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Solution Manual for Intermediate Algebra, 9th Edition

Solution Manual for Intermediate Algebra, 9th Edition makes tackling textbook exercises a breeze, with clear and concise answers to every problem.

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    Introduction ....................................................................................... x General, First-Time Advice .............................................................. 1 Sample Syllabi .................................................................................. 5 Teaching Tips Correlated to Textbook Sections ............................. 15 Mini Lectures .................................................................................. 48 Chapter Tests ................................................................................ 133 Chapter Test Answers ................................................................... 453 Extra Practice Exercises ................................................................ 545 Extra Practice Exercises Answers ................................................. 613 Transparency Masters ................................................................... 631 Helpful Tips for Using Supplements and Technology ................. 640 List of Available Supplements ...................................................... 641 Conversion Guide ......................................................................... 643 C ontents

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    I ntrodu C t I on Dear Faculty: The Bittinger/Ellenbogen/Johnson book team at Pearson is very excited that you will be using Intermediate Alge- bra: Concepts and Applications, Ninth Edition. We know that whether you are teaching this course for the first time or the tenth time, you will face many challenges, including how to prepare for class, how to make the most effective use of your class time, how to present the material to your students in a manner that will make sense to them, how best to assess your students, and the list goes on. This manual is designed to make your job easier. Inside these pages are eight alternate test forms for each chap- ter, eight alternate final examinations, mini-lectures on each section in the text, words of advice from experi- enced instructors, general and content-specific teaching tips, a list of the topics covered within the Intermediate Algebra: Concepts and Applications, Ninth Edition text, descriptions of both student and instructor supplements that accompany this text, and a list of valuable resources provided by your fellow instructors. We would like to thank the following professors for sharing their advice and teaching tips. This manual would not be what it is without their valuable contribution. Dean Barchers, Red Rocks Community College Viola Lee Bean, Boise State University Susan M. Caldiero, Consumnes River College Tim Chappell, Penn Valley Community College Beth Fraser, Middlesex Community College-Lowell Nikki D. Handley, Odessa College Marty Hodges, Colorado Technical University Matthew Hudock, St. Philip’s College Laurie Hurley Michelle Jackson, Bowling Green Community College Cindy Katz, St. Philip’s College David Keller, Kirkwood Community College Paul W. Lee, St. Philip’s College Ben Mayo, Yakima Valley Community College Christian Miller, Glendale Community College Donald W. Solomon, University of Wisconsin-Milwaukee Sharon Testone, Onondaga Community College Malissa Trent, Northeast State Community College Nancy Hixson, Columbia Southern University Mike Yarbrough: Cosumnes River College It is also important to know that you have a very valuable resource available to you in your Pearson sales representative. If you do not know your representative, you can locate him/her by logging on to www.pearsonhighered.com/replocator and typing in your zip code. Please feel free to contact your representative if you have any questions relating to our text or if you need additional supplements. We know that teaching this course can be challenging. We hope that this and the other resources we have provided will help to minimize the amount of time it takes you to meet those challenges. Good luck in your endeavors! The Bittinger/Ellenbogen/Johnson book team

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    Tim Chappell, Penn Valley Community College 1. Create an atmosphere of learning in the classroom from day one. Relate to students some of your ex- periences in learning mathematics, including both good and bad. Students need to see you as a fellow learner as well as an instructor. They also need to see you as a person. Inject your personality into the course. Use jokes, personal stories, or mathematical games to keep it interesting. 2. Put students into groups. Even if you don’t use group work extensively, group them on the first day. Have them make introductions and complete a brief group assignment. Encourage the groups to take advantage of the few minutes before and after class starts to check homework with each other. 3. Carefully develop a list of homework problems. The assigned problems should match the level and type of problems you expect students to master. Avoid large homework sets. Instead, I give the students a small homework set that I call journal homework. To receive credit for these problems, the students must work each problem step by step and provide explanation for each step. I select odd-numbered problems from the text for journal homework so there are answers in the back. This homework is graded full or no credit. Students learn quickly that an answer with no supported work is not an ac- ceptable answer. This helps them to include steps on test work which helps them earn partial credit on the tests. If students struggle with the journal homework or if they just want more practice, they are encouraged to work additional problems in that section as daily homework. 4. Require students to make corrections to tests. This reinforces the fact that any skills or concepts not mastered now will come back to haunt them in the next math class. I constantly remind students that the goal of this class is not just to pass, but to understand as much as possible so that they can be successful in college algebra and higher courses. Students should not only rework the problem suc- cessfully on separate paper, but they should also explain why they missed the problem the first time. 5. After the first test, I have students do some self - analysis by answering three questions. How did they prepare for the class daily and for the test? Does the test score reflect what they know and can do? Are there changes that they need to make? Students are not graded on the content of their re- sponses. I read and keep these papers. I find the papers helpful when a student comes to my office for help. I can ask them if they have been success- ful in the changes they needed to make. 6. Students lack basic survival skills such as organiza- tion and identifying the key concepts of the course. I require students to keep journal notebooks con- taining notes, daily homework, journal homework, tests, corrections to tests, and concept reviews. I provide a concept review for each unit, outlining each of the concepts that they are responsible for learning. Key concepts are in bold print, empha- sizing their importance in the course. Students are encouraged to cross-reference between the journal homework problems and the concepts in the con- cept review. G eneral , F irst - t ime a dvice We asked the contributing professors for words of advice to instructors who are teaching this course for the first time or for the first time in a long while. Their responses can be found on the following pages. General, First-Time Advice 1

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    Nikki D. Handley, Odessa College 1. Try to give students a set of steps for working problems. This often gives them a starting place on their own. Otherwise, they get frustrated wonder- ing where to begin on each problem. 2. Repetition: have students work problems the same way again and again. Have them tell you the steps orally on how to work a particular problem. If they can see it and write it and hear it and say it, it tends to make a larger impact. 3. Carefully define and explain like terms and that you must have like terms to add or subtract. However, in multiplying and dividing, anything goes—like or not. 4. Walk around the room while students are working problems and ask students individually if they have questions. They are more apt to ask for clarification on a small step while you are right there by them. 5. Clarify the following on a regular basis: equation and expression, term and factor, associative law and distributive law. 6. Use different colors of chalk or markers when working problems. This helps them see each of the steps. I show division in red and addition or sub- traction in blue or purple all semester long. 7. Have patience! Point out places where mistakes are commonly made and explain to students why it is wrong. Matthew Hudock, St. Philip’s College 1. Find a full-time faculty member who is teaching the same course(s). See if you can use him or her as a contact to ask questions about the course or about departmental and/or college policies. 2. Get a timeline, sample syllabus, and sample tests for the course either from the department or from your full-time faculty contact person. 3. Get a list of all paperwork details and administra- tive details that are due during the course of the semester and the associated due dates. 4. Discuss with your faculty contact person the stu- dent population that the college is serving. Find out the focus of the school you are teaching at (is it a feeder school to a major university? Or is it mostly a vocational/technical school). 5. Discuss the placement test that the college/depart- ment uses with your faculty contact person. How good of a job does it do? If you find a student that is misplaced, how do you get that student in the right place? 6. Find out the passing rates and dropout rates for the course(s) you are teaching. 7. Make sure you bring several different colors of chalk or markers to class (sidewalk chalk works great, but you’ll have to experiment with the dif- ferent colors to see what works best on the board). 8. Be on time, do not let the class out early, and be well dressed. 9. Return graded papers to your students by the next class period. Ben Mayo, Yakima Valley Community College 1. Remember that although your students don’t ask a lot of questions at first, they may not understand everything you are telling them. Students frequently feel overwhelmed when dealing with math and therefore aren’t able to process new information very quickly. 2. To help make students more comfortable in the class, I joke with them that the more questions they ask, the more I get paid. In other words, I do all I can to encourage them to ask questions. 3. Don’t assume that students have retained everything that they learned in their previous math class. In fact, at the community college level, I may have many students who haven’t taken courses for several months or even years, so they may have forgotten most of what they had learned previ- ously. However, with patience on the part of the instructor, that information can be reawakened in the students’ memories and they can go on to be very successful with the new course. 4. I once had an instructor tell us on the first day of class that he was there to weed the garden. I prefer to tell my students that I am there to turn the weeds into flowers. These students need encouragement and reinforcement; don’t treat your students like they are stupid. 2 and Adjunct Support Manual Intermediate Algebra: Concepts and Applications, Ninth Edition

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    Malissa Trent, Northeast State Community College 1. You will always wish for more time to cover the material. Do not be lured into the trap of slowing down at the beginning of the semester to accom- modate students who are not prepared for your course. These students must seek additional help outside of class. Slowing down generally doesn’t benefit the weaker students in the way that you hope it will. The majority of these students need to go back to the previous course, if possible. You will find that slowing down at the beginning of a course will cause you great stress at the end of the course. You will have to cover four sections in one class period and that is neither fun nor productive. 2. Most of your students will not be able to work with fractions. It does not matter how many times they have worked with fractions in the past, they simply cannot deal with them. This is always a surprise to new math teachers since adding fractions is a 4th grade skill. Most of your students will skip fraction problems in the homework whenever possible or will require a calculator to combine fractions. When working algebra problems that include fractions, show every possible step every time. 3. If you have time, try to use games and other ac- tivities to engage the students. For example, when I teach factoring, I have my students play factor bingo. During this game, they factor 20 problems on average. They work in teams and enjoy the competition. If I just gave them a worksheet with 20 factoring problems, they would get bored with it and would not complete as many problems in the same amount of time. 4. You must collect and grade homework if you expect them to do it. I collect homework at the end of every chapter and grade it during the chapter test. Homework must be in a three-ring binder and must be orderly and neat. I pre-select 10 problems (usually two per section) and grade those. 5. I also give 3–5 problem quizzes every day at the beginning of class. These include simple problems that are from the current or prior chapters. Since the final exam is comprehensive, I find that the quizzes help keep certain topics from the beginning of the semester fresh in the minds of the students at the end of the semester. Paul W. Lee, St. Philip’s College 1. Time Management I like to make sure that I am able to cover all of the objectives that are included in a particular course that I am teaching. Students are expected to know these objectives when they enroll in the following course, so I want to do my best to ensure they are prepared. The key to covering all of the objectives is to have a tentative course outline. I always pre- pare my tentative course outline before the semester starts. I begin by taking a calendar that includes all school holidays and I pencil in the days that I will be covering particular sections. I also include any other activities that may take up class time, such as test days, review days, etc. If I expect to finish the objectives for the course during the semester, the tentative outline that I create must include all sec- tions that are to be taught in the course. Once the semester begins, the tentative outline can be adjusted slightly. Some sections require more time, while others don’t require as much. However, I try not to change the test days, if possible. I also make sure that I don’t start falling behind. While it is okay to slightly adjust the material, I use the outline to keep me on track to finish all objectives. 2. Classroom As we all know, students do not all learn the same way. There are questionnaires that students can fill out to assess their learning style. I like for the stu- dents to fill out a learning styles assessment and then let the students brainstorm on ideas that would help them learn based on their particular learning style. I prefer not to spend all classroom time lecturing. For math classes, lecturing is not usually the ideal method for most students to learn. I try to begin my classes by answering a couple of homework ques- tions that were assigned from the previous class meeting. This is a good way to review the previous material before beginning anything new. I always limit this portion to the first 5–10 minutes of class. If not, students begin asking more and more ques- tions which may cause us to fall behind on all the material that needs to be covered for the semester. General, First-Time Advice 3

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    After answering homework questions, I begin the new material. I always like to allow the students to work some examples at their desk after I give instruc - tion on a new objective. This gives students the opportunity to work a few problems while they have someone handy to whom they can ask questions. I allow them to either ask me questions or one of their classmates. Sometimes, I encourage the students to form groups to work a particular problem. It is important for students to get to know one another, so that they can study together or just have someone to talk with about the class. 3. Tests When I first started teaching, testing was one of my biggest concerns. I was afraid that I may make tests too easy, too difficult, too long, too short, etc. I found that other instructors in the department were more than happy to share copies of tests that they had used. I did not use their tests in my class, but their tests did give me ideas about how many questions I should include on the tests and what type of questions should be asked. Laurie Hurley 1. Relate algebra to arithmetic whenever you can. For example, when working with rational expressions, relate it to working with fractions. When we add or subtract fractions, we need a common denomi- nator. Likewise, we need a common denominator when we add or subtract rational expressions. The connections abound; use them to your and your students’ advantage! 2. Make sure you know what the knowledge and skills, which are prerequisites for the next level math course or the other content area courses for which your course is a feeder, are and which ones you are expected to cover. 4 and Adjunct Support Manual Intermediate Algebra: Concepts and Applications, Ninth Edition

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    Provided by: Nancy Hixson, Columbia Southern University Mike Yarbrough, Cosumnes River College S ample S yllabi

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    6 and Adjunct Support Manual Intermediate Algebra: Concepts and Applications, Ninth Edition Syllabus – MA 1170 Algebra II Intermediate Algebra Concepts & Applications (3 Semester Credits) COURSE DESCRIPTION Intermediate Algebra: Concepts & Applications Brief review of algebraic expressions and equations with an emphasis on problem–solving. Graphs of equations in two variables (function), linear functions, inequalities, equations of lines are all studied with an emphasis on problem–solving. Systems of equations are solved and graphed with different methods. Polynomials and their functions are studied as well as rational expressions, their equations, and their functions. Radicals, the distance and midpoint formulas, and complex numbers are covered in depth. Quadratic functions, equation, exponen- tial and logarithmic functions, plus conic sections are covered. Sequences, series, and the Binomial Theorem will be the final topics covered in the course. PREREQUISITES MA 1150 Algebra I: Elementary Algebra COURSE TEXTBOOK Intermediate Algebra: Concepts & Applications ; Authors: Bittinger/ Ellenbogen/ Johnson; Pearson, 2014 COURSE LEARNING OBJECTIVES In support of the course description, the following areas are to be covered and understood by the student at completion of the coursework. After completing this course, students will be able to: 1. Solve linear, quadratic, exponential, and logarithmic equations and graph them. 2. Add; subtract; multiply; divide linear, quadratic, exponential, and logarithmic equations. 3. Use mathematical principles of factoring and the quadratic formula in solving equations and inequalities. 4. Read and interpret graphs of functions. 5. Graph certain equations and determine the relationship between rate and slope as a problem-solving tool. 6. Add, subtract, multiply, and divide polynomials and functions. 7. Solve problems using the distance and midpoint formulas as well as the Pythagorean Theorem. 8. Simplify and solve radical and rational expressions. 9. Translate a problem in two or more equations/inequalities that must all be true in order for the solution found to be correct. 10. Solve a system of equations; use four methods (graphing, substitution, elimination, and addition) to solve systems of equations and inequalities. 11. Solve square roots and radical expression in equations in problem-solving situations.

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    Sample Syllabi 7 12. Solve quadratic equations by factoring, by the principle of square roots, completing the square, the quadratic formula and applications. 13. Solve formulas for a variable. 14. Graph quadratic equations finding the intercepts, minimum, maximum, and vertex of a parabola. 15. Recognize and solve problems and equations involving logarithms and complex numbers (real, imaginary, and pure imaginary). The student will demonstrate attainment of the above by scoring a passing grade of 70 or higher on the home- work, discussion board questions, unit test, and final exams. CREDITS Upon completion of this course, the students will earn three (3) semester hours of college credit. COURSE TOPICAL OUTLINE Unit I: Chapter 1: Algebra and Problem Solving Chapter 2: Graphs, Function, and Linear Equations Unit II: Chapter 3: Systems of Linear Equations and Problem Solving Unit III: Chapter 4: Inequalities and Problem Solving Chapter 5: Polynomials and Polynomial Functions Unit IV: Chapter 6: Rational Expressions, Equations, and Functions Chapter 7: Exponents and Radicals Unit V: Chapter 8: Quadratic Functions and Equations Unit VI: Chapter 9: Exponential Functions and Logarithmic Functions Unit VII: Chapter 10: Conic Sections Chapter 11: Sequences, Series, and the Binomial Theorem Unit VIII: Final Review Homework and Final (Proctored) COURSE STRUCTURE This Course is divided into eight units. The purpose of the Course Unit is to create an integrative body of information made applicable through text chapter readings, MyMathLab, the Study Plan in MyMathLab, MyMathGuide: Notes, Practice, and Video Path, To-the-Point Objective Videos, animations in MyMathLab, problem-solving with real-world applications, Your Turn Exercises, Translating for Success, Aha! Exercises, Synthesis Exercises, Chapter Test Prep Video CD, InterAct Math Tutorial Website, Unit Homework, Unit Tests, and a Unit Discussion Assignment. The course also contains a Final Exam (proctored). 1. Summary of Course Unit highlights, summarizes, and alerts students to areas of importance within selected readings. 2. Unit Learning Objectives will help you identify and describe the conditions in which learning objectives should be performed, and provides an initial reference point to measure learning against trends and knowledge required to be successful in the professional field of study. 3. Key Terms are provided to direct your attention to important subject content. 4. Textbook and Supplemental Reading include 1–2 textbook chapters in each course Unit.

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    8 and Adjunct Support Manual Intermediate Algebra: Concepts and Applications, Ninth Edition 5. Homework Assignments are created to reflect key information needs within each course and degree concentration, and provide a sample of the types of questions contained in the Unit Exam. 6. Unit Tests include 30 multiple-choice questions and 6–15 essay questions similar to examples and problems found in the corresponding course Unit reading assignments. 7. Unit Discussion Assignment: Are entirely subjective and require a response to the discussion question and a response to another student. The main response is worth 75 points and the response to a student is worth 25 points for a total of 100 points. 8. Final Exam (Proctored) ONLINE DISCUSSION BOARD ASSIGNMENTS Online Discussion Boards, also called “threaded discussions,” allow students to participate in course discus- sions with fellow class members. The Discussion Board is asynchronous, which means that students do not have to be online at the same time to respond to posted activity. The Discussion Board is organized into “forums.” There is a forum for each question in which you are required to respond. Within each forum, you will create a new thread when posting your answer to the “forum question.” Thread is an online term that refers to an initial response posted in the forum. When students reply to postings, the postings accumulate and extend the thread. The goal of Discussion Boards is to promote reflection and analysis, and to help students learn to appreciate and evaluate positions that others express. Discussion Boards provide students an opportunity to learn from other classmates. Postings stay on the Discussion Board for an extended period of time to allow students to gain the knowledge and insights from faculty and peers. The Online Discussion Board Assignment will be graded based on a rubric. SUBMITTING ASSESSMENTS Unit Assessments use an open book examination format and permit you to use your textbook and other refer- ence materials while taking your examination. Assessment scores comprise a significant portion of your course grade. Since these assessments are open-book and no time constraints are imposed, you have an opportunity to check and confirm your answer selection. You should not submit your assessment until you are confident you have answered each of the questions correctly. Be sure to use your time wisely in order to do your best on the graded evaluations. FINAL EXAMINATION must be proctored. GRADING POLICY Your grade for the course will be determined by your performance on the following assignments and exams weighted as follows: Optional Media 1–7 @ 0%  0% Unit Assessments 1–7 @ 7% each  49% Homework Assignments 1–8 @ 2%  16% Final Exam  35% Total  100% • Complete the optional media assignment and take notes. • Complete the Unit. • Submit Unit Homework (must be completed and submitted before the Unit Test). • Submit Unit Test

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    Sample Syllabi 9 Math 120 Syllabus Text: Intermediate Algebra: Concepts and Applications, 9 th edition Author: Bittinger/Ellenbogen/Johnson Prerequisite: Elementary Algebra (“C” or better) or eligibility as determined by the assessment process. Credit: 5 units : PROFESSOR SMITH Office: MATH BUILDING ROOM 151 Phone: (000) 555–0000 E–Mail: email@email.edu Office Hours: MON – TBA TUE – TBA WED – TBA THU – TBA FRI – TBA Math Center: (000) 555–0001, MATH BUILDING ROOM 152 Tutoring Center: (000) 555–0002 , MATH BUILDING ROOM 153 Course Description/Objectives: This course reviews and extends the concepts of elementary algebra with problem-solving skills emphasized throughout. Topics which are reviewed and extended include: linear and quadratic equations, factoring polynomials, rational expressions, exponents, radicals, equations of lines, and systems of equations. New topics include: graphs and their translations and reflections, functions, exponential and logarithmic functions, graphs of quadratic and simple polynomial functions, nonlinear systems of equations, quadratic inequalities, and an introduction to graph of circles. Homework: You should plan to spend approximately 1.5–2 hours outside of class for every hour that we spend in class. There are 4 homework assignments due for the semester. Late homework will not be accepted. Please turn in homework at the beginning of class. Be sure to show all work on homework. Cheating Policy: If you are caught cheating on an exam or a quiz, you will receive a “0” for that paper. Repeat offenders will earn an “F” for the course. Exams: There will be four tests for the semester (plus the final). MAKE–UPS WILL NOT BE ALLOWED. An exception might be if: (1) we agree that you have a serious and compelling reason AND (2) you contact me BEFORE the scheduled exam. Out of the 4 exams (not including the final), the lowest score will be dropped. You may use your calculator on homework and exams, but YOU MAY NOT USE YOUR CELL PHONE AS A CALCULATOR DURING AN EXAM.

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    10 and Adjunct Support Manual Intermediate Algebra: Concepts and Applications, Ninth Edition Grades: Your semester grade will be calculated as follows: Tests 60% Final Exam 30% Homework 10% The cutoffs are: 90–100% A 80–89% B 70–79% C 60–69% D 0–59% F Other Resources: Don’t wait too long to get help, even if you have only a small question. Some other resources are: • Help from your instructor during office hours. • Study groups formed in class. I encourage you to get the phone #’s of several people in the class. • Other books (on reserve in the Math Center). • Computer tutorial programs with practice problems (Math Center). • Drop-in tutoring (Math Center, Tutoring Center). Appropriate Classroom Etiquette: If you have anything that makes noise (cell phone, your mouth, etc.), please turn it off upon entering the classroom. If you arrive to class late, please try to enter as discreetly as possible. If you must leave class early, please let me know before class begins that you will be leaving, and try to sit near the door so as to provide as little disruption as possible.

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    Sample Syllabi 11 INTERMEDIATE ALGEBRA Student Learning Outcomes Upon completion of this course, the student will be able to: • SLO 1: Identify and analyze linear behavior, models, and graphs of linear equations and linear inequalities. Utilize the properties of linear equations to solve linear inequalities, and solve absolute value equations and inequalities • interpret the slope of a linear equation as a rate of change. • generate an algebraic model for data that follows linear behavior and interpret the results of this model. • sketch the graph of a linear inequality using its algebraic representation. • SLO 2: Solve systems of linear equations and systems of linear inequalities as well as their applications graphically and algebraically • calculate the solution to 2  2 and 3  3 systems of linear equations by using substitution, elimination, and graphs (for 2  2 systems), as well as determine whether a system is inconsistent, consistent and independent, or dependent. • construct systems of linear equations for applications and find their solution. • compute the solution to a system of linear inequalities using a graph and describe the meaning of this solution. • SLO 3: Recognize the behavior of exponential and logarithmic functions and their graphs. Apply the proper - ties of exponentials and logarithms to simplify and solve equations involving exponential and logarithmic expressions • evaluate algebraic expressions involving exponents and logarithms and convert between these two types of expressions. • produce the algebraic model of an exponential function using data points and use properties of exponential functions to derive conclusions. • employ the properties of exponents and logarithms to solve equations involving exponential and logarithmic expressions. • draw the graph of exponential and logarithmic functions using both point plotting and the properties of transformations. • consolidate and expand logarithmic expressions using the properties of logarithms. • SLO 4: Identify, simplify, evaluate, and graph quadratic functions using the properties of quadratic functions and transformations • demonstrate the properties of transformations by graphing a quadratic function, identifying the vertex and the intercepts with the axes. • choose from among factoring (and using the Zero Factor Property), extraction of roots, completing the square, or the quadratic formula to solve a quadratic equation. • apply properties of quadratic functions to create and solve quadratic models and to derive conclusions about the solutions. • SLO 5: Simplify polynomial expressions, evaluate polynomial functions, and solve equations involving polynomial expressions and their applications • investigate polynomial division by performing long division on polynomial expressions. • extend factoring techniques to include the sum and difference of cubes. • adapt factoring to include expressions that are quadratic in form.

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    12 and Adjunct Support Manual Elementary Algebra: Concepts and Applications, Ninth Edition • graph a circle given its equation in standard form as well as use the distance and midpoint formulas to find the equation of a circle given conditions. • SLO 6: Simplify and solve rational and radical expressions and equations • perform arithmetic on rational and radical expressions and write results in simplified form. • simplify complex fractions. • manipulate equations involving rational or radical expressions to arrive at a non-extraneous solution. • recognize and solve applications that involve rational or radical expressions. • SLO 7: Use, interpret, and simplify combination functions by using the definitions of function, combination functions and function notation • describe the domain and range of functions. • compose the graph of a function from tabular data, a word problem, or algebraic form. • perform composition of functions as well as arithmetic on combinations of functions.

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    Sample Syllabi 13 Math 120 HOMEWORK ASSIGNMENTS Bittinger/Ellenbogen/Johnson, 9th edition Test and HW due week 3 (of 16-week semester) Ch. 1 review # 1–69 every other odd 2.1 # 1–81 every other odd 2.2 # 1–113 every other odd 2.3 # 1–117 every other odd 2.4 # 1–113 every other odd 2.5 # 1–109 every other odd 2.6 # 1–77 every other odd 3.1 # 1–69 every other odd 3.2 # 1–77 every other odd 3.3 # 1–77 every other odd 3.4 # 1–49 every other odd 3.5 # 1–41 every other odd 3.6 # 1–33 every other odd 3.7 # 1–33 every other odd Test and HW due week 8 4.1 # 1–113 every other odd 4.2 # 1–121 every other odd 4.3 # 1–113 every other odd 4.4 # 1–73 every other odd 5.1 # 1–133 every other odd 5.2 # 1–109 every other odd 5.3 # 1–93 every other odd 5.4 # 1–109 every other odd 5.5 # 1–101 every other odd 5.6 # 1–61 every other odd 5.7 # 1–97 every other odd 5.8 # 1–117 every other odd 6.1 # 1–101 every other odd 6.2 # 1–101 every other odd 6.3 # 1–81 every other odd 6.4 # 1–85 every other odd 6.5 # 1–61 every other odd 6.6 # 1–65 every other odd 6.7 # 1–37 every other odd 6.8 # 1–97 every other odd

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