Fun Math 4

MATH 10034
Fundamental Mathematics IV
http://www.math.kent.edu/ebooks/10034/FunMath4.pdf
Department of Mathematical Sciences
Kent State University
January 2, 2009
ii
Contents
To the Instructor
1
Polynomials
1.1 Advantages of Factored Forms . . . . . . . . .
E XPLORATION 1: FACTORS AND x-I NTERCEPTS
1.2 The Greatest Common Factor . . . . . . . . . .
1.3 Factoring Special Products . . . . . . . . . . . .
1.4 Factoring Trinomials . . . . . . . . . . . . . . .
1.5 Polynomial Equations and Inequalities . . . . .
1.6 Applications of Polynomial Equations . . . . .
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Rational Expressions and Functions

2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .
E XPLORATION 2: FACTORS AND V ERTICAL A SYMPTOTES
2.2 Simplification . . . . . . . . . . . . . . . . . . . . . . . . .
2.3 Multiplication and Division . . . . . . . . . . . . . . . . .
2.4 Addition and Subtraction . . . . . . . . . . . . . . . . . .
2.5 Rational Equations and Inequalities . . . . . . . . . . . .
2.6 Applications of Rational Equations . . . . . . . . . . . . .
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1
9
13
22
31
40
51
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61
61
69
71
80
90
101
118
Answers to Odd-Numbered Exercises
135
Index
144
iii
iv
CONTENTS
To the Instructor
The mathematics content of this text is delivered in two ways. The numbered sections contain traditional exposition with ample worked examples
and exercises. This forms the bulk of the text. Each example is followed
immediately by similar practice problems whose answers are given at the
end of the section. Each numbered section also has a large exercise set.
The answers to the odd-numbered problems are found at the end of the
book. Generally, the even-numbered exercises are similar to adjacent oddnumbered problems. This is to give instructors flexibility in assigning exercises.
In each chapter, there is also an un-numbered section called an exploration. These are essentially worksheets for discovery activities and are
intended for use in a laboratory setting. The explorations can be covered at
different points in the course, since different classes have labs on different
days of the week.
Students will need a simple graphing device with zoom and trace functionality for the explorations. This could be a graphing calculator or a
graphing application on the Web such as gcalc.net. Instructors will need
to spend a few minutes demonstrating to the class how to graph functions
and how to zoom and trace on the graph. You might wish to have students
work together in pairs or small groups.
Because the explorations are discovery activities, no answers are provided in the text. Also, no formal definitions or statements of results are
given. Therefore, it is crucial for the instructor to provide ample assistance
during the activity and summary and analysis afterward. The topics covered in the explorations are part of the required syllabus for this course.
Instructors who do not wish to use these particular labs should cover these
topics in some other way.
vi
CONTENTS
Chapter 1
Polynomials
1.1
Advantages of Factored Forms
Recall from Fundamental Mathematics II that a polynomial in x is any expression that can be written as:
a n x n + a n 1 x n 1 + + a 1 x + a 0
where an , an1 , . . . , a1 , a0 are any real numbers and n is a whole number.
This is often called the standard form or expanded form of the polynomial.
In Fundamental Mathematics II, we learned to add, subtract, and multiply
polynomials, and to write our answers in standard form.
However, there are many times when it is better to write a polynomial
in factored form, that is, as a product. This includes when polynomials
appear in the numerator and denominator of a fraction, when we wish to
solve a polynomial equation, and even when we wish to evaluate a polynomial. We will explore some of the advantages of factored forms by looking
at familiar examples involving integers.
Example 1. Write the fraction
168
in lowest terms.
980
Solution. We need to find the greatest common factor of the numerator and
the denominator. One way is to factor each into a product of primes.
23 3 7
168
= 2
980
2 5 72
We see that 22 7 is a factor of both the numerator and the denominator. In
fact, it is their greatest common factor. We pull out the greatest common
1
CHAPTER 1. POLYNOMIALS
factor and write the fraction in lowest terms as follows.
(22 7) (2 3)
168
= 2
980
(2 7) (5 7)
22 7 2 3
22 7 5 7
6
= 1
35
6
=
35
168
6
Look at the solution more carefully. Our claim is that 980
and 35
are equivalent fractions. That is, they represent the same number. Do you believe
2
this? Can you explain why its true? (Hint: The key idea is that 222 77 = 1 and
multiplying a number by 1 does not change its value.)
Practice 1. (Answers on page 6.) Write each of the following fractions in lowest
terms.
a.
550
165
Example 2. Find the sum:
b.
210
2340
17 289
+
.
90 330
Solution. To add fractions, they must have a common denominator. (Why?)

We first factor each denominator to find the least common denominator of
the two fractions.
90 = 2 32 5
330 = 2 3 5 11
1.1. ADVANTAGES OF FACTORED FORMS
Thus, the least common denominator is 2 32 5 11 = 990. We obtain:

17
81
11 17 3 81
+
=
+
90 330
11 90 3 330
3 81
11 17
+
11 90 3 330
187 243
+
990 990
187 + 243
990
430
990
43 10
99 10
43
.
99
It wasnt necessary to use the least common denominator; any common

denominator will do. Try the above example again, but use as your common denominator the product of the denominators of the two fractions:
90 330 = 29700. Is this solution easier or harder than the solution using the least common denominator? (Did you write your answer in lowest
terms?) What are the advantages and disadvantages of using the least common denominator?
Practice 2. (Answers on page 6.) Find the following sums and differences. Use the
least common denominator. Then write your answer in lowest terms.
a.
11 31
+
35 42
Example 3. Simplify the radical
b.
103 19
225 30
150.
Solution. Since this is a square root, we must find the largest perfect square
that is a factor of 150.
150 = 25 6
= 25 6
= 5 6.
Practice 3. (Answers on page 6.) Simplify the following radicals.

a.
980
b.
250
Hint: To simplify a cube root, we find the largest perfect cube that is a factor of the
radicand.
In both of the examples above, we have to factor integers. Now consider the following analogous examples involving algebraic expressions.
Assume throughout that variables appearing as factors of the denominator
of a fraction represent nonzero numbers and that variables appearing as
factors of the radicand of an even-index radical are nonnegative numbers.
(Can you explain why each of these assumptions is important?)
Example 4. Write the fraction
12a2 b3 c
in lowest terms.
30ab5 c3
Solution. We see that 6, a, b3 , and c are factors of both the numerator and
the denominator. In fact, their greatest common factor is 6ab3 c. We can
write the fraction in lowest terms as follows.
6 2 a a b3 c
12a2 b3 c
=
30ab5 c3
6 5 a b3 b2 c c2
6ab3 c 2a
6ab3 c 5b2 c2
2a
6ab3 c
2 2
3
6ab c 5b c
2a
= 1 2 2
5b c
2a
= 2 2.
5b c
Here again, we rely on our ability to factor. This time we are factoring
monomials rather than integers.
Practice 4. (Answers on the next page.) Write the following fractions in lowest
terms.
a.
10x4 y3
2xy2
b.
q
Example 5. Simplify the radical

sent nonnegative real numbers.
p5 q9
pq2
363x5 y10 z3 . Assume that all variables repre-
Solution. We must find the largest perfect square that is a factor of the radicand.
q
q
5
10
3
363x y z = 121 3 x4 x y10 z2 z
q
= 112 x4 y10 z2 3xz
q
= 112 x4 y10 z2 3xz
= 11x2 y5 z 3xz.
Practice 5. (Answers on the following page.) Simplify the following radicals. For
even-index radicals, assume that all variables represent nonnegative real numbers.
s
q
a. 150a4 b7
c. 3 16x5 y6
u5
b.
27w3
The previous examples showed some of the advantages of factored forms.
However, one of the most important uses of factored forms is in solving
equations. In Fundamental Mathematics II, we learned to solve linear equations by isolating the variable. This method does not usually work with
higher degree polynomial equations.
We will illustrate by tossing some things off buildings.
Example 6. A student throws his calculator off the top of a 96-foot tall building
with a downward velocity of 16 feet per second. When does the calculator hit the
ground?
Solution. Physicists will tell us that, ignoring air resistance, the height of the
calculator above the ground, in feet, after t seconds is given by the equation
h(t) = 16t2 16t + 96.
Now we ask the question: when will the calculator hit the ground? Since
we are asking when, we wish to find a time t. A calculator on the ground
has height 0. So now we are asking to find the value(s) of t for which
h(t) = 0. Using our equation for h(t), we see that we need to solve the
equation
16t2 16t + 96 = 0
for t. Unfortunately, the technique that we used to solve linear equations
does not apply directly to this situation. It is impossible to isolate the variable t since it appears in two terms which cannot be combined (being of
different degrees).
We will need to develop new techniques to solve quadratic equations

like this. That will be our goal for the next several sections.
ANSWERS TO SECTION 1.1 PRACTICE PROBLEMS
1.
2.
(a)
10
3
(b)
7
78
(a)
221
210
(b)
79
450
3.
(a) 14 5
(b) 5 3 2
5.
(a) 5a2 b3 6b
(b)
4.
(a)
5x3 y
(b) p4 q7
(c) 2xy2
SECTION 1.1 EXERCISES:

(Answers are found on on page 135.)
Write in lowest terms. Do not use a calculator.
81
54
108
2.
36
165
3.
66
160
4.
130
1.
1001
121
2600
6.
1375
48
7.
174
60
8.
78
5.
q
u2
u
3w
3w
9.
98
56
10.
700
925
2x2
Find the following sums and differences. Do not use a calculator.

11 17
+
6
8
3
4
12.
+
18 27
17
3
13.
10 25
100 90
14.
+
77
88
11.
121 66
13
26
1
17
16.
+
130 65
8
13
17.
+
45 30
7
8
18.
20 15
15.
Simplify. Do not use a calculator.
21. 36
26.
22. 75
27.
23. 98
28.
3
24. 27
29.
3
25. 120
30.
19.
111
9
120 80
20.
2
5
+
27 36
31.
16
405
32.
96
162
33.
300
162
336
Write the fraction in lowest terms. (You may assume all variables are non-zero.)
Do not use a calculator.
34.
18x3
24x2
38.
x 2 y7 z5
9x3 y3 z3
42.
225w5 y5
200w20 y2
35.
16xy2
8x3 y
39.
14a6 c7
21a6 b7
43.
96m4 n3
40m6 n6
36.
5a6 b5
10a4 b3
40.
39ab8
52ab18 c3
37.
28p4 q4
17p5 q2
41.
16x7 y3 z
80y7 z5 x3
Simplify. (You may assume the variables are positive when necessary.) Do not use
a calculator.
3
46. 15u3 v3
48. 8m6 n9
44. 121x3
q
q
4
7
3
8
47.
100x y z
49. 3 16p4 q5 r7
45. 50a
s
50.
r
51.
s
20x3
9y6
60x4 y5
45x6
52.
r
53.
q
81x5
36y8
98a8
25a3
54.
80x4 y6
EXPLORATION 1: FACTORS AND INTERCEPTS
Exploration 1: Factors and x-Intercepts

Note to the Instructor: Students will need a simple graphing device with zoom
and trace functionality. This could be a graphing calculator or a graphing application on the Web such as gcalc.net. You will need to spend a few minutes demonstrating how to graph functions and how to zoom and trace on the graph. Ideally
the material in this exploration will be covered in two lab days: one day for linear
functions and one day for quadratic functions. The material on linear functions
can be covered at any time and the material on quadratic functions can be covered
any time after section 1.1. You might wish to have students work together in pairs
or small groups. Because this is a discovery activity, no answers are provided in
the text. Therefore, it is crucial to provide ample assistance during the activity and
feedback afterward.
In this exploration you will be lead to discover one of the fundamental

ideas of algebra: the connection between linear factors, x-intercepts, and
solutions of polynomial equations. This is a central idea to which you will
return many times throughout this course and as you continue your algebra studies. Therefore, it is crucial for you to actually do all of the activities
in this section, participate in class discussions, and get feedback from your
instructor.
x-intercepts of linear polynomials

Recall from Fundamental Mathematics III that the equation y = mx + b
represents a line with slope m and y-intercept (0, b). Here, we want to
switch our focus to x-intercepts, that is, the points where a graph crosses
the x-axis. Remember that the y-coordinate of an x-intercept is 0.
Each row in the following table represents a linear function. Use your
graphing device and algebra skills from Fundamental Mathematics III to
fill in the blanks in each row. As you do so, observe the patterns that
emerge. These patterns will help you to fill in the remaining rows. Your
instructor may require you to turn in your work, written neatly on a separate piece of paper.
10
y = mx + b
form
y = m( x c)
form
y = x2
y = 1( x 2)
y = x 13
y = 1( x 13)
Slope
x-intercept
(35, 0)
y = x+8
y = x+4
1
1
y = 3x 18
10
y = 2x 1
5
12
1
y = 4x + 12
14
y = 7x 14
(12, 0)
x = 10
y = 3( x 6)
11
13
x=7
y = 1( x (8))
Solution of
equation
y=0
(2, 0)
x=1
y = 4( x (3))
15
(10, 0)
16
x = 3
17
x=c
EXPLORATION 1: FACTORS AND INTERCEPTS
11
x-intercepts of quadratic polynomials

From the above exploration, we know that the graph of y = x 2 is a
line with slope 1 and x-intercept 2 and the graph of y = x 5 is a line
with slope 1 and x-intercept 5. (Graph these on your graphing device to
confirm.) What happens if we create a new polynomial function by taking
the product of x 2 and x 5, that is y = ( x 2)( x 5)? Do you have
a guess as to what the shape of this graph is? What do you think the xintercepts are? Graph y = ( x 2)( x 5) to check your guesses. When you
have found the x-intercepts correctly, write them in the first row of the table
on the next page.
Next, we wish to write y = ( x 2)( x 5) in expanded form. To do
this, perform the multiplication and combine like terms. Write the result in
the table. Also write the leading coefficient of the polynomial in the table.
Is it obvious from the expanded form of the equation what the x-intercepts
are? If you wish to determine the x-intercepts, would you rather have the
factored form y = ( x 2)( x 5) or the expanded form y = x2 7x + 10?
To finish this example, we wish to solve the equation ( x 2)( x 5) = 0
for x. If you have not yet learned an algebraic method to do this, you can
use your grapher instead as follows. Remember that the expression ( x
2)( x 5) is equal to y. So we want to know what x is when y = 0. Trace
along your graph until the y-coordinate is 0. What is the x-coordinate? (Be
careful: there might be more than one answer!) Write this in the table and
you have filled in the first row.
Each row in the table represents a quadratic function. As you fill in the
blanks in each row, observe the patterns that emerge. These patterns will
help you to fill in the remaining rows. Your instructor may require you to
turn in your work, written neatly on a separate piece of paper.
12
Expanded Form
Lead
Coeff
x-int(s)
Solutions
of equation
y=0
y = ( x 2)( x 5)
1
2
Factored Form
y = x2 3x + 2
y = 1( x 2)( x 1)
y = x2 + 5x 24
y = x2 + 12x + 35
1
1
y = 2x2 12x 14
10
y = 5x2 + 25x + 30
12
10
y = 2x2 + 5x 3
14
y = 5x2 + 12x + 4
(20, 0), (4, 0)

x = 5, 4
y = 2( x + 1)( x 7)
11
13
x = 7, 2
y = 1( x + 8)( x 3)
(5, 0), (3, 0)
(1, 0), (1, 0)

x = 2, 12
y = 2( x 12 )( x + 3)
(2, 0), ( 23 , 0)
15
16
x = 72 , 1
x = d1 , d2
17
may omit
1.2. THE GREATEST COMMON FACTOR
1.2
13
The Greatest Common Factor
We have seen the advantages of writing polynomials in factored form. Now

we will develop some techniques to factor polynomials with integer coefficients. The first and most basic technique is to factor out the greatest common factor. Since factoring is the reverse process of multiplication, we will
start this section with a multiplication problem.
Example 1. Find the product: 2x2 y 3x3 y2 + 5xy2 + 7x + 10

Solution. We use the Distributive Law as follows:
2x2 y 3x3 y2 + 5xy2 10 = 2x2 y 3x3 y2 + 2x2 y 5xy2 2x2 y 10
= 6x5 y3 + 10x3 y3 20x2 y.

Note that the result is a polynomial, each of whose terms has the monomial
2x2 y as a factor. That is, 2x2 y is a common factor of all of the terms of the
polynomial.
Recall that the greatest common factor of two integers is the largest
integer that is a factor (or divisor) of both. We used this idea when writing
a fraction in lowest terms. Similarly, we define the greatest common factor
(GCF) of two or more monomials to be the monomial of highest degree
and largest coefficient that is a factor of all. We have already used this idea
when writing fractions containing variables in lowest terms.
Example 2. Find the GCF of the list of integers: 18, 63, and 36.
Solution. You may recognize right away that 9 is the greatest common factor. If this isnt immediate, simply factor each into a product of prime factors.
18 = 2 32
63 = 32 7
36 = 22 32
So the GCF of the integers 18, 63, and 36 is 32 = 9.
14
Practice 1. (Answers on page 19.) Find the GCF of each triple.

a. 126, 42, 105
b. 625, 81, 15
Example 3. Find the GCF of the list of powers of x: x5 , x3 , and x8 .

Solution. The smallest exponent of x appearing in the list is 3. This means
that x3 is a factor of each expression in the list. If its not clear why, consider
the following factorizations using the laws of exponents.
x5 = x3 x2
x3 = x3 1
x8 = x3 x5
So the GCF of x5 , x3 , and x8 is x3 .
Practice 2. (Answers on page 19.) Find the GCF of each triple.

a. y12 , y5 , y6
b. w2 , w, w4
Example 4. Find the GCF of the monomials 18x5 yz2 , 63x3 y3 z3 , and 36x8 y2 .
Solution. We can consider the coefficients and variables one at a time.
The GCF of the coefficients 18, 63, and 36 is 9.
The highest power of x that divides x5 , x3 , and x8 is x3 .
The highest power of y that divides y, y3 , and y2 is y.
Finally, z is a factor of the first two monomials, but not the third, so
the GCF will not contain z.
So the GCF of the monomials 18x5 yz2 , 63x3 y3 z3 , and 36x8 y2 is 9x3 y.
Practice 3. (Answers on page 19.) Find the GCF of each triple

a. 22xy2 z, 121x3 yz2 , 33y2 z3
b. 17a2 b, 3ab2 , 15b3
We now apply this to the factoring of polynomials with more than one
term. Find the GCF of all the terms of the polynomial and then factor it out
using the distributive law.
15
Example 5. Factor out the GCF of each of the following polynomials.

a. P( x ) = 8x + 4
b. P( x ) = 9x3 12x2 + 15x
c. P( x, y, z) = 18x5 yz2 + 63x3 y3 z3 + 36x8 y2
Solution.
a. The GCF of the terms 8x and 4 is 4. Thus, we obtain
P( x ) = 8x + 4
= 4 2x + 4 1
= 4 (2x + 1) .
b. The GCF of the terms 9x3 , 12x2 , and 15x is 3x. Thus, we obtain
P( x ) = 9x3 12x2 + 15x
= 3x 3x2 3x 4x + 3x 5
= 3x 3x2 4x + 5 .
c. We saw in the example above that the GCF of the terms of this polynomial is 9x3 y. Thus, we obtain
P( x, y, z) = 18x5 yz2 + 63x3 y3 z3 + 36x8 y2
= 9x3 y 2x2 z2 + 9x3 y 7y2 z3 + 9x3 y 4x5 y
= 9x3 y 2x2 z2 + 7y2 z3 + 4x5 y .
Practice 4. (Answers on page 19.) Factor the GCF out of each polynomial.
a. P( x ) = x2 x
c. P( x, y) = 18x2 y2 36xy3 + 60xy5
b. P(y) = 5y2 + 10y 15

If the leading coefficient of the polynomial is negative, it is customary
to factor out the negative. It is important to factor 1 out of each term.
Example 6. Factor out the GCF of P(t) = 100t5 + 75t3 125t2 25t.
16
Solution. The GCF of the terms of this polynomial is 25t. Since the leading
coefficient, 100, is negative, we will factor out 25t. Thus, we obtain
P(t) = 100t5 + 75t3 125t2 25t

= (25t) 4t4 + (25t) 3t2 + (25t) (5t) + (25t) (1)
= 25t 4t4 3t2 + 5t + 1 .

Dont forget the last term of the second factor! Since the expression being
factored out is one of the terms of the polynomial, we are left with a factor
of 1 for that term when the GCF is factored out.
Practice 5. (Answers on page 19.) Factor the GCF out of each polynomial.
a. P( x ) = 9x5 + 21x4 15x3 + 3x2
b. P(s, t) = s4 t2 + 5s3 t3 11s2 t4
In the previous examples, the GCF has been a monomial. However, it
is also possible to have a binomial as a common factor.
Example 7. Factor out the GCF of P( x ) = 3x ( x + 2) 5( x + 2).
Solution. The GCF of the terms of this polynomial is the binomial ( x + 2).
Thus, we obtain
P( x ) = 3x ( x + 2) 5( x + 2)
= ( x + 2)[3x 5].
Practice 6. Factor the GCF out of the polynomial: P(y) = 2y2 (3y 1) + 7(3y 1)
(Answers on page 19.)
Application: Compound Interest

In Fundamental Mathematics II, we developed the formula for simple interest
I = Prt
where I is the amount of interest earned; P is the principal (amount invested); r is the interest rate; and t is the length of time of the investment.
In practice, interest in a savings account is usually compounded. That is,
the interest earned is deposited back into the account and so, for the next
compounding period, the investor earns interest on the interest as well as
17
on the principal. We will now develop a formula for computing the value
of an investment when interest is compounded annually.
Suppose $100 is invested in an account earning 5% annual interest. At
the end of the first year (after the first compounding), the total amount in
the account is the original $100 plus the interest earned on $100, which is 5%
of $100, or 0.05 $100 = $5. If A(t) represents the amount in the account
after t years, then we can write this as
A(1) = 100 + 0.05 100
= 100(1 + 0.05)
= 100(1.05)
= 105.
At the end of the second year (after the second compounding), the total
in the account is the $105 from the beginning of the second year plus the
interest earned on $105 which is 5% of $105 or 0.05 105. So we have
A(2) = 105 + 0.05 105
= 105(1 + 0.05)
= 105(1.05)
= [100(1.05)] (1.05)
= 100(1.05)2 .
Here we have used the fact that 105 was obtained as 100(1.05) in the first
computation.
Next, at the end of the third year (after the third compounding), the
total in the account is the $100(1.05)2 from the beginning of the third year
plus the interest earned on $100(1.05)2 . This time we have
A(3) = 100(1.05)2 + 0.05 100(1.05)2
= 100(1.05)2 (1 + 0.05)
= 100(1.05)2 (1.05)
= 100(1.05)3 .
Have you detected a pattern yet? Lets try one more compounding. At
the end of the fourth year (after the fourth compounding), the total in the
account is the $100(1.05)3 from the beginning of the fourth year plus the
18
interest earned on $100(1.05)3 . This time we have

A(4) = 100(1.05)3 + 0.05 100(1.05)3
= 100(1.05)3 (1 + 0.05)
= 100(1.05)3 (1.05)
= 100(1.05)4 .
Now its your turn to continue this pattern.
Practice 7. (Answers on the facing page.) Show that after 5 years, the amount in the
account is 100(1.05)5 .
We will now generalize this to develop a formula. Let A(t) be the
amount after t years when P is invested at the annual interest rate r. After
1 year, the account holds P plus the interest earned on P, which is Pr.
A(1) = P + Pr
= P (1 + r ).
After 2 years, the account holds A(1) (= P(1 + r )) plus the interest
earned on A(1), which is A(1)r.
A (2) = A (1) + A (1)r
= A(1)[1 + r ]
= P(1 + r )[1 + r ]
= P (1 + r )2 .
After 3 years, the account holds A(2) (= P(1 + r )2 ) plus the interest
earned on A(2), which is A(2)r.
A (3) = A (2) + A (2)r
= A(2)[1 + r ]
= P (1 + r )2 [1 + r ]
= P (1 + r )3 .
Have you observed a pattern here?
Practice 8. (Answers on the next page.)
a. Show that after 4 years, the amount in the account is P(1 + r )4 .
19
b. Find an expression for the amount in the account after 5 years and prove
that this formula is correct.
Continuing in this manner we see that the amount A(t) in an account
after t years where P is invested at the annual interest rate r, compounded
annually is given by the formula
A ( t ) = P (1 + r ) t .
Example 8. Find the amount in an account after 10 years if $500 is invested at
an annual rate of 3.45%, compounded annually.
Solution. We wish to find A(10) if P = 500 and r = 0.0345. Note that we
must write the interest rate as a decimal. By our formula,
A(10) = 500(1 + 0.0345)10
= 500(1.0345)10
701.90
where we have rounded to the nearest penny.
Practice 9. (Answers below.) Find the amount in an account after 25 years if $2000
is invested at an annual rate of 2.15%, compounded annually. Round your answer
to the nearest penny.

1.
(a) 21
(b) 1
2.
(a) y5
(b) w
8.
A (4) = A (3) + A (3)r
= A(3)[1 + r ]
= P (1 + r )3 [1 + r ]
3.
(a) 11yz
(b) b
4.
(a) x ( x 1)
= P (1 + r )4 .
(b) 5(y2 + 2y 3)
(c) 6xy2 (3x 6y + 10y3 )
5.
(a) Proof:
(b) Proof:
(a) 3x2 (3x3 7x2 + 5x 1)
A (5) = A (4) + A (4)r
(b) s2 t2 (s2 5st + 11t2 )

6.
(3y 1)(2y2
= A(4)[1 + r ]
= P (1 + r )4 [1 + r ]
+ 7)
= P (1 + r )5 .
7. Proof:
A(5) = 100(1.05)4 + 0.05 100(1.05)4
= 100(1.05)4 (1 + 0.05)
= 100(1.05)4 (1.05)
= 100(1.05)5 .
9. $3404.00
20
(Answers are found on page 135.)
Find GCF of the following pairs and triples.

1. 52 and 78
5. 6, 9, and 27
2. 36 and 30
6. 10, 40, and 50
3. 100 and 140
7. 20, 18, and 45
4. 63 and 45
8. 64, 36, and 100
9. 24, 40, and 60

10. 15, 60, and 81
Find GCF of the following pairs and triples.

11. x4 , x8 , and x7
16. xy2 , y3 z2 , and x4 z4
12. y2 , y5 , and 1
17. 14x2 y and 36x5 y3
13. x3 y2 , xy5 , and x6 y3
18. 18x5 yz2 ,

24x3 y2 z4
14. x5 y3 , x3 y2 , and x5 y4
19. 6x3 y3 z2 , 10x4 y2 z, and 8x3 y4 z2
15. x3 y2 z, x5 y2 z3 , and x2 y4 z2
20. 15x2 y2 , 25x2 z3 , and 35x3 z3
15x2 y2 z3 ,
and
Factor out the GCF of the following polynomials.

21. 15x2 10
26. x3 + 2x2 + 3x 5
22. 26x3 39x
27. 16a8 18a6 30a5
23. 10x2 + 15x 45
28. 40x4 y2 + 24x2 y8 32x3 y5
24. x3 + 6x2 17x
29. 16x2 y2 + 4x2 y 6xy2
25. 18x6 + 18x4 + 18x2 18
30. x3 y2 z2 + 3x2 y3 z2 2x2 y2 z3

31. 3( x + 2) x ( x + 2)
34. 5x ( x + y) + 4y( x + y)
32. 3x2 ( x2 x ) + 2x ( x2 x )
35. 3x2 ( x + 6) 5x ( x + 6) + 7( x + 6)
33. x (y 3) + 5(y 3)
36. 7x ( x2 5x 4) + 8( x2 5x 4)
21
37. 2y( xy + 1) + 3x ( xy + 1)
39. 5x2 (5x2 6) 6(5x2 6)
38. x2 y( x2 y2 ) xy2 ( x2 y2 )
40. 3x ( x2 + 9x 1) ( x2 + 9x 1)

41. x2 ( x2 + 2x + 3) 10x ( x2 + 2x + 3) 2( x2 + 2x + 3)
42. xy(2x2 + 3xy + y) 4x (2x2 + 3xy + y) + 5y(2x2 + 3xy + y)
43. ( x2 3x )( x2 + 4x + 5) + (6x + 2)( x2 + 4x + 5)
44. (2x + 3y)(6x 5y) + 6(6x 5y)
45. 13x2 ( x2 + xy + y) 26( x2 + xy + y)
46. 15( x + 3)(3x2 5) + 25(3x2 5)
Solve each problem, showing all work.
47. We are investing $1000 in an account which has an annual rate of 5%
compounded annually. Round your answers to the nearest penny.
(a) How much is in the account after 1 year?
(b) How much is in the account after 2 years?
(c) How much is in the account after 5 years?
(d) How much is in the account after 10 years?
(e) How much is in the account after 20 years?
(f) What function describes the amount in the account after t years?
48. We are investing $750 in an account which has an annual rate of 3.75%
compounded annually. Round your answers to the nearest penny.
(a) How much is in the account after 1 year?
(b) How much is in the account after 2 years?
(c) How much is in the account after 7 years?
(d) How much is in the account after 12 years?
(e) How much is in the account after 25 years?
(f) What function describes the amount in the account after t years?
22
1.3 Factoring Special Products

In this section, we will learn to recognize and factor polynomials which
follow certain patterns.
Perfect square of a binomial

First, we will factor trinomials which are the square of a binomial. Remembering that factoring is the reverse process of multiplication, we will first
see how these patterns arise by squaring binomials.
Example 1. Find each square; simplify the result.
a. ( x + 5)2
b. (2x 3)2
Solution.
a. We may use the Distributive Law as follows.
( x + 5)2 = ( x + 5) ( x + 5)
= x ( x + 5) + 5 ( x + 5)
= x2 + 5x + 5x + 52
= x2 + 2(5x ) + 52
= x2 + 10x + 25.
b. This time we will use the rectangular array approach that was introduced in Fundamental Mathematics II. The set-up is:
2x
2x
3
Multiplying each row entry by each column entry, we obtain:
2x
3
2x
(2x )2
6x
3
6x
(3)2
1.3. FACTORING SPECIAL PRODUCTS
23
Thus,we obtain:
(2x 3)2 = (2x )2 + 2(6x ) + (3)2

= 4x2 12x + 9
In each of these examples, we observe that the product of the binomial

has three terms. The first term of the product is the square of the first term
of the binomial; the third term of the product is the square of the last term
of the binomial; and the middle term of the product is twice the product
of the two terms of the binomial. This leads us to the following special
product forms.
a2 + 2ab + b2 = ( a + b)2
a2 2ab + b2 = ( a b)2
Example 2. Factor:
a. P( x ) = x2 + 14x + 49
b. P(y) = 9y2 12y + 4
c. P( x, y) = 121x2 + 110xy + 25y2
Solution.
a. The first term of P( x ) is x2 and the last term is 72 . Now we must
check if the middle term follows either of our patterns above. Twice
the product of x and 7 is 2 x 7 = 14x, which is what we have. Thus,
P( x ) = x2 + 14x + 49 = ( x + 7)2 .
b. The first term of P(y) is (3y)2 and the last term is 22 . Now we must
check if the middle term follows either of our patterns above. Twice
the product of 3y and 2 is 2 3y 2 = 12y. Since the middle term of
P(y) is 12y, we have the square of a difference. Thus,
P(y) = 9y2 12y + 4 = (3y 2)2 .
24
c. The first term of P( x, y) is (11x )2 and the last term is (5y)2 . Now we
must check if the middle term follows either of our patterns above.
Twice the product of 11x and 5y is 2 11x 5y = 110xy, which is the
middle term of P( x, y). Thus,
P( x, y) = 121x2 + 110xy + 25y2 = (11x + 5y)2 .
Practice 1. (Answers on page 27.) Factor:

a. P( x ) = x2 4x + 4
b. P(t) = 49t2 + 70t + 25
c. P( x, y) = x2 6xy + 9y2
Sometimes we will have to use more than one factoring technique for
the same polynomial. Always check first if the terms have a GCF which
can be factored out.
Example 3. Factor: P(t) = t3 + 12t2 + 36t.
Solution. We see that t is the GCF of the three terms of P(t) and so we first
factor out t.
P(t) = t3 + 12t2 + 36t = t t2 + 12t + 36
Now we try to factor the polynomial that remains. The first term of t2 + 12t + 36
is t2 and the last term is 62 . Twice the product of t and 6 is 2 t 6 = 12t,
which is what we have. Thus,
P ( t ) = t ( t + 6)2 .
Practice 2. (Answers on page 27.) Factor:

a. P( x ) = x4 + 20x3 + 100x2
b. P(u, v) = 2u2 v 4uv + 2v
Difference of two squares

In the previous section we studied perfect squares of binomials, that is,
polynomials of the form ( a + b)2 and ( a b)2 . But what happens if we
multiply ( a + b) by ( a b)?
Example 4. Multiply; simplify the result.

a. ( x 2)( x + 2)
25
b. (3x + 1)(3x 1)
Solution.
( x 2) ( x + 2) = x ( x + 2) 2 ( x + 2)
= x2 + 2x 2x 2 2
= x2 + 0x 22
= x2 4.
There are two important observations to make. First, the two x terms
in the product are additive inverses of one another, so the result when
simplified has just two terms. Second, the resulting binomial is the
difference of two perfect squares.
b. This time we will use the rectangular array approach. The set-up is:
3x
3x
1
Performing the multiplication, we have:
3x
1
3x
(3x )2
3x
1
3x
(1)(1)
Thus,we obtain,
(3x + 1) (3x 1) = (3x )2 3x + 3x 1 1

= (3x )2 + 0x 12
= 9x2 1
Once again, two of the four terms of the product are additive inverses
of one another. Thus, the simplified form is a binomial. Also, the
result is the difference of two squares.
26
In fact, if we multiply any factors of the form ( a b)( a + b), we obtain
( a b) ( a + b) = a ( a b) b ( a + b)
= a a + ab ba b b
= a2 + 0 b2
= a2 b2
We can interpret this as a factoring formula for the difference of two squares.
a2 b2 = ( a b)( a + b)
Example 5. Factor.
a. P(t) = 4t2 121
b. P( x ) = x3 x
c. P(y) = y4 81
Solution.
a. We observe that 4t2 = (2t)2 and 121 = 112 . Thus, P(t) is the difference of two squares.
P(t) = 4t2 121
= (2t)2 112
= (2t 11)(2t + 11).
b. First we factor out the greatest common factor.
P( x ) = x3 x
= x ( x 2 1)
= x ( x 2 12 )
= x ( x 1)( x + 1).
c. Here we observe that y4 = (y2 )2 .
P(y) = y4 81
= (y2 )2 92
= (y2 9)(y2 + 9)
= (y 3)(y + 3)(y2 + 9).
Note that y2 + 9 is the sum of two squares and does not factor further
under the real numbers.
27
We say that a polynomial such as y2 + 9 in Example 5c is prime (or irreducible) over the real numbers since it cannot be factored as a product of
nonconstant factors with real coefficients. In fact, the sum of two squares is
always prime over the real numbers.
Practice 3. (Answers below.) Factor.
a. P( x ) = 25 49x2
b. P(y) = y5 36y3
c. P(t) = 625t4 1
Example 6. Factor P( x ) = x2 3.
Solution. This would appear to be the difference of two squares, except that
3 is not a perfect square. That is, 3 is not the square of an integer. In fact,
P( x ) = x2 3 is prime over the integers. That is, it cannot be written as a
product of two polynomials with integer coefficients neither of which is 1 or
1. However, if we allow real numbers other than integers as coefficients,
P( x ) = x2 3
2
3
= x2

= x 3 x+ 3
which is a perfectly good factorization over the real numbers.
Practice 4. (Answers below.) Factor each of the following over the real numbers.
a. P( x ) = x2 7
b. P(y) = 5y2 1
c. P(t) = 4t4 121

1.
(a) ( x 2)2
3.
(b) (7t + 5)2

(c) ( x 3y)2
2.
(a) (5 7x )(5 + 7x )
(b) y3 (y 6)(y + 6)
(c) (5t 1)(5t + 1)(25t2 + 1)
(a) x2 ( x + 10)2
(b) 2v(u 1)2
4.
(a)

7 x+ 7
28
(b)
5y 1
5y + 1
(c)
2t

11
2t + 11 2t2 + 11

Multiply; simplify your answers.
1. ( x + 4)2
9. (2x + 1)(2x + 1)
2. ( x 4)2
10. (4x 3)(4x + 3)
3. ( x + 4)( x 4)
4. ( x 10)2
5. ( x + 10)( x + 10)
6. ( x + 10)( x 10)
11. (3x + 7)2

12. (4x 5)(4x 5)
13. (2x + 3y)2
7. (2x 1)(2x 1)
14. (3x + 5y)(3x 5y)
8. (2x + 1)(2x 1)
15. (4x 2z)2
Factor each of the following polynomials.

16. x2 16
22. x2 + 6x + 9
17. x2 81
23. x2 8x + 16
18. 9x2 4
24. 4x2 + 4x + 1
19. 5x2 20
25. 2x2 4x + 2
20. 36x2 9
26. 12x2 + 36x + 27
21. 28x2 63
27. 5x2 + 20x + 20
Find the value(s) of b which make each of the following polynomials a square.
28. x2 + 12x + b
31. x2 + 8x + b
29. x2 6x + b
32. 4x2 4x + b
30. x2 14x + b
33. 9x2 + 6x + b
29
34. 9x2 + 12x + b
42. 9x2 + bx + 1
35. 25x2 30x + b
43. 25x2 + bx + 1
36. bx2 + 2x + 1
37. bx2 6x + 1
2
38. bx + 10x + 25
39. bx2 + 12x + 4
44. 9x2 + bx + 4
45. 4x2 + bx + 36
46. x2 + bxy + y2
40. x2 + bx + 1
47. x2 + bxy + 9y2
41. x2 + bx + 16
48. 25x2 + bxy + y2
Determine which of the following polynomials is a difference of squares. Factor

those polynomials that are differences of squares.
49. x2 49
52. 2x2 16
50. x2 17
53. 16x2 25
51. x2 + 9
54. 9x2 + 4
Determine which of the following polynomials is a square. Factor those polynomials that are squares.
55. x2 49
56. x2 14x + 49
60. 9x2 + 6x + 1
61. 25x2 + 20x + 4
57. x2 + 7x + 49
58. x2 + 16x + 64
59. 4x2 2x + 1
62. 4x2 4x 1
63. 4x2 12x + 9
Factor the following differences of squares.

64. x2
1
4
67.
25 2
y 1
16
65. y2
4
9
68.
1 2
x 25
64
69.
9 2
x 16
49
66.
9 2
x 1
4
30
70.
16 2
4
x
25
49
72. x2 7 (For this you need to

use square roots.)
71.
1 2
49
x
121
100
73. 5x2 4
Factor each of the following squares.

74. x2 + 20x + 100
75. y2 + 14y + 49
76. x2 22x + 121
6
9
83. y2 + y +
5
25
84. z2
77. 4w2 36w + 81

2 2
78. x y + 4xy + 4
79. ( xy)2 + 10xy + 25
85.
1 2 2
x x+1
81
9
86.
1 2 3
r r+9
16
2
87.
4 2 1
1
x + x+
9
3
16
88.
4
25 2 5
x + x+
16
3
9
80. 28x2 + 84x + 63

81. x2 x +
1
4
2
1
82. x2 + x +
3
9
12
36
z+
7
49
1.4. FACTORING TRINOMIALS
1.4
31
Factoring Trinomials
In this section, we will factor trinomials which are not perfect squares. As
usual, we will begin with some multiplication problems.
Example 1. Find each product; simplify the result.
a. ( x + 3) ( x 5)
b. (2x + 1) ( x + 8)
Solution.
( x + 3) ( x 5) =
=
=
=
x ( x 5) + 3 ( x 5)
x2 5x + 3x + 3(5)
x2 + (5 + 3) x 15
x2 + 2x 15
b. This time we will use the rectangular array approach. The set-up is:
x
2x
1
Performing the multiplication, we have:
2x
1
x
2x2
x
8
16x
8
Thus,we obtain,
(2x + 1) ( x + 8) = 2x2 + 16x + x + 8

= 2x2 + (16 + 1) x + 8
= 2x2 + 17x + 8
Practice 1. Find each product; simplify the result. (Answers on page 37.)
32
a. ( x 7) ( x 12)
b. (3x 2) (2x + 6)
In each of these examples, the product of the binomials has three terms
after like terms have been combined. A polynomial with three terms is
called a trinomial. Now we wish to factor trinomials into products of two
binomials. We will restrict our attention to factorizations over the integers;
that is, factorizations where the coefficients of the factors are all integers.
Example 2. Factor P( x ) = x2 + 11x + 30 over the integers.
Solution. Since the leading coefficient is 1, we are looking for a factorization
of the form
P( x ) = ( x + a)( x + b)
where a and b are integers and the product ab = 30 and the sum a + b = 11.
If such a factorization does not come to mind immediately, we can systematically consider all factorizations of 30 into a product of two positive
integers.
ab
1 30
2 15
3 10
56
a+b
1 + 30 = 31
2 + 15 = 16
3 + 10 = 13
5 + 6 = 11 ?
Thus, we claim that

P( x ) = x2 + 11x + 30 = ( x + 5)( x + 6).
We will check our factorization by multiplying.
x
5
x
x2
5x
6
6x
30
Thus,
( x + 5)( x + 6) = x2 + 6x + 5x + 30
= x2 + 11x + 30,
which is what we claimed.
Practice 2. Factor P( x ) = x2 + 5x + 6 over the integers. (Answers on page 37.)
33
Example 3. Factor P( x ) = x2 x 12 over the integers.

Solution. We will first list all pairs of integer factors of 12 and their sums.
ab
1 12
1 12
2 6
2 6
3 4
3 4
a+b
1 + 12 = 11
1 12 = 11
2 + 6 = 4
2 6 = 4
3 + 4 = 1
3 + 4 = 1 ?
We are hoping to find a pair of factors of 12 whose sum is 1, since this

is the coefficient of x. We see that the last pair in the table satisfies this
condition. Therefore,
P( x ) = x2 x 12
= ( x + 3)( x 4).
Its a good idea to check this by multiplying.
x
3
x
x2
3x
4
4x
12
Thus,
( x + 3)( x 4) = x2 4x + 3x 12
= x2 x 12,
We could have reduced our work by half in the previous example by

observing that, since the middle coefficient was negative, it must be the
negative factor of 12 which is largest in absolute value.
Practice 3. Factor P( x ) = x2 2x 35 over the integers. (Answers on page 37.)
Example 4. Factor P(y) = y2 16y + 28 over the integers.
Solution. This time the constant term is positive, but the coefficient of y is
negative. This means we should consider pairs of negative factors of 28.
34
ab
1 28
2 14
4 7
a+b
1 28 = 29
2 14 = 16 ?
4 7 = 11
Thus,
P(y) = y2 16y + 28
= (y 2)(y 14).
We leave it to the reader to check this by multiplying.
Practice 4. Factor P(w) = w2 14w + 48 over the integers. (Answers on page 37.)
Example 5. Factor P(t) = 2t5 + 12t4 14t3 over the integers.
Solution. We begin by factoring out the GCF which is 2t3 .
P(t) = 2t5 + 12t4 14t3
= 2t3 (t2 + 6t 7)
Next, we consider pairs of integer factors of 7 for which the largest factor
in absolute value is positive. (Why?) No need to make a chart; since 7 is
prime, the only possibility is 1 7. Thus,
P(t) = 2t3 (t2 + 6t 7)
= 2t3 (t 1)(t + 7).
The reader should check this by multiplying.

Practice 5. Factor P( x ) = 3x4 + 3x3 330x2 over the integers.
(Answers on
page 37.)
Example 6. Factor P( x ) = x2 + 18x + 24 over the integers, if possible.

Solution. Let us consider pairs of integer factors of 24. Since both the constant term (24) and the coefficient of x (18) are positive, it suffices to consider pairs of positive integers,
ab
1 24
2 12
38
46
a+b
1 + 24 = 25
2 + 12 = 14
3 + 8 = 11
4 + 6 = 10
35
This is a complete list of all pairs of positive integers whose product is 24.
However, no pair in the list has a sum of 18. We conclude that P( x ) is prime
over the integers.
Practice 6. Factor P( x ) = x2 10x + 30 over the integers, or else show that it is

prime over the integers. (Answers on page 37.)
Example 7. Find all values of k so that the polynomial P( x ) = x2 + kx 10 will
factor into a product of linear factors over the integers.
Solution. We wish to write P( x ) = x2 + kx 10 as a product of the form
( x + a)( x + b) where a and b are integers. This means that ab = 10 and
a + b = k. We will make a complete list of all pairs of integer factors of 10.
ab
1 10
1 10
2 5
2 5
a+b = k
1 10 = 9
1 + 10 = 9
2 5 = 3
2 + 5 = 3
Therefore, if k is 9, 9, 3, or 3, then P( x ) = x2 + kx 10 will factor over

the integers.
Practice 7. (Answers on page 37.)

a. Write down the four polynomials that arise in Example 7 and factor each.
b. Find all values of k so that the polynomial P( x ) = x2 + kx 55 will factor
into a product of linear factors over the integers. Then factor each of the
resulting polynomials.
Example 8. Factor P( x ) = 14x2 + 9x + 1 over the integers, if possible.
Solution. In this example, the leading coefficient is not 1, but the constant
term is. Also, the coefficient of x is positive. Therefore our factorization will
be of the form ( ax + 1)(bx + 1) for some integers a and b for which ab = 14
and a + b = 9. Let us consider pairs of (positive) integer factors of 14.
ab
1 14
27
a+b
1 + 14 = 15
2+7 = 9?
36
Hence,
P( x ) = 14x2 + 9x + 1
P( x ) = (2x + 1)(7x + 1).
We will check our factorization by multiplying.
2x
1
7x
14x2
7x
1
2x
1
Thus,
(2x + 1)(7x + 1) = 14x2 + 2x + 7x + 1

= 14x2 + 9x + 1,
Practice 8. Factor P( x ) = 15x2 8x + 1 over the integers, if possible. (Answers

on the facing page.)
Example 9. Factor P(t) = 5t2 + 14t 3 over the integers, if possible.

Solution. In this example, neither the leading coefficient nor the constant
term is 1. Our factorization will be of the form ( ax + c)(bx + d) for some
integers a, b, c and d for which ab = 5, cd = 3, and ad + bc = 14. Thats an
awful lot to keep track of! Fortunately, 5 and 3 are both prime, so there are
not that many possibilities. We will use the factorization 5 = 5 1 for the
coefficients of x in the factors. Then we need to consider four factorizations
(counting order) of 3:
3 = 3 (1),
3 = 3 1,
3 = 1 (3), and
3 = 1 3.
We will try all of the combinations to see which one (if any) works.
(5x + 3)(1x 1) = 5x2 2x 3

(5x 3)(1x + 1) = 5x2 + 2x 3
(5x + 1)(1x 3) = 5x2 14x 3
(5x 1)(1x + 3) = 5x2 + 14x 3?
37
Hence,
P( x ) = 5x2 + 14x 3
P( x ) = (5x 1)( x + 3).
Practice 9. Factor P( x ) = 7x2 + 5x 2 over the integers, if possible. (Answers

below.)
Example 10. Factor P( x, y) = 4x2 + 24xy + 11y2 over the integers, if possible.
Solution. In this example, neither the leading coefficient nor the constant
term is 1, and we have two variables. This time our factorization will be of
the form ( ax + cy)(bx + dy) for some integers a, b, c and d for which ab = 4,
cd = 11, and ad + bc = 24. Note that a, b, c and d will all be positive. We
have two factorizations of 4 and just one of 11. However, order matters
when the lead coefficients of the binomials are different, so we actually
have 3 possibilities to try.
(4x + 11y)(1x + 1y) = 4x2 + 15xy + 11y2

(4x + 1y)(1x + 11y) = 4x2 + 45xy + 11y2
(2x + 11y)(2x + 1y) = 4x2 + 24xy + 11y2 ?
Hence,
P( x, y) = 4x2 + 24xy + 11y2
P( x ) = (2x + 11y)(2x + y).
Practice 10. Factor P( x ) = 6x2 + 13xy + 5y2 over the integers, if possible. (Answers below.)

1.
(a) x2 19x + 84
(b)
6x2
+ 14x 12
2. ( x + 2)( x + 3)
3. ( x + 5)( x 7)
4. (w 6)(w 8)
5. 3x2 ( x 10)( x + 11)
38
P( x ) = x2 + 54x 55 = ( x 1)( x + 55)
P( x ) = x2 6x 55 = ( x + 5)( x 11)
P( x ) = x2 + 6x 55 = ( x 5)( x + 11)
6. prime over the integers

7.
(a) P( x )
P( x )
P( x )
P( x )
=
=
=
=
x2 9x 10 =
x2 + 9x 10 =
x2 3x 10 =
x2 + 3x 10 =
( x + 1)( x 10)
( x 1)( x + 10)
( x + 2)( x 5)
( x 2)( x + 5)
(b) k = 54, 54, 6, 6

P( x ) = x2 54x 55 = ( x + 1)( x 55)
8. (3x 1)(5x 1)
9. (7x 2)( x + 1)
10. (2x + y)(3x + 5y)

Factor the following trinomials (over the integers).
1. x2 + 3x + 2
10. x2 + 9x 14
2. x2 x 2
11. 2x2 3x 2
3. x2 + 2x 3
12. 5x2 + 6x + 1
4. x2 + 6x 7
13. 2x2 4x + 2
5. x2 12x + 11
14. 5x2 + 35x + 30
6. x2 10x 11
15. 6x2 + 8x + 2
7. x2 + 5x + 6
16. x2 + 4xy + 4y2
8. x2 2x 8
17. x2 7xy + 12y2
9. x2 7x + 12
18. 5x2 + 11xy + 2y2
Determine which of the following trinomials can be factored into a product of linear
factors (over the integers) and which are prime (over the integers).
19. x2 + 4x + 4
25. 3x2 + 4x + 1
20. x2 + 9x + 14
26. 3x2 + 9x 12
21. x2 + x 2
27. 3x2 + 5x + 2
22. x2 + x 3
28. 3x2 + 7x + 3
23. x2 + x 4
29. 3x2 + 9x + 3
24. x2 + 3x + 3
30. 5x2 + 20x + 10

31. x2 + 5xy + 7y2
39
33. 7x2 + 2xy 5y2
32. x2 9xy + 18y2

For each of the following polynomials, find all the values for b so that the polynomial will factor into a product of linear factors (over the integers).
34. x2 + bx + 3
42. x2 + bx + 18
35. x2 + bx 3
43. 3x2 + bx + 3
36. x2 + bx 7
37. x2 + bx + 7
38. x2 + bx + 6
39. x2 + bx 6
44. x2 + bx + 8
45. 6x2 + bx + 5
46. x2 + bxy + 9y2
40. 2x2 + bx + 1
47. x2 + bxy 8y2
41. 2x2 + bx 1
48. 7x2 + bxy 2y2
Factor the following polynomials (over the integers).

49. 12x2 + 20x 8
55. 81t4 256
50. 5x3 45x
56. 2y4 26y2 + 72
51. 16x2 40xy + 16y2
57. 8x10 98x4
52. 32x4 200
58. 450 5a 5a2
53. 28x4 + 84x3 63x2
59. 60n3 300n2 375n
54.
3 4
y 27
4
60. 6x3 + 21x2 12x
40
1.5 Polynomial Equations and Inequalities

Now that we have learned many techniques for factoring polynomials, we
will return to one of the examples that motivated our discussion of factors
in the first place.
Example 1. A student throws his calculator off the top of a 96-foot tall building
with a downward velocity of 16 feet per second. When does the calculator hit the
ground?
Solution. Recall that if we ignore air resistance, the height of the calculator
above the ground, in feet, after t seconds is given by the formula
h(t) = 16t2 16t + 96.
Since a calculator on the ground has height 0, we are asked to find the
value(s) of t for which h(t) = 0. Using our formula for h(t), we see that
we need to solve the equation 16t2 16t + 96 = 0 for t. Factoring the
left-hand side, we obtain:
16 t2 + t 6 = 0
16(t + 3)(t 2) = 0
So the solutions to this equation are precisely the values of t for which the
product of 16, t + 3, and t 2 is equal to zero. However, zero has a special
property. It is impossible to multiply two nonzero numbers to obtain a
product of zero. In other words, if a product is zero, then at least one of the
factors must be zero. Thus, we conclude that
16 = 0
or
t+3 = 0
or
or
t 2 = 0.
t 2 = 0.
Since 16 6= 0, we must have

t+3 = 0
That is,
t = 3
or
t = 2.
As usual, we should check our answers in the original equation.

Check t = 3:
16(3)2 16(3) + 96 = 16(9) + 48 + 96

= 144 + 144
= 0.
1.5. POLYNOMIAL EQUATIONS AND INEQUALITIES
41
Check t = 2:
16(2)2 16(2) + 96 = 16(4) 32 + 96

= 64 + 64
= 0.
Both solutions are mathematically correct. However, only one makes
sense in the context of the original problem. It doesnt make sense for the
calculator to hit the ground 3 seconds before it is actually thrown, so we discard the solution t = 3. We conclude that the calculator hits the ground 2
seconds after it is thrown.
The key idea in the solution to an equation by factoring is the Zero Product Property.
Let a and b be real numbers. If ab = 0, then a = 0 or b = 0 (or both).
Example 2. Solve: ( x 3) ( x + 2) = 0
Solution. We have a product equal to zero. By the Zero Product Property,
at least one of the factors must be zero. That is,
x3 = 0
or
x + 2 = 0.
Solving each of the resulting linear equations for x, we obtain:

x=3
or
x = 2.
We leave it to the reader to check each solution in the original equation.

Practice 1. Solve for the variable: (2x 1)( x + 4) = 0 (Answers on page 49.)
Example 3. Solve each of the following equations for the variable.
a. x2 13x = 0
b. x ( x 13) = 30
c. 3t(t + 2) + 4 = t + 6
42
Solution.
a. Since the right-hand side is 0, we start by factoring the left-hand side.
x2 13x = 0
x ( x 13) = 0
Using the Zero Product Property, we obtain:
x=0
or
x 13 = 0,
x=0
or
x = 13.
and so
b. Although the left-hand side is factored, we cannot conclude that

x = 30
or
x 13 = 30.
This is because there is no 30 Product Property analogous to the

Zero Product Property! It is quite possible to have a product of two
numbers equal to 30 even though neither number is itself 30. (Consider 5 6, for example.) Thus, we must first do a little algebra to
get 0 on one side of the equation.
x ( x 13) = 30
x2 13x = 30
x2 13x + 30 = 30 + 30
x2 13x + 30 = 0
( x 3)( x 10) = 0
Now using the Zero Product Property, we obtain:
x3 = 0
or
x 10 = 0,
x=3
or
x = 10.
and so
c. Again, we have a bit of algebra to do before we can factor.

3t(t + 2) + 4 = t + 6
3t2 + 6t + 4 = t + 6
3t2 + 6t + 4 t 6 = t + 6 t 6
3t2 + 5t 2 = 0
(3t 1)(t + 2) = 0
43

3t 1 = 0
or
t + 2 = 0,
and so
3t = 1
1
t=
3
or
t = 2,
and so
or
t = 2.
Practice 2. Solve for the variable: 2x ( x + 3) = 4 (Answers on page 49.)

Example 4. Solve: 25y2 + 20y + 4 = 0
Solution. We note that the right-hand side is 0 and the left-hand side is a
perfect square.
25y2 + 20y + 4 = 0
(5y)2 + 20y + 22 = 0
(5y + 2)2 = 0
5y + 2 = 0
5y = 2
2
y=
5
In this example, we had just one solution since the quadratic polynomial
was the square of a binomial.
Practice 3. Solve for the variable by factoring: 9t2 42t + 49 = 0 (Answers on

page 49.)
Example 5. Solve for the variable by factoring: 4x2 = 9

Solution. We will solve this equation in two ways.
a. We can solve by factoring, as in the preceding examples in this section.
4x2 = 9
4x2 9 = 0
(2x )2 32 = 0
(2x 3)(2x + 3) = 0
44
2x 3 = 0
or
2x + 3 = 0,
and so
2x = 3
3
x=
2
or
2x = 3,
3
x= .
2
and so
or
b. Since there is no linear term, we can solve this by taking square roots.
Recall that
x 2 = | x |.
Thus,
4x2 = 9
4x2 = 9

4 x2 = 9
2| x | = 3
2x = 3
3
x= .
2
Note that we get the same two solutions when taking square roots.
Practice 4. (Answers on page 49.)

a. Solve for the variable by factoring: 16w2 = 1
b. Solve for the variable by taking square roots: 81t2 49 = 0
Example 6. Solve for the variable.
a. ( x 7) 2x2 + 5x + 3 = 0
b. u3 7u2 = 12u
Solution. We will solve each of these by factoring.
a. This polynomial is already partially factored.
( x 7)(2x2 + 5x + 3) = 0
( x 7)(2x + 3)( x + 1) = 0
45
And so by Zero Product Property,

x7 = 0
or
2x + 3 = 0
x=7
or
x=7
or
2x = 3
3
x=
2
x+1 = 0
or
x = 1
or
or
and so
x = 1.
b. Here we will first factor out the GCF.

u3 7u2 = 12u
u3 7u2 + 12u = 0
u(u2 7u + 12) = 0
u(u 3)(u 4) = 0
And so by Zero Product Property,

u=0
or
u3 = 0
u=0
or
u=3
or
or
u4 = 0
and so
u = 4.
Practice 5. Solve for the variable. (Answers on page 49.)

a. (4t 1)(t2 + 6t 16) = 0
b. 5y4 = 7y3 2y2
Polynomial inequalities
We have seen that the factored form of a polynomial is useful for solving
equations because of the Zero Product Property. Now we will see how
these ideas can be applied to the solution of inequalities. Recall that the
product of two positive factors is positive, the product of two negative factors is positive, and the product of one positive with one negative factor is
negative.
Example 7. Find all x for which
( x + 1)( x 4) > 0.
and so
46
Solution. We need to find all values of x for which the factors x + 1 and x 4
are either both positive or both negative. We will first find where each of
these linear factors is equal to zero, since that is where it will change sign.
x+1 = 0 x4 = 0
x = 1
x = 4.
Thus, 1 and 4 are the boundary points where the value of the product
( x + 1)( x 4) can change sign. These two boundary points divide the real
line into three intervals (reading from left to right on the real line):
(, 1),
(1, 4),
and
(4, ).
We will first determine the sign of each linear factor on each of these three
intervals. We construct a sign chart. This is a table with the intervals determined by the roots of the linear factors labeling the columns (from left
to right on the real line) and the linear factors labeling the first two rows,
while the product itself labels the last row.
(, 1)
(1, 4)
(4, )
x+1
x4
( x + 1)( x 4)
Each cell in the body of the sign chart will be filled with + or ,
depending on the sign of the corresponding expression for x in the corresponding interval. Note that if x is in (, 1), then x is less than 1 and
so x + 1 is less than 0. If x is greater than 1, then x + 1 is greater than 0.
(If this is not apparent, the reader can test values of x from each interval in
the linear factor.) Thus, we fill in the first row of the sign chart. The second
row is filled in similarly.
(, 1)
(1, 4)
(4, )
x+1
x4
( x + 1)( x 4)
47
Next, we wish to find the sign of the product ( x + 1)( x 4) on each of

the three intervals. To do this, we may simply multiply down the signs
in each column. For example, for x (, 1), both x + 1 and x 4 are
negative, so their product is positive. We complete the rest of the third row
in the same way to obtain:
(, 1)
(1, 4)
(4, )
x+1
x4
( x + 1)( x 4)
Now the problem was to find the values of x for which ( x + 1)( x 4) >
0. From the sign chart, we see that the product is positive for x in the
first and third interval in our sign chart. Since it is a strict inequality, the
boundary points are not included in the solution set. Thus, the solution set
consists of the union of these intervals, that is, (, 1) (4, ).
Practice 6. Solve for the variable: (2x 1)( x + 4) < 0 Express your solution set
in interval notation. (Answers on page 49.)
Example 8. Solve for t:
t(t + 5) 50.
Solution. Our method enables us to find where a factored expression is positive or negative, that is, greater than or less than 0. Therefore, we must
perform some algebra to get 0 on one side and a factored polynomial on
the other side.
t(t + 5) 50
t2 + 5t 50
t2 + 5t 50 0
(t + 10)(t 5) 0
We want the product of t + 10 and t 5 to be negative or equal to 0, so
we need to find all values of t for which one the factors is negative and
the other is positive or where one of these factors is equal to zero. We first
determine where each is 0.
t + 10 = 0
t = 10
t5 = 0
t = 5.
48
Thus, 10 and 5 are the boundary points where the value of the product
(t + 10)(t 5) can change sign. These two boundary points divide the real
line into three intervals (reading from left to right on the real line):
(, 10),
(10, 5),
and
(5, ).
Next, we construct a sign chart. The labels are as follows:
(, 10)
(10, 5)
(5, )
t + 10
t5
(t + 10)(t 5)
Now we fill in the body of the sign chart. If t is in (, 10), then t
is less than 10 and so t + 10 is less than 0. If t is greater than 10, then
t + 10 is greater than 0. (Again, the reader can test values of t from each
interval in the linear factor.) Thus, we fill in the first row of the sign chart.
The second row is filled in similarly.
(, 10)
(10, 5)
(5, )
t + 10
t5
(t + 10)(t 5)
Next, we multiply down each column to find the sign of the product
(t + 10)(t 5) on each of the three intervals.
(, 10)
(10, 5)
(5, )
t + 10
t5
(t + 10)(t 5)
Now the problem was to find the values of t for which (t + 10)(t 5)
0. From the sign chart, we see that the product is negative for t in the
middle interval in our sign chart. The product is 0 at the boundary points.
Thus, the solution set is [10, 5].
49
Practice 7. Solve for the variable: t(t 2) 2t 3 Express your solution set in
interval notation. (Answers below.)
1. x = 4,
1
2
4.
(b) t =
2. x = 2, 1
3. t =
(a) w =
7
3
5.
1
4
(b) y = 0,
7
9
(a) t = 8,
6.
1
,2
4
4,
1
2
2
,1
5
7. (, 1] [3, )

Solve the following equations.
1. ( x 3)( x + 2) = 0
14. 5x2 + 6x + 1 = 0
2. ( x 7)( x 2) = 0
15. 4x2 8x + 3 = 0
3. ( x + 3)( x + 4) = 0
16. x ( x 3) = 4
4. x ( x 6) = 0
5. ( x + 4)( x + 4) = 0
6. 5( x + 1)( x 4) = 0
7. (2x + 1)( x + 6) = 0
8. (3x 2)(4x 1) = 0
9. 3(10x + 1)(7x 2) = 0
10. x2 + 3x 4 = 0
17. ( x + 1)( x + 2) = 12
18. x2 + 10x = 25
19. x2 + 5x = x + 8
20. 3x2 + 5x = 2x2 3x
21. 5x2 + 3x + 9 = 4x2 + 3x 7
22. 2x3 2x2 12x = 0
11. x2 7x + 12 = 0
23. 2x3 18x2 + 36x = 0
12. x2 + 10x + 25 = 0
24. x4 81 = 0
13. 3x2 + 18x + 27 = 0
25. x4 4x2 + 3 = 0
50
Find the value(s) for b so that the following equations have integer solutions.
26. x2 + bx + 5 = 0
27. x2 + bx 5 = 0
31. x2 + bx 8 = 0
32. x ( x + b) = 10
28. x2 + bx + 9 = 0
29. x2 + bx 9 = 0
30. x2 + bx + 12 = 0
33. y2 + by = 17
34. y2 + by = 18
Find the value(s) for b so that the given value a is a solution of the the equation.
35. x2 + bx + 16 = 0; a = 2
37. x2 + bx 16 = 0; a = 1
36. x2 + bx + 16 = 0; a = 4
38. x2 + bx 16 = 0; a = 4
Find the value(s) of x which satisfy each of the following inequalities. Express your
solution in interval notation.
39. x + 4 0
51. x2 9 0
40. ( x + 6)( x 2) 0
52. x2 5x < 6
41. ( x 3)( x + 7) 0
53. x2 3x 4
42. (3 x )( x + 4) 0
54. x2 + x 6
43. (5 x )( x 1) 0
44. (2x + 3)( x 3) < 0
45. (3x 4)( x + 2) < 0
46. ( x + 1)2 0
47. ( x 2)2 0
55. x2 8 > 2x
56. x2 + 7x + 4 > 8
57. 4x2 + 4x + 1 < 0
58. 3x2 + 4x + 1 0
48. x2 + x 2 0
59. 3x2 6x + 3 0
49. x2 + 3x + 2 > 0
60. 6x2 x 6x 1
50. x2 6x + 9 0
61. 10x2 + 4x + 1 6x2
1.6. APPLICATIONS OF POLYNOMIAL EQUATIONS
1.6
51
Applications of Polynomial Equations
In this section, we consider a variety of applications of quadratic equations.

Example 1. Find all numbers whose square is 6 more than the number.
Solution. We must first introduce some notation. We choose a name for the
variable and tell the reader of our solution what that name is and what it
represents with a Let statement.
Let x be the number.
Next, we translate the statement of the problem from English to an algebraic equation involving our variable. The square of the number is x2
and 6 more than the number is x + 6. The problem states that these are
equal. Thus, we have
x2 = x + 6.
Now it is a matter of solving this equation for x using the techniques of
SECTION 1.5.
x2 = x + 6
x2 x 6 = 0
( x 3)( x + 2) = 0
Using the Zero Product Property, we obtain
x3 = 0
or
x + 2 = 0,
x=3
or
x = 2.
and so
Therefore, 2 and 3 are the numbers whose square is 6 more than the
number.
Practice 1. Find all numbers whose square is 24 more than twice the number.
Example 2. The longer leg of a right triangle is one inch longer than the shorter
leg and one inch shorter than the hypotenuse. Find the dimensions of the triangle.
Solution. This is a geometric problem, so we should begin by drawing a
diagram. (See below.) We next introduce our variable. (There are three
natural choices here.)
Let x be the length, in feet, of the long leg.
52
Once we have made that choice, we will express the length of each of the
other two sides of the triangle in terms of x. Since the long leg is one inch
longer than the short leg, the short leg is one inch shorter than the long leg.
Then, the length of the short leg is x 1 inches.
Next, the hypotenuse is one inch longer than the long leg.
The length of the hypotenuse is x + 1 inches.
Here is our diagram with the length of each side labeled.
x+1
x
x1
Now we need to express a relationship between these lengths in the

form of an equation. The crucial relationship is the Pythagorean Theorem,
which with our notation becomes
x 2 + ( x 1)2 = ( x + 1)2 .
We solve this for x.
x 2 + ( x 1)2 = ( x + 1)2
x2 + x2 2x + 1 = x2 + 2x + 1
2x2 2x + 1 x2 2x 1 = 0
x2 4x = 0
x ( x 4) = 0
x=0
or
x 4 = 0,
x=0
or
x = 4.
and so
We came up with two solutions. However, x = 0 doesnt make sense in

the context of the problem, because all lengths must be positive. Therefore,
53
our only meaningful solution is x = 4 which we use to compute the lengths

of the other sides.
x=4
length of long leg:
inches,
length of short leg:
x 1 = 4 1 = 3 inches, and
length of hypotenuse:
x + 1 = 4 + 1 = 5 inches.
Finally, we write our conclusion in a complete (English) sentence.

The lengths of the legs of the right triangle are 3 and 4 inches, and the length
of the hypotenuse is 5 inches.
We now summarize the steps for solving an application problem.

1. Read the problem carefully to understand it.
2. Draw a diagram, if applicable.
3. Introduce your variable with a Let statement.
4. Express the other quantities in terms of the variable. (Label these on
your diagram, if applicable.)
5. Express the relationship between the quantities as an equation.
6. Solve the equation.
7. Interpret your solutions in terms of the context of the original problem and discard any that dont make sense.
8. State your final answer in a complete sentence.
Practice 2. The longer leg of a right triangle is three inches longer than the shorter
leg. The hypotenuse is three inches longer than the longer leg. Find the dimensions
of the triangle. (Answers on page 57.)
Example 3. The length of a rectangular rug is one foot shorter than three times
the width. If the area is 10 square feet, find the dimensions of the rug.
Solution. Let w be the width of the rug, in feet. Then the length is 3w 1
feet. We label these on our diagram.
w
3w1
54
The area is the product of the length and the width and so
(3w 1)w = 10
3w2 w = 10
3w2 w 10 = 0
(3w + 5)(w 2) = 0
3w + 5 = 0
3w = 5
5
w=
3
or
w 2 = 0,
and so
or
w = 2,
and so
or
w = 2.
Since a negative width is not possible, the width must be 2 feet. This makes
the length
3(2) 1 = 5
Thus, the rug is 2 feet by 5 feet.
feet.
Practice 3. The length of a rectangular vegetable garden is five feet longer than
twice the width. If the area is 250 square feet, find the dimensions of the garden.
Example 4. If the lengths of the sides of a square are doubled, the area is increased
by 108 square cm. What was the length of a side of the original square?
Solution. Let x be the length of a side of the original square, in cm. Then
the length of the side of the new square is 2x cm, as illustrated.
2x
55
The area of the first square is x2 cm2 and the area of the second square
is (2x )2 cm2 . This second area is 108 cm2 greater than the first. That is,
(2x )2 108 = x2
4x2 108 = x2
4x2 108 x2 = 0
3x2 108 = 0
We may solve this by extracting square roots.
3x2 = 108
108
x2 =
3
x2 = 36
x2 = 36
|x| = 6
x = 6.
Here again, only the positive solution is meaningful in context. The length
of a side of the original square is 6 cm.
Practice 4. If the lengths of the sides of a square are tripled, the area is increased
by 200 square cm. What was the length of a side of the original square? (Answers
on page 57.)
Example 5. Chuck is in the market for a flat-panel TV. The wall where he plans to
put it is 45 inches wide. After extensive research, he decides on a certain LCD TV,
but hes not sure whether it will fit on his wall. The TV in question is a rectangle
with a diagonal of 50 inches and a height of 25 inches. Will the TV fit on his wall?
Solution. Let x be the width of the TV. We label our diagram as follows.
50
25
56
The diagonal of the TV is the hypotenuse of a right triangle. Therefore,

by the Pythagorean Theorem,
x2 + 252 = 502
x2 + 625 = 2500
x2 = 2500 625
x2 = 1875
x2 = 1875
| x | = 625 3
x = 25 3
x 43.3.
Of course, only the positive solution makes sense, so the width of the TV
is approximately 43.3 inches. Therefore, the TV will (barely) fit on Chucks
wall.
Practice 5. A rectangular television has diagonal 32 inches and width 28 inches.

Find the height of the television. Give both an exact answer and an approximation
rounded to the nearest tenth of an inch. (Answers on the facing page.)
Example 6. Remember the student throwing the calculator off the 96-foot building? Another student at the base of the building shoots an arrow upward at a rate
of 80 feet per second. When does the arrow reach the level of the roof?
Solution. From physics, we know that the height h, in feet, of the arrow at
time t seconds is given by the function
h(t) = 16t2 + 80t.
We wish to find when the height of the arrow is 96 feet. That is, we wish to
solve the equation h(t) = 96 for t.
h(t) = 96
2
16t + 80t = 96
2
16t + 80t 96 = 0
16(t2 5t + 6) = 0
16(t 2)(t 3) = 0
57
and so by the Zero Product Property,

t2 = 0
t3 = 0
or
t=2
or
t = 3.
Both solutions are positive, and so both make sense in the context of the
original problem. We conclude that the arrow passes the roof at t = 2
seconds on its way up and again at t = 3 seconds on its way back down.
Practice 6. A ball is thrown upward with a velocity of 40 feet per second. Its
height after t seconds is given by the function h(t) = 16t2 + 40t feet. When
the does the ball reach the level of a balcony 24 feet above the ground? (Answers
below.)

1. The numbers are 4 and 6.
2. The lengths of the legs of the right triangle are 9 and 12 inches, and the length of the hypotenuse is 15 inches.
3. The garden is 10 feet by 25 feet.
4. The length of a side of the original square is 5 cm.
5. The height of the TV is 4 15 or approximately 15.5 inches.

6. The ball passes the balcony at t = 1 seconds on its way up and again at t = 1.5 seconds on its way back down.

Solve each application problem, following the steps on page 53.
1. Find all numbers whose square is 12 more than the number.
2. Find all numbers whose square is 8 more than twice the number.
3. Find all numbers whose square is 10 more than 3 times the number.
4. Find all numbers such that when you add 1 to the number and then
square it, you get 4 times the number.
5. Find all numbers such that when you add 2 to the number and then
square it, you get 9 times the number.
58
6. If the product of two consecutive integers is divided by 10, the result
is 36
5 . Find the numbers.
7. The product of two consecutive even integers is twice the larger number. Find the numbers.
8. The product of a number and half that number is equal to the number
increased by 4. Find the number.
9. A number increased by 6 is squared. The result is 9 times the number
squared. Find the number.
10. A right triangle has a longer leg that is 7 units longer than the shorter
leg and 1 unit shorter than the hypotenuse. What are the lengths of
the sides of this triangle?
11. A right triangle has area 7. If the longer leg is 5 units longer than the
shorter leg, what are the lengths of the legs?
12. A right triangle has area 10. If the longer leg is 8 units longer than the
shorter leg, what are the lengths of the legs?
13. The lengths of the legs of a right triangle differ by 3. The hypotenuse
is 6 units longer than the shorter leg. Find the lengths of the sides of
this triangle.
14. The area of a triangle is 12.5 square feet. Its base is 5 feet more than
twice its height. Determine the base and the height of the triangle.
15. The perimeter of a rectangle is 100 yards. Its area is 400 square yards.
Find the dimensions of the rectangle.
16. A rectangle with diagonal 20 inches has a perimeter of 56 inches. Find
the length and width of this rectangle.
17. Find the length of the side of a square whose area equals its perimeter.
18. A rectangle has that its longer sides are 1 unit longer than its shorter
sides and its area equals its perimeter. What are the lengths of the
sides of the rectangle?
19. A square is made into a larger square by adding 3 units to the length
of each side. If the area of the larger square is 2 square units more
than twice the area of the smaller square, what is the length of a side
in the smaller square?
59
20. A farmer has a rectangular pasture whose area is 300 square meters.
If one side of the pasture is 5 meters longer than the other side, what
are the lengths of the sides of the pasture?
21. A rectangular room has length that is 2 meters less than twice its
width. If the area of the room is 24 square meters, what are the dimensions of the room?
22. A rectangular picture frame has height that is 10 inches less than twice
its width. If the area of the frame is 300 square inches, what are the
dimensions of the frame?
23. A professor throws his grade book out of his office window, 60 feet
above the ground, a downward velocity of 16 feet per second. The
height of the grade book after t seconds is given by the function
h(t) = 16t2 16t + 60 feet. When does the grade book hit the
ground?
24. A student throws her cell phone off a 448-foot cliff with a downward
velocity of 48 feet per second. The height of the cell phone after t
seconds is given by the function h(t) = 16t2 48t + 448 feet. When
does the phone hit the ground?
25. A rock is hurled down from a 256-foot cliff with a downward velocity of 32 feet per second. The height of the rock is given by h(t) =
16t2 32t + 256 feet. After how many seconds will the rock be
halfway down the cliff?
26. A toy rocket is launched straight upward. The height of the rocket is
given by h(t) = 16t2 + 100t feet. After how many seconds will the
rocket land?
27. A model rocket is shot upward with a velocity of 128 feet per second.
Its height after t seconds is given by the function h(t) = 16t2 + 128t
feet. When the does the rocket reach the level of the roof of a nearby
building, 240 feet above the ground?
60
Chapter 2
Rational Expressions and

Functions
2.1
Introduction
Integer analogy
We began our discussion of factored forms in chapter 1 with examples involving integers. The set of integers and the set of polynomials share many
mathematical properties, so it is useful to consider integer analogs of the
polynomial properties and operations that we are discussing. For example,
the set of integers is closed under the operations of addition, subtraction,
and multiplication. This means that the sum, difference, or product of any
two integers is again an integer. Similarly, as we saw in Fundamental Mathematics II, the sum, difference, or product of any two polynomials is again
a polynomial. Thus, we say that the set of polynomials is closed under
addition, subtraction, and multiplication.
Division is another story. The quotient of two integers might turn out
to be an integer, but it might not. For example,
63 = 2
is an integer, while
3
6
=
4
2
is not an integer. The set of rational numbers is defined as the set of numbers that can be written as quotients of two integers. This set includes all
64 =
The
term rational in this context comes from the word ratio, meaning quotient, and has
nothing to do with how reasonable these numbers might be!
61
62
CHAPTER 2. RATIONAL EXPRESSIONS AND FUNCTIONS
integers since any integer can be written as itself divided by one. Unlike
the set of integers, the set of rational numbers is closed under all four basic
operations: addition, subtraction, multiplication, and division.
In a similar way, the quotient of two polynomials might be a polynomial, but it might not. Consider the following examples involving monomials. We see that
x2 yz4
= xyz2
x2 yz4 xz2 =
xz2
is a polynomial, while
x2 yz4 x3 z2 =
x2 yz4
yz2
=
x 3 z2
x
is not a polynomial. Here again we will define a new set of mathematical

objects to include all polynomials and all possible quotients of polynomials.
We will call this the set of rational expressions. Unlike the set of polynomials, the set of rational expressions is closed under all four basic operations:
addition, subtraction, multiplication, and division. In this chapter we will
study the set of rational expressions and the rational functions defined by
them.
We will first look at examples of expressions that are rational expressions and others that are not.
Example 1. Determine which of the following are rational expressions.
4x3 6x2
a.
5x2 + 1
b.
x2 + 3
x2
c. 8t10 15t5 + 9
Solution.
3
6x
a. The expression 4x5x
2 +1 is a quotient of two polynomials. Therefore it
is a rational expression.
b. In the expression xx+2 3 the variable appears under a radical (square

root). Therefore, this is not a rational expression.
c. The expression 8t10 15t5 + 7t3 + 9 is a polynomial. Since the
set of rational expressions includes the set of polynomials, this is a
rational expression.
2.1. INTRODUCTION
63
Practice 1. Determine which of the following are rational expressions. (Answers

on page 66.)
3 x1
a.
x2 + 2
b. x2 + 2xy + y2
c.
1
x
Division involving zero

We have seen previously that zero has some special properties. In section 1.5, we exploited the Zero Product Property to solve polynomial equations by factoring. Back in Fundamental Mathematics I, we learned that 0
is the additive identity element of the set of real numbers. A consequence
of this is the Multiplication Property of Zero:
If a is any real number, then a 0 = 0.
Remember that multiplication and division are closely connected. We
can regard a division problem as a missing factor multiplication problem. For example, solving
10
=?
5
is equivalent to solving
5? = 10.
That is,
10
=2
5
precisely because
5 2 = 10.
What happens if we attempt to divide 10 by 0? We know that the division
problem
10
=?
0
is equivalent to the multiplication problem
0? = 10.
However, the multiplication problem has no solution since 0 times any real
number equals 0 by the Multiplication Property of Zero. Thus, we say that
10
0 is undefined.
64
There was nothing special about 10 herewe could replace 10 with any
nonzero real number and draw the same conclusion. But what if we divide
0 by 0? Now the division problem
0
=?
0
is equivalent to the multiplication problem
0? = 0.
In this case, every real number is a solution to the multiplication problem.
For this reason, we say that 00 is indeterminate, and so it is also undefined.
In summary:
Division by zero is undefined.
Practice 2. Convert each of the following division problems into an equivalent
multiplication problem, then solve or else explain why no solution exists. (Answers
on page 66.)
a.
24
=?
4
b.
24
=?
0
c.
0
=?
4
d.
6
=?
0
Rational functions
We now turn our attention to functions whose rules are given by rational
expressions. These functions are called rational functions. We wish to evaluate rational functions for various values of the variable and to determine
their domains. Since the domain of any polynomial function is the set of
all real numbers, the domain of a rational expression will consist of all real
numbers that do not make the denominator zero.
Example 2. Let r ( x ) =
defined.
a. r (3)
2x 5
Evaluate each of the following, or indicate unx2 1
b. r (10)
c. r (1)
Solution. We substitute the number indicated for the variable, provided this
will not produce 0 in the denominator (since division by zero is undefined).
2.1. INTRODUCTION
65
a. Substituting 3 for x will not produce 0 in the denominator. Thus,

r (3) =
2(3) 5
(3)2 1
65
91
1
= .
8
b. Substituting 10 for x will not produce 0 in the denominator. Thus,
r (10) =
2(10) 5
(10)2 1
20 5
100 1
25
99
25
= .
99
=
c. Substituting 1 for x in the denominator, we obtain
(1)2 1 = 1 1
= 0.
Thus, r (1) is undefined.
Practice 3. Let r ( x ) =
x2
+ 4x 1
Evaluate each of the following, or indicate
x6
undefined. (Answers on the following page.)

a. r (2)
b. r (3)
c. r (6)
x2 + 9
. Find all values of x for which r ( x ) is undefined.
x2 9
Then express the domain of r in interval notation.
Example 3. Let r ( x ) =
Solution. Since a rational expression is undefined for any value(s) of x which

make the denominator zero, we set the denominator equal to zero and solve
for x.
x2 9 = 0
( x 3)( x + 3) = 0
66
By the Zero Product Property,

x3 = 0
x=3
or
x+3 = 0
x = 3
Now 3 are the only real numbers for which this rational expression is
undefined, so the domain of r consists of all real numbers except 3. In
interval notation,
dom(r ) = (, 3) (3, 3) (3, ).
6t 5
. Find all values of t for which r (t) is unde t2 2t
fined. Then express the domain of r in interval notation. (Answers below.)
Practice 4. Let r (t) =
t3

1.
(a) r (2) =
5
8
(c) rational expression
(b) r (3) =
20
3
(a) 4? = 24; ? = 6
(c) r (6) is undefined
(a) not a rational expression
3.
(b) rational expression
2.
(b) 0? = 24; no solution

(c) 4? = 0; ? = 0
(d) 0? = 6; no solution
4. r is undefined for t = 1, 0, 2
dom(r ) = (, 1) (1, 0) (0, 2) (2, )

Determine which of the following are rational expressions.
1.
t3 6
5 + t2
y10 + 7y5
5y3
p
3.
x2 8x + 1
3
4. t + t 2
1
5. 2 x3 + x2 0.81x
2
x
2
6. 3
x
4
2.
7.
1 x 2
1 + x2
8. 2
9.
10.
3x 1
4x + 1
2x2 ( x3 4x )
4x3 7
2x2
3| x |
7x + 5
2.1. INTRODUCTION
67
Convert each of the following division problems into an equivalent multiplication

problem, then solve or else explain why no solution exists.
105
=?
5
66
12.
=?
11
81
13.
=?
0
45
14.
=?
0
11.
15.
0
=?
81
18.
0
=?
16.
0
=?
45
19.
81
=?
3
0
17.
=?
0
20.
5
=?
0
Evaluate each of the following, or indicate undefined.

21. For r (y) =
22. For r ( x ) =
y2 1
, evaluate r (1), r (0), and r (2).
2y
x2
x
4
23. For r ( x ) =
x+5
x5
24. For r (t) =
t3 + t 1
t2 + 1
25. For r (t) =
5t
16 t2
26. For r ( x ) =
x+1
x2 9
27. For r ( x ) =
x
3x 5
28. For r (y) =
y+4
2y2 4y
29. For r (t) =

30. For r (s) =
t2
6t
3t + 2
s4 4s2 + 1
s3
68
Find all values of the variable for which the given rational function is undefined.
Then express the domain in interval notation.
31. r ( x ) =
x1
x2 + 8
36. r ( x ) =
x3 8
x
32. r (t) =
t2 t
t7
37. r (y) =
3y + 1
5y2 4y
33. r ( x ) =
5x 3
x3 + 2x2
38. r (t) =
34. r ( x ) =
4
x2 + 14x + 49
39. r ( x ) =
3x 2
2x2 + 4
35. r (t) =
6t
2
t 3t 10
40. r ( x ) =
5x3 2x2 + 1
3x2 27
3t2
2t 7
+ 11t 4
EXPLORATION 2: VERTICAL ASYMPTOTES
69
Exploration 2: Factors of the Denominator and Vertical

Asymptotes
Note to the Instructor: Students will need a simple graphing device with zoom
and trace functionality. While this could be a graphing calculator , a graphing
application on the Web such as gcalc.net will give better results here. You will need
to spend a few minutes demonstrating how to read the vertical asymptote from the
graph. The material in this exploration can be covered any time after section 2.1.
You might wish to have students work together in pairs or small groups. Because
this is a discovery activity, no answers are provided in the text. Therefore, it is
crucial to provide ample assistance during the activity and feedback afterward.
In the exploration in chapter 1, we examined functions that can be written as a product of two linear polynomials. We discovered the connection
between the linear factors of such functions and the x-intercepts of their
graphs. Here we will consider functions that can be written as a quotient
of two linear polynomials. It will be important to distinguish between the
linear factor in the numerator and the linear factor in the denominator.
Let us start by considering the quotient of x 2 and x 5, that is, the
2
rational function given by y = xx
5 . First, try to guess the x-intercept(s).
2
Plot y = xx
5 on your graphing device to check your answer. Were there
any surprises?
Notice that the factor x 5 appearing in the denominator does not correspond to an x-intercept. This factor equals 0 when x = 5. We know that
division by zero is undefined. That means that there cannot be a point on
this graph with an x-coordinate of 5. However, the function has very interesting behavior for x close to, but not equal to 5. If put the cursor on the
graph somewhere to the left of x = 5 and trace to the right, we observe
that the y-coordinates decrease without bound. On the other hand, if put the
cursor on the graph somewhere to the right of x = 5 and trace to the left,
we observe that the y-coordinates increase without bound. While the graph
never crosses the vertical line x = 5, it appears to hug this line for values
of x close to 5. We call the line x = 5 a vertical asymptote of the function
2
y = xx
5.
Each row in the table represents a rational function. As you fill in the
blanks in each row, observe the patterns that emerge. These patterns will
help you to fill in the remaining rows.
70
Rational function
r(x) =
Numerator
x-intercept
Denominator
Vertical
asymptote
x2
x5
r(x) =
1
x
r(x) =
x+1
x2
r(x) =
x
x+3
r(x) =
x7
x
r(x) =
x+5
x6
x+9
x4
x4
x+9
x+1
x = 12
10
(3, 0)
x8
11
(8, 0)
x = 5
12
(6, 0)
x=0
13
(0, 0)
x = 10
2.2. SIMPLIFICATION
2.2
71
Simplification of Rational Expressions
50
, and 12 are all equivalentthey all represent
Recall that the fractions 36 , 100
the same rational number. However, we usually prefer the form 21 because
it is in lowest terms. That is, the only common factors of the numerator
and denominator are 1.
x
Similarly, the rational expressions 2x
2y and y are equivalent. They represent the same real number for all permissible values of the variables x and
y. Here again, we usually prefer yx since this is in lowest terms. We will
write rational expressions in lowest terms in the same way that we write
number fractions in lowest termsby factoring the numerator and denominator and then dividing out the greatest common factor of the numerator
and denominator. There is one slight twist: the domain of the original rational expression and the domain of the simplified expression might not be
the same.
Example 1. Simplify by writing in lowest terms.
18x3 y2
30xy5
Solution. The numerator and denominator are both in factored form, so we

pull out the greatest common factor and simplify.
18x3 y2
6xy2 3x2
=
30xy5
6xy2 5y3
6xy2 3x2
6xy2 5y3
= 1
=
3x2
5y3
3x2
5y3
where x, y 6= 0 since these would make the denominator of the original

expression zero.
Practice 1. Simplify by writing in lowest terms.
49a5 bc2
56a3 b5 c
7y 7
y5 y4
72
Solution. Here we must first factor the numerator and denominator fully.
7y 7
7( y 1)
= 4
5
4
y y
y ( y 1)
7 ( y 1)
y4 ( y 1)
7
1
y4
7
y4
where y 6= 0, 1 since these would make the denominator of the original

expression zero.
2t3 + 3t2
10t 15
t2 25
t2 + 2t 15
Solution. Again, we begin by factoring the numerator and denominator

fully using techniques from Chapter 1.
t2 25
(t 5)(t + 5)
=
2
t + 2t 15
(t + 5)(t 3)
( t + 5) ( t 5)
( t + 5) ( t 3)
= 1
=
( t 5)
( t 3)
t5
t3
where t 6= 5, 3 since these would make the denominator of the original

expression zero.

2x2 + 5x 3
x2 + 6x + 9
2.2. SIMPLIFICATION
73

a.
x2
2x
15t2 5t 20
16 9t2
b.
Solution.
a. The numerator and denominator of this expression are additive inverses of one another. We can factor 1 out of the denominator and
then simplify.
x2
x2
=
2x
1(2 + x )
x2
1( x 2)
= 1
x2
x2
= 1 1
= 1
where x 6= 2. Note that we could have factored 1 out of the numerator instead.
b. We begin by factoring the numerator and denominator fully. We will
watch for factors that are additive inverses of one another.
15t2 5t 20
5(3t2 t 4)
=
16 9t2
(4 3t)(4 + 3t)
5(3t 4)(t + 1)
(4 3t)(4 + 3t)
5(3t 4)(t + 1)
(1)(3t 4)(3t + 4)
3t 4
5( t + 1)
3t 4 (1)(3t + 4)
5( t + 1)
(1)(3t + 4)
5( t + 1)
=
3t + 4
= 1
where x 6= 34 .
74
Practice 4. Simplify by writing in lowest terms. (Answers on page 77.)

a.
ab
ba
b.
49 4y2
2y2 + 3y 35
Compound rational expressions

We next consider compound (or complex) rational expressions which are
rational expressions whose numerators and/or denominators contain fractions. We wish to write these as simple rational expressions in lowest terms.
One way to do this is to clear the denominators of the minor fractions by
multiplying the numerator and denominator of the main fraction by the
least common denominator (LCD) of all of the minor fractions.
1
Example 5. Simplify.
2
3
1
+5
2
Solution. The minor fractions in this compound rational expression are 23

and 12 . Their least common denominator is 3 2 = 6. Therefore, we multiply
the main fraction by 66 . Since 66 = 1, this does not change the value of the
main expression.
2
2
1
3 = 1
3
1
1
+5
+5
2
2
2
6 1 3
=
6 1
+5
2
2
6 1
3
=
1
6
+5
2
61
62
3
61
+65
2
2.2. SIMPLIFICATION
75
64
3 + 30
2
.
33
Practice 5. Simplify.
3
+1
5
1
2
3
Example 6. Simplify.
x
2y
b.
x1
y
1 1
+
a. x 5
1 1
x 5
1+
Solution.
a. The minor fractions are
1
x
and
1
5
and their LCD is 5x.
1 1
1 1
+
+
5x
x 5 =
x 5
1 1
5x 1 1
x 5
x 5
1 1
5x
+
x 5
=
1 1
5x
x 5
5x 1 5x 1
+
5
= x
5x 1 5x 1
x
5
5
x
5+ x
x
5
=
x
5
5 x
x
5
5+x
=
5x
76

where x 6= 0, 5 since these would make denominators in the original
expression zero.
b. The minor fractions are
x
2y
and
x 1
y
and their LCD is 2y.
x
x
1+
2y
2y
2y
=
x1
2y x 1
y
y
x
2y 1 +
2y
=
x1
2y
y
1+
2y x
2y
=
2y ( x 1)
y
2y 1 +
2y +
2y
x
2y
= y
2 ( x 1)
y
=
2y + x
2( x 1)
where y 6= 0 and x 6= 1. Note that 2 is a factor of the denominator, but

not of the entire numerator, so no further simplification is possible.
Practice 6. Simplify. (Answers on the facing page.)

3 1
+
y 4
a.
1 1
+
y 2
t+2
t
b.
1
3
5t
2.2. SIMPLIFICATION
77

1.
7a2 c
8b4
3.
2x 1
x+3
4.
2.
t2
(= 15 t2 )
5
5.
6.
(a) 1
(b)
24
25
2y + 7
y+5
(a)
y + 12
2( y + 2)
(b)
5( t + 2)
15t 1

Simplify by writing in lowest terms.
32x3 y2
8xy5
12.
a2 20a + 100
a2 100
2a6 b5
2.
10a6 b4
13.
2m2 + 7m 4
2m 1
1.
3.
3( x 12)( x + 8)
6( x 12)
14.
25y2 1
5y2 + 4y 1
4.
x (2x + 1)
(2x + 1)( x 3)
15.
4 x2
x2 2x
5.
3t 1
1 3t
16.
x2 10x 11
121 x2
6.
5x 10
2x
17.
3y2 + 13y + 4
3y2 + 7y + 2
7.
y2
y5
10y + 25
2t2 + 9t 5
4t2 4t + 1
x x2 + 4 4 x2 + 4
19.
x4 16
18.
8.
x2 + 12x + 36
x+6
9.
t2 10t
t3 17t2 + 70t
20.
7(3x + 2) + x (3x + 2)
3x2 + 5x + 2
10.
5x2 + 30x
x+6
21.
5a 3b
6b 10a
11.
x2 81
x2 + 18x + 81
22.
x3
x2 + 2x
78
23.
x2 + 5x 6
x2 + 6x
27.
5y2 20
10y2 + 10y 60
24.
t3 4t
12 3t2
28.
6a2 b6 8a4 b2
2a2 b2
25.
x3 x
x3 2x2 + x
29.
4a2 + 12a + 9
4a2 9
26.
4a2 4ab
3b2 3ab
30.
x2 + 6x + 5
x2 x 2
Simplify each compound rational expression.

1+
31.
32.
33.
34.
35.
36.
3
5
1
1
3
1
2
4
3
+1
4
2 2
3 5
5 4
4 5
1 1
h 5
h
1 1
x 3
1 1
+
x 3
1 2
+
y 5
1 2
y 5
1
a
37.
a+1
a
1+
t+1
t
38.
2
3
t
1
x
39.
1
9 2
x
3
a
1
40. b2
a
1
b2
1 1
41. x 7
x7
2 2
y 3
42.
y3
1 1
43. x 4
x4
1
1
2
9
44. x
1 1
x 3
2.2. SIMPLIFICATION
1
1
2
w
4
45.
1
1
w 2
1
1
2
2
x
y
46.
1 1
x y
4
1
2
2
x
y
47.
2 1
+
x y
79
1
1
y2 49
48.
1 1
+
y 7
2
x
49.
4 3
x 2
1
2
50.
2
x
1
1
x2
80
2.3 Multiplication and Division of Rational Expressions

Since rational expressions represent numbers, the rules for multiplying and
dividing rational expressions are the same as the rules for multiplying and
dividing number fractions.
Multiplication of rational expressions

If
P
R
and are rational expressions, then
Q
S
P R
PR
=
.
Q S
QS
Example 1. Find the product and simplify.
15x2 14y3
2y4 25x5
Solution.
15x2 14y3
15x2 14y3
2y4 25x5
2y4 25x5
5 2x2 y3 3 7
5 2x2 y3 5x3 y
10x2 y3 21
10x2 y3 5x3 y
21
= 1 3
5x y
21
= 3
5x y
Practice 1. Find the product and simplify.

66a3 b2
c6
b5 c3
121a
We usually want to express our answers in lowest terms. Therefore,

we write the numerators and denominators in factored form and simplify
whenever possible.
2y2 + y
6y
2
3
4y 1
2.3. MULTIPLICATION AND DIVISION
81
Solution.
2
2y + y 6y
2y2 + y
6y
2
=
3
4y 1
3 (4y2 1)
y (2y + 1) 3 2y
3 (2y 1) (2y + 1)
3 (2y + 1) 2y2
3 (2y + 1) (2y 1)
3 (2y + 1)
2y2
3 (2y + 1) 2y 1
= 1
=
2y2
2y 1
2y2
2y 1

2x 6
5x
9
x
x2
t2 + t 2
6t2 + 2t
3t2 14t 5 t2 + 4t + 4
Solution.
6t2 + 2t
(t + 2)(t 1) 2t(3t + 1)
t2 + t 2
3t2 14t 5 t2 + 4t + 4
(3t + 1)(t 5) (t + 2)2
(t + 2)(t 1) 2t(3t + 1)
(3t + 1)(t 5) (t + 2)2
(t + 2)(3t + 1) 2t(t 1)
(t + 2)(3t + 1) (t 5)(t + 2)
2t(t 1)
(t + 2)(3t + 1)
(t + 2)(3t + 1) (t 5)(t + 2)
2t(t 1)
(t 5)(t + 2)
82
( y + 5)2
3y + 6
2
2
6y 24 y + 6y + 5
Multiplicative inverses
Recall from Fundamental Mathematics I that the multiplicative inverse (or
reciprocal) of a nonzero number a is the number whose product with a is 1.
The multiplicative inverse of a can be written 1a or a1 since
a
a
1
= =1
a
a
a a1 = a1+(1) = a0 = 1.
and
For example, the multiplicative inverse of 5 is

5
1
5
= =1
5
5
1
5
(= 51 ) since
5 51 = 51+(1) = 50 = 1.
and
Suppose a 6= 0 and b 6= 0. Then the multiplicative inverse of
a
b
is
b
a
since
a b
ab
ab
=
=
= 1.
b a
ba
ab
Note that 0 does not have a multiplicative inverse because the product of 0
with any number is 0 by the Multiplication Property of Zero.
Example 4. Find the multiplicative inverse of each of the following.
a.
1
3
c.
2
5
e.
8a
7b
b.
1
x
d. y2
f.
x1
2y + 5
Solution.
a. The multiplicative inverse of
1
3
is 3 since
1
1 3
3
3 = = = 1.
3
3 1
3
b. The multiplicative inverse of
1
x
is x, since
1
1 x
x
x = = = 1.
x
x 1
x

c. The multiplicative inverse of
2
5
is
5
2
83
since
2 5
10
=
= 1.
5 2
10
d. The multiplicative inverse of y2 is
y2
1
,
y2
provided y 6= 0, since
1
y2 1
y2
=
=
= 1.
y2
1 y2
y2
e. The multiplicative inverse of
8a
7b
is
7b
8a ,
provided a 6= 0, since
8a 7b
56ab
=
= 1.
7b 8a
56ab
f. The multiplicative inverse of
x 1
2y+5
is
2y+5
x 1 ,
provided x 6= 1, since
( x 1)(2y + 5)
x 1 2y + 5
=
= 1.
2y + 5 x 1
(2y + 5)( x 1)
Practice 4. Find the multiplicative inverse of each of the following. (Answers on

page 86.)
a.
1
10
c.
11
12
e.
5x
11y
b.
1
a
d. x3
f.
a+b
ab
Division of rational expressions

Dividing by a nonzero number a is equivalent to multiplying by its multiplicative inverse 1a . This is true for whole numbers, as in
10 2 = 10
1
10
=
= 5,
2
2
as well as for fractions, as in

2 1
2 6
26
223
= =
=
= 4.
3 6
3 1
3
3
84
Thus, it is true for rational expressions, too.

P
Let Q
and RS be rational expressions with
R
S
6= 0. Then
P
R
P S
PS
= =
.
Q
S
Q R
QR
Example 5. Find the quotient and simplify.
a.
5
x
6 10
b.
6
3
2
y
y
c.
Solution.
a.
x
5 10
5
=
6 10
6 x
5 10
6x
552
=
23x
2 25
=
2 3x
25
=
3x
b.
6 y
6
3
= 2
2
y
y
y 3
6y
y2 3
23y
3yy
3y 2
3y y
2
y
11x3 22x2
6y
3y4
85
c.
11x3 22x2
11x3 3y4
6y
6y 22x2
3y4
11x3 3y4
2 3 y 2 11 x2
33x2 y xy3
33x2 y 4
33x2 y xy3
33x2 y 4
xy3
4
Practice 5. Find the quotient and simplify. (Answers on the following page.)
a.
a b
2 4
b.
15 20
3
t
t
30y2 18y
3
49x
7x
a2 49 4a + 28
8
5
c.

Solution.
a2 49 4a + 28
a2 49
5
8
5
8
4a + 28
( a 7)( a + 7) 5
8 4 ( a + 7)
( a + 7) 5( a 7)
( a + 7) 32
a + 7 5( a 7)
a+7
32
5( a 7)
32
5
= ( a 7)
32
86

6t + 2 9t2 1
25
10
Practice 6. Find the quotient and simplify.

(Answers below.)
2x2 + 3x 5
x2 1
x2 + 5x + 6
x2 + 3x

Solution.
2x2 + 3x 5
x2 1
2x2 + 3x 5 x2 + 3x
x2 + 5x + 6
x2 + 3x
x2 + 5x + 6 x2 1
(2x + 5)( x 1) x ( x + 3)
( x + 2)( x + 3) ( x 1)( x + 1)
( x + 3)( x 1) x (2x + 5)
( x + 3)( x 1) ( x + 2)( x + 1)
( x + 3)( x 1)
x (2x + 5)
( x + 3)( x 1) ( x + 2)( x + 1)
x (2x + 5)
( x + 2)( x + 1)
5x3 + x2
5x2 + 6x + 1
x2 9
x2 + 4x 21
Practice 7. Find the quotient and simplify.

(Answers below.)
1.
6a2 b7
11c3
2.
10
x+3
3.
y+5
2(y 2)(y + 1)
4.
(a) 10
(b) a
12
(c)
11
1
(d)
x3
11y
(e)
5x
5.
(f)
ab
a+b
(a)
2a
b
(b)
3t2
4
(c)
5x2 y
21
6.
4
5(3t 1)
7.
( x + 1)( x + 7)
x 2 ( x + 3)
87

Find the product and simplify.
5 16
1.
8 25
13.
a4 b4
6
2
3
a + b2
2.
42 100
105 9
14.
4x2
x4 + 6x2 + 9
2
2x
x +3
3.
49 45
40 196
15.
4 2x x + 2
2
8
x 4
16.
t2 4 2t2 + 8
t2 + 4 t3 4t
4 4
4. 9 2
5 7
5.
4x 5y
y2 2x2
17.
5t 25
20
10
30 6t
6.
169ab3
a3 b2
5a2 b 130ab5
18.
x + 1 2 x x2
x2 1
5x
7.
t2 + t 20
10
t+1
19.
12a 16
6a 18
4a 12 9a2 + 6a 24
8.
45
x3 x2
3x
5x 5
20.
x + y x2 2xy + y2
xy
x 2 y2
9.
x
3x + 3y
2
x + y 5x + 5x
21.
x 1 2x2 + 2
2
6
x 1
10.
2y
y2 12y + 36
3y 18
4y2
22.
y2 y 6 y3 + y2
y2 3y
y+2
11.
m2 + 6m + 9 m 5
m2 25
9 m2
23.
6a2 7a 3
a1
2
2
a 2a + 1 6a + 2a
12.
y2 1 2y2 2
y2 + 1
3 3y
24.
2x2 + 4x
x2 9
x3 + 4x2 + 4x x2 + 2x 15
88
Find the multiplicative inverse.

25.
1
5
31.
0
4
36.
5y
z
26.
1
17
32.
0
1
37.
x1
x+1
1
33. 6
x
38.
3x2
x2 + 5
34.
1
t2
39.
y2 y + 9
5y + 7
35.
2a
3b
40.
x+y
xy
27. 23
28. 100
4
29.
9
30.
11
3
Find the quotient and simplify.

41.
16 64
25 15
42.
42 15
5
2
1
43. 16 5
4
2t7
4t2
5
6
52. 5 2x
x
51.
53.
x2 144 3x + 36
x
x
44.
5 1
32
6
54.
t2 + 2t + 1 t2 1
50
10
45.
12 15
4
x3
x
55.
5y2
y
2
9y
y3
46.
10 35
3
t8
t
56.
x 2 y2
xy
2
2
x + 2xy + y
x+y
47. 5a2 b
25ab2
6
57.
5
7
8t + 16 12t + 24
48. x5 y4
x2 y10
7
58.
2y 8 12 3y
6
2
49.
x
x2
15 3
59.
a a2 ab
b ab + b2
50.
a
a3
3
b
b
60.
1x
x2 x
2
2 + x x + 2x
89
61.
x2
x2 + 2x
3x + 3
x+2
64.
2x2 + 4x
x3 4x2 + 4x
x2 4x 12
x3 6x2
62.
( x + 1)2
3x + 3
2
x 6x + 9
x3
65.
3x2 2x 8
3x + 4
2
3x + 14x + 8 3x + 2
63.
y2 9
4y + 12
y2 y 20 2y 10
66.
z2 + 3z + 2
z2 + z 2
z2 + 4z + 3 z2 + 3z 4
90
2.4 Addition and Subtraction of Rational Expressions

Fractions to be added or subtracted must first be written with the same
denominator. The same is true for rational expressions. We will start by
adding and subtracting rational expressions with like denominators.
Adding and subtracting rational expressions with like denominators

If
P
R
and
are rational expressions, then
Q
Q
P
R
P+R
+ =
Q Q
Q
and
P
R
PR
=
.
Q Q
Q
Example 1. Perform the indicated operations and simplify.
a.
3x x
+
5
5
b.
4a 7 6a
+
b
b
b
c.
5t + 7 2t + 1
3t
3t
Solution.
a. We note that both fractions have the denominator 5.
3x x
3x + x
+ =
5
5
5
4x
.
5
b. All fractions have the denominator b.

4a 7 6a
4a 7 + 6a
+
=
b
b
b
b
10a 7
.
b
2.4. ADDITION AND SUBTRACTION
91
c. Both fractions have the denominator 3t.

5t + 7 2t + 1
(5t + 7) (2t + 1)
=
3t
3t
3t
5t + 7 2t 1
3t
3t + 6
3t
3( t + 2)
3t
3 t+2
3
t
t+2
.
t
Be careful when subtracting a fraction whose numerator has more

than one term. As in this example, we must change the sign of every
term in the numerator of the fraction being subtracted.
Practice 1. Perform the indicated operations and simplify. (Answers on page 98.)
a.
11
9
+ 2
2
t
t
b.
x
5x 3x
x
+
2y 2y 2y 2y
c.
5n + 4 4 n
n
n
a.
x
6
x6 x6
b.
3a 1
a+1
+ 2
2
a + 2a a + 2a
c.
( x + 1)2
12x + 1
2
x2 ( x 10)3
x ( x 10)3
92
Solution.
a. Both fractions have the denominator x 6.
6
x
6x
=
x6 x6
x6
1( x 6)
x6
= 1
x6
x6
= 1.
b. Both fractions have the denominator a2 + 2a.
a+1
(3a 1) + ( a + 1)
3a 1
+ 2
=
2
a + 2a a + 2a
a2 + 2a
3a 1 + a + 1
a2 + 2a
4a
a ( a + 2)
a
4
a a+2
4
.
a+2
93
c. Both fractions have the denominator x2 ( x 10)3 .
( x + 1)2
12x + 1
( x2 + 2x + 1) (12x + 1)
=
x2 ( x 10)3
x2 ( x 10)3
x2 ( x 10)3
=
x2 + 2x + 1 12x 1
x2 ( x 10)3
x2 10x
10)3
x2 ( x
x ( x 10)
x2 ( x 10)3
1
x ( x 10)
x ( x 10) x ( x 10)2
1
.
x ( x 10)2
Note that it was necessary to expand the expressions in the numerator in order to subtract them. However, the denominator was left in
factored form.
a.
y1
4
+
y+3 y+3
b.
( x 5)2
3x + 55
3
3
2
x 15x
x 15x2
Adding and subtracting rational expressions with unlike denominators

When we wish to add or subtract fractions with unlike denominators, we
must first rewrite them with the same denominator. To keep things as simple as possible, it is best to use the least common denominator. Recall that
the least common denominator of a collection of simplified number fractions is the smallest positive number that is a multiple of all of the denominators of the fractions. Similarly, a least common denominator (LCD) of a
collection of simplified rational expressions is a polynomial of lowest degree and with smallest coefficients that is a multiple of all of the denominators of the rational expressions. We used least common denominators
in Section 2.2 to simplify compound rational expressions. Let us practice
94
finding LCDs of collections of rational expressions with somewhat more

complicated denominators than we considered there.
Example 3. Find the least common denominator of each pair. Then rewrite each
rational expression as an equivalent expression with the common denominator.
a.
x
3
,
x5 x+5
b.
3y 1
y
, 2
2
y 4 y y2
Solution.
a. The greatest common factor of these denominators is 1, so the LCD
of the fractions is the product of the denominators: ( x 5)( x + 5).
Rewriting each with this common denominator, we obtain,
x
x+5
x
=
x5
x5 x+5
3
3
x5
=
x+5
x+5 x5
and
x ( x + 5)
=
( x 5)( x + 5)
3( x 5)
.
( x 5)( x + 5)
b. We must first factor each denominator fully.

3y 1
3y 1
=
y2 4
(y 2)(y + 2)
and
y2
y
y
=
.
y2
(y 2)(y + 1)
The LCD of these fractions is (y 2)(y + 2)(y + 1). Rewriting each

with this common denominator, we obtain,
3y 1
3y 1
y+1
=
(y 2)(y + 2)
(y 2)(y + 2) y + 1
(3y 1)(y + 1)
(y 2)(y + 2)(y + 1)
and
y
y
y+2
=
(y 2)(y + 1)
(y 2)(y + 1) y + 2
y ( y + 2)
.
(y 2)(y + 2)(y + 1)
95
Practice 3. Find the least common denominator of each pair and then rewrite each
rational expression as an equivalent expression with the common denominator.
a.
y
5
,
2y + 1 y 3
b.
m2
5m + 1
, 2
2
m + 14m + 49 m m 56
Now we are ready to put these skills together to add and subtract fractions with unlike denominators.
a.
2 1
3
+
5 x x2
b.
4
1
+
x1 x+2
Solution.
a. The LCD is 5x2 .
3
2 x2
1 5x
3 5
2 1
+ 2 = 2
+
5 x x
5 x
x 5x x2 5
2x2
5x
15
2+ 2
2
5x
5x
5x
2x2 5x + 15
.
5x2
b. The LCD is ( x 1)( x + 2).

4
1
4
x+2
1
x1
+
=
x1 x+2
x1 x+2 x+2 x1
4( x + 2)
x1
+
( x 1)( x + 2) ( x 1)( x + 2)
4x + 8
x1
+
( x 1)( x + 2) ( x 1)( x + 2)
(4x + 8) + ( x 1)
( x 1)( x + 2)
4x + 8 + x 1
( x 1)( x + 2)
96
5x + 7
( x 1)( x + 2)
a.
3
1
3
+
3
y
2y 8
b.
2
2
x4 x+5

a.
1
5
1
+ 2
x 3 x2
x 3x
b.
16t
2 15t
+
36 t2 t2 t 30
Solution.
a. We will start by factoring the denominators.
1
1
5
1
1
5
2+ 2
=
2+
x3 x
x 3x
x3 x
x ( x 3)
so the LCD is x2 ( x 3);
x2
5
x
1
1 x3
2 2
+
x3 x
x x 3 x ( x 3) x
x2
x3
5x
2
+ 2
2
x ( x 3) x ( x 3) x ( x 3)
x2 ( x 3) + 5x
x 2 ( x 3)
x2 x + 3 + 5x
x 2 ( x 3)
x2 + 4x + 3
x 2 ( x 3)
( x + 1)( x + 3)
x 2 ( x 3)
97
b. Again, we factor the denominators first.
16t
2 15t
16t
2 15t
+ 2
=
+
2
36 t
t t 30
(6 t)(6 + t) (t 6)(t + 5)
=
16t
2 15t
+
(1)(t 6)(t + 6) (t 6)(t + 5)
2 15t
(1)(16t)
+
(t 6)(t + 6) (t 6)(t + 5)
so the LCD is (t 6)(t + 6)(t + 5);
16t
t+5
2 15t
t+6
(t 6)(t + 6) t + 5 (t 6)(t + 5) t + 6
16t(t + 5)
(2 15t)(t + 6)
+
(t 6)(t + 6)(t + 5) (t 6)(t + 6)(t + 5)
15t2 88t + 12
16t2 + 80t
+
(t 6)(t + 6)(t + 5) (t 6)(t + 6)(t + 5)
(16t2 + 80t) + (15t2 88t + 12)

(t 6)(t + 6)(t + 5)
16t2 + 80t 15t2 88t + 12

(t 6)(t + 6)(t + 5)
t2 8t + 12
(t 6)(t + 6)(t + 5)
(t 6)(t 2)
(t 6)(t + 6)(t + 5)
t2
( t 6)
(t 6) (t + 6)(t + 5)
98
t2
.
(t + 6)(t + 5)
Practice 5. Perform the indicated operations and simplify. (Answers below.)

x+1
3
+
x2 + x 2 x2 1

1.
20
t2
3x
(b)
y
(b) the LCD is (m + 7)2 (m 8)
(a)
m2 ( m 8)
(5m + 1)(m + 7)
,
( m + 7)2 ( m 8) ( m + 7)2 ( m 8)
(c) 6
2.
(b)
3.
4.
(a) 1
x+2
x2
(a)
3y3 4y2 + 24
8y3
(b)
18
( x 4)( x + 5)
(a) the LCD is (2y + 1)(y 3)

5(2y + 1)
y ( y 3)
,
(2y + 1)(y 3) (2y + 1)(y 3)
5.
x2 + 5x + 7
( x + 2)( x 1)( x + 1)

Perform the indicated operations and simplify.
1.
5
4
3
3
x
x
7.
2y
10
5y 5y
2.
a 3a
+
b
b
8.
1
2m
2m 1 2m 1
3.
2
1
4
2+ 2
2
5t
5t
5t
9.
2t 5
2t
+ 2
2
t 3t t 3t
4.
2
7
1
3x 3x 3x
10.
6x + 1
x6
3
3
2
x +x
x + x2
11.
(2x + 1)2
3x 4x2
+
x3 (7x + 1)2
x3 (7x + 1)2
12.
y2 + 2y + 1
3y + 5
+ 2
y2 ( y + 2)4
y ( y + 2)4
y + 1 2y + 1
5.
y
y
6.
2x 1x
x
x
99
13.
3
7
2y
+
5y 5y 5y
17.
14.
2x2
12x 18
( x 3)2
( x 3)2
18.
15.
x2
4x
4
+ 2
x2 x x2
19.
3
4
3
+
+
5a6 5a6 5a6
4b
6b
2b
+ 2
+ 2
a a a a a
a2
5x
2x 1
8
2
+ 2
x2 9
x 9
x 9
x2
8
1 + x2
5
t+3
5t
2
20.
+
2
2
3x + 6 3x + 6 3x + 6
3t + 7 3t + 7 3t + 7
4x + 3
x+6
x+2
21.
2
2
2
4x 8x 5 4x 8x 5 4x 8x 5
16.
22.
7x2
2y2
y2 6x2
+
x2 2xy + y2
x2 2xy + y2
x2 2xy + y2
Find the least common denominator of each pair or triple. Then rewrite each rational expression as an equivalent expression with the common denominator.
23.
5
x
,
x+1 x2
29.
1
1
,
5y 5(y + 1)
24.
1
y
,
2y 1 2y + 1
30.
x
x+2
,
6x
6( x 2)
25.
x + 10
1
,
x
6x
31.
5
11
3
,
, 3
2
5
4y 12y 8y
26.
t1 t+3
,
t+8
2t
32.
3x
x
2
, 2
,
x 1 x 1 3x + 3
27.
m+2
7
,
2
2
25m 4 5m + 3m 2
33.
7
2a
a+1
,
,
9a 3a + 6 a + 2
34.
t
t+1
3
,
, 2
4 2t t 2 t 4
28.
x2
5
2x
, 2
9x 10 x + 2x + 1
Perform the indicated operations and simplify.

35.
1
1
2
+
+
2
x
3x 9
37.
1
3
y 1 2y + 1
36.
1
1
1
+ 2
6 2x x
38.
t
4
+
3t + 2 t + 5
100

x+2
6
x+1
39. x + 2
4x 1
2x
50.
40. y 1 +
3y + 2
y
51. 1
( a b )2
( a + b )2
41.
2t 3
6
2
t 25 5t 25
52.
t
4 + 2t
+ 2
t2 t 4
42.
1
x+5
+
3x + 6 x2 4
53.
1 3y
3y + 3
3 2y 2y2 y 3
43.
2
1
1
2
+ 2
x + 4 x + 4x x
54. 6
44.
1
1
1
+
y2 y 1 y2 y
55.
1
1
1
+
21x2 28x 6x3
45.
2
x+1
x2 4 x2 5x + 6
56.
16
4
6
2
x2 x 4 x+2
46.
4
x+3
+ 2
2
x + 3x 10 x x 2
57.
y 5 y + 3 2y2 + 30
2
y+5 5y
y 25
47.
4a2
2a
+
2
a +a a+1
58.
t2 + 27
1 t3
+ 2
2 t + 3 2t + 6t
2
6x + 6
+
x 1 2x + 1
59.
y
3y 6
2
+ 2
y1 y +y2 y+2
2
1
+ 4n + 4 n + 2
60.
48.
49.
2x2
n2
z2
8
x
x
2z
z
2z
+
3z + 2 z 2 z 1
2.5. RATIONAL EQUATIONS AND INEQUALITIES
2.5
101
Rational Equations and Inequalities
In this section we will solve equations and inequalities involving rational

expressions. We will use many skills that we have developed over the past
several courses including combining and simplifying rational expressions,
solving linear and quadratic equations, and solving inequalities using sign
charts.
Rational equations
There are many approaches to solving rational equations. Here we will
discuss two methods and the advantages and disadvantages of each.
Method 1
This method is similar to the method that we used to solve quadratic and
higher degree equations in Section 1.5. We rewrite the equation so that
one side is zero and the other side is a single rational expression in lowest
terms.
25
x2
=
x5
x5
Solution. Once we have both expressions on the same side of the equation,
combining them is a simple matter, since they have the same denominator.
x2
25
=
x5
x5
x2
25
25
25
x5 x5
x5 x5
x2 25
=0
x5
( x 5)( x + 5)
=0
x5
x+5
=0
1
x+5 = 0
x = 5
102
We will check this solution by substituting 5 for x in the left-hand side

(LHS) and in the right-hand side (RHS) of the original equation.
LHS =
(5)2
(5) 5
25
10
RHS =
and
25
(5) 5
25
10
5
= .
2
5
2
Since the left-hand side and the right-hand side are equal, x = 5 is the
solution to the original rational equation.
Practice 1. Solve for the variable using Method 1. Check your solutions. (Answer
on page 115.)
y2 + 3
19
=
.
y4
y4
Example 2. Solve for the variable. Check your solutions.
a.
1 1
1 3
+ = +
2
t
4
t
b.
x
3
=
1
x+1
x1
Solution.
a. First we must rewrite the equation so that one side is zero. Then
to combine the fractions on the other side, we must find a common
103
denominator. We see that the LCD of all of the fractions is 4t.

1 1
1 3
+ = +
2
t
4
t
1 1 1 3
1 3 1 3
+ = +
2
t
4
t
4
t
4
t
1 1 1 3
+ =0
2
t
4
t
1 2t 1 4 1 t 3 4
+ =0
2 2t
t 4 4 t
t 4
2t
4
t
12
+
=0
4t 4t 4t
4t
2t + 4 t 12
=0
4t
t8
=0
4t
A fraction in lowest terms equals 0 if and only if the numerator equals
0, so we obtain
t8 = 0
t = 8.
We check 8 in the original equation.
LHS =
1 1
+
2 8
4 1
+
8 8
5
=
8
1 3
+
4 8
2 3
= +
8 8
5
=
8
RHS =
and
Since LHS = RHS, 8 is the solution of the original equation.
104
b. Here the LCD of all of the fractions is ( x + 1)( x 1).

3
x
=
1
x+1
x1
3
x
x
x
+1 =
1
+1
x+1 x1
x1
x1
x
3
+1 = 0
x+1 x1
3
x1
x
x+1
( x + 1)( x 1)
+1
=0
x+1 x1 x1 x+1
( x + 1)( x 1)
x ( x + 1)
( x + 1)( x 1)
3( x 1)
+
=0
( x + 1)( x 1) ( x 1)( x + 1) ( x + 1)( x 1)
3x 3
x2 + x
( x 2 1)
+
=0
( x + 1)( x 1) ( x 1)( x + 1) ( x + 1)( x 1)
(3x 3) ( x2 + x ) + ( x2 1)
=0
( x + 1)( x 1)
3x 3 x2 x + x2 1
=0
( x + 1)( x 1)
2x 4
=0
( x + 1)( x 1)
2( x 2)
=0
( x + 1)( x 1)
Since the expression is in lowest terms, this is equivalent to
2( x 2) = 0
x2 = 0
x = 2.
105
We check our solution in the original equation.

RHS =
3
LHS =
2+1
3
=
3
and
2
1
21
2
1
1
= 21
= 1.
=1
Since LHS = RHS, 2 is the solution of the original equation.
on page 115.)
5
2
2t + 3
= 2
t+2
t
t + 2t

a.
3
1
4x 1
+
= 2
x+5 x2
x + 3x 10
b.
x+1 1
1
= 2
x3 x
x 3x
Solution.
a. The LCD of all of the fractions in the equation is ( x + 5)( x 2) =
x2 + 3x 10.
1
4x 1
3
+
= 2
x+5 x2
x + 3x 10
3
1
4x 1
+
=0
x + 5 x 2 ( x + 5)( x 2)
3
x2
1
x+5
4x 1
=0
x + 5 x 2 x 2 x + 5 ( x + 5)( x 2)
3( x 2) + ( x + 5) (4x 1)
=0
( x + 5)( x 2)
3x 6 + x + 5 4x + 1
=0
( x + 5)( x 2)
0
= 0.
( x + 5)( x 2)
106

This equation is true for all permissible values of the variable. Looking back at the original equation, we see that the domain is the set of
all real numbers except 5 and 2. Thus, the solution set is the set of
all real numbers except 5 and 2. In interval notation, the solution
set is (, 5) (5, 2) (2, ).
b. The LCD is x ( x 3) = x2 3x.

x+1 1
1
= 2
x3 x
x 3x
x+1 1
1

=0
x 3 x x ( x 3)
x+1 x 1 x3
1

=0
x 3 x x x 3 x ( x 3)
x2 + x
x3
1
=0
x ( x 3) x ( x 3) x ( x 3)
( x 2 + x ) ( x 3) 1
=0
x ( x 3)
x2 + x x + 3 1
=0
x ( x 3)
x2 + 2
=0
x ( x 3)
Since the fraction is in lowest terms, this is equivalent to

x2 + 2 = 0
x2 = 2.
However, the square of a real number cannot be negative. Therefore,
this equation has no real solutions.
107
Practice 3. Solve for the variable using Method 1. (Answers on page 115.)
a.
1
1
y
=
+
y1
y+1 2
b.
4
1
13a 8
=
2
3a 2a a
3a 2
The primary disadvantage of Method 1 is that it entails a great deal of

writing. Our next method is more concise.
Method 2
This method is similar to one of the methods that we used to solve linear equations with fractional coefficients in Fundamental Mathematics II.
We eliminate the denominators by multiplying both sides of the equation
by the LCD of all of the rational expressions involved. Unfortunately, the
resulting polynomial equation might not be equivalent to the original rational equation; it might have more solutions. Therefore, we must be very
careful to check each proposed solution in the original rational equation.
We will revisit each of the examples we solved by Method 1, this time using Method 2.
25
x2
=
x5
x5

Solution. The LCD is x 5.
x2
25
=
x5
x5
( x 5)
x2
25
= ( x 5)
x5
x5
x2 = 25
x2 = 25
|x| = 5
x = 5
Thus, we would appear to have two solutions. However, note that 5 is

not in the domain of the original rational expressions (since it would make
the denominators 0). Therefore, the only solution to the equation is x =
5. We should check this solution by substituting 5 for x in the lefthand side (LHS) and in the right-hand side (RHS) of the original equation.
108
However, we already performed this check when we solved this equation

using Method 1, so we will dispense with it here.
The number 5 in the previous example is what is known as an extraneous solution to the equation. That is, it is a solution to the polynomial
equation obtained when the denominators are cleared, but not a solution
to the original rational equation. This is because 5 was not in the domain of
the original rational expressions, making their denominator zero. We must
always check for extraneous solutions when solving rational equations by
this method.
Practice 4. Solve for the variable using Method 2. Check for extraneous solutions.
(Answer on page 115.)
y2 + 3
19
=
.
y4
y4
a.
1 3
1 1
+ = +
2
t
4
t
b.
3
x
=
1
x+1
x1
Solution.
a. The LCD of all of the fractions is 4t.
1 3
1 1
+ = +
2
t
4
t
1 1
1 3
4t
+
= 4t
+
2
t
4
t
4t
1
1
1
3
+ 4t = 4t + 4t
2
t
4
t
2t + 4 = t + 12
2t t = 12 4
t = 8.
We would check 8 in the original equation if we hadnt done it when

we solved the equation by Method 1.
109
b. Here the LCD of all of the fractions is ( x + 1)( x 1).

3
x
=
1
x+1
x1
3
( x + 1)( x 1)
= ( x + 1)( x 1)
x+1
( x + 1)( x 1)
x
1
x1
3
x
= ( x + 1)( x 1)
( x + 1)( x 1) 1
x+1
x1
( x 1) 3 = ( x + 1) x ( x + 1)( x 1)
3x 3 = x2 + x ( x2 1)
3x 3 = x2 + x x2 + 1
3x 3 = x + 1
3x x = 1 + 3
2x = 4
x = 2.
Again, we would check our solution in the original equation if we
hadnt done so before.
on page 115.)
5
2
2t + 3
= 2
t+2
t
t + 2t
a.
3
1
4x 1
+
= 2
x+5 x2
x + 3x 10
b.
x+1 1
1
= 2
x3 x
x 3x
Solution.
a. The LCD of all of the fractions in the equation is ( x + 5)( x 2) =
110

x2 + 3x 10.
3
1
4x 1
+
= 2
x+5 x2
x + 3x 10
3
1
4x 1
( x + 5)( x 2)
+
= ( x + 5)( x 2)
x+5 x2
( x + 5)( x 2)
( x + 5)( x 2)
3
1
4x 1
+ ( x + 5)( x 2)
= ( x + 5)( x 2)
x+5
x2
( x + 5)( x 2)
( x 2) 3 + ( x + 5) 1 = 4x 1
3x 6 + x + 5 = 4x 1
4x 1 = 4x 1.
This is an identity, so the solution set is the set of all real numbers
in the domain of the original rational equation. Since the original
rational equation is undefined for x = 5 and for x = 2, the solution
set is (, 5) (5, 2) (2, ).
b. The LCD is x ( x 3) = x2 3x.
x+1 1
1
= 2
x3 x
x 3x
1
x+1 1
= x ( x 3) 2
x ( x 3)
x3 x
x 3x
x ( x 3)
1
1
x+1
x ( x 3) = x ( x 3)
x3
x
x ( x 3)
x ( x + 1) ( x 3) = 1
x2 + x x + 3 = 1
x2 = 1 3
x2 = 2.
We see again that this equation has no real solutions (since the square
of a real number cannot be negative).
111
Practice 6. Solve for the variable using Method 2. (Answers on page 115.)
a.
y
1
1
=
+
y1
y+1 2
b.
13a 8
4
1
=
2
3a 2a a
3a 2
Comparing the solutions using Method 2 to the solutions using Method

1, we see that Method 2 yields shorter solutions. However, we must always
be careful with Method 2 to check for extraneous solutions.
Rational inequalities
Next we wish to solve inequalities involving rational expressions. We will
use sign charts as we did when solving quadratic inequalities in Section 1.5.
Recall that the quotient of two positive numbers is positive, the quotient of
two negative numbers is positive, and the quotient of one positive and one
negative number is negative.
x1
0
x+3
1
Solution. We wish to find where the quotient xx
+3 is negative or zero. First
note that the domain of this rational expression is the set of all real numbers
except for 3. We find the boundary points by setting each factor of the
numerator and denominator equal to zero.
x1 = 0
x=1
and
x+3 = 0
x = 3
and so our boundary points are 3 and 1. These two numbers divide the
real line into three intervals: (, 3), (3, 1), and (1, ). We make a sign
chart with the intervals (in order, from left to right) labeling the columns,
the factors of the numerator or denominator labeling the first two rows,
and the quotient itself labeling the last row.
(, 3)
x1
x+3
x1
x+3
(3, 1)
(1, )
112
Next we determine the sign of each linear factor on each interval. The
factor x 1 is negative if x is less than 1 and positive if x is greater than 1.
The factor x + 3 is negative if x is less than 3 and positive if x is greater
than 3. (The reader can test values of x in each interval to check this.)
(, 3)
(3, 1)
(1, )
x1
x+3
x1
x+3
Now we can fill in the last row of the sign chart by dividing down
1
each column. For example, for x less than 3, the expression xx+
3 is a quo1
tient of a negative number divided by a negative number. Thus, xx+
3 is
positive on (, 3).
(, 3)
(3, 1)
(1, )
x1
x+3
x1
x+3
1
We know that xx
+3 is equal to zero when its numerator is zero, so x = 1
1
is included in the solution. We also know that xx
+3 is undefined when its
denominator is zero, so x = 3 is not included in the solution. Thus the
solution set of the inequality
x1
0
x+3
is (3, 1].
Practice 7. Solve for the variable. Express your solution set in interval notation.
2x
0
x8
113
x1
2
x+3
Solution. We must first rewrite this equation so that it has a single fraction
on one side (with numerator and denominator fully factored) and zero on
the other side.
x1
2
x+3
x1
2 0
x+3
x1
x+3
2
0
x+3
x+3
( x 1) 2( x + 3)
0
x+3
x 1 2x 6
0
x+3
x 7
0
x+3
1 ( x + 7)
0
x+3
Next, we find the boundary points by setting each linear factor of the
numerator and denominator equal to zero and solving for x. Note that the
constant factor 1 does not contribute a boundary point.
x+7 = 0
x = 7
and
x+3 = 0
x = 3
and so our boundary points are 7 and 3. These two numbers divide
the real line into three intervals: (, 7), (7, 3), and (3, ). We
make a sign chart with the intervals (in order, from left to right) labeling
the columns, the factors of the numerator or denominator labeling the first
three rows, and the quotient itself labeling the last row. We must include the
constant factor 1 in the sign chart since it certainly influences the sign of
the quotient. Of course, 1 is negative no matter what x is, so every entry
in the first row is negative. For the second row, note that x + 7 is negative if
x is less than 7 and positive if x is greater than 7. The third row is filled
in similarly.
114
(, 7)
(7, 3)
(3, )
x+7
x+3
1 ( x + 7)
x+3
We fill in the final row column by column using the signs in the first
three rows. If a there is an odd number of negative factors, then the expression will be negative; if there is an even number of negative factors, the
expression will be positive.
(, 7)
(7, 3)
(3, )
x+7
x+3
1 ( x + 7)
x+3
1( x +7)
Finally, the expression x+3 is equal to zero when its numerator is

zero, so x = 7 is included in the solution. We also know that the expres1( x +7)
sion x+3 is undefined when its denominator is zero, so x = 3 is not
included in the solution. Thus, the solution set of the inequality
1 ( x + 7)
0
x+3
is (, 7] (3, ).
Practice 8. Solve for the variable. Express your solution set in interval notation.
(Answers on the next page.)
2x
1
x8
115

1. y = 4
4. y = 4
2. t = 7
5. t = 7
3.
6.
(a) no real solutions
2
2
(b) (, 0) 0,
,
3
3
7. (, 0] (8, )
(a) no real solutions
2
2
(b) (, 0) 0,
,
3
3
8. (, 8] (8, )

Solve for the variable using Method 1. Be sure to check your solution(s) in the
original equation.
1.
2t2 + 1
t2 + 145
=
t + 12
t + 12
6.
4
6
4
1
= 2
+
x 2 2x 4
x 4 x+2
2.
5x + 8
x2 + 5x 1
=
x3
x3
7.
3x
6
=
x+7
5
3.
1
3
51
+
=
4x 5x
20
8.
5 2x
3x
= 2
x+1
x +x
4.
1
2
1
+
=
2t 3t
6
9.
5.
2x + 5
3x
2
=2
x+1
x +x
10.
x2
6
3
3x
+
=
+ 2x x + 2
x
2
2
x 18
= 2
x+6 x6
x 36
Solve for the variable using Method 2. Be sure to check your solution(s) in the
original equation.
11.
2 1
1 5
= +
x 3
x 6
15.
3
5
=
y5
y3
12.
1
1
2
1
+ =
5y 3
3y 15
16.
2
1
=
x1
x2
13.
1
3
4
=
x3 x+1
x+1
17.
2
x2
1 = 2
2
x +1
2x + 2
3x2 4x 15
13x + 4
13
2x x+8
=
+
= 2
18.
2
4x 2
2x 7x + 3
x+1 x2
x x2
x2 x1
x
x1
19.
=
+ 2
x+3 x+4
x + 3 x + 7x + 12
14.
116
20.

3
x+2
2x
=
2x2 3x 2 2x + 1
10 5x
Solve for the variable using any method approved by your instructor. Be sure to
check your solution(s) in the original equation.
21.
2x
2
=
x4
1x
31.
2
2
+3 =
x3
x+3
22.
x + 18
x+5
=
x+3
8 2x
32.
a
3
3
1
=
a1 4
4a a 1
23.
3
5
16
+
= 2
y4 y+4
y 16
33.
24.
5
2
3
+
=
x2 9 x 3
x+3
34.
25.
1
2
t
=
t6
t6
t
35.
t
1
t2 4t 3
=
+
t+3
t3
t2 9
26.
5
2 x
=
x 3
3x
36.
t2
1
t
=
+
2
t + 5t 14
t2 t+7
27.
z+1 4
2
= 2
z1 z
z z
37.
28.
x2
20
2
4
=
25 x 5
x+5
38.
29.
2
6y 5
1
+ 2
=
2y + 3 2y y 6
y2
39.
30.
x2 10
5
1 =
2
x x 20
x5
40.
12
6
=
+2
1
m+1
m2
x2
4
1
1 =
4
x2
2y2
y
y
1
=
+ 5y 3
2y 1 y + 3
5
2x
1
+
= 2
3x + 2 x + 1
3x + 5x + 2
x2 4x
x
3
=
6x + 5
x5 x1
x2
x2 + 10x + 1
2
x
= +
2
5x + x
x 5x + 1
Solve for the variable. Express your solution set in interval notation.
41.
2x 5
<0
x
44.
x5
0
x+6
42.
y
0
y+1
45.
1x
0
x+8
43.
t+7
0
t 10
46.
x+3
<0
5x

47.
2
>0
3x 6
54.
5x + 4
2x 2
>
2x + 5
2x + 5
48.
5
0
3x
55.
4 2x
> 2
5x + 10
49.
4t 4
>4
t+1
56.
x+2
1
5 10x
50.
9x
3
9 3x
57.
2m
1
m+4
51.
2y 1
0
y3
58.
x+1
2
3x
52.
w+6
<0
5w
59.
x8
< 2
x+5
53.
7n 1
3n + 3
3n 6
3n 6
60.
y+6
>1
y+2
117
118
2.6 Applications of Rational Equations

In this section we solve application problems using rational equations.
Example 1. Four times the reciprocal of a number equals one-ninth the number.
Find the number.
Solution. Let x be the number.
Four times the reciprocal of a number can be written 4 1x , while oneninth the number is 19 x. We set these equal to one another and solve for
x.
4
1
1
= x
x
9
x
4
=
x
9
4 9
x x
=
x 9
9 x
36
x2
=
9x
9x
Since the denominators are equal, this implies
36 = x2
6 = x.
Therefore, the number is 6 or 6.
Practice 1. A number added to twice the reciprocal of the number equals 3. Find
the number. (Answers on page 129.)
Example 2. Claire is standing near a twelve-foot-tall street light. Her distance
from the base of the light post is two feet more than her height. The length of her
shadow on the ground is one foot less than her height. How tall is Claire?
Solution. Let h be Claires height, in feet.
Then her distance from the base of the post is h + 2 feet and the length
of her shadow is h 1 feet. This situation can be modeled geometrically
by two right triangles, as shown in the diagram. These triangles are similar
since their angles are equal. Hence, their sides are proportional. In particular, the ratio of the height to the base of the small triangle is equal to the
2.6. APPLICATIONS OF RATIONAL EQUATIONS
119
ratio of the height to the base of the large triangle. The base of the large
triangle is
(h + 2) + (h 1) = h + 2 + h 1 = 2h + 1.
light
12
Claire
Claires
shadow
h
h+2
h1
Thus, by similar triangles,

h
12
=
h1
2h + 1
2h + 1
12
h1
h
h 1 2h + 1
2h + 1 h 1
h(2h + 1)
12(h 1)
=
(h 1)(2h + 1)
(h 1)(2h + 1)
Since the denominators are the same, this implies
h(2h + 1) = 12(h 1)
2h2 + h = 12h 12
2h2 + h 12h + 12 = 12h 12 12h + 12
2h2 11h + 12 = 0
(2h 3)(h 4) = 0
By the Zero Product Property,
2h 3 = 0
2h = 3
2h
3
=
2
2
3
h=
2
or
h4 = 0
h=4
120
Both proposed solutions are in the domain of the original expressions and
the reader can check that both are indeed solutions to the original problem.
So Claire is either 4 feet or 32 feet (18 inches) tall.
Practice 2. Michael is standing near a fifteen-foot-tall street light. His distance

from the base of the light post is double his height. The length of his shadow on
the ground is two feet more than his height. How tall is Michael? (Answers on
page 129.)
Rates
One of the most important ideas in mathematics and the sciences is the
concept of rate. We may define rate to be a ratio of two measurements. For
example, if Ken makes $105 for working 20 hours, he is paid at a rate of
$105
.
20 hours
If we write a rate with 1 in the denominator, we get the equivalent unit
rate. Unit rates are often easier to conceptualize than other rates. Kens
pay rate is converted to the equivalent unit rate as follows.
$ 20 5.25
$5.25
$105
=
=
= $5.25 per hour.
20 hours
20 hours
1 hour
Note that the division sign in a rate is often read per.
Example 3. Convert each of the following to the equivalent unit rate (unless otherwise specified).
a. The pop cost 84 cents for 12 ounces.
b. The nurse counted 16 heartbeats in 1/4 minute.
c. There is a rise of 5 units for a run of 2 units.
d. There are 180 minutes in 3 hours.
e. The account pays $0.06 in interest for each $1.00 invested. (Convert to a
percentage.)
Solution.
a.
84
7 12
7
=
=
= 7 per oz.
12 oz
12 oz
1 oz
b.
121
16 beats
16 4 beats
=
= 64 beats per min.
1/4 min
1 min
5
units
5 units
5
c.
= 2
= .
2 units
1 unit
2
This is an example of the slope of a line, as we studied in Fundamental Mathematics III. In this case, the units of the measurement in the
numerator are the same as the units of measurement in the denominator, so the rate itself has no units.
d.
180 minutes
3 60 minutes
60 minutes
=
=
= 60 minutes per hour.
3 hours
3 hours
1 hour
This is an example of a conversion factor (also studied in Fundamental Mathematics III) which converts from one unit of measurement to
another for the same quantity.
e. This is already given as a unit rate. However, it is customary to express interest rates as percentages rather than as unit rates. The term
percent means per 100, so a percentage is really a rate with a denominator of 100 (where the cent is the 100). Here again, the units
of the numerator are the same as the units of the denominator, so the
rate has no units of measurement.
$0.06
0.06 100
6
=
=
= 6%.
$1.00
1.00 100
100
Practice 3. Convert each of the following to the equivalent unit rate (unless otherwise specified). (Answers on page 129.)
a. There are 12 girl scouts sleeping in 3 tents.
b. The car went 210 miles on 10 gallons.
c. The sprinkler used 300 gallons in 15 minutes.
d. There are 2640 feet in 1/2 mile.
e. The student earned 450 points out of 500 points. (Convert to a percentage.)
Applications where rates are additive

Example 4. Carol can grade her classs exams in five hours. It takes her assistant
seven hours. How long will it take them to grade the exams working together?
122
Solution. Let us first think carefully about the situation and find a rough
estimate of the answer. If both graders worked at Carols rate, together
they would complete the task in half Carols time, or in two and a half
hours. On the other hand, if both worked at the assistants rate, together
they could grade the exams in three and a half hours. Therefore, we should
expect it to take between two and a half and three and a half hours. We
model this situation with a rational equation to find a more precise answer
to the question.
We are given the amount of time that different people can complete the
same task. Let us find the rate at which each person works, writing each as
a unit rate. Since Carol completes the task in five hours, she works at the
rate of
1 task
1
= task per hour.
5 hours
5
Carols assistant completes the task in seven hours, so he works at the rate
of
1
1 task
= task per hour.
7 hours
7
Let t denote the amount of time, in hours, that it takes for Carol and her
assistant to grade the exams together. Then the rate that they work together
is
1
1 task
= task per hour.
t hours
t
Assuming that the people dont slow each other down when they work
together (which is entirely possible!), the rate that they work together will
be the sum of their individual rates. Thus we obtain
1 1
1
+ =
5 7
t
1 7t 1 5t
1 35
+
=
5 7t 7 5t
t 35
7t
5t
35
+
=
35t 35t
35t
7t + 5t
35
=
35t
35t
35
12t
=
35t
35t
123
Since both fractions have the same denominator, this implies

12t = 35
35
t=
12
11
t=2
hours.
12
Converting the fractional part of the hour to minutes, we have:
11
11
60 minutes
hour =
hour
= 11 5 minutes = 55 minutes.
12
12
1 hour
Thus, working together, Carol and her assistant can grade the exams in 2
hours 55 minutes. Note that this falls in the range that we expected from
our rough analysis of the problem.
Practice 4. Meredith can weed the garden in two hours. It takes Tim four hours.
How long will it take them to weed the garden working together? (Answers on
page 129.)
Example 5. A tub with a leak fills in twenty minutes. The water will all leak
out of the full tub in one hour. How long would it take to fill the tub if the leak is
plugged?
Solution. Let t be the amount of time, in minutes, for the spigot to fill the
tub if the leak is plugged. If the leak is plugged, the tub will fill faster, taking
less than twenty minutes to fill. Thus, we expect t to be less than twenty.
Once again, we find the corresponding rates. The rate at which the tub
is leaking is
1 tub
1 tub
1
=
=
tub per minute.
1 hour
60 minutes
60
The rate at which the tub can be filled while leaking is
1
1 tub
=
tub per minute.
20 minutes
20
The rate at which the spigot fills the tub after the leak is plugged is
1 tub
1
= tub per minute.
t minutes
t
124
Here the spigot and the leak are working against each other, so their
rates should be subtracted to get the rate at which the tub fills while leaking.
1
1
1
=
t
60
20
1 60
1 t
1 3t
t 60 60 t
20 3t
60
t
3t
=
60t 60t
60t
60 t
3t
=
60t
60t
60 t = 3t
60 t + t = 3t + t
60 = 4t
4t
60
=
4
4
15 = t.
Leaving it to the reader to check the answer in the original equation, we
conclude that the spigot would fill the tub in fifteen minutes if the leak
were plugged. Note that this is less than twenty minutes, as expected.
Practice 5. A tub with a leak fills in fifty minutes. If the leak were plugged, it
would fill in thirty minutes. How long would it take the water to leak out of the
full tub? (Answers on page 129.)
Example 6. It took Lynne ten minutes to walk from the ticket counter to her gate
at the airport. If she walked on the moving walkway, it would take her six minutes.
How long would it take her if she stood on the moving walkway?
Solution. This is a distance/rate/time problem. However, we are not
given the distance in conventional units such as miles or feet. We use the
length of Lynnes walk to the gate as our unit, and find expressions for the
rates involved just as we did in the previous rate problems. Let t be the
time, in minutes, it would take Lynne to get to her gate if she stood on the
moving walkway. The the walkway is moving at a rate of
1 distance to the gate
1
= distance to gate per minute.
t minutes
t
125
Lynne can walk at a rate of

1
=
distance to gate per minute.
10 minutes
10
On the moving walkway, Lynne travels at a rate of
1
= distance to gate per minute.
6 minutes
6
Since Lynne and the walkway are moving in the same direction, their rates
can be added.
1
1
1
+
=
t
10
6
1 30
1 3t
1 5t
=
t 30 10 3t
6 5t
3t
5t
30
+
=
30t 30t
30t
30 + 3t
5t
=
30t
30t
30 + 3t = 5t
30 + 3t 3t = 5t 3t
30 = 2t
15 = t.
Lynne would take fifteen minutes to get to her gate if she stood on the
moving walkway.
Practice 6. Ginny can walk from the ticket counter to his gate at the airport in
thirty-six minutes. If she stands on the moving walkway, it takes eighteen minutes.
How long would it take her if she walked on the moving walkway? (Answers on
page 129.)
Applications where rates are not additive

Example 7. A car travels thirty miles in the time it takes a bicycle to go ten. The
cars speed is forty miles per hour faster than the bikes. Find the speed of each.
126
Solution. In this problem, we are given the relationship between the rates
of the two vehicles. Let r be the rate (speed) of the bicycle, in miles per
hour. Then the rate of the car is r + 40 miles per hour. We can organize the
given information in a table.
distance
bike
10 miles
car
30 miles
rate
time
miles
hour
miles
(r + 40)
hour
r
We know that rate is defined to be the distance traveled over the time
elapsed. In symbols,
d
r= .
t
We can solve this for time, t.
r=
rt =
d
t
d
t
t
rt = d
rt
d
=
r
r
t=
d
.
r
We fill in the last column of our table using the formula for time that we
just derived.
distance
bike
10 miles
car
30 miles
rate
time
miles
hour
miles
(r + 40)
hour
10
hours
r
30
hours
r + 40
Recall that the time it takes the bike to go ten miles equals the time it takes
127
the car to go thirty miles. This gives us an equation to solve.

10
30
=
r
r + 40
10 r + 40
30
r
r r + 40
r + 40 r
10(r + 40)
30r
=
r (r + 40)
r (r + 40)
10(r + 40) = 30r
10r + 400 = 30r
10r + 400 10r = 30r 10r
400 = 20r
20r
400
=
20
20
20 = r
and so
r + 40 = 60.
Hence, the bicycle is traveling 20 miles per hour and the car is traveling 60
miles per hour.
Practice 7. A car travels fifty miles in the time it takes a bicycle to go twenty. The
cars speed is fifteen miles per hour faster than the bikes. Find the speed of each.
Example 8. Nuts are twice as expensive per pound as raisins. To make seven
pounds of trail mix, $15 worth of nuts is combined with $10 worth of raisins.
What is the price per pound of each?
Solution. This is a rate problem where the rate is the quotient of cost and
weight (measured in dollars per pound). In symbols,
r=
c
.
w
Let r be the rate (cost per pound) of the raisins. Then the cost per pound of
the nuts is 2r. We organize our data in a table.
128

rate
total cost
$
pound
$
2r
pound
raisins
nuts
weight
$10
$15
To find an expression for the weight of each, we solve r =
c
w
for w.
c
w
c
rw = w
w
r=
rw = c
rw
c
=
r
r
c
w= .
r
We use this formula to complete the table.
rate
raisins
nuts
total cost
$
pound
$
2r
pound
r
$10
$15
weight
10
pounds
r
15
pounds
2r
We use the fact that the total weight of the trail mix is seven pounds to write
an equation.
10 15
+
=7
r
2r
10 2 15
2r
+
= 7
r 2 2r
2r
14r
20 15
+
=
2r
2r
2r
20 + 15
14r
=
2r
2r
35
14r
=
2r
2r
129

35 = 14r
35
14r
=
14
14
5
=r
2
r = $2.50 per pound
and so
2r = $5.00 per pound.
Thus, raisins cost $2.50 per pound and nuts cost $5 per pound.
Practice 8. Nuts are three times as expensive per pound as raisins. To make four
pounds of trail mix, $9 worth of nuts is combined with $5 worth of raisins. What
is the price per pound of each? (Answers below.)

1. The number is 2 or 1.
4. It would take them 1 hour 20 minutes working together.
2. Michael is 6 feet tall. ( 53 is not in the domain.)
5. The water would leak out in 75 minutes.
3.
6. It would take her 12 minutes.
(a) 4 girls per tent

(b) 21 miles per gallon
(c) 20 gallons per minute
(d) 5280 feet per mile
(e) 90%
7. The bicycle is traveling 10 miles per hour and the car is

traveling 25 miles per hour.
8. Raisins cost $2 per pound and nuts cost $6 per pound.

Solve each problem. Be sure to:
Introduce your variable with a Let statement.
Set up and solve an equation.
State your answer in a complete sentence in the context of the original problem.
130
1. Twice the reciprocal of a number equals one-eighth the number. Find

the number.
2. Five times the reciprocal of a number equals one-fifth the number.
Find the number.
3. Twice a number plus its reciprocal equals 3. Find the number.
4. Three times a number minus its reciprocal equals 2. Find the number.
5. Six times the reciprocal of a number is four times the number, plus
two. Find the number.
6. The sum of the reciprocals of 3 and a number is 2. Find the number.
7. Ten divided by the difference of a number and one equals the quotient
of the number and two. Find the number.
8. A number minus twice its reciprocal is the same as the reciprocal of
four times the number. Find the number.
9. The ratio of six and a number squared, reduced by one, is equal to the
reciprocal of the number. Find the number.
10. The product of the reciprocal of a number and the sum of the number
plus four is the same as the ratio of the number and the sum of the
number plus four. Find the number.
11. Solve the similar triangles for the indicated sides.
x
3
5
x+8
12. Solve the similar triangles for the indicated sides.

x+1
8
x/3
2.5
13. Solve for the three indicated sides.

24
2x+3
3x
131
14. Solve for the three indicated sides.

x+1
2x
15. Thelma is standing near a seven-foot-tall street lamp. Her distance

from the base of the lamp post is one foot less than her height. The
length of her shadow on the ground is five feet more than her height.
How tall is Thelma?
16. Billy is standing near a nine-foot-tall street lamp. His shadow is one
foot longer than his height. His distance to the base of the lamp post
is twice the length of his shadow. How tall is Billy?
17. A 20-foot tree casts a shadow that is four times as long as the shadow
of the man. The mans shadow is 2 feet more than his height. What is
his height?
18. A fence casts a shadow that is 3 feet more than the height of the fence.
The shadow of a nearby 20-foot tree is six feet less than four times the
fences shadow. How high is the fence?
Convert each of the following to the equivalent unit rate.
19. Linda earns $225 for working 30 hours.
20. It takes 40 gallons of sap to make 8 pints of maple syrup.
21. A total of 1170 boxes of cookies were sold by the 9 girl scouts in the
troop.
22. There are 120 boxes of cookies in 10 cases.
23. There are 300 feet in 100 yards.
24. There are 10 cm in 100 mm.
25. There is a rise of 7 units for a run of 28 units.
26. There is a rise of 10 units for a run of 2 units.
132
Convert each of the following to the equivalent percentage.

27. The account pays $7 in interest for each $200 invested.
28. The credit card company charges $140 in interest for each $1000 charged
on the card.
29. Brock earned 47 out of 50 points on the exam.
30. Kendra earned 19 out of 20 points on the quiz.
Solve each problem. Be sure to:
Introduce your variable with a Let statement.
Set up and solve an equation.
State your answer in a complete sentence in the context of the original problem.
31. Dan can shovel the driveway in 90 minutes. It takes Jim 60 minutes.
How long will it take them to shovel the driveway working together?
32. Lisa can paint the dining room in 4 hours. It takes Clive 6 hours. How
long will it take them to paint the dining room working together?
33. Two student workers pick up trash after a home game. Jim alone can
clear the field in two hours. With Todd helping, the two can finish the
job in 1 hour 10 minutes. How long would it take Todd alone?
34. Maggie can mow the school lawn in 4 hours. Seth can mow the same
lawn in 3 hours. How long would it take them to mow the school
lawn if they work together?
35. It takes Craig twice as long to clean out the garage as his father. Working together, father and son can clean the garage in 3 hours. How long
would it take Craig alone?
36. Bob can wash the truck in 45 minutes. With Janet working alongside,
the two can wash the car in 30 minutes. How long would it take Janet
to wash the car by herself?
37. A train travels fifty miles in the time it takes a truck to go thirty. The
trains speed is forty miles per hour faster than the trucks. Find the
speed of each.
133
38. A tub with a leak fills in fifty minutes. If the leak were plugged, it
would fill in thirty minutes. How long would it take the water to leak
out of the full tub?
39. A tub takes three times as long to fill now that it has sprung a leak
than it did before. All of the water will leak out of the full tub in 1
hour. How long does it take to fill the tub with and without the leak?
40. Bryan took a 4-mile walk. The second half of his walk he averaged 1
mile per hour less than the first half, and it took him 13 hour longer.
What rate did he average the first half of the walk?
41. A fisherman puts a small trolling motor on his boat. He can travel
downstream 27 miles in the same time he can travel upstream 9 miles.
The speed of the current is 6 miles per hour. How fast is the boat in
still water?
42. A train travels 315 miles across the plains in the same time it travels
175 miles in the mountains. If the rate of the train is 40 miles per
hour slower in the mountains, find the rate in both the plains and the
mountains.
43. A boat travels 15 miles with a 5 mile-per-hour current in the same
time it can travel 10 miles against the 5 mile-per-hour current. Find
the speed of the boat in still water.
44. A motorized raft can travel 6 miles per hour in still water. If the raft
can travel 12 miles downstream in the same time it can travel 6 miles
upstream, what is the speed of the current?
45. A plane flies 460 miles with a tail wind of 30 miles per hour. Flying
against the wind, it flies 340 miles in the same amount of time. How
fast would the plane fly in still air?
46. Ron can walk from the ticket counter to his gate at the airport in three
minutes. If he walks on the moving walkway, it takes two minutes.
How long would it take him if he stood on the moving walkway?
47. Cashews cost $8 more per pound than peanuts. To make one and
one-half pounds of nut mix, $5 worth of cashews is combined with $2
worth of peanuts. What is the price per pound of each?
134
48. A 20-pound bag of grass seed mixture consists of $18 worth of annual
rye grass seed and $20 worth of perennial bluegrass seed. What is the
price per pound of each type of seed if bluegrass seed costs one dollar
more per pound than the rye grass seed?
Answers to Odd-Numbered
Exercises
Chapter 1
29. 2 5 3
31. 10 3
33. 4 21
Section 1.1 (Exercises on page 6.)

1.
3
2
3.
5
2
5.
91
11
7.
8
29
9.
7
4
11.
95
24
13.
79
50
15.
88
13
17.
11
18
19.
13
16
2y
x2
37.
28q2
17p
39.
2c7
3b7
4
41. 5yx4 z4
43.
12
5m2 n3
45. 5a4 2
47. 10x2 y3 z yz
p
49. 2pqr2 3 2pq2 r
q
2y2
y
51. x
3
21. 6
23. 7 2
25. 2 3 15
35.
53.
7a2 2a
5
27. 2
1. 26
135
136
APPENDIX . ANSWERS TO ODD-NUMBERED EXERCISES
3. 20
(e) A(20) $2653.30
5. 3
(f) A(t) = $1000(1.05)t
7. 1
9. 4
11.
x4
13. xy2
15.
(d) A(10) $1628.89
x 2 y2 z
17. 2x2 y
19. 2x3 y2 z
1. x2 + 8x + 16
3. x2 16
5. x2 + 20x + 100
7. 4x2 4x + 1
9. 4x2 + 4x + 1
11. 9x2 + 42x + 49
21. 5(3x2 2)
13. 4x2 + 12xy + 9y2
23. 5(2x2 + 3x 9)
15. 16x2 16xz + 4z2
25. 18( x6 x4 x2 + 1)
17. ( x 9)( x + 9)
27. 2a5 (8a3 9a 15)
19. 5( x 2)( x + 2)
29. 2xy(8xy + 2x 3y)
21. 7(2x 3)(2x + 3)
31. ( x + 2)(3 x )
23. ( x 4)2
33. (y 3)( x + 5)
25. 2( x 1)2
35. ( x + 6)(3x2 5x + 7)
27. 5( x + 2)2
37. ( xy + 1)(2y + 3x )
29. b = 9
39. (5x2 6)2
31. b = 16
41. ( x2 + 2x + 3)( x2 10x 2)
33. b = 1
43. ( x2 + 4x + 5)( x2 + 3x + 2)
35. b = 9
45. 13( x2 2)( x2 + xy + y)

47.
(a) A(1) = $1050.00
37. b = 9
39. b = 9
(b) A(2) = $1102.50
41. b = 8
(c) A(5) $1276.28
43. b = 10
137
45. b = 24
3. ( x + 3)( x 1)
47. b = 6
5. ( x 11)( x 1)
49. Yes: ( x 7)( x + 7)
7. ( x + 2)( x + 3)
51. No
9. ( x 3)( x 4)
53. Yes: (4x 5)(4x + 5)
11. (2x + 1)( x 2)
55. No
13. 2( x 1)2
57. No
15. 2(3x + 1)( x + 1)
59. No
17. ( x 3y)( x 4y)
61. Yes: (5x + 2)2
19. ( x + 2)2
63. Yes: (2x 3)2
21. ( x + 2)( x 1)
65. (y 23 )(y + 23 )
67. ( 54 y 1)( 54 y + 1)
25. (3x + 1)( x + 1)
69. ( 37 x 4)( 73 x + 4)
27. (3x + 2)( x + 1)
1
7
1
7
71. ( 11
x 10
)( 11
x + 10
)
73. ( 5 x 2)( 5 x + 2)
75. (y + 7)2
77. (2w 9)2
79. ( xy + 5)2
81. ( x 12 )2
83. (y + 35 )2
85. ( 19 x 1)2
87.
( 23 x
1 2
4)

1. ( x + 2)( x + 1)
29. 3( x2 + 3x + 1)
33. (7x 5y)( x + y)
35. b = 2
37. b = 8
39. b = 1, 5
41. b = 1
43. b = 6, 10
45. b = 11, 13, 17, 31
47. b = 2, 7
49. 4(3x 1)( x + 2)
51. 8(2x y)( x 2y)
138
53. 7x2 (2x 3)2
39. [4, )
55. (9t2 + 16)(3t + 4)(3t 4)
41. (, 7] [3, )
57. 2x4 (2x3 7)(2x3 + 7)
43. (, 1] [5, )
59. 15n(2n + 5)2
45. (2, 34 )

1. x = 2, 3
3. x = 4, 3
5. x = 4
7. x = 6, 12
1 2
9. x = 10
,7
11. x = 3, 4
13. x = 3
15. x = 12 , 23
17. x = 5, 2
19. no integer solutions
21. no integer solutions
23. x = 0, 3, 6
25. x = 1, 3
27. b = 4
29. b = 0, 8
31. b = 2, 7
33. b = 16
47. x = 2
49. (, 2) (1, )
51. [3, 3]
53. (, 1] [4, )
55. (, 2) (4, )
57. no solutions
59. x = 1
61. (, )
1. The numbers are 3, 4.
7. The numbers are 2, 4 or else
2, 0.
9. The numbers are 3, 32 .
11. The lengths of the legs are 2
and 7 units.
13. The lengths of the sides are
9, 12 and 15 units.
35. b = 10
15. The rectangle is 10 yds by 40

yds.
37. b = 15
17. The length of a side is 4 units.
139
19. The length of a side of the
smaller square is 7 units.
21. The room is 4 m by 6 m.
23. The grade book hits
ground in 1.5 seconds.
the
25. The rock will be halfway down

the cliff after 2 seconds.
27. The rocket reaches the level of
the roof at 3 seconds and at 5
seconds.
Chapter 2
(b) r (0) = 0
(c) r (2) = 56

1. rational expression
3. NOT a rational expression
(a) r (2) =
(b) r (0) = 0
(c) r (3) = 34
29.
(a) r (1) = 1
(b) r (0) = 0
7. NOT a rational expression
11. 5? = 105, so ? = 21
13. 0? = 81; no solution
15. 81? = 0, so ? = 0
17. 0? = 0, so indeterminate
19. 3? = 81, so ? = 27
21.
(a) r (1) = 0
(b) r (0) is undefined
(c) r (2) =
23.
3
4
(a) r (5) = 0
(b) r (0) = 1
25.
(a) r (4) is undefined
2
11
27.
31. defined for all real numbers

dom(r ) = (, )
33. undefined for x = 2, 0
dom(r ) =
(, 2) (2, 0) (0, )
35. undefined for t = 2, 5
dom(r ) =
(, 2) (2, 5) (5, )
37. undefined for y = 0, 45
dom(r ) =
(, 0) (0, 45 ) ( 45 , )
39. defined for all real numbers
dom(r ) = (, )
140

2
1. 4x
y3
3.
x +8
2
5. 1
47.
2y x
xy
49.
2x 4
83x
7.
1
y 5
1. 52
9.
1
t 7
3.
9
32
11.
x 9
x +9
5.
10
xy
13. m + 4
15. x+x 2
17.
y +4
y +2
19.
x 4
( x 2)( x +2)
21.
12
23.
x 1
x
25.
x +1
x 1
27.
y +2
2( y +3)
29.
2a+3
2a3
31. 12
5
7. 2t
9.
11.
3
5( x +1)
m +3
(3m)(m+5)
13. 2( a b)( a + b)
15. 41
17. 35
19.
2
a +2
21.
x 2 +1
3( x +1)
23.
2a3
2a( a1)
25. 5
1
27. 23
33.
16
27
29.
35.
3 x
3+ x
31. none
37. 1
9
4
33. x6
x
3x +1
35.
3b
2a
1
41. 7x
37.
x +1
x 1
1
43. 4x
39.
5y+7
y2 y +9
2+ w
2w
41.
3
20
39.
45.
141
43. 3 14
21.
1
2x +1
23. LCD: ( x + 1)( x 2)

5( x 2)
x ( x +1)
,
( x +1)( x 2) ( x +1)( x 2)
45.
4x
5
47.
6a
5b
49.
x
5
51.
t5
10
53.
x 12
3
25. LCD: x (6 x )
( x +10)(6 x )
, x(6x x)
x (6 x )
27. LCD: (5m 2)(5m + 2)(m + 1)
(m+2)(m+1)
,
(5m2)(5m+2)(m+1)
7(5m+2)
(5m2)(5m+2)(m+1)
5y
55. y+3
57.
15
14
29. LCD: 5y(y + 1)

y +1
y
,
5y(y+1) 5y(y+1)
59.
a+b
ab
31. LCD: 24y5
61.
x 2
3x ( x +1)
63.
y 3
2( y +4)
65.
x 2
x +4
30y3
24y5
9y2
24y5
33. LCD: 9a( a + 2)

2
7a+14
, 6a
,
9a( a+2) 9a( a+2)
x2 +3x +18
9x2
37.
5y+4
(y1)(2y+1)
39.
2x2 +1
2x
41.
4t45
5(t+5)(t5)
43.
2( x 2 +2)
x 2 ( x +4)
1
t
45.
( x2 + x +8)
( x 2)( x +2)( x 3)
1
x3 (7x +1)
47.
6a
a +1
1.
1
x3
3.
1
t2
5. 1
7. 2
11.
22
24y5
35.
9.
13. 2
49. (n+n2)2
15.
4
x 2
51.
4ab
( a + b )2
17.
2
a6
53.
3y4
2y3
19.
3
x 3
55.
3x2 +4x 14
84x3
9a2 +9a
9a( a+2)
142
57. y+2 5
59.
45. (, 8) [1, )
y +4
y +2

1. t = 12
3. x =
1
3
5. all real numbers except 0, 1

7. x =
14
3
9. no solution
11. x =
43. (, 7] (10, )
6
7
47. (2, )
49. (, 1)
51. [ 21 , 3)
53. [1, 2)
55. (. 3) (2, )
57. (, 4) [4, )
59. 5, 32
13. no solution
1. The number is 4.
15. y = 8
3. The number is
17. all real numbers
19. x = 1
21. x = 2
23. y = 3
25. t = 4, 3
27. z = 2
29. no solution
31. x = 5
1
2
or 1.
11. The lengths of the indicated

sides are x = 12 and x + 8 =
20.
13. The lengths of the indicated
sides are x = 2 12 , 2x + 3 = 8,
and 3x = 7 12 .
15. Thelma is 5 feet tall.
33. m = 5, 2
17. The man is 5 feet tall.
35. all real numbers except 3
19. $7.50 per hour
37. y = 1
21. 130 boxes per girl
39. no solution
41. 0, 52
23. 3 feet per yard

25. The slope is 14 .
143
27. 3.5%
29. 94%
31. It will take them 36 minutes to
shovel the driveway together.
39. The tub fills in 2 hours with the

leak and in 40 min. without it.
41. The boat travels at 12 mph in
still water.
33. It would take Todd 2 hrs. 48

min. working alone.
43. The boat travels at 25 mph in

still air.
35. It would take Craig 9 hours

working alone.
45. The plane would fly at 200

miles per hour in still air.
37. The train is traveling at 100

miles per hour and the truck at
60 miles per hour.
47. Cashews cost $10 per pound

and peanuts cost $2 per
pound.
Index
30 Product Property
nonexistence of, 42
asymptote
vertical, 69
fractions, see fraction, equivalent

rational expressions, see rational
expression, equivalent
extraneous solution, 108
factor
linear, 9
fraction
calculator
equivalent, 71
graphing, v, 9, 69
lowest terms, 1, 71
mistreatment of, 5, 40
minor, 74
common factor, 13
function
compound interest, see interest, comrational, see rational function
pound
compound rational expression, see ra- gcalc.net, v, 9, 69
tional expression, compound GCF, see greatest common factor
conversion factor, 121
graphing device, v, 9, 69
greatest common factor, 1, 1319
denominator
clearing, 74
inequality
least common, see least common
polynomial, 4549
denominator
rational, 111114
difference of squares, 26
intercept
distance/rate/time, 124, 125
x-intercept, 9
Distributive Law, 13
interest
domain
compound, 1619
of a polynomial, 64
simple, 16
of a rational function, 64
irreducible, 27
boundary points, 46, 111
equation
polynomial, 4045
rational, 101111
equivalent
LCD, see least common denominator

least common denominator, 74
Let statement, 51
linear factor, 9
144
INDEX
lowest terms, 1, 71
mixture, 127
Multiplication Property of Zero, 63
multiplicative inverse, 8283
percentage, 121
polynomial, 160
domain, 64
equation, 4045
expanded form, 1
inequality, 4549
irreducible, 27
prime, 27
quotient, 62
standard form, 1
prime, 27
Pythagorean Theorem, 52
145
subtraction, 9098
rational function, 6466
domain, 64
rational inequality, 111114
rational number, 61
reciprocal, 82, 118
shadowy figure, 118, 120
sign chart, 46, 111
similar triangles, 119
simple interest, see interest, simple
slope, 121
solution
extraneous, see extraneous solution
sum of squares, 26
trinomial, 32
quotient
of integers, 61
of polynomials, 62
unit rate, 120
rate, 120129
conversion factor, 121
distance/rate/time, 124, 125
mixture, 127
percentage, 121
slope, 121
unit, 120
work, 121, 123
rational equations, 101111
rational expression, 61135
addition, 9098
complex, 74
compound, 7476
division, 8086
domain, 71
equivalent, 71
examples, 62
multiplication, 8086
work, 121, 123
vertical asymptote, 69
zero
division involving, 6364
lack of multiplicative inverse, 82
Multiplication Property, 63
Product Property, 41, 63
Zero Product Property, 41, 63

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MATH 10034

Rational Expressions and Functions

Answers to Odd-Numbered Exercises

Advantages of Factored Forms

factor and write the fraction in lowest terms as follows.

Example 2. Find the sum:

Solution. To add fractions, they must have a common denominator. (Why?)

1.1. ADVANTAGES OF FACTORED FORMS

Thus, the least common denominator is 2 32 5 11 = 990. We obtain:

It wasnt necessary to use the least common denominator; any common

Example 3. Simplify the radical

Practice 3. (Answers on page 6.) Simplify the following radicals.

1.1. ADVANTAGES OF FACTORED FORMS

Example 5. Simplify the radical

363x5 y10 z3 . Assume that all variables repre-

= 112 x4 y10 z2 3xz

We will need to develop new techniques to solve quadratic equations

ANSWERS TO SECTION 1.1 PRACTICE PROBLEMS

SECTION 1.1 EXERCISES:

1.1. ADVANTAGES OF FACTORED FORMS

Find the following sums and differences. Do not use a calculator.

Simplify. Do not use a calculator.

EXPLORATION 1: FACTORS AND INTERCEPTS

Exploration 1: Factors and x-Intercepts

In this exploration you will be lead to discover one of the fundamental

x-intercepts of linear polynomials

EXPLORATION 1: FACTORS AND INTERCEPTS

x-intercepts of quadratic polynomials

(20, 0), (4, 0)

(5, 0), (3, 0)

(1, 0), (1, 0)

1.2. THE GREATEST COMMON FACTOR

The Greatest Common Factor

We have seen the advantages of writing polynomials in factored form. Now

Example 1. Find the product: 2x2 y 3x3 y2 + 5xy2 + 7x + 10

2x2 y 3x3 y2 + 5xy2 10 = 2x2 y 3x3 y2 + 2x2 y 5xy2 2x2 y 10

= 6x5 y3 + 10x3 y3 20x2 y.

Practice 1. (Answers on page 19.) Find the GCF of each triple.

Example 3. Find the GCF of the list of powers of x: x5 , x3 , and x8 .

Practice 2. (Answers on page 19.) Find the GCF of each triple.

Practice 3. (Answers on page 19.) Find the GCF of each triple

b. 17a2 b, 3ab2 , 15b3

1.2. THE GREATEST COMMON FACTOR

Example 5. Factor out the GCF of each of the following polynomials.

= 9x3 y 2x2 z2 + 9x3 y 7y2 z3 + 9x3 y 4x5 y

= 9x3 y 2x2 z2 + 7y2 z3 + 4x5 y .

c. P( x, y) = 18x2 y2 36xy3 + 60xy5

b. P(y) = 5y2 + 10y 15

= (25t) 4t4 + (25t) 3t2 + (25t) (5t) + (25t) (1)

= 25t 4t4 3t2 + 5t + 1 .

Application: Compound Interest

1.2. THE GREATEST COMMON FACTOR

interest earned on $100(1.05)3 . This time we have

1.2. THE GREATEST COMMON FACTOR

where we have rounded to the nearest penny.

ANSWERS TO SECTION 1.2 PRACTICE PROBLEMS

A (4) = A (3) + A (3)r

(a) 3x2 (3x3 7x2 + 5x 1)