14. In your own words, explain the quotient rule for exponents and give an example.
The quotient rule tells us that we can DIVIDE two powers with the SAME BASE. You KEEP THE BASE and
SUBTRACT the POWERS.
OR
EXPONENTIAL EXPRESSIONS
Just as multiplication is a result of repeated adding, an exponential expression is
a result of repeated multiplication. If we have several factors in a multiplication
problem that are all the same, we do not want to keep writing e
ROOTS
Recall how subtraction reversed the addition operation and division reversed the
multiplication operation? Finding the root of a number reverses operation of
evaluating an exponential expression. The process is written as a radical
expression. The n
ORDER OF OPERATIONS
Simplify this expression: 18 6 3 . Did you simplify it to 9 or 1?
If you divided 18 by 6 to get 3, then multiplied that 3 by the last 3 in the
expression, your answer to the question is 9.
If you began by multiplying the 6 and 3 togeth
PROPERTIES OF REAL NUMBERS
Just like people, number sets have characteristics. We refer to them as
properties. Given a set of conditions we find number sets will consistently
behave in a certain manner. When this happens, we can derive a general rule
abou
EVALUATING ALGEBRAIC EXPRESSIONS
An expression can be a single word or phrase. A mathematical expression is
referred to as algebraic expression. It is comprised of a combination of
numbers, variables, and operations. A numerical expression is comprised of
LINEAR EQUATIONS IN ONE VARIABLE
Before we embark on the task of solving linear equations lets make sure we understand the
difference between an expression and an equation. Visually we can determine we have an
equation when we see the equal sign, =. If th
FORMULAS
The word "formula" seems to frighten many students. If you are one, please understand that a
formula is merely a mathematical sentence or expression. It tells us how the variables and/or
numbers relate to on another. A = l * w is a familiar formu
APPLICATION PROBLEMS
We have reached the point in the course where we can apply the concept of
solving equations to real life situations. These problems are referred to as word,
story, or application problems. BE AWARE: There is NO ONE SOLUTION
METHOD for
APPLICATION PROBLEMS Unknown Numerical Quantity
Using the seven step plan for solving application problems, find the three consecutive odd
integer numbers whose sum is 105.
1. Read the problem. Repeat until you fully understand it.
Know the meaning of int
APPLICATION PROBLEMS  Mixtures
How much water must be added to 20 L of 50% liquid plant fertilizer solution to reduce it to
40% liquid plant fertilizer?
Use the seven step plan for solving application problems to answer this question.
1. Read the problem
APPLICATION PROBLEMS Investments
John has $34.000 to invest. He invests some at 17% and the balance at 20%.
His total annual interest income is $6245. Find the amount invested at each rate.
Use the seven step plan for solving application problems to find
APPLICATION PROBLEMS Percentages
In 1996, the number of participants in the ACT exam was 925,000. Earlier in
1990, a total of 817,000 took the exam. What percent increase was this? What
percent of increase was this? (Source: The American College Testing P
DIVISION
Division of real numbers is to multiplication of real numbers as addition of real
numbers is to subtraction of real numbers. This operation reverses the action of
multiplication. As multiplication grew out of repetitive addition, division grew ou
MULTIPLICATION
This operation is a result of repetitive addition. If we have numerous addends in an addition
problem that are all the same, we do not want to keep repeating our efforts adding each
addend into the running total. We shortcut the repetitive
Factoring trinomials
#7. Here is a way to tell if a polynomial is factorable. Given the form ax^2 + by + c,
multiply a and c. In this case it is 10*4=40. Next ask yourself, "Are there two
numbers that will multiply to give me 40 AND add to give me the b v
SETS
A set is a collection of objects. The objects are called elements or members. In mathematics
our focus is on numbers, therefore, we deal with sets of numbers. In this course we mainly will
be dealing with six sets of numbers. As you can see by the di
NUMBER LINE
Thinking back to basic geometry we know that a line is defined by two points. The number
line we use to represent the set of Real Numbers is made by combining two rays. A ray is a
straight line that extends into infinity from a fixed point. Th
ABSOLUTE VALUE
When asked to find a point on the number line two units from zero you would intuitively say 2.
You would be correct, but you would not be complete. Negative two is also two units away
from zero. Irregardless of the direction traveled two un
INEQUALITIES and INTERVAL NOTATION
When we looked at the number line earlier we noted moving to the right, the values of the
coordinates increase. In mathematics we use the terms greater than or less than to describe a
value on the number line in relation
ADDITION
You have been doing these operations for years, so why bother? We need to review the rules
of why the algorithms (procedures used to solve problems) you have been using really work.
In doing so, you will prepare yourself for using those rules on
SUBTRACTION
What addition puts together subtraction takes apart. This operation reverses the action of
addition. If you have three apples and you get two more you now have five apples. Thats
addition. If you give two of your apples to friends, you now hav
LINEAR INEQUALITIES IN ONE VARIABLE
A linear inequality is very similar to a linear equation. The difference the two
expressions are not equal to each other. One expression will have a greater
value than the other. Instead of solving to find one value tha
UNION AND INTERSECTION OF SETS
Recall sets are collections of elements. The union and intersection operations
allow us to join sets together. As you might guess the union operation unites all
elements in different sets together. The intersection operation
ABSOLUTE VALUE EQUATIONS
Recall that absolute values are always positive, so keeping that in mind: If x = 2,
then x = 2, 2; both values are two units from zero.
x = cfw_2, 2
Both values are two units from zero.

6
4
2
0
2
4
6
If x > 2, then x