide both sides by 2.
2 2
x=2 Simplify both sides.
Readers should check this solution in the original equation.

You Try It!

x
EXAMPLE 7. Solve for x: − 3 = −7. Solve for x:
4
Solution. On the left, order of operations demands that we first divide x x
+6=4
by 4, then subtract 3. To solve this equation for x, we must “undo” each of 2
these operations in inverse order. Thus, we will (1) add 3 to both sides of the
equation, then (2) multiply both sides of the resulting equation by 4.

x
− 3 = −7 Original equation.
4
x
− 3 + 3 = −7 + 3 Add 3 to both sides.
4
x
= −4 Simplify both sides.
4
x
4 = 4(−4) Multiply both sides by 4.
4
x = −16 Simplify both sides.

Check. Substitute −16 for x in the original equation.

x
− 3 = −7 Original equation.
4
−16
− 3 = −7 Substitute −16 for x.
4
−4 − 3 = −7 Divide first: −16/4 = −4.
−7 = −7 Subtract: −4 − 3 = −7.
 162 CHAPTER 2. THE INTEGERS

Because the last line of the check is a true statement, −16 is a solution of the
Answer: x = −4 original equation.


You Try It!

Solve for r: EXAMPLE 8. Solve for t: 0 = 8 − 2t.

0 = 9 + 3r Solution. On the right, order of operations demands that we first multiply t

by −2, then add 8. To solve this equation for t, we must “undo” each of these
operations in inverse order. Thus, we will (1) subtract 8 from both sides of the
equation, then (2) divide both sides of the resulting equation by −2.

0 = 8 − 2t Original equation.
0 − 8 = 8 − 2t − 8 Subtract 8 from both sides.
−8 = −2t Simplify both sides.
−8 −2t
= Divide both sides by -2.
−2 −2
4=t Simplify both sides.

Check. Substitute 4 for t in the original equation.

0 = 8 − 2t Original equation.
0 = 8 − 2(4) Substitute 4 for t.
0 = 8−8 Multiply first: 2(4) = 8.
0=0 Subtract: 8 − 8 = 0.

Because the last line in the check is a true statement, 4 is a solution of the
Answer: r = −3 original equation.


You Try It!

p
Solve for q: EXAMPLE 9. Solve for p: −12 + 3 = −8 + 4 + .
−3
q Solution. Always simplify when possible.
− 9 = −8 + 3
−2 p
−12 + 3 = −8 + 4 + Original equation.
−3
p
−9 = −4 + Simplify both sides.
−3
On the right, order of operations demands that we first divide p by −3, then
add −4. To solve this equation for p, we must “undo” each of these operations
2.6. SOLVING EQUATIONS INVOLVING INTEGERS 163

in inverse order. Thus, we will (1) add a positive 4 to both sides of the equation,
then (2) multiply both sides of the resulting equation by −3.
p
−9 + 4 = −4 + +4 Add 4 to both sides.
−3
p
−5 = Simplify both sides.
−3
p
−3(−5) = −3 Multiply both sides by −3.
−3
15 = p Simplify both sides.

Check. Substitute 15 for p in the original equation.

p
−12 + 3 = −8 + 4 + Original equation.
−3
15
−12 + 3 = −8 + 4 + Substitute 15 for p.
−3
−9 = −8 + 4 + (−5) On the left, add: −12 + 3 = −9. On the
right, divide: 15/(−3) = −5.
−9 = −4 + (−5) On the right, add: −8 + 4 = −4.
−9 = −9 On the right, add: −4 + (−5) = −9.

Because the last line in the check is a true statement, 15 is a solution of the
original equation. Answer: q = −8


Applications
Let’s look at some applications of equations involving integers. First, we remind
readers that a solution of a word problem must incorporate each of the following
steps.

Requirements for Word Problem Solutions.

1. Set up a Variable Dictionary. You must let your readers know what
each variable in your problem represents. This can be accomplished in a
number of ways:
• Statements such as “Let P represent the perimeter of the rectangle.”
• Labeling unknown values with variables in a table.
• Labeling unknown quantities in a sketch or diagram.
 164 CHAPTER 2. THE INTEGERS

2. Set up an Equation. Every solution to a word problem must include a

carefully crafted equation that accurately describes the constraints in the
problem statement.
3. Solve the Equation. You must always solve the equation set up in the
previous step.
4. Answer the Question. This step is easily overlooked. For example, the
problem might ask for Jane’s age, but your equation’s solution gives the
age of Jane’s sister Liz. Make sure you answer the original question
asked in the problem. Your solution should be written in a sentence with
appropriate units.
5. Look Back. It is important to note that this step does not imply that
you should simply check your solution in your equation. After all, it’s
possible that your equation incorrectly models the problem’s situation, so
you could have a valid solution to an incorrect equation. The important
question is: “Does your answer make sense based on the words in the
original problem statement.”

You Try It!

After withdrawing $125 from EXAMPLE 10. A student’s bank account is overdrawn. After making a
his account, Allen finds that deposit of $120, he finds that his account is still overdrawn by an amount of
he is overdrawn by $15. $75. What was his balance before he made his deposit?
What was his account
balance before his Solution. In our solution, we address each step of the Requirements for Word
withdrawal? Problem Solutions.

1. Set up a Variable Dictionary. In this case, the unknown is the original

balance in the student’s account. Let B represent this original balance.

2. Set up an Equation. A positive integer represents a healthy balance,

while a negative number represents an account that is overdrawn. After
the student’s deposit, the account is still overdrawn by $75. We will say
that this balance is −$75. Thus,

Original Student Current

plus equals
Balance Deposit Balance
B + $120 = −$75
2.6. SOLVING EQUATIONS INVOLVING INTEGERS 165

3. Solve the Equation. To “undo” the addition, subtract 120 from both sides
of the equation.
B + 120 = −75 Original equation.
B + 120 − 120 = −75 − 120 Subtract 120 from both sides.
B = −195 Simplify both sides.

4. Answer the Question. The original balance was overdrawn to the tune of
$195.
5. Look Back. If the original balance was overdrawn by $195, then we let
−$195 represent this balance. The student makes a deposit of $120. Add
this to the original balance to get −$195 + $120 = −$75, the correct
current balance. Answer: $110

You Try It!

EXAMPLE 11. Three more than twice a certain number is −11. Find the Five less than twice a certain
unknown number. number is −7. Find the
Solution. In our solution, we address each step of the Requirements for Word unknown number.
Problem Solutions.

1. Set up a Variable Dictionary. Let x represent the unknown number.

2. Set up an Equation. “Three more than twice a certain number” becomes:

Twice
Three more than a Certain is −11
Number
3 + 2x = −11

3. Solve the Equation. On the left, order of operations requires that we first
multiply x by 2, then add 3. To solve this equation for x, we must “undo”
each of these operations in inverse order. Thus, we will (1) subtract 3
from both sides of the equation, then (2) divide both sides of the resulting
equation by 2.
3 + 2x = −11 Original equation.
3 + 2x − 3 = −11 − 3 Subtract 3 from both sides.
2x = −14 Simplify both sides.
2x −14
= Divide both sides by 2.
2 2
x = −7 Simplify both sides.
 166 CHAPTER 2. THE INTEGERS

4. Answer the Question. The unknown number is −7.

5. Look Back. Does the answer satisfy the problem constraints? Three more
Answer: −1 than twice −7 is three more than −14, or −11. So the solution is correct.


 2.6. SOLVING EQUATIONS INVOLVING INTEGERS 167

❧ ❧ ❧ Exercises ❧ ❧ ❧

1. Is −11 a solution of 2x + 3 = −19? 7. Is 15 a solution of 2x + 6 = −9?

2. Is −8 a solution of 2x + 7 = −9? 8. Is 3 a solution of −4x + 1 = −20?
3. Is 6 a solution of 3x + 1 = 19? 9. Is −15 a solution of −3x + 6 = −17?
4. Is −6 a solution of 2x + 7 = −5? 10. Is −18 a solution of −3x + 9 = −9?
5. Is 12 a solution of 4x + 5 = −8? 11. Is −6 a solution of −2x + 3 = 15?
6. Is −8 a solution of −3x + 8 = 18? 12. Is 7 a solution of −3x + 5 = −16?

In Exercises 13-28, solve the given equation for x.

13. x − 13 = 11 21. x − 15 = −12

14. x − 6 = 12 22. x − 2 = 13
15. x − 3 = 6 23. x + 11 = −19
16. x − 3 = −19 24. x + 3 = 17
17. x + 10 = 17 25. x + 2 = 1
18. x + 3 = 9 26. x + 2 = −20
19. x − 6 = 1 27. x + 5 = −5
20. x − 10 = 12 28. x + 14 = −15

In Exercises 29-44, solve the given equation for x.

29. −x = −20 37. −10x = 20

30. 5x = −35 38. −17x = −85
x
31. = 10
−7 39. 14x = 84
x
32. = −20 40. −10x = −40
−6
x 41. −2x = 28
33. = 12
−10 42. −14x = 42
x
34. = 11 x
2 43. = 15
x −10
35. = −16 x
9 44. = −1
x −8
36. = −7
−3
 168 CHAPTER 2. THE INTEGERS

In Exercises 45-68, solve the given equation for x.

45. −4x − 4 = 16 57. −x + 8 = 13

46. −6x − 14 = 4 58. −5x + 20 = −50
47. 4x − 4 = 76 59. 12x − 15 = −3
48. −5x − 15 = 45 60. −19x − 17 = −36
49. 5x − 14 = −79 61. 4x − 12 = −56
50. 15x − 2 = 43 62. 7x − 16 = 40
51. −10x − 16 = 24 63. 19x + 18 = 113
52. 2x − 7 = −11 64. −6x + 20 = −64
53. 9x + 5 = −85 65. −14x + 12 = −2
54. 8x + 8 = −16 66. −9x + 5 = 104
55. 7x + 15 = −55 67. 14x + 16 = 44
56. 2x + 2 = −38 68. −14x + 10 = −60

69. Two less than eight times an unknown 76. Four more than nine times an unknown
number is −74. Find the unknown num- number is 85. Find the unknown number.
ber.
77. Alan’s scores on his first three exams are
70. Six less than three times an unknown num- 79, 61, and 54. What must Alan score on
ber is 21. Find the unknown number. his next exam to average 71 for all four
71. Eight more than two times an unknown exams?
number is 0. Find the unknown number. 78. Benny’s scores on his first three exams are
72. Five more than eight times an unknown 54, 68, and 54. What must Benny score
number is −35. Find the unknown num- on his next exam to average 61 for all four
ber. exams?
73. The number −6 is 2 more than an un- 79. The quotient of two integers is 5. One of
known number. Find the unknown num- the integers is −2. Find the other integer.
ber.
80. The quotient of two integers is 3. One of
74. The number −4 is 7 more than an un- the integers is −7. Find the other integer.
known number. Find the unknown num-
ber. 81. The quotient of two integers is 9. One of
the integers is −8. Find the other integer.
75. Three more than eight times an unknown
number is −29. Find the unknown num- 82. The quotient of two integers is 9. One of
ber. the integers is −2. Find the other integer.
 2.6. SOLVING EQUATIONS INVOLVING INTEGERS 169

83. The number −5 is 8 more than an un- 89. The number −10 is −5 times larger than
known number. Find the unknown num- an unknown number. Find the unknown
ber. number.
84. The number −6 is 8 more than an un- 90. The number −3 is −3 times larger than
known number. Find the unknown num- an unknown number. Find the unknown
ber. number.
85. A student’s bank account is overdrawn. 91. The number −15 is −5 times larger than
After making a deposit of $260, he finds an unknown number. Find the unknown
that his account is still overdrawn by an number.
amount of $70. What was his balance be-
fore he made his deposit? 92. The number −16 is 4 times larger than
an unknown number. Find the unknown
86. A student’s bank account is overdrawn.
number.
After making a deposit of $300, he finds
that his account is still overdrawn by an 93. Two less than nine times an unknown
amount of $70. What was his balance be- number is 7. Find the unknown number.
fore he made his deposit?
94. Four less than two times an unknown num-
87. A student’s bank account is overdrawn. ber is 8. Find the unknown number.
After making a deposit of $360, he finds
that his account is still overdrawn by an 95. Mark’s scores on his first three exams are
amount of $90. What was his balance be- 79, 84, and 71. What must Mark score on
fore he made his deposit? his next exam to average 74 for all four
exams?
88. A student’s bank account is overdrawn.
After making a deposit of $260, he finds 96. Alan’s scores on his first three exams are
that his account is still overdrawn by an 85, 90, and 61. What must Alan score on
amount of $50. What was his balance be- his next exam to average 77 for all four
fore he made his deposit? exams?

❧ ❧ ❧ Answers ❧ ❧ ❧

1. Yes 15. 9

3. Yes 17. 7

5. No 19. 7

7. No 21. 3

9. No 23. −30

11. Yes 25. −1

27. −10
13. 24
 170 CHAPTER 2. THE INTEGERS

29. 20 63. 5

31. −70 65. 1

33. −120 67. 2

35. −144 69. −9

37. −2 71. −4

39. 6 73. −8

41. −14 75. −4

43. −150 77. 90

45. −5 79. −10

47. 20 81. −72

49. −13 83. −13

51. −4 85. −$330

53. −10 87. −$450

55. −10 89. 2

57. −5 91. 3

59. 1 93. 1

61. −11 95. 62

 Chapter 3

The Fundamentals of Algebra

As his name portends, Abu Jafr Muhammad ibn Musa al-Khwarizmi was one of
the greatest Arab mathematicians of his time. While living in Baghdad during
the ninth century AD he became the Chief Librarian at the House of Wisdom, a
library and major center of intellectual study. In the year 820AD, al-Khwarizmi
wrote Al-Kitab al-mukhtasar ti Hisab al-jabr w’al-muqabala, translated to, The
Compendious Book on Calculation by Restoration and Reduction, the first book
to generalize solving equations using the principles of equality. In fact, the word
algebra itself comes from al-jabr, meaning reunion or completion.
Many earlier cultures had employed what we might call algebra in the ser-
vice of business, land management, inheritance, and trade. The Bablyonians
were solving quadratic equations in 2000BC, but only specific equations, with
specific numbers. Hindus on the Indian continent were also developing algebra
along side their invention of the symbol for zero 0. But like al-Khwarizmi and
the Moslem Arabs of the first millenium, to write equations these early cul-
tures did not use symbols like x or y, or even equal signs = that we use today.
al-Khwarizmi wrote absolutely everything in words! 42 would be forty-two!
Early algebra written all with words is called rhetorical algebra, and a thou-
sand years ago, each mathematician had their own way of expressing it. Algebra
was a language with many different dialects, and communicating it from one
mathematician to another was difficult as they had to explain themselves with
words. It wasn’t until well after the Gutenberg printing press was invented in
1436 and print became standardized, that Rene Descartes, a Frenchman began
to develop a modern symbolic algebra.
In this section we’ll learn how to manipulate symbols in order to al-muqabalah
(combine like terms) and al-jabr (restore and balance equations). But we’ll use
modern notation to make it easier!

171
 172 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

3.1 Mathematical Expressions

Recall the definition of a variable presented in Section 1.6.

Variable. A variable is a symbol (usually a letter) that stands for a value that
may vary.

Let’s add the definition of a mathematical expression.

Mathematical Expression. When we combine numbers and variables in

a valid way, using operations such as addition, subtraction, multiplication,
division, exponentiation, and other operations and functions as yet unlearned,
the resulting combination of mathematical symbols is called a mathematical
expression.

Thus,
2a, x + 5, and y2,
being formed by a combination of numbers, variables, and mathematical oper-
ators, are valid mathematical expressions.
A mathematical expression must be well-formed. For example,
2 + ÷5x
is not a valid expression because there is no term following the plus sign (it is
not valid to write +÷ with nothing between these operators). Similarly,
2 + 3(2
is not well-formed because parentheses are not balanced.

Translating Words into Mathematical Expressions

In this section we turn our attention to translating word phrases into mathe-
matical expressions. We begin with phrases that translate into sums. There
is a wide variety of word phrases that translate into sums. Some common
examples are given in Table 3.1(a), though the list is far from complete. In
like manner, a number of phrases that translate into differences are shown in
Table 3.1(b).
Let’s look at some examples, some of which translate into expressions in-
volving sums, and some of which translate into expressions involving differ-
ences.
You Try It!

Translate the following EXAMPLE 1. Translate the following phrases into mathematical expres-
phrases into mathematical sions: (a) “12 larger than x,” (b) “11 less than y,” and (c) “r decreased
expressions: (a) “13 more by 9.”
than x”, and (b) “12 fewer
than y”.
3.1. MATHEMATICAL EXPRESSIONS 173

Solution. Here are the translations.

a) “12 larger than x” becomes x + 12.
b) “11 less than y” becomes y − 11.
c) “r decreased by 9” becomes r − 9. Answers: (a) x + 13 and (b)
y − 12


Phrase Translates to: Phrase Translates to:

sum of x and 12 x + 12 difference of x and 12 x − 12
4 greater than b b+4 4 less than b b−4
6 more than y y+6 7 subtracted from y y−7
44 plus r 44 + r 44 minus r 44 − r
3 larger than z z+3 3 smaller than z z−3
(a) Phrases that are sums. (b) Phrases that are differences.
Table 3.1: Translating words into symbols.

You Try It!

EXAMPLE 2. Let W represent the width of the rectangle. The length of a The width of a rectangle is 5
rectangle is 4 feet longer than its width. Express the length of the rectangle in inches shorter than its length
terms of its width W . L. Express the width of the
rectangle in terms of its
Solution. We know that the width of the rectangle is W . Because the length
length L.
of the rectangle is 4 feet longer that the width, we must add 4 to the width to
find the length.

Length is 4 more than the width

Length = 4 + W

Thus, the length of the rectangle, in terms of its width W , is 4 + W . Answer: L − 5



You Try It!

EXAMPLE 3. A string measures 15 inches is cut into two pieces. Let x A string is cut into two
represent the length of one of the resulting pieces. Express the length of the pieces, the first of which
second piece in terms of the length x of the first piece. measures 12 inches. Express
the total length of the string
Solution. The string has original length 15 inches. It is cut into two pieces
as a function of x, where x
and the first piece has length x. To find the length of the second piece, we
represents the length of the
must subtract the length of the first piece from the total length.
second piece of string.
 174 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

Length of the the length of

is Total length minus
second piece first piece
Length of the
= 15 − x
second piece
Thus, the length of the second piece, in terms of the length x of the first piece,
Answer: 12 + x is 15 − x.


There is also a wide variety of phrases that translate into products. Some
examples are shown in Table 3.2(a), though again the list is far from complete.
In like manner, a number of phrases translate into quotients, as shown in
Table 3.2(b).

Phrase Translates to: Phrase Translates to:

product of x and 12 12x quotient of x and 12 x/12
4 times b 4b 4 divided by b 4/b
twice r 2r the ratio of 44 to r 44/r
(a) Phrases that are products. (b) Phrases that are differences.
Table 3.2: Translating words into symbols.

Let’s look at some examples, some of which translate into expressions in-
volving products, and some of which translate into expressions involving quo-
tients.

You Try It!

Translate into mathematical EXAMPLE 4. Translate the following phrases into mathematical expres-
symbols: (a) “the product of sions: (a) “11 times x,” (b) “quotient of y and 4,” and (c) “twice a.”
5 and x” and (b) “12 divided
Solution. Here are the translations.
by y.”
a) “11 times x” becomes 11x.
y
b) “quotient of y and 4” becomes y/4, or equivalently, .
4
Answer: (a) 5x and (b) 12/y. c) “twice a” becomes 2a.

You Try It!

A carpenter cuts a board of EXAMPLE 5. A plumber has a pipe of unknown length x. He cuts it into 4
unknown length L into three equal pieces. Find the length of each piece in terms of the unknown length x.
equal pieces. Express the
length of each piece in terms
of L.
3.1. MATHEMATICAL EXPRESSIONS 175

Solution. The total length is unknown and equal to x. The plumber divides
it into 4 equal pieces. To find the length of each pieces, we must divide the
total length by 4.

Length of each piece is Total length divided by 4

Length of each piece = x ÷ 4
Thus, the length of each piece, in terms of the unknown length x, is x/4, or
x
equivalently, . Answer: L/3.
4


You Try It!

EXAMPLE 6. Mary invests A dollars in a savings account paying 2% interest David invest K dollars in as
per year. She invests five times this amount in a certificate of deposit paying savings account paying 3%
5% per year. How much does she invest in the certificate of deposit, in terms per year. He invests half this
of the amount A in the savings account? amount in a mutual fund
Solution. The amount in the savings account is A dollars. She invests five paying 4% per year. Express
times this amount in a certificate of deposit. the amount invested in the
mutual fund in terms of K,
the amount invested in the
Amount in CD is 5 times Amount in savings
savings account.
Amount in CD = 5 · A
Thus, the amount invested in the certificate of deposit, in terms of the amount
1
A in the savings account, is 5A. Answer: 2K


Combinations
Some phrases require combinations of the mathematical operations employed
in previous examples.

You Try It!

EXAMPLE 7. Let the first number equal x. The second number is 3 more A second number is 4 less
than twice the first number. Express the second number in terms of the first than 3 times a first number.
number x. Express the second number
Solution. The first number is x. The second number is 3 more than twice the in terms of the first number
first number. y.

twice the
Second number is 3 more than
first number
Second number = 3 + 2x
 176 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

Answer: 3y − 4 Therefore, the second number, in terms of the first number x, is 3 + 2x.


You Try It!

The width of a rectangle is EXAMPLE 8. The length of a rectangle is L. The width is 15 feet less than
W . The length is 7 inches 3 times the length. What is the width of the rectangle in terms of the length
longer than twice the width. L?
Express the length of the
Solution. The length of the rectangle is L. The width is 15 feet less than 3
rectangle in terms of its
times the length.
length L.

3 times
Width is less 15
the length
Width = 3L − 15

Answer: 2W + 7 Therefore, the width, in terms of the length L, is 3L − 15.


 3.1. MATHEMATICAL EXPRESSIONS 177

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-20, translate the phrase into a mathematical expression involving the given variable.

1. “8 times the width n ” 12. “14 times the sum of the number n and
10”
2. “2 times the length z ”
3. “6 times the sum of the number n and 3” 13. “the supply y doubled”
4. “10 times the sum of the number n and 8” 14. “the demand n quadrupled”
5. “the demand b quadrupled” 15. “13 more than 15 times the number p ”
6. “the supply y quadrupled”
16. “14 less than 5 times the number y ”
7. “the speed y decreased by 33”
17. “4 less than 11 times the number x ”
8. “the speed u decreased by 30”
18. “13 less than 5 times the number p ”
9. “10 times the width n ”
10. “10 times the length z ” 19. “the speed u decreased by 10”

11. “9 times the sum of the number z and 2” 20. “the speed w increased by 32”

21. Representing Numbers. Suppose n 25. Steve sells twice as many products as
represents a whole number. Mike. Choose a variable and write an ex-
pression for each man’s sales.
i) What does n + 1 represent?
26. Find a mathematical expression to repre-
ii) What does n + 2 represent? sent the values.
iii) What does n − 1 represent? i) How many quarters are in d dollars?
22. Suppose 2n represents an even whole num-
ber. How could we represent the next ii) How many minutes are in h hours?
even number after 2n? iii) How many hours are in d days?
23. Suppose 2n + 1 represents an odd whole
number. How could we represent the next iv) How many days are in y years?
odd number after 2n + 1? v) How many months are in y years?
24. There are b bags of mulch produced each
vi) How many inches are in f feet?
month. How many bags of mulch are pro-
duced each year? vii) How many feet are in y yards?
 178 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

❧ ❧ ❧ Answers ❧ ❧ ❧

1. 8n 19. u − 10

3. 6(n + 3) 21. i) n+1 represents the next whole num-

ber after n.
5. 4b
ii) n+2 represents the next whole num-
7. y − 33 ber after n + 1, or, two whole num-
bers after n.
9. 10n
iii) n − 1 represents the whole number
11. 9(z + 2) before n.

13. 2y 23. 2n + 3

15. 15p + 13 25. Let Mike sell p products. Then Steve sells
2p products.
17. 11x − 4
3.2. EVALUATING ALGEBRAIC EXPRESSIONS 179

3.2 Evaluating Algebraic Expressions

In this section we will evaluate algebraic expressions for given values of the
variables contained in the expressions. Here are some simple tips to help you
be successful.

Tips for Evaluating Algebraic Expressions.

1. Replace all occurrences of variables in the expression with open paren-
theses. Leave room between the parentheses to substitute the given value
of the variable.
2. Substitute the given values of variables in the open parentheses prepared
in the first step.
3. Evaluate the resulting expression according to the Rules Guiding Order
of Operations.

Let’s begin with an example.

You Try It!

EXAMPLE 1. Evaluate the expression x2 − 2xy + y 2 at x = −3 and y = 2. If x = −2 and y = −1,

evaluate x3 − y 3 .
Solution. Following “Tips for Evaluating Algebraic Expressions,” first re-
place all occurrences of variables in the expression x2 − 2xy + y 2 with open
parentheses.
x2 − 2xy + y 2 = ( )2 − 2( )( ) + ( )2
Secondly, replace each variable with its given value, and thirdly, follow the
“Rules Guiding Order of Operations” to evaluate the resulting expression.

x2 − 2xy + y 2 Original expression.

2 2
= (−3) − 2(−3)(2) + (2) Substitute −3 for x and 2 for y.
= 9 − 2(−3)(2) + 4 Evaluate exponents first.
= 9 − (−6)(2) + 4 Left to right, multiply: 2(−3) = −6.
= 9 − (−12) + 4 Left to right, multiply: (−6)(2) = −12.
= 9 + 12 + 4 Add the opposite.
= 25 Add.

Answer: −7

 180 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

You Try It!

If a = 3 and b = −5, EXAMPLE 2. Evaluate the expression (a − b)2 at a = 3 and b = −5.

evaluate a2 − b2 .
Solution. Following “Tips for Evaluating Algebraic Expressions,” first replace
all occurrences of variables in the expression (a − b)2 with open parentheses.
(a − b)2 = (( ) − ( ))2
Secondly, replace each variable with its given value, and thirdly, follow the
“Rules Guiding Order of Operations” to evaluate the resulting expression.
(a − b)2 = ((3) − (−5))2 Substitute 3 for a and −5 for b.
2
= (3 + 5) Add the opposite: (3) − (−5) = 3 + 5
2
=8 Simplify inside parentheses: 3 + 5 = 8
= 64 Evaluate exponent: 82 = 64
Answer: −16


You Try It!

If a = 5 and b = −7, EXAMPLE 3. Evaluate the expression |a| − |b| at a = 5 and b = −7.
evaluate 2|a| − 3|b|.
Solution. Following “Tips for Evaluating Algebraic Expressions,” first replace
all occurrences of variables in the expression |a| − |b| with open parentheses.
|a| − |b| = |( )| − |( )|
Secondly, replace each variable with its given value, and thirdly, follow the
“Rules Guiding Order of Operations” to evaluate the resulting expression.
|a| − |b| = |(5)| − |(−7)| Substitute 5 for a and −7 for b.
=5−7 Absolute values first: |(5)| = 5 and |(−7)| = 7
= 5 + (−7) Add the opposite: 5 − 7 = 5 + (−7).
= −2 Add: 5 + (−7) = −2.
Answer: −11


You Try It!

If a = 5 and b = −7, EXAMPLE 4. Evaluate the expression |a − b| at a = 5 and b = −7.

evaluate |2a − 3b|.
Solution. Following “Tips for Evaluating Algebraic Expressions,” first replace
all occurrences of variables in the expression |a − b| with open parentheses.
|a − b| = |( ) − ( )|
3.2. EVALUATING ALGEBRAIC EXPRESSIONS 181

Secondly, replace each variable with its given value, and thirdly, follow the
“Rules Guiding Order of Operations” to evaluate the resulting expression.

|a − b| = |(5) − (−7)| Substitute 5 for a and −7 for b.

= |5 + 7| Add the opposite: 5 − (−7) = 5 + 7.
= |12| Add: 5 + 7 = 12.
= 12 Take the absolute value: |12| = 12.

Answer: 31


You Try It!

EXAMPLE 5. Evaluate the expression If a = −7, b = −3, c = −15,

and d = −14, evaluate:
ad − bc
a+b a2 + b 2
c+d
at a = 5, b = −3, c = 2, and d = −4.
Solution. Following “Tips for Evaluating Algebraic Expressions,” first replace
all occurrences of variables in the expression with open parentheses.

ad − bc ( )( ) − ( )( )
=
a+b ( )+( )

Secondly, replace each variable with its given value, and thirdly, follow the
“Rules Guiding Order of Operations” to evaluate the resulting expression.

ad − bc (5)(−4) − (−3)(2)
= Substitute: 5 for a, −3 for b, 2 for c, −4 for d.
a+b (5) + (−3)
−20 − (−6)
= Numerator: (5)(−4) = −20, (−3)(2) = −6.
2
Denominator: 5 + (−3) = 2.
−20 + 6
= Numerator: Add the opposite.
2
−14
= Numerator: −20 + 6 = −14.
2
= −7 Divide.

Answer −2

 182 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

You Try It!

The surface area of the EXAMPLE 6. Pictured below is a rectangular prism.

prism pictured in this
example is given by the
following formula:

S = 2(W H + LH + LW )

If L = 12, W = 4, and H = 6 H
feet, respectively, calculate
the surface area.

W
L

The volume of the rectangular prism is given by the formula

V = LW H,

where L is the length, W is the width, and H is the height of the rectangular
prism. Find the volume of a rectangular prism having length 12 feet, width 4
feet, and height 6 feet.
Solution. Following “Tips for Evaluating Algebraic Expressions,” first replace
all occurrences of of L, W , and H in the formula

V = LW H

with open parentheses.   

V =
Next, substitute 12 ft for L, 4 ft for W , and 6 ft for H and simplify.
  
V = 12 ft 4 ft 6 ft
= 288 ft3

Answer: 288 square feet. Hence, the volume of the rectangular prism is 288 cubic feet.

 3.2. EVALUATING ALGEBRAIC EXPRESSIONS 183

❧ ❧ ❧ Exercises ❧ ❧ ❧

In Exercises 1-12, evaluate the expression at the given value of x.

1. −3x2 − 6x + 3 at x = 7 7. −9x − 5 at x = −2
2
2. 7x − 7x + 1 at x = −8 8. −9x + 12 at x = 5
3. −6x − 6 at x = 3 9. 4x2 + 2x + 6 at x = −6
4. 6x − 1 at x = −10 10. −3x2 + 7x + 4 at x = −7
5. 5x2 + 2x + 4 at x = −1 11. 12x + 10 at x = −12
2
6. 4x − 9x + 4 at x = −3 12. −6x + 7 at x = 11

In Exercises 13-28, evaluate the expression at the given values of x and y.

13. |x| − |y| at x = −5 and y = 4 21. 5x2 − 4xy + 3y 2 at x = 1 and y = −4

14. |x| − |y| at x = −1 and y = −2 22. 3x2 + 5xy + 3y 2 at x = 2 and y = −1
15. −5x2 + 2y 2 at x = 4 and y = 2 23. |x − y| at x = 4 and y = 4
2 2
16. −5x − 4y at x = −2 and y = −5 24. |x − y| at x = 3 and y = −5
17. |x| − |y| at x = 0 and y = 2 25. −5x2 − 3xy + 5y 2 at x = −1 and y = −2
18. |x| − |y| at x = −2 and y = 0 26. 3x2 − 2xy − 5y 2 at x = 2 and y = 5
19. |x − y| at x = 4 and y = 5 27. 5x2 + 4y 2 at x = −2 and y = −2
20. |x − y| at x = −1 and y = −4 28. −4x2 + 2y 2 at x = 4 and y = −5

In Exercises 29-40, evaluate the expression at the given value of x.

9 + 9x −1 − 9x
29. at x = −3 34. at x = −1
−x x
9 − 2x −12 − 7x
30. at x = −1 35. at x = −1
−x x
−8x + 9 12 + 11x
31. at x = 10 36. at x = −6
−9 + x 3x
2x + 4 6x − 10
32. at x = 0 37. at x = −6
1+x 5+x
−4 + 9x 11x + 11
33. at x = 2 38. at x = 5
7x −4 + x
 184 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

10x + 11 6x + 12
39. at x = −4 40. at x = 2
5+x −3 + x

41. The formula

d = 16t2
gives the distance (in feet) that an object falls from rest in terms of the time t that has elapsed
since its release. Find the distance d (in feet) that an object falls in t = 4 seconds.

42. The formula

d = 16t2
gives the distance (in feet) that an object falls from rest in terms of the time t that has elapsed
since its release. Find the distance d (in feet) that an object falls in t = 24 seconds.

43. The formula

5(F − 32)
C=
9
gives the Celcius temperature C in terms of the Fahrenheit temperature F . Use the formula to
find the Celsius temperature (◦ C) if the Fahrenheit temperature is F = 230◦ F.

44. The formula

5(F − 32)
C=
9
gives the Celcius temperature C in terms of the Fahrenheit temperature F . Use the formula to
find the Celsius temperature (◦ C) if the Fahrenheit temperature is F = 95◦ F.

45. The Kelvin scale of temperature is used in chemistry and physics. Absolute zero occurs at 0◦ K,
the temperature at which molecules have zero kinetic energy. Water freezes at 273◦ K and boils
at K = 373◦ K. To change Kelvin temperature to Fahrenheit temperature, we use the formula

9(K − 273)
F = + 32.
5
Use the formula to change 28◦ K to Fahrenheit.

46. The Kelvin scale of temperature is used in chemistry and physics. Absolute zero occurs at 0◦ K,
the temperature at which molecules have zero kinetic energy. Water freezes at 273◦ K and boils
at K = 373◦ K. To change Kelvin temperature to Fahrenheit temperature, we use the formula

9(K − 273)
F = + 32.
5
Use the formula to change 248◦ K to Fahrenheit.
 3.2. EVALUATING ALGEBRAIC EXPRESSIONS 185

47. A ball is thrown vertically upward. Its velocity t seconds after its release is given by the formula

v = v0 − gt,

where v0 is its initial velocity, g is the acceleration due to gravity, and v is the velocity of the
ball at time t. The acceleration due to gravity is g = 32 feet per second per second. If the initial
velocity of the ball is v0 = 272 feet per second, find the speed of the ball after t = 6 seconds.

48. A ball is thrown vertically upward. Its velocity t seconds after its release is given by the formula

v = v0 − gt,

where v0 is its initial velocity, g is the acceleration due to gravity, and v is the velocity of the
ball at time t. The acceleration due to gravity is g = 32 feet per second per second. If the initial
velocity of the ball is v0 = 470 feet per second, find the speed of the ball after t = 4 seconds.

49. Even numbers. Evaluate the ex- 50. Odd numbers. Evaluate the expres-
pression 2n for the following values: sion 2n + 1 for the following values:
i) n = 1 i) n = 1
ii) n = 2 ii) n = 2
iii) n = 3 iii) n = 3
iv) n = −4 iv) n = −4
v) n = −5 v) n = −5
vi) Is the result always an even num- vi) Is the result always an odd number?
ber? Explain. Explain.

❧ ❧ ❧ Answers ❧ ❧ ❧

1. −186 13. 1

3. −24 15. −72

17. −2
5. 7
19. 1
7. 13
21. 69
9. 138
23. 0
11. −134 25. 9
 186 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

27. 36 45. −409◦ F

29. −6 47. 80 feet per second

31. −71
49. i) 2
33. 1
ii) 4
35. 5 iii) 6

37. 46 iv) −8
v) −10
39. −29
vi) Yes, the result will always be an
41. 256 feet even number because 2 will always
be a factor of the product 2n.
43. 110 degrees
3.3. SIMPLIFYING ALGEBRAIC EXPRESSIONS 187

3.3 Simplifying Algebraic Expressions

Recall the commutative and associative properties of multiplication.

The Commutative Property of Multiplication. If a and b are any inte-

gers, then
a · b = b · a, or equivalently, ab = ba.

The Associative Property of Multiplication. If a, b, and c are any inte-

gers, then

(a · b) · c = a · (b · c), or equivalently, (ab)c = a(bc).

The commutative property allows us to change the order of multiplication

without affecting the product or answer. The associative property allows us to
regroup without affecting the product or answer.

You Try It!

EXAMPLE 1. Simplify: 2(3x). Simplify: −5(7y)

Solution. Use the associative property to regroup, then simplify.
2(3x) = (2 · 3)x Regrouping with the associative property.
= 6x Simplify: 2 · 3 = 6.
Answer: −35y

The statement 2(3x) = 6x is an identity. That is, the left-hand side and
right-hand side of 2(3x) = 6x are the same for all values of x. Although the
derivation in Example 1 should be the proof of this statement, it helps the
intuition to check the validity of the statement for one or two values of x.
If x = 4, then
2(3x) = 2(3(4)) and 6x = 6(4)
= 2(12) = 24
= 24
If x = −5, then
2(3x) = 2(3(−5)) and 6x = 6(−5)
= 2(−15) = −30
= −30
The above calculations show that 2(3x) = 6x for both x = 4 and x = −5.
Indeed, the statement 2(3x) = 6x is true, regardless of what is substituted for
x.
 188 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

You Try It!

Simplify: (−8a)(5) EXAMPLE 2. Simplify: (−3t)(−5).

Solution. In essence, we are multiplying three numbers, −3, t, and −5, but
the grouping symbols ask us to multiply the −3 and the t first. The associative
and commutative properties allow us to change the order and regroup.

(−3t)(−5) = ((−3)(−5))t Change the order and regroup.

= 15t Multiply: (−3)(−5) = 15.

Answer: −40a


You Try It!

Simplify: (−4a)(5b) EXAMPLE 3. Simplify: (−3x)(−2y).

Solution. In essence, we are multiplying four numbers, −3, x, −2, and y, but
the grouping symbols specify a particular order. The associative and commu-
tative properties allow us to change the order and regroup.

(−3x)(−2y) = ((−3)(−2))(xy) Change the order and regroup.

= 6xy Multiply: (−3)(−2) = 6.

Answer: −20ab


Speeding Things Up
The meaning of the expression 2 · 3 · 4 is clear. Parentheses and order of
operations are really not needed, as the commutative and associative properties
explain that it doesn’t matter which of the three numbers you multiply together
first.
• You can multiply 2 and 3 first:

2 · 3 · 4 = (2 · 3) · 4
= 6·4
= 24.

• Or you can multiply 3 and 4 first:

2 · 3 · 4 = 2 · (3 · 4)
= 2 · 12
= 24.
3.3. SIMPLIFYING ALGEBRAIC EXPRESSIONS 189

• Or you can multiply 2 and 4 first:

2 · 3 · 4 = (2 · 4) · 3
= 8·3
= 24.

So, it doesn’t matter which two factors you multiply first.

Of course, this would not be the case if there were a mixture of multipli-
cation and other operators (division, addition, subtraction). Then we would
have to strictly follow the “Rules Guiding Order of Operations.” But if the
only operator is multiplication, the order of multiplication is irrelevant.
Thus, when we see 2(3x), as in Example 1, we should think “It’s all mul-
tiplication and it doesn’t matter which two numbers I multiply together first,
so I’ll multiply the 2 and the 3 and get 2(3x) = 6x.”
Our comments apply equally well to a product of four or more factors. It
simply doesn’t matter how you group the multiplication. So, in the case of
(−3x)(−2y), as in Example 3, find the product of −2 and −3 and multiply the
result by the product of x and y. That is, (−3x)(−2y) = 6xy.

You Try It!

EXAMPLE 4. Simplify: (2a)(3b)(4c). Simplify: (−3x)(−2y)(−4z)

Solution. The only operator is multiplication, so we can order and group as
we please. So, we’ll take the product of 2, 3, and 4, and multiply the result by
the product of a, b, and c. That is,
(2a)(3b)(4c) = 24abc.
Answer: −24xyz


The Distributive Property

Multiplication is distributive with respect to addition.

The Distributive Property. If a, b, and c are any integers, then

a · (b + c) = a · b + a · c, or equivalently, a(b + c) = ab + ac.

For example, if we follow the “Rules Guiding Order of Operations” and first
evaluate the expression inside the parentheses, then
3(4 + 5) = 3(9) Parentheses first: 4 + 5 = 9.
= 27. Multiply: 3(9) = 27.
 190 CHAPTER 3. THE FUNDAMENTALS OF ALGEBRA

But if we “distribute” the 3, we get the same answer.

3(4 + 5) = 3(4 + 5) Each number in parentheses is multiplied

by the number 3 outside the parentheses.
= 3(4) + 3(5)
= 12 + 15 Multiply first: 3(4) = 12, 3(5) = 15.
= 27 Add.

You Try It!

Use the distributive property EXAMPLE 5. Use the distributive property to simplify: 3(4x + 5).
to simplify: 2(5z + 7)
Solution. Distribute the 3.

3(4x + 5) = 3(4x) + 3(5) Each number in parentheses is multiplied

by the number 3 outside the parentheses.
= 12x + 15 Multiply first: 3(4x) = 12x, 3(5) = 15.

Answer: 10z + 14


Multiplication is also distributive with respect to subtraction.

The Distributive Property. If a, b, and c are any integers, then

a · (b − c) = a · b − a · c, or equivalently, a(b − c) = ab − ac.

The application of this form of the distributive property is identical to the first,
the only difference being the subtraction symbol.

You Try It!

Use the distributive property EXAMPLE 6. Use the distributive property to simplify: 5(3x − 2).
to simplify: 7(4a − 5)
Solution. Distribute the 5.

5(3x − 2) = 5(3x) − 5(2) Each number in parentheses is multiplied

by the number 5 outside the parentheses.
= 15x − 10 Multiply first: 5(3x) = 15x, 5(2) = 10.

Answer: 28a − 35