Name:

Chapter 1 Pretest Form A Date:

Name the property illustrated in problems 1 and 2.

1. 4 ( x + y + 2 ) = 4 x + 4 y + 8 1. ____________________________

2. 8 + (−8) = 0 2. ____________________________

Insert either < or > between the two numbers to make a true statement.

3. 0 −8 3. ____________________________

4. −6 −2 4. ____________________________

List each set in roster form.

5. A = { x | − 1 < x < 1 and x ∈ I } 5. ____________________________

6. K = {x|x is a whole number between 3 and 4} 6. ____________________________

⎧ 1 5 99 ⎫
Consider the set of numbers ⎨−3, 4, , , 0, 2, 8, −1.23, ⎬ . List the
⎩ 2 9 100 ⎭
elements of the set that are:

7. whole numbers 7. ____________________________

8. integers 8. ____________________________

9. Let set A = {1, 2,3} and B = {4,5, 6} . Find A ∪ B and A ∩ B . 9. ____________________________

3 5
10. Evaluate: − − 10. ____________________________
5 9

⎛ 3⎞
11. Simplify: ⎜ − ⎟ ÷ − 8 11. ____________________________
⎝ 4⎠

12. Convert 242,000,000 to scientific notation. 12. ____________________________

3.12 × 106
13. Simplify and write the answer without exponents. 13. ____________________________
1.2 × 10− 2

⎧ 5 6 ⎫
14. Illustrate the set x ⎨ x − < x < and x ∈ I ⎬ on the number line. 14.
⎩ 2 5 ⎭

15. Illustrate the set {x|x ≥ 5} on the number line. 15.

Evaluate the following expressions.

16. 32 − 6 ⋅ 9 + 4 ÷ 22 − 3 16. ____________________________

8+ 4 ÷ 2⋅3+ 4
17. 17. ____________________________
52 − 32 ⋅ 2 − 7

1
Chapter 1 Pretest Form A (cont.) Name:

18. Simplify and write the answer without negative exponents: 18. ____________________________
−1 −1
6 x
y

19. Evaluate: (2 ⋅ 5) −1 + (3 ⋅ 4) −1 19. ____________________________

20. Simplify and write the answer without negative exponents. 20. ____________________________
−3
⎛ − 3x y ⎞
3 −2

⎜ −1 5 ⎟
⎝ x y ⎠

2
 Name:

Chapter 1 Pretest Form B Date:

1. List A = {x | x is a whole number less than 6} in roster form. 1. ____________________________

Indicate whether each statement is true or false.

2. Every integer is a whole number. 2. ____________________________

3. The intersection of the set of rational numbers and the set of 3. ____________________________
irrational numbers is the empty set.

⎧ 4 ⎫
Consider the set of numbers ⎨3, − 8, 0, 5, , − 1.6, 12 ⎬ . List the elements
⎩ 7 ⎭
of the set that are

4. rational numbers 4. ____________________________

5. whole numbers 5. ____________________________

Let A = {1, 3, 5, 7, 9} and B = {4, 5, 6, 7, 8}

6. Find A ∪ B . 6. ____________________________

7. Find A ∩ B . 7. ____________________________

8. Indicate the set on the number line. 8.

{ x −3 < x ≤ 1}

9. List from smallest to largest: 2, −4 , − 7 , −5, −5.4 9. ____________________________

Name each property illustrated.

10. 9( x + y ) = 9( y + x) 10. ____________________________

11. 7( xy ) = (7 x) y 11. ____________________________

Evaluate each expression.

12. 15 – (5 – 2) 12. ____________________________

13. 8 + 20 ÷ 4 13. ____________________________

14. 7 2 − 5(10 − 2) 14. ____________________________

15. Evaluate 7 xy − y 2 when x = –1 and y = –4. 15. ____________________________

3
Chapter 1 Pretest Form B (cont.) Name:

Simplify each expression and write the answer without negative exponents.

16. 9−2 16. ____________________________

2
⎛ 6 ⎞
17. ⎜ −3 ⎟ 17. ____________________________
⎝y ⎠

3x4 y 2
18. 18. ____________________________
21x −1 y 5

19. Convert 78,000,000 to scientific notation. 19. ____________________________

20. Simplify (5.1× 105 )(1.7 × 102 ) and write the number without 20. ____________________________
exponents.

4
 Mini-Lecture 1.1
Study Skills for Success in Mathematics, and Using a Calculator

Learning Objectives:

1. Have a positive attitude.

2. Prepare for and attend class.
3. Prepare for and take examinations.
4. Find help.
5. Learn to use a calculator.

Examples:

1. Maintain a Positive Attitude

a) To succeed in this course, students must give it a fair chance.
b) Mathematics must be worked at.
c) Maturity and desire to learn have an effect on one’s ability to succeed in mathematics.
d) In order to succeed, students must believe they can succeed.

2. Prepare for and Attend Class

a) Preview the material
b) Read the textbook
c) Complete homework assignments
d) Attend and participate in class
e) Find a proper place to study
f) Be organized to avoid wasting time

3. Prepare for and Take Exams

a) Review previous homework, class notes, quizzes, etc.
b) Study relevant formulas, definitions, and procedures.
c) Read the Avoiding Common Errors boxes and Helpful Hint boxes.
d) Complete the Chapter Review, Mid-Chapter Test and Chapter Practice Test.
f) When taking the exam, read the directions and problems carefully.
g) Pace yourself and use all available time. Attempt every problem.

4. Find Help
a) Seek help right away when needed. Do not wait!
b) Utilize the supplements that come with this textbook

5. Learn to Use a Calculator

Teaching Notes:

• Many developmental students have math anxiety and hesitate to ask questions.
• Discuss any resources that are available on your campus where students can get help with
mathematics (such as a math lab or a tutoring center).
• Point out the student supplements that are available for this textbook.
• Recommending a specific model of calculator to the students will help to insure that students
have one that is appropriate.

5
 Mini-Lecture 1.2
Sets and Other Basic Concepts

Learning Objectives:
1. Identify sets
2. Identify and use inequalities.
3. Use set builder notation.
4. Find the union and intersection of sets.
5. Identify important sets of numbers
6. Key vocabulary: variable, constant, algebraic expression, set, elements, roster form, empty
set (or null set), set builder notation, union, intersection, real numbers, natural numbers (or
counting numbers), whole numbers, integers, rational numbers, irrational numbers, subset

Examples:
1. Using roster form, write the set of numbers consisting of the natural numbers that are less
than or equal to 6.
2. Insert either < or > between the two numbers to make a true statement.
a) 2 5 b) 3 −7 c) −8 −3
3. a) List A = {x | x is a natural number greater than 4} in roster form.
b) Write B = {1, 2, 3, 4, 5} using set builder notation.
4. For A = {0, 4, 8, 12} and B = {0, 2, 4, 6}, find each of the following:
a) A ∪ B b) A ∩ B

5. Consider the set of numbers ⎧⎨−34, 7, − 9 , −8.5, −6, 4 5 , 0, 6, π , 25,127 ⎫⎬ . List the elements of
⎩ 16 8 ⎭
the set that are:
a) natural numbers b) whole numbers c) integers
d) rational numbers e) irrational numbers f) real numbers

Teaching Notes:
• Contrast the difference between expressions and equations.
• Point out that {∅} is not the empty set.
• Students often confuse the inequality symbols. Point out that the inequality symbol should
always point towards the smaller number.
• Emphasize to students that for a number to be classified as a counting number, whole
number, integer, etc., it only needs to be able to be written in the proper form, but it does not
10
have to be in that form. For example, is a whole number because it can be written as 5.
2
• Point out to students that if a rational number is written in decimal form, it will either
terminate or repeat. If an irrational number is written in decimal form, it will neither
terminate nor repeat.

Answers: 1) {1,2,3,4,5,6}; 2a) <; 2b) >; 2c) <; 3a) {5,6,7,…}; 3b) {x | x < 6 and x ∈ N} ;
{ } { } {
4a) {0,2,4,6,8,12}; 4b) {0,4}; 5a) 6, 25 ,127 ; 5b) 0,6, 25 ,127 ; 5c) −34, −6,0,6, 25 ,127 ; }
5d) ⎧⎨−34,− 25,127 ⎫⎬ ; 5e) { 7 , π } ; 5f) ⎧⎨−34, 7 ,− ,−8.5,−6,4 ,0,6, π , 25 ,127 ⎫⎬
9 5 9 5
, − 8.5,−6,4 ,0,6,
⎩ 16 8 ⎭ ⎩ 16 8 ⎭

6
 Mini-Lecture 1.3
Properties of and Operations with Real Numbers
Learning Objectives:
1. Evaluate absolute values.
2. Add real numbers.
3. Subtract real numbers.
4. Multiply real numbers.
5. Divide real numbers.
6. Use the properties of real numbers.
7. Key vocabulary: additive inverse (or opposites), double negative property, absolute value,
like signs, unlike signs, multiplicative property of zero, commutative properties, associative
properties, identity properties, additive identity element, multiplicative identity element,
inverse properties, multiplicative inverse (or reciprocal), distributive property.
Examples:
1. Evaluate each absolute value expression.
a) −12 b) − −24 c) 0 d) 0.64
Insert <, >, or = between the pair of numbers to make a true statement.
1
e) −5 5 f) − −7 −3 g) − 0 h) −(−6) − −6
4
For Examples 2 – 5, evaluate.
5 8
2. a) −4 + (−7) b) 5 + (−8) c) − + d) −3.15 + (−6.34)
6 15
7 ⎛ 2⎞
3. a) 8 − 15 b) −10 − (−2) c) −⎜− ⎟ d) −3.7 − 8.6
10 ⎝ 15 ⎠
⎛ 5 ⎞⎛ 4 ⎞
4. a) (−9)(−6) b) −0.8 ( 0.9 ) c) ⎜− ⎟⎜ − ⎟ d) (−3)(−5)(−6)
⎝ 8 ⎠ ⎝ 15 ⎠
−48 −35 ⎛ 5 ⎞ ⎛ −10 ⎞
5. a) b) c) ⎜ ⎟ ÷⎜ ⎟ d) 22.96 ÷ ( −2.8 )
4 −7 ⎝6⎠ ⎝ 9 ⎠
6. Name the property illustrated.
a) ( x + 8) + 5 = x + (8 + 5) b) 6 ⋅ 7 = 7 ⋅ 6 c) 3 ⋅ (10 ⋅ 5) = (3 ⋅10) ⋅ 5
d) 3( x + 8) = 3x + 3 ⋅ 8 e) −4m + 4m = 0 f) −9 + 0 = −9
g) 6 + 10 = 10 + 6 h) (−10) ⋅1 = −10 i) 0 ⋅ (−9) = 0
⎛ 7⎞ ⎛ 9⎞ 2 ⎛1
⋅ ⎜ x − ⎞⎟ = ⋅ ⎛⎜ x ⎞⎟ − ⋅ ⎛⎜ ⎞⎟
1 2 1 2 1
j) ⎜ − ⎟ ⋅⎜ − ⎟ = 1 k) −(−6) = 6 l)
⎝ 9⎠ ⎝ 7⎠ 3 ⎝2 4⎠ 3 ⎝2 ⎠ 3 ⎝4⎠

Teaching Notes:
• Remind students that absolute value can be thought of as the number of units the number is
from 0 on the number line. The absolute value cannot be negative because it is a distance.
• Remind students to always change subtraction to addition by “adding the opposite.”
3
Answers: 1a) 12; 1b) −24; 1c) 0; 1d) 0.64; 1e) =; 1f) <; 1g) >; 1h) >; 2a) −11 ; 2b) −3 ; 2c) − ;
10
5 1
2d) −9.49; 3a) −7; 3b) −8; 3c) ; 3d) −12.3; 4a) 54; 4b) −0.72; 4c) ; 4d) −90; 5a) −12 ;
6 6
5b) −5 ; 5c) −8.2 ; 6a) assoc. prop. of add.; 6b) comm. prop. of mult.; 6c) assoc. prop. of mult.;
6d) dist. prop.; 6e) inv. prop. of add.; 6f) id. prop. of add.; 6g) comm. prop. of add.; 6h) id. prop. of
mult.; 6i) mult. prop. of zero; 6j) inv. prop. of mult.; 6k) dbl. neg. prop.; 6l) dist. prop.

7
 Mini-Lecture 1.4
The Order of Operations
Learning Objectives:
1. Evaluate exponential expressions.
2. Evaluate square and higher roots.
3. Evaluate expressions using the order of operations.
4. Evaluate expressions containing variables.
5. Evaluate expressions on a graphing calculator.
6. Key vocabulary: factors, exponential expression, base, exponent, radical sign, radicand,
principle square root, index, order of operations, grouping symbols
Examples:
1. Evaluate.
a) (−8) 2 b) −82 c) (−5) 4 d) −54
3
g) ⎛⎜ − ⎞⎟
1
e) (−10)3 f) −103 h) −32 + (−3) 2 − 23 + (−2)3
2 ⎝ ⎠
Evaluate i) x 2 , j) − x 2 , and k) (− x) 2 for x = −6 .
2. Evaluate.
9
a) 100 b) c) 0.25 d) − 81
64
3 5 3
e) 64 f) 4
16 g) 243 h) −8
1 16 1
i) 3 j) − 3 0.027 k) 4 l) 5−
1000 81 32

3. Evaluate.
a) 9 + 3 ⋅ 23 − 15
⎣ (
b) −9 + 3 ⎡ −5 + 36 ÷ 22 ⎤
⎦ )
1
4 + 5(5 − 2) 2 8÷ +6 4−7
c) d) 4
−12 + 54 ÷ 2 − 8 5 + (2 − 17) ÷ 3

4. Evaluate each expression for the given value of the variable or variables.
1
a) 3 x 2 − 4 x + 8 when x = b) x 2 − 5 xy + 6 y 2 when x = −2 and y = −3
3

5. Use a graphing calculator to evaluate each expression for the given value of the variable(s).
a) 0.35 x 2 − 2.6 x + 12 when x = 10 b) 0.23x 2 − 5.4 xy + 6.1y 2 when x = 4 and y = 5
Teaching Notes:
• The acronym PEMDAS may mislead some students to believe that multiplication must
always be completed before division and that addition must always completed before
subtraction. Emphasize that this is incorrect.
1
Answers: 1a) 64; 1b) −64 ; 1c) 625; 1d) −625 ; 1e) −1000 ; 1f) −1000 ; 1g) − ;1h) −16 ; 1i) 36;
8
3 1
1i) −36 ; 1k) 36; 2a) 10; 2b) ; 2c) 0.5; 2d) −9 ; 2e) 4; 2f) 2; 2g) 3; 2h) −2 ; 2i) ; 2j) 0.3;
8 10
2 1
2k) ; 2l) − ; 3a) 18; 3b) 3; 3c) 7; 3d) undefined; 4a) 7; 4b) 28; 5a) 21; 5b) 48.18
3 2

8
 Mini-Lecture 1.5
Exponents
Learning Objectives:
1. Use the product rule for exponents.
2. Use the quotient rule for exponents.
3. Use the negative exponent rule.
4. Use the zero exponent rule.
5. Use the rule for raising a power to a power.
6. Use the rule for raising a product to a power.
7. Use the rule for raising a quotient to a power.
Examples:
1. Simplify.
a) 34 ⋅ 37 b) x5 ⋅ x 2 c) a ⋅ a 3
2. Simplify.
48 n9 y5
a) b) c)
45 n3 y9

3. Simplify. (Write each answer without negative exponents.)

5 8a 4 c 7
a) 5−2 b) 4 x −3 c) d)
y −6 b −2
e) 3−4 x 2 y −5 f) −2−4 m3n −8 g) 2−1 − 3−1 h) 3 ⋅ 2−3 + 5 ⋅ 3−2
4. Simplify.
a) 500 b) 12 x 0 c) −80 d) −(2 x − 5)0
5. Simplify (assume that the base is not 0).
a) ( 32 )3 b) ( x3 )−5 c) ( 2−4 )2 d) ( x −5 )−4
6. Simplify.
( 4x −3 y5 )
−2
a) ( −3x6 )4 b)
7. Simplify.
−3
a) ⎛ 6 ⎞
2
b)
⎛ −3a −7 ⎞
−4
c)
⎛ 28m3 n −2 ⎞
5
d)
( 4 x −6 y5 )
⎜ 7⎟ ⎜ 6 ⎟ ⎜ ⎟ −5
⎝x ⎠ ⎝ b ⎠ ⎝ 14m −1n ⎠ ( 2 x −4 y 7 )
Teaching Notes:
• Students often have difficulty mastering the rules for exponents. Stress to them the
importance of neatly working one step at a time.

Answers: 1a) 311 ; 1b) x7 ; 1c) a 4 ; 2a) 4 3 = 64 ; 2b) n6 ; 2c) y −4 ; 3a)

1 4
; 3b) 3
; 3c) 5y6 ;
25 x
x2 m3 1 67
3d) 8a 4 b 2 c7 ; 3e) ; 3f) − ; 3g) ; 3h) ; 4a) 1; 4b) 12; 4c) −1 ; 4d) −1 ; 5a) 729;
81y 5 16n8 6 72
1 1 x6 36 a 28 b 24 32m 20 y 20
5b) ; 5c) ; 5d) x 20 ; 6a) 81x 24 ; 6b) ; 7a) ; 7b) ; 7c) ; 7d)
x15 256 16y10 x14 81 n15 2 x2

9
 Mini-Lecture 1.6
Scientific Notation

Learning Objectives:

1. Write numbers in scientific notation.

2. Change numbers in scientific notation to decimal form.
3. Use scientific notation in problem solving.
4. Key vocabulary: scientific notation

Examples:

1. Express each number in scientific notation.

a) 834,000 b) 0.000000923 c) 7,208,000,000 d) 0.000009804

2. Express each number without exponents.

a) 5.6 ×108 b) 7.39 ×10−4 c) 2.07 × 104 d) 3.24 ×10−7

3. Perform the indicated operation. Express each result both in scientific notation and without
exponents.
a) (1.5 × 104 )( 3.4 × 102 ) b) (1.2 × 10−3 )( 9 × 10−1 )
9.0 × 108 5 × 10−9
c) d)
3.6 × 103 8 ×10−3
Use scientific notation to solve each problem.
e) A group of 50 coworkers pool their money to buy lottery tickets. The jackpot is
$215,000,000. If they win, what will be each worker’s share of the jackpot?
f) Light travels at a rate of 186,000 miles per second. How far does light travel in one hour
(3600 seconds)?
g) The diameter of a circular virus is 1×10−7 meters. Find the radius of the virus.
h) The diameter of a circular virus is 1×10−7 meters. Find the circumference of the virus.

Teaching Notes:

• Be sure to point out to students that the results of computations involving scientific notation
may not initially be in scientific notation.

Answers: 1a) 8.34 × 10 5 ; 1b) 9.23 × 10 −7 ; 1c) 7.208 × 10 9 ; 1d) 9.804 × 10 −6 ; 2a) 560,000,000;
2b) 0.000739; 2c) 20,700; 2d) 0.000000324; 3a) 5.1 × 106 or 5,100,000; 3b) 1.08 × 10 −3 or
0.00108; 3c) 2.5 × 10 5 or 25,000; 3d) 6.25 × 10 −7 or 0.000000625; 3e) $4,300,000 or $4.3 × 106 ;
3f) 669,600,000 miles or 6.696 × 10 8 miles; 3g) 5 × 10 −8 meters or 0.00000005 meters;
3h) 3.14 × 10 −7 meters or 0.000000314 meters

10
 Name:

Additional Exercises 1.1 Date:

Instructor Information:
Name: ________________________________________________________________________________________
Office location: ________________________________________________________________________________
Office hours: __________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Phone number: _________________________________________________________________________________
Email: _______________________________________________________________________________________

Classmate Information:

Obtain the names of at least two classmates whom you can contact for information or study questions.

1. Name: ____________________________________________________________________________________
Phone number: _____________________________________________________________________________
Email address: _____________________________________________________________________________
2. Name: ____________________________________________________________________________________
Phone number: _____________________________________________________________________________
Email address: _____________________________________________________________________________

Math Lab:
Location: _____________________________________________________________________________________
Hours: _______________________________________________________________________________________
Phone number: _________________________________________________________________________________

Tutoring Services:
Location: _____________________________________________________________________________________
Hours: _______________________________________________________________________________________
Phone number: _________________________________________________________________________________

Recommended Supplements:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

11
 Name:

Additional Exercises 1.2 Date:

1. Describe {integers greater than 13} using the roster method. 1. ____________________________

2. Use braces to list the elements of the set of even natural 2. ____________________________
numbers less than 8.

3. Use braces to list the elements of the set of even natural 3. ____________________________
numbers less than 12.

4. Use set-builder notation to name the following set: 4. ____________________________

the set of all real numbers less than or equal to 65

For Exercises 5 – 10, insert either < or > to make a true statement.

5. −10 −7 5. ____________________________

6. 12 −15 6. ____________________________

7. −2.5 3.6 7. ____________________________

8. −23 19 8. ____________________________

1 5
9. − − 9. ____________________________
2 19

5 10
10. − − 10. ____________________________
7 13

For Exercises 11 – 12, list each set in roster form.

11. {x | x is a counting number between 1 and 9} 11. ____________________________

12. {x | x is a natural number greater than 5} 12. ____________________________

For Exercises 13 – 14, write each set using set-builder notation.

13. {0, 1, 2, 3, …} 13. ____________________________

14. {2, 4, 6, 8, …} 14. ____________________________

For Exercises 15 – 18, find both A ∪ B and A ∩ B . Be sure to identify which is which.

15. A = {7, 8, 9, 10, 17} and B = {3, 7, 10, 12} 15. ____________________________

16. A = {7, 9, 11, 13, …} and B = {9, 11, 13, 15} 16. ____________________________

17. A = {e, h, i, k , m} and B = {e, i, m, o} 17. ____________________________

18. A = {6, 8, 9, 10, 17} and B = {4, 6, 10, 14} 18. ____________________________

⎧ 12 ⎫
For exercises 19 – 20, consider the set of numbers ⎨−20, − , −0.51, 0,1.75, π , 23,10⎬ .
⎩ 7 ⎭

19. List the elements that are whole numbers. 19. ____________________________

20. List the elements that are rational numbers. 20. ____________________________

12
 Name:

Additional Exercises 1.3 Date:

1. Evaluate: − −24 . 1. ____________________________

2. Insert <, >, or = between the pair of number to make a true statement. 2. ____________________________
−32 −(−32)

3. List from smallest to largest: −5 , −16 , 1, 10 . 3. ____________________________

4. List from largest to smallest: 6 , − 7 , − 5, 7 . 4. ____________________________

For Exercises 5 – 18, evaluate.

5. 5 + ( −10 ) 5. ____________________________

6. 90 + ( −49 ) 6. ____________________________

7. Subtract: −8 − ( −5 ) 7. ____________________________

8. Evaluate the expression: 14 − 17 − 3 8. ____________________________

9. Find the difference: 10 − ( −1) 9. ____________________________

10. Simplify: −31 − ( −8 ) 10. ____________________________

11. (−12)(−5) 11. ____________________________

12. Find the product: ( −5 )( 2 )( 7 ) 12. ____________________________

⎛ −2 ⎞⎛ −3 ⎞
13. Find the product: ⎜ ⎟⎜ ⎟ 13. ____________________________
⎝ 5 ⎠⎝ 5 ⎠

14. Multiply: 5.99 × 1.2 14. ____________________________

−152
15. Find the quotient: 15. ____________________________
−2

216
16. Find the quotient: 16. ____________________________
−6

9 4
17. Divide: ÷ 17. ____________________________
4 5

⎛ 5 ⎞ ⎛ −10 ⎞
18. Divide: ⎜ ⎟ ÷ ⎜ ⎟ 18. ____________________________
⎝8⎠ ⎝ 7 ⎠

For Exercises 19 – 20, name the property illustrated.

19. 3( x + 5) = 3 ⋅ x + 3 ⋅ 5 19. ____________________________

20. 8 + (2 + 4) = (8 + 2) + 4 20. ____________________________

13
 Name:

Additional Exercises 1.4 Date:

For Exercises 1 – 15, evaluate each expression.

1. −32 1. ____________________________

2. ( −5 )3 2. ____________________________

3. −5 + 9 ⋅ 42 3. ____________________________

4. −2 + 3 ⋅ 22 4. ____________________________

5. 169 5. ____________________________

16
6. 6. ____________________________
121

3
7. −27 7. ____________________________

5
8. −243 8. ____________________________

⎡ 5 + ( −7 ) ⎤ ⎡12 + ( −4 ) ⎤
9. ⎢ ⎥⎢ ⎥ 9. ____________________________
⎣ −6 − 2 ⎦ ⎣ 5 − 3 ⎦

10. 42 + 28 ÷ 7 − 2 ⋅ 3 10. ____________________________

2
11. − ⎡⎣9 − ( −3 − 2 ) ⎤⎦ 11. ____________________________

−2 6 − 27 ÷ 3 + 3
12. 12. ____________________________
4 + 64 ÷ 42

2
8 ÷ + 4 8 − 10
13. 3 13. ____________________________
5 + 3( 7 − 4)

2
14. −7 ⎡⎣ 2 + ( 3 − 45 ÷ 5 ) ⎤⎦ 14. ____________________________

15. Evaluate: (−4) 2 − 32 + 36 + (−4)3 15. ____________________________

16. Evaluate: − x 2 when x = −12 . 16. ____________________________

17. Evaluate ( 4c + 3d ) when c = −1 and d = 4 .

2
17. ____________________________

18. Evaluate − x 2 + 5 xy + y 2 when x = 2 and y = 3. 18. ____________________________

19. Evaluate 2 y 2 ( x + y ) when x = 6 and y = 5. 19. ____________________________

20. Evaluate ( x − 5 ) + 7 xy 2 − 5 when x = 4 and y = −4 .

2
20. ____________________________

14
 Name:

Additional Exercises 1.5 Date:

For Exercises 1 – 20, simplify. Leave no negative or zero exponents in the answer. Assume no variable base is zero.

1. ( 9 x4 ) (8x ) 1. ____________________________

2. 77 ⋅ 75 2. ____________________________

3. ( 6 x3 y3 )( 6 x 2 y 4 ) 3. ____________________________

6 x6 y3
4. 4. ____________________________
−2 x 2 y 7

6 x6
5. 5. ____________________________
2 x3

a10
6. 6. ____________________________
a4

p 2 q5 r 4
7. 7. ____________________________
− pqr

10 x3
8. 8. ____________________________
5 x7

3 x 2 y −2
9. 9. ____________________________
z2

f −2 g −6
10. 10. ____________________________
h −1

u −2 x − 5
11. 11. ____________________________
y −4

12. 8 x 0 − 3 y 0 12. ____________________________

13. 4−1 + 6−1 13. ____________________________

−5
⎛ −7 a 2 b 2 c 0 ⎞
14. ⎜⎜ 4 6 8 ⎟⎟ 14. ____________________________
⎝ 3a b c ⎠

−5
⎛ −3a 2 b 2 c 0 ⎞
15. ⎜⎜ 4 5 8 ⎟⎟ 15. ____________________________
⎝ 5a b c ⎠

16. ( 2cd ) 2 3
( cd )3 16. ____________________________

15
Additional Exercises 1.5 (cont.) Name:

3
⎛ 5x4 y ⎞
17. ⎜⎜ 4 ⎟⎟ 17. ____________________________
⎝ 20 xy ⎠

( −3u )
2 3
18. p 4t 3 18. ____________________________

19.
(4 x y )
3 −3 2 −3

19. ____________________________
(4 x y )
4 3 5 −4

2
⎛ 3x 2 y 4 ⎞
20. ⎜⎜ 4 ⎟⎟ 20. ____________________________
⎝ −2 x ⎠

16
 Name:

Additional Exercises 1.6 Date:

For Exercises 1 – 7, express each number in scientific notation.

1. 8,400,000 1. ____________________________

2. 0.00048 2. ____________________________

3. 7900 3. ____________________________

4. 0.000051 4. ____________________________

5. 204,000,000,000 5. ____________________________

6. 17,200,000 6. ____________________________

7. 0.00921 7. ____________________________

For Exercises 8 – 14, express each number without exponents.

8. 7.94 × 108 8. ____________________________

9. 6.2 × 10−4 9. ____________________________

10. 3.14 × 10−2 10. ____________________________

11. 2.60 × 109 11. ____________________________

12. 8.54 × 108 12. ____________________________

13. 1.07 × 101 13. ____________________________

14. 8.09 × 10−5 14. ____________________________

For Exercises 15 – 18, perform the indicated operation. Express result

both in scientific notation and without exponent.

15. (3.2 ×10 )( 9.0 ×10 )

3 −5
15. ____________________________

16. ( 2.9 ×10 )( 4.5 ×10 )

19 −4
16. ____________________________

8 × 10−5
17. 17. ____________________________
4 × 10−9

1.44 × 106
18. 18. ____________________________
3.2 × 108

19. Divide by first converting each number to scientific notation form. 19. ____________________________
4900
Write the answer in scientific notation form.
0.07

20. Subtract: 9.67 × 1015 − 2.25 × 1014 20. ____________________________

17
 Name:

Chapter 1 Test Form A Date:

For problems 1 – 2, answer true or false.

1. Every natural number is a whole number. 1. ____________________________

2. The set of natural numbers is a finite set. 2. ____________________________

For problems 3 – 4, insert <, >, or = to make a true statement.

3. −21 −25 3. ____________________________

4. − −6 −(−3) 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. A = {x | x is a whole number less than 5} 5. ____________________________

6. B = {x | x is an integer greater than or equal to −2 } 6. ____________________________

⎧ 1 ⎫
For problems 7 – 8, consider the set ⎨−4.2, −3, 0, , 5, π , 6, 7.1⎬ .
⎩ 4 ⎭

7. List the elements of the set that are irrational numbers. 7. ____________________________

8. List the elements of the set that are integers. 8. ____________________________

For problems 9 – 10, find A ∪ B and A ∩ B .

9. A = {2, 4, 6} , B = {2, 4, 6,8,11} 9. ____________________________

10. A = {0, 2, 4, 6,8} , B = {0,3, 6,9} 10. ____________________________

For problems 11 – 16, evaluate.

−5 −1
11. ÷ 11. ____________________________
6 2

1 ⎛ 1⎞
12. − + ⎜ − ⎟ 12. ____________________________
8 ⎝ 16 ⎠

13. (–2.1)(–7.8)(–9.1) 13. ____________________________

18
Chapter 1 Test Form A (cont.) Name:

4
⎛3⎞
14. − ⎜ ⎟ 14. ____________________________
⎝5⎠

4 − ( 2 + 3) − 8
2

15. 15. ____________________________

4 ( 3 − 2 ) − 32

1 2
16. − ⎡⎣8 − − 6 ÷ 3 − 4 ⎤⎦ 16. ____________________________
4

− b + b 2 − 4ac
17. Evaluate when a = 6 , b = −11 , and c = 3 . 17. ____________________________
2a

For problems 18 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

18. (2x −3
)(
y− 4 6x− 4 y7 ) 18. ____________________________

19. 5−1 + 2−1 19. ____________________________

−2
⎛ 4b ⎞
20. ⎜ ⎟ 20. ____________________________
⎝ 3 ⎠

−3
⎛ 6 x2 y ⎞
21. ⎜ ⎟ 21. ____________________________
⎝ 3 xz ⎠

22. Express 0.031 in scientific notation. 22. ____________________________

6.75 × 10− 3
23. Express without using exponents. 23. ____________________________
2.5 × 102

For problems 24 – 25, simplify and express each answer in scientific notation.

24. (0.03)(0.0005) 24. ____________________________

560, 000
25. 25. ____________________________
0.0008

19
 Name:

Chapter 1 Test Form B Date:

For problems 1 – 2, answer true or false.

1. Every whole number is a natural number. 1. ____________________________

2. The set of integers between π and 4 is the null set. 2. ____________________________

For problems 3 – 4, insert <, >, or = to make a true statement.

3. −19 −17 3. ____________________________

4. −22 −(−25) 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. H = { l | l is a whole number multiple of 7} 5. ____________________________

6. B = {x | x is a natural number less than 8} 6. ____________________________

⎧ 1 ⎫
For problems 7 – 8, consider the set ⎨−4.2, −3, 0, , 5, π , 6, 7.1⎬ .
⎩ 4 ⎭

7. List the elements of the set that are rational numbers. 7. ____________________________

8. List the elements of the set that are whole numbers. 8. ____________________________

For problems 9 – 10, find A ∪ B and A ∩ B .

9. A = {−1, 0,1, e, i, π } , B = {−1, 0,1} 9. ____________________________

10. Let A = {1, 2, 4,8,16} , B = {2, 4, 6,8,10} 10. ____________________________

For problems 11 – 16, evaluate.

1 −3
11. − ⋅ 11. ____________________________
2 4

⎛ 2 ⎞⎛ 5 ⎞
12. 3 ⎜ − ⎟ ⎜ − ⎟ 12. ____________________________
⎝ 3 ⎠⎝ 2 ⎠

⎛ 1⎞
13. − 4 ÷ ⎜ − ⎟ 13. ____________________________
⎝ 4⎠

20
Chapter 1 Test Form B (cont.) Name:

14. (0.3) 2 14. ____________________________

8 − ⎡⎣ 4 − (3 − 1) 2 ⎤⎦
15. 15. ____________________________
5 − (−3) 2 + 4 ÷ 2

2 ⎡3 2
16. ⎣ 27 − − 9 + 5 − 32 ⎤⎦ 16. ____________________________
5

− b − b 2 − 4ac
17. Evaluate when a = 2, b = 1, and c = −10. 17. ____________________________
2a

For problems 18 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

18. ( − 3 p )( − p )
−2 3
18. ____________________________

19. 4− 2 + 8−1 19. ____________________________

( 4x 2 y 3 )
−3
20. 20. ____________________________

( 3x− 4 y 2 )
3

21. 21. ____________________________

( 2 x3 y 5 )
3

22. Express 0.000000718 in scientific notation. 22. ____________________________

23. Express ( 6.7 × 10− 3 )( 4.1 × 105 ) without using exponents. 23. ____________________________

For problems 24 – 25, simplify and express each answer in scientific notation.

24. (2500)(7000) 24. ____________________________

0.00046
25. 25. ____________________________
23, 000

21
 Name:

Chapter 1 Test Form C Date:

For problems 1 – 2, answer true or false.

1. Every real number is a rational number. 1. ____________________________

2. Every integer is a rational number. 2. ____________________________

For problems 3 – 4, insert <, >, or = to make a true statement.

5 2
3. − − 3. ____________________________
8 3

4. −4 −(−6) 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. A = { x x is an odd integer between –3 and 5} 5. ____________________________

6. B = { x −2 < x < 7 and x ∈ W } 6. ____________________________

⎧ 1 4⎫
For problems 7 – 8, consider the set ⎨−3.76, − 2, 0, , 71, − 8, − ⎬ .
⎩ 2 5⎭

7. List the elements of the set that are real numbers. 7. ____________________________

8. List the elements of the set that are natural numbers. 8. ____________________________

For questions 9 – 10, find A ∪ B and A ∩ B .

9. A = {−3, − 1, 1, 3, 5} , B = {1, 3, 5, 7, 9} 9. ____________________________

10. A = {2, 4, 6, 8, …} , B = {… , − 3, − 2, − 1, 0, 1, 2, 3, …} 10. ____________________________

11. Indicate on the number line: { x −2.14 ≤ x < 3} 11.

12. List from smallest to largest: −0.9 , − 0.7 , − 0.6 . 12. ____________________________

For problems 13 – 14, name the property illustrated.

13. a + b = b + a 13. ____________________________

14. a ⋅ (b ⋅ c) = (a ⋅ b) ⋅ c 14. ____________________________

22
Chapter 1 Test Form C (cont.) Name:

For problems 15 – 19, evaluate.

8 2
15. ÷− 15. ____________________________
3 15

16. − ( 2 − −7 ) + ( −5 ⋅ −8 ) 16. ____________________________

( −1) + ( −2 ) − ( 3 )
0 3 2
17. 17. ____________________________

3 ( 42 ) + 2 16
18. 18. ____________________________
− 81 + 10 ÷ 2

3 − 8 + 4(3 − 8)
19. 19. ____________________________
2
4−6÷
3

For problems 20 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

20. (−x ) ( x )
2 3 −3 3
20. ____________________________

2
⎛ 2 xy 3 ⎞
21. ⎜ −2 2 ⎟ 21. ____________________________
⎝ 3x y ⎠

22. Convert 613,000 to scientific notation. 22. ____________________________

( )( )
23. Simplify 1.2 × 10−3 2 × 10−7 and express the answer without 23. ____________________________
using exponents.

2
24. Evaluate − x 2 + 7 when x = 6. 24. ____________________________
3

25. Evaluate 2 x 2 − 3 xy − y 2 when x = −4 and y = 2. 25. ____________________________

23
 Name:

Chapter 1 Test Form D Date:

For problems 1 – 2, answer true or false.

1. The union of the set of whole numbers and {0} is the set 1. ____________________________
of natural numbers.

2. Every integer is a whole number. 2. ____________________________

For problems 3 – 4, insert <, >, or = to make a true statement.

3. −258 −256 3. ____________________________

4. − −9 −9 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. C = { x x is an integer between − 2.3 and 4.1} 5. ____________________________

6. D = { x x is a natural number between 1 and 2} 6. ____________________________

{ }
For problems 7 – 8, consider the set −4.24,8.37, 7, −4, 0, 6, − 13 .

7. List the elements of the set that are integers. 7. ____________________________

8. List the elements of the set that are irrational numbers. 8. ____________________________

For problems 9 – 10, find A ∪ B and A ∩ B .

9. A = {3, 4, 6, 9} , B = {1, 4, 5, 8} 9. ____________________________

10. A = {0, 1, 2, 3, 4} , B = {3, 4, 5, 6, 7} 10. ____________________________

⎧ 36 ⎫
11. Indicate on the number line: ⎨ x x < and x ∈ W ⎬ 11.
⎩ 5 ⎭

12. List from smallest to largest: −5.24 , − 5.27, − −5.31 . 12. ____________________________

For problems 13 – 14, name the property illustrated.

13. ab = ba 13. ____________________________

14. a + (b + c) = (a + b) + c 14. ____________________________

24
Chapter 1 Test Form D (cont.) Name:

For problems 15 – 19, evaluate.

15. ( −7 )( −4 )( 2 )( −1) 15. ____________________________

16. ( −11 + −5 ) − ( 7 ⋅ −8 ) 16. ____________________________

3 0
⎛1⎞ ⎛ 1⎞
17. ⎜ ⎟ − ⎜ − ⎟ 17. ____________________________
⎝ 2⎠ ⎝ 3⎠

−4 25 + 23 ( 5 )
18. 18. ____________________________
−3 ( −5 ) ÷ 9

11 − 12 + 3 ( 4 − 7 )
19. 19. ____________________________
2(−2) − (−4)

For problems 20 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

( xx x )
4
2 3
20. 20. ____________________________

3
⎛ 2 x −2 y ⎞
21. ⎜ −3 ⎟
21. ____________________________
⎝ xy ⎠

22. Convert 0.0000053 to scientific notation. 22. ____________________________

7.2 × 106
23. Simplify and express the answer without using exponents. 23. ____________________________
1.2 × 104

3 2
24. Evaluate x − 10 when x = 8. 24. ____________________________
4

25. Evaluate 3x 2 + 7 xy + y 2 when x = 4 and y = −2. 25. ____________________________

25
 Name:

Chapter 1 Test Form E Date:

For problems 1 – 2, answer true or false.

1. Every irrational number is a real number. 1. ____________________________

2. The intersection of the set of integers and the set of irrational numbers 2. ____________________________
is the set of rational numbers.

For problems 3 – 4, insert <, >, or = to make a true statement.

3. −27 −25 3. ____________________________

4. −12 −(−12) 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. E = { x x is an odd integer greater than –7 and less than or equal to 0} 5. ____________________________

6. F = { x −2.3 < x < 5.2 and x ∈ W } 6. ____________________________

⎧2 1 ⎫
For problems 7 – 8, consider the set ⎨ , , 0, − 8, 12, − 5, 3, 2.15⎬ .
⎩7 5 ⎭

7. List the elements of the set that are rational numbers. 7. ____________________________

8. List the elements of the set that are whole numbers. 8. ____________________________

For problems 9 – 10, find A ∪ B and A ∩ B .

9. A = {0, 2, 4, 6,...} , B = {1, 3, 5, 7,...} 9. ____________________________

10. A = { –7, – 4, – 1, 2, 5} , B = { –7, − 5, − 3, − 1, 1, 3, 5, 7} 10. ____________________________

⎧ 16 ⎫
11. Indicate on the number line: ⎨ x x ≤ and x ∈ N ⎬ 11.
⎩ 3 ⎭

12. List from smallest to largest: 4.6, − 4.2 , − −4.7 . 12. ____________________________

For problems 13 – 14, name the property illustrated.

13. ( ab ) c = a ( bc ) 13. ____________________________

14. a ⋅1 = 1 ⋅ a = a 14. ____________________________

26
Chapter 1 Test Form E (cont.) Name:

For problems 15 – 19, evaluate.

8 −4
15. − ÷ 15. ____________________________
3 15

16. ( −8 ⋅ 2 ) − ( 3 − 6 ) 16. ____________________________

( −2 ) + ( −3) + ( −4 )
3 2 0
17. 17. ____________________________

4 ( −3) + 5.2 − 32
18. 18. ____________________________
−3 ⋅ ( −3) − 92
3

−2(3)2 + 7(−2)
19. 19. ____________________________
2
5−6÷
3

For problems 20 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

(−x ) ( x )
3 3
2 −2
20. 20. ____________________________

−1
⎛ x10 x −8 ⎞
21. ⎜ 5 −2 ⎟ 21. ____________________________
⎝x x ⎠

22. Convert 8,630,000 to scientific notation. 22. ____________________________

(
23. Simplify −1.5 × 10−3 2 × 10−5 )( ) and express the answer without 23. ____________________________
using exponents.

A laser printer is purchased in 2007 for $750, and its value depreciates
each year after its purchase. The value of the printer, in dollars, can be
approximated by using
Value = 750 − 125x .
Substitute 1 for x to find the value of the printer in 2008, substitute 2 for x
to find the value in 2009, and so on.

24. Find the approximate value of the laser printer in 2010. 24. ____________________________

25. Find the approximate value of the laser printer in 2013. 25. ____________________________

27
 Name:

Chapter 1 Test Form F Date:

For problems 1 – 2, answer true or false.

1. Every integer is a rational number. 1. ____________________________

2. The intersection of the set of rational numbers and the set of 2. ____________________________
irrational numbers is the empty set.

For problems 3 – 4, insert <, >, or = to make a true statement.

3. −127 −129 3. ____________________________

4. − −16 −(−16) 4. ____________________________

For problems 5 – 6, list each set in roster form.

5. A = {x | x is an even integer between –5 and 7} 5. ____________________________

6. B = { x x < 5 and x ∈ W } 6. ____________________________

⎧ −4 5 ⎫
For problems 7 – 8, consider the set ⎨3.147, − 2, , 0, , 2, − 3, 8⎬ .
⎩ 5 3 ⎭

7. List the elements of the set that are rational numbers. 7. ____________________________

8. List the elements of the set that are natural numbers. 8. ____________________________

For problems 9 – 10, find A ∪ B and A ∩ B .

9. A = {0, 2, 4, 6, 8} , B = {1, 3, 5, 7, 9} 9. ____________________________

10. A = { –3, –2, –1, 0, 1} , B = {0, 1, 2, 3} 10. ____________________________

⎧ 20 ⎫
11. Indicate on the number line: ⎨ x x < and x ∈ N ⎬ 11.
⎩ 3 ⎭

12. List from smallest to largest: −6.14, − 6.08 , − −6.37 . 12. ____________________________

For problems 13 – 14, name the property illustrated.

13. a(b + c) = ab + ac 13. ____________________________

14. a + 0 = 0 + a = a 14. ____________________________

28
Chapter 1 Test Form F (cont.) Name:

For problems 15 – 19, evaluate.

15. (−4)(7)(−3) 15. ____________________________

16. [ −7 + (−5)] ÷ (2 − 4) 16. ____________________________

17. (−2)3 − (5) 2 + (−9) 2 17. ____________________________

52 − 3(4) − 7 2
18. 18. ____________________________
2(−7) + 121

8 + (−3) − 2 ( 9 + −3 )
19. 19. ____________________________
2(3) 2 + 1

For problems 20 – 21, simplify. Leave no negative or zero exponents in

the answer. Assume no variable base is zero.

20. ( x3 )2 ( x 4 )−2 20. ____________________________

( 2 x −3 y −1 )
5

21. 21. ____________________________

( 4 xy −2 )
2

22. Convert 0.0000074 to scientific notation. 22. ____________________________

8.1× 109
23. Simplify and express the answer without using exponents. 23. ____________________________
3 × 105

An automobile purchased in 2006 for $25,000 depreciates in value every

year. The approximate resale value of the vehicle, in dollars, can be found
using
Resale value = 25, 000 − 2100x .
Substitute 1 for x to find the vehicle’s resale value in 2007, substitute 2 for
x to find its resale value in 2008, and so on.

24. Find the approximate resale value of the vehicle in 2010. 24. ____________________________

25. Find the approximate resale value of the vehicle in 2013. 25. ____________________________

29
 Name:

Chapter 1 Test Form G Date:

For problems 1 – 2, indicate which answer makes a true statement.

1. The union of the set of natural numbers and {0} is
(a) the set of whole numbers (b) the set of natural numbers
(c) {0} (d) the empty set

2. Every integer is a(n)

(a) natural number (b) whole number (c) rational number (d) irrational number

For problems 3 – 4, list each set in roster form.

3. C = { x x > 7 and x ∈ N }
(a) C = {7, 8, 9, …} (b) C = {8, 9, 10, …} (c) C = {1, 2, 3, 4, 5, 6} (d) C = {1, 2, 3, 4, 5, 6, 7}

4. D = { x x is an odd integer}
(a) D = {…,, –5, –3, –1} (b) D = {1, 2, 3, 5, …}
(c) D = {…, –5, –3, –1, 0, 1, 3, 5, …} (d) D = {…, –5, –3, –1, 1, 3, 5,…}

⎧ 1 6⎫
For problems 5 – 6, consider the set ⎨−4, −2.1, 0, − , 6, 3.2, 5, ⎬ .
⎩ 2 7⎭
5. List the elements of the set that are rational numbers
1 6 1 6
(a) − , (b) −2.1, − ,3.2,
2 7 2 7
1 6
(c) 6 (d) −4, −2.1, 0, − , 3.2, 5,
2 7

6. List the elements of the set that are whole numbers

(a) 0, 5 (b) −4, 0, 5
1 6
(c) −4, −2.1, 0, 3.2, 5 (d) −4, −2.1, 0, − , 6, 3.2, 5,
2 7

For problems 7 and 8, consider the sets A = {−3, 0, 2} and B = {0, 1, 2, 3} .

7. Find A ∪ B .
(a) {0, 2} (b) {–3, 0, 2} (c) {0, 1, 2, 3} (d) {–3, 0, 1, 2, 3}

8. Find A ∩ B .
(a) {0, 2} (b) {–3, 0, 2} (c) {0, 1, 2, 3} (d) {–3, 0, 1, 2, 3}

For problems 9 – 10, identify which set is illustrated by the number line:
9.
—2 —1 0 1 2 3 4 5 6

(a) { x −2 < x ≤ 5 and x ∈ I } (b) { x −2 ≤ x < 5 and x ∈ I }

(c) { x −2 < x ≤ 5 and x ∈ R} (d) { x − 2 ≤ x < 5 and x ∈ R}
10.
—4 —3 —2 —1 0 1 2 3 4

(a) { x −2 < x < 3 and x ∈ I } (b) { x −2 < x < 3 and x ∈ W }

(c) { x −1 < x < 2 and x ∈ I } (d) { x −1 < x < 2 and x ∈ W }

30
Chapter 1 Test Form G (cont.) Name:

For problems 11 – 12, list from smallest to largest:

−3 −3 −3
11. , ,−
4 5 2
−3 −3 −3 −3 −3 −3 −3 −3 −3 −3 −3 −3
(a) , ,− (b) − , , (c) , ,− (d) ,− ,
4 5 2 2 4 5 5 4 2 4 2 5

−4 −5 −2
12. , ,−
3 3 3
−2 −4 −5 −2 −5 −4 −4 −2 −5 −5 −2 −4
(a) − , , (b) − , , (c) ,− , (d) ,− ,
3 3 3 3 3 3 3 3 3 3 3 3

For problems 13 – 14, name the property illustrated.

1 1
13. a ⋅ = ⋅a =1
a a
(a) commutative (b) associative (c) identity (d) inverse

14. − ( −3) = 3
(a) commutative (b) associative (c) identity (d) double negative

For problems 15 – 19, evaluate.

12
15. − ÷ −4
5
−48 −3 3 48
(a) (b) (c) (d)
5 5 5 5

16. 8 ⋅ −4 − 3 ( 7 − 2 )
(a) –59 (b) –47 (c) 5 (d) 17

3 2 2
⎛ −1 ⎞ ⎛ −2 ⎞ ⎛ 5 ⎞
17. ⎜ ⎟ + ⎜ ⎟ − ⎜ ⎟
⎝ 3 ⎠ ⎝ 3 ⎠ ⎝ 3⎠
−64 −22 −22 62
(a) (b) (c) (d)
27 27 9 27

7 ( −2 ) − 64 ( 32 − 3)
18.
1 − 5 ( −6 )
−38 −34
(a) –2 (b) (c) (d) 2
31 31

5 − −9 + 8 ( −2 − 3)
19.
−11 − 8
(a) –4 (b) –2 (c) 2 (d) 4

31
Chapter 1 Test Form G (cont.) Name:

For problems 20 – 21, simplify. Leave no negative or zero exponents in the answer. Assume no variable base is zero.

(x )
−3 3
20. y2
y5 y6
(a) (b) (c) y 5 x 6 (d) y 5
x6 x9

−1
⎛ x −3 ⎞
21. ⎜ −4 ⎟
⎝x ⎠
1 1
(a) 7 (b) (c) x (d) x 7
x x

22. Convert 374,000,000 to scientific notation.

(a) 37.4 × 107 (b) 37.4 × 10−7 (c) 3.74 × 108 (d) 3.74 × 10−8

( )( )
23. Simplify 4 × 10−4 1.2 × 10−3 and write the number as a decimal number.
(a) 0.000048 (b) 0.0000048 (c) 0.00000048 (d) 0.000000048

During the 1990’s, the value of the homes in a particular neighborhood were increasing at a phenomenal rate. One
such home was purchased in 1990 for $120,000, and its value could be approximated by using
Value = 120, 000 + 4500x .
Substitute 1 for x to find the value of the home in 1991, substitute 2 for x to find the value in 1992, and so on.

24. Find the approximate value of the home in 1996.

(a) $142,500 (b) $156,000 (c) $151,500 (d) $147,000

25. Find the approximate value of the home in 2000.

(a) $160,500 (b) $165,000 (c) $169,500 (d) $174,000

32
 Name:

Chapter 1 Test Form H Date:

For problems 1 – 2, indicate which answer makes a true statement.

1. The set of integers contains the set of
(a) real numbers (b) whole numbers (c) rational numbers (d) irrational numbers

2. The union of the set of rational numbers and the set of irrational numbers is
(a) the set of whole numbers (b) the null set
(c) {0} (d) the set of real numbers

For problems 3 – 4, list each set in roster form.

3. H = { x x is an integer multiple of 3}
(a) H = {…, –9, –6, –3, 0, 3, 6, 9, …} (b) H = {…, –9, –6, –3, 3, 6, 9, …}
(c) H = {0, 3, 6, 9, …} (d) H = {3, 6, 9, …}

4. J = { x x < 7 and x is an odd natural number}

(a) J = {0, 1, 3, 5} (b) J = {0, 1, 3, 5, 7} (c) J = {1, 3, 5} (d) J = {1, 3, 5, 7}

⎧ 3 6⎫
For problems 5 – 6, consider the set ⎨−92, −4.77, , 0, 5, − 17, − ⎬ .
⎩ 20 7 ⎭
5. List the elements of the set that are irrational numbers.
(a) 5, − 17 (b) 5
3 −6 3 −6
(c) −92, −4.77, , 0, (d) −92, −4.77, , 0, 5, − 17,
20 7 20 7

6. List the elements of the set that are integers.

3
(a) –92, 0 (b) ,0 (c) 0 (d) none
20

For problems 7 and 8, consider the sets A = {1, 3, 5} and B = {0, 1, 2, 3, 4} .

7. Find A ∪ B .
(a) {1, 2, 3, 4, 5} (b) {0, 1, 2, 3, 4, 5} (c) {1, 3, 5} (d) {1, 3}

8. Find A ∩ B .
(a) {1, 2, 3, 4, 5} (b) {0, 1, 2, 3, 4, 5} (c) {1, 3, 5} (d) {1, 3}

For problems 9 – 10, identify which set is illustrated by the number line:
9.
—4 —3 —2 —1 0 1 2 3 4

⎧ 17 ⎫ ⎧ 17 ⎫
(a) { x x < 4 and x ∈ W } (b) { x x < 4 and x ∈ N } (c) ⎨ x x <
4
and x ∈ W ⎬ (d) ⎨ x x <
4
and x ∈ N ⎬
⎩ ⎭ ⎩ ⎭

10.
—4 —3 —2 —1 0 1 2 3 4

(a) { x −2 < x ≤ 2 and x ∈ I } (b) { x −2 ≤ x < 2 and x ∈ I }

(c) { x −2 < x ≤ 2 and x ∈ R} (d) { x −2 ≤ x < 2 and x ∈ R}

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Chapter 1 Test Form H (cont.) Name:

For problems 11 – 12, list from smallest to largest:

11. 2, −3 , − −2
(a) − −2 , 2, −3 (b) − −2 , −3 , 2 (c) −3 , − −2 , 2 (d) −3 , 2, − −2

12. − −1 , −1 , − 2
(a) − −1 , −1 , − 2 (b) −1 , − −1 , 2 (c) −2, −1 , − −1 (d) −2, − −1 , −1

For problems 13 – 14, name the property illustrated.

13. 2 ( x + y ) = 2 x + 2 y
(a) associative (b) commutative (c) distributive (d) identity

14. ( −2 ) ⋅ 1 = 1 ⋅ ( − 2 ) = − 2
(a) associative (b) commutative (c) inverse (d) identity

For problems 15 – 16, evaluate.

−6
15. ÷ −3
25
−18 −6 −2 2
(a) (b) (c) (d)
25 75 25 25

16. ( −7 + 4 ) − 8 ( 3 ⋅ − 6 )
(a) –147 (b) –133 (c) 141 (d) 155

( −8) − ( −7 ) − ( −3)
2 2 3
17.
(a) –140 (b) –86 (c) –12 (d) 42

4 ( −3) − 36
2
18.
64 − ( 52 − 23)
(a) –5 (b) –1 (c) 1 (d) 5

−7 − −3 + 12 6 − 8
19.
−13 + −6
(a) –4 (b) –2 (c) 2 (d) 4

For problems 20 – 21, simplify. Leave no negative or zero exponents in the answer. Assume no variable base is zero.

( −3x 2 y −3 )
2
20.
−3x 4 −6x 4 9x 4 9x 4
(a) (b) (c) (d)
y6 y6 y6 y

−3 x −2 y 2
21.
( −5 x −3 )0
−3 y 2 3xy 2
(a) (b) (c) 1 (d) undefined
x2 5

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 Name:

Chapter 1 Test Form H Date:

22. Convert 0.000000091 to scientific notation.

(a) 9.1× 10−7 (b) 9.1× 107 (c) 9.1× 10−8 (d) 9.1× 108

2.4 × 106
23. Simplify and write the number as a decimal number.
3.0 × 10−2
(a) 8,000,000 (b) 80,000,000 (c) 800,000,000 (d) 8,000,000,000

The graduate student enrollment at a particular university has been decreasing since 2005. We can find the
approximate number of graduate students enrolled at this university by using
Enrollment = 8400 − 240 x .
Substitute 1 for x to find the enrollment in 2006, substitute 2 for x to find the enrollment in 2007, and so on.

24. Find the approximate number of graduate students enrolled in 2009.

(a) 7680 (b) 7440 (c) 7200 (d) 9360

25. Find the approximate number of graduate students enrolled in 2012.

(a) 6480 (b) 10,080 (c) 6720 (d) 6960

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