Solution Manual for Intermediate Algebra, 9th Edition

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

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IntroduCtIonDear Faculty:The Bittinger/Ellenbogen/Johnson book team at Pearson is very excited that you will be usingIntermediate Alge-bra: Concepts and Applications,Ninth Edition. We know that whether you are teaching this course for the firsttime or the tenth time, you will face many challenges, including how to prepare for class, how to make the mosteffective use of your class time, how to present the material to your students in a manner that will make sense tothem, 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 theIntermediateAlgebra: Concepts and Applications,Ninth Edition text, descriptions of both student and instructor supplementsthat 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 wouldnot be what it is without their valuable contribution.Dean Barchers,Red Rocks Community CollegeViola Lee Bean,Boise State UniversitySusan M. Caldiero,Consumnes River CollegeTim Chappell,Penn Valley Community CollegeBeth Fraser,Middlesex Community College-LowellNikki D. Handley,Odessa CollegeMarty Hodges,Colorado Technical UniversityMatthew Hudock,St. Philip’s CollegeLaurie HurleyMichelle Jackson,Bowling Green Community CollegeCindy Katz,St. Philip’s CollegeDavid Keller,Kirkwood Community CollegePaul W. Lee,St. Philip’s CollegeBen Mayo,Yakima Valley Community CollegeChristian Miller,Glendale Community CollegeDonald W. Solomon,University of Wisconsin-MilwaukeeSharon Testone,Onondaga Community CollegeMalissa Trent,Northeast State Community CollegeNancy Hixson,Columbia Southern UniversityMike Yarbrough:Cosumnes River CollegeIt is also important to know that you have a very valuable resource available to you in your Pearson salesrepresentative. If you do not know your representative, you can locate him/her by logging on towww.pearsonhighered.com/replocator and typing in your zip code. Please feel free to contact yourrepresentative 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 haveprovided 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 CommunityCollege1.Create an atmosphere of learning in the classroomfrom day one. Relate to students some of your ex-periences in learning mathematics, including bothgood and bad. Students need to see you as a fellowlearner as well as an instructor. They also need tosee you as a person. Inject your personality into thecourse. Use jokes, personal stories, or mathematicalgames to keep it interesting.2.Put students into groups. Even if you don’t usegroup work extensively, group them on the firstday. Have them make introductions and completea brief group assignment. Encourage the groups totake advantage of the few minutes before and afterclass starts to check homework with each other.3.Carefully develop a list of homework problems. Theassigned problems should match the level and typeof problems you expect students to master. Avoidlarge homework sets. Instead, I give the students asmall homework set that I call journal homework.To receive credit for these problems, the studentsmust work each problem step by step and provideexplanation for each step. I select odd-numberedproblems from the text for journal homework sothere are answers in the back. This homework isgraded full or no credit. Students learn quickly thatan answer with no supported work is not an ac-ceptable answer. This helps them to include stepson test work which helps them earn partial crediton the tests. If students struggle with the journalhomework or if they just want more practice, theyare encouraged to work additional problems in thatsection as daily homework.4.Require students to make corrections to tests. Thisreinforces the fact that any skills or concepts notmastered now will come back to haunt them inthe next math class. I constantly remind studentsthat the goal of this class is not just to pass, but tounderstand as much as possible so that they can besuccessful in college algebra and higher courses.Students should not only rework the problem suc-cessfully on separate paper, but they should alsoexplain 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 didthey prepare for the class daily and for the test?Does the test score reflect what they know andcan 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 thepapershelpful when a student comes to my officefor help. I can ask them if they have been success-ful in thechanges 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, outliningeach of the concepts that they are responsible forlearning. Key concepts are in bold print, empha-sizing their importance in the course. Students areencouraged to cross-reference between the journalhomework problems and the concepts in the con-cept review.General, First-timeadviceWe asked the contributing professors for words of advice to instructors who areteaching this course for the first time or for the first time in a long while. Theirresponses can be found on the following pages.General, First-Time Advice1

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Nikki D. Handley,Odessa College1.Try to give students a set of steps for workingproblems. This often gives them a starting place ontheir own. Otherwise, they get frustrated wonder-ing where to begin on each problem.2.Repetition: have students work problems the sameway again and again. Have them tell you the stepsorally on how to work a particular problem. If theycan see it and write it and hear it and say it, it tendsto make a larger impact.3.Carefully define and explain like terms and that youmust have like terms to add or subtract.However,in multiplying and dividing, anything goes—likeor not.4.Walk around the room while students are workingproblems and ask students individually if they havequestions. They are more apt to ask for clarificationon a small step while you are right there by them.5.Clarify the following on a regular basis: equationand expression, term and factor, associative lawand distributive law.6.Use different colors of chalk or markers whenworking problems. This helps them see each of thesteps. 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 arecommonly made and explain to students why it iswrong.Matthew Hudock,St. Philip’s College1.Find a full-time faculty member who is teachingthe same course(s). See if you can use him or her asa contact to ask questions about the course or aboutdepartmental and/or college policies.2.Get a timeline, sample syllabus, and sample testsfor the course either from the department or fromyour full-time faculty contact person.3.Get a list of all paperwork details and administra-tive details that are due during the course of thesemester and the associated due dates.4.Discuss with your faculty contact person the stu-dent population that the college is serving. Find outthe focus of the school you are teaching at (is it afeeder school to a major university? Or is it mostlya vocational/technical school).5.Discuss the placement test that the college/depart-ment uses with your faculty contact person. Howgood of a job does it do? If you find a student that ismisplaced, how do you get that student in the rightplace?6.Find out the passing rates and dropout rates for thecourse(s) you are teaching.7.Make sure you bring several different colors ofchalk or markers to class (sidewalk chalk worksgreat, 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 bewell dressed.9.Return graded papers to your students by the nextclass period.Ben Mayo,Yakima Valley CommunityCollege1.Remember that although your students don’t aska lot of questions at first, they may not understandeverything you are telling them. Students frequentlyfeel overwhelmed when dealing with math andtherefore aren’t able to process new informationvery quickly.2.To help make students more comfortable in theclass, I joke with them that the more questions theyask, the more I get paid. In other words, I do all Ican to encourage them to ask questions.3.Don’t assume that students have retained everythingthat they learned in their previous math class. Infact, at the community college level, I may havemanystudentswhohaven’ttakencoursesforseveral months or even years, so they may haveforgotten most of what they had learned previ-ously. However, with patience on the part of theinstructor, that information can be reawakened inthe students’ memories and they can go on to bevery successful with the new course.4.I once had an instructor tell us on the first day ofclass that he was there to weed the garden. I preferto tell my students that I am there to turn the weedsinto flowers. These students need encouragementand reinforcement; don’t treat your students likethey are stupid.2and Adjunct Support ManualIntermediate Algebra: Concepts and Applications,Ninth Edition

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Malissa Trent,Northeast State CommunityCollege1.You will always wish for more time to cover thematerial. Do not be lured into the trap of slowingdown at the beginning of the semester to accom-modate students who are not prepared for yourcourse. These students must seek additional helpoutside of class. Slowing down generally doesn’tbenefit the weaker students in the way that youhope it will. The majority of these students needto go back to the previous course, if possible. Youwill find that slowing down at the beginning of acourse will cause you great stress at the end of thecourse. You will have to cover four sections in oneclass period and that is neither fun nor productive.2.Most of your students will not be able to work withfractions. It does not matter how many times theyhave worked with fractions in the past, they simplycannot deal with them. This is always a surpriseto new math teachers since adding fractions is a4th grade skill. Most of your students will skipfractionproblemsinthehomeworkwheneverpossible or will require a calculator to combinefractions. When working algebra problems thatinclude fractions, show every possible step everytime.3.If you have time, try to use games and other ac-tivities to engage the students. For example, whenI teach factoring, I have my students play factorbingo. During this game, they factor 20 problemson average. They work in teams and enjoy thecompetition. If I just gave them a worksheet with20factoring problems, they would get bored withit and would not complete as many problems in thesame amount of time.4.You must collect and grade homework if youexpect them to do it. I collect homework at the endof every chapter and grade it during the chaptertest. Homework must be in a three-ring binder andmust 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 thebeginning of class. These include simple problemsthat are from the current or prior chapters. Sincethe final exam is comprehensive, I find that thequizzes help keep certain topics from the beginningof the semester fresh in the minds of the students atthe end of the semester.Paul W. Lee,St. Philip’s College1.Time ManagementI like to make sure that I am able to cover all of theobjectives that are included in a particular coursethat I am teaching. Students are expected to knowthese objectives when they enroll in the followingcourse, so I want to do my best to ensure they areprepared. The key to covering all of the objectivesis to have a tentative course outline. I always pre-pare my tentative course outline before the semesterstarts. I begin by taking a calendar that includes allschool holidays and I pencil in the days that I willbe covering particular sections. I also include anyother activities that may take up class time, such astest days, review days, etc. If I expect to finish theobjectives for the course during the semester, thetentative outline that I create mustinclude all sec-tions that are to be taught in the course.Once the semester begins, the tentative outline canbe adjusted slightly. Some sections require moretime, while others don’t require as much. However,I try not to change the test days, if possible. I alsomake sure that I don’t start falling behind. Whileit is okay to slightly adjust the material, I use theoutline to keep me on track to finish all objectives.2.ClassroomAs we all know, students do not all learn the sameway. There are questionnaires that students can fillout to assess their learning style. I like for the stu-dents to fill out a learning styles assessment and thenlet the students brainstorm on ideas that would helpthem learn based on their particular learning style.I prefer not to spend all classroom timelecturing.For math classes, lecturing is not usually the idealmethod for most students to learn. I try to begin myclasses by answering a couple of homework ques-tions that were assigned from the previous classmeeting. This is a good way to review the previousmaterial before beginning anything new. I alwayslimit 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 thematerial that needs to be covered for thesemester.General, First-Time Advice3

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After answering homework questions, I begin thenew material. I always like to allow the students towork some examples at their desk after I give instruc-tion on a new objective. This gives students theopportunity to work a few problems while they havesomeone handy to whom they can ask questions.I allow them to either ask me questions or one of theirclassmates. Sometimes, I encourage the studentsto form groups to work a particular problem. It isimportant for students to get to know one another,so that they can study together or just have someoneto talk with about the class.3.TestsWhen I first started teaching, testing was one ofmy biggest concerns. I was afraid that I may maketests too easy, too difficult, too long, too short, etc.Ifound that other instructors in the departmentwere more than happy to share copies of tests thatthey had used. I did not use their tests in my class,but their tests did give me ideas about how manyquestions I should include on the tests and whattype of questions should be asked.Laurie Hurley1.Relate algebra to arithmetic whenever you can. Forexample, when working with rational expressions,relate it to working with fractions. When we addor subtract fractions, we need a common denomi-nator. Likewise, we need a common denominatorwhen we add or subtract rational expressions. Theconnections abound; use them to your and yourstudents’ advantage!2.Make sure you know what the knowledge andskills, which are prerequisites for the next levelmath course or the other content area courses forwhich your course is a feeder, are and which onesyou are expected to cover.4and Adjunct Support ManualIntermediate Algebra: Concepts and Applications,Ninth Edition

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Provided by:Nancy Hixson,Columbia Southern UniversityMike Yarbrough,Cosumnes River CollegeSampleSyllabi

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6and Adjunct Support ManualIntermediate Algebra: Concepts and Applications,Ninth EditionSyllabus – MA 1170Algebra IIIntermediate AlgebraConcepts & Applications(3 Semester Credits)COURSE DESCRIPTIONIntermediate Algebra: Concepts & ApplicationsBrief review of algebraic expressions and equations with an emphasis on problem–solving. Graphs of equationsin two variables (function), linear functions, inequalities, equations of lines are all studied with an emphasis onproblem–solving. Systems of equations are solved and graphed with different methods. Polynomials and theirfunctions are studied as well as rational expressions, their equations, and their functions. Radicals, the distanceand 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 Theoremwill be the final topics covered in the course.PREREQUISITESMA 1150 Algebra I: Elementary AlgebraCOURSE TEXTBOOKIntermediate Algebra: Concepts & Applications; Authors: Bittinger/ Ellenbogen/ Johnson; Pearson, 2014COURSE LEARNING OBJECTIVESIn support of the course description, the following areas are to be covered and understood by the student atcompletion 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 andinequalities.4.Read and interpret graphs of functions.5.Graph certain equations and determine the relationship between rate and slope as a problem-solvingtool.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 solutionfound to be correct.10.Solve a system of equations; use four methods (graphing, substitution, elimination, and addition) tosolve systems of equations and inequalities.11.Solve square roots and radical expression in equations in problem-solving situations.

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Sample Syllabi712.Solve quadratic equations by factoring, by the principle of square roots, completing the square, thequadratic 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.CREDITSUpon completion of this course, the students will earn three (3) semester hours of college credit.COURSE TOPICAL OUTLINEUnit I:Chapter 1: Algebra and Problem SolvingChapter 2: Graphs, Function, and Linear EquationsUnit II:Chapter 3: Systems of Linear Equations and Problem SolvingUnit III:Chapter 4: Inequalities and Problem SolvingChapter 5: Polynomials and Polynomial FunctionsUnit IV:Chapter 6: Rational Expressions, Equations, and FunctionsChapter 7: Exponents and RadicalsUnit V:Chapter 8: Quadratic Functions and EquationsUnit VI:Chapter 9: Exponential Functions and Logarithmic FunctionsUnit VII:Chapter 10: Conic SectionsChapter 11: Sequences, Series, and the Binomial TheoremUnit VIII:Final Review Homework and Final (Proctored)COURSE STRUCTUREThis Course is divided into eight units. The purpose of the Course Unit is to create an integrative body ofinformation 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 Unithighlights, summarizes, and alerts students to areas of importance withinselected readings.2.Unit Learning Objectiveswill help you identify and describe the conditions in which learningobjectives should be performed, and provides an initial reference point to measure learning againsttrends and knowledge required to be successful in the professional field of study.3.Key Termsare provided to direct your attention to important subject content.4.Textbook and Supplemental Readinginclude 1–2 textbook chapters in each course Unit.

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8and Adjunct Support ManualIntermediate Algebra: Concepts and Applications,Ninth Edition5.Homework Assignmentsare created to reflect key information needs within each course and degreeconcentration, and provide a sample of the types of questions contained in the Unit Exam.6.Unit Testsinclude 30 multiple-choice questions and 6–15 essay questions similar to examples andproblems found in the corresponding course Unit reading assignments.7.Unit Discussion Assignment:Are entirely subjective and require a response to the discussion questionand a response to another student. The main response is worth 75 points and the response to a studentis worth 25 points for a total of 100 points.8.Final Exam(Proctored)ONLINE DISCUSSION BOARD ASSIGNMENTSOnline 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 haveto 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 anew thread when posting your answer to the “forum question.” Thread is an online term that refers to an initialresponse 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 andevaluate positions that others express. Discussion Boards provide students an opportunity to learn from otherclassmates. Postings stay on the Discussion Board for an extended period of time to allow students to gain theknowledge and insights from faculty and peers.The Online Discussion Board Assignment will be graded based on a rubric.SUBMITTING ASSESSMENTSUnit 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 coursegrade. Since these assessments are open-book and no time constraints are imposed, you have an opportunity tocheck and confirm your answer selection. You shouldnotsubmit your assessment until you are confident youhave answered each of the questions correctly. Be sure to use your time wisely in order to do your best on thegraded evaluations.FINAL EXAMINATION must be proctored.GRADING POLICYYour grade for the course will be determined by your performance on the following assignments and examsweighted as follows:Optional Media1–7 @ 0%0%Unit Assessments1–7 @ 7% each49%Homework Assignments1–8 @ 2%16%Final Exam35%Total100%•Completetheoptionalmediaassignmentandtakenotes.•CompletetheUnit.•SubmitUnitHomework(mustbecompletedandsubmittedbeforetheUnitTest).•SubmitUnitTest

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Sample Syllabi9Math 120 SyllabusText:Intermediate Algebra: Concepts and Applications, 9theditionAuthor:Bittinger/Ellenbogen/JohnsonPrerequisite:Elementary Algebra (“C” or better) or eligibility as determined by the assessment process.Credit:5 units:PROFESSOR SMITHOffice:MATH BUILDING ROOM 151Phone:(000) 555–0000E–Mail:email@email.eduOffice Hours:MON – TBATUE – TBAWED – TBATHU – TBAFRI – TBAMath Center:(000) 555–0001, MATH BUILDING ROOM 152Tutoring Center:(000) 555–0002 , MATH BUILDING ROOM 153Course Description/Objectives:This course reviews and extends the concepts of elementary algebra withproblem-solving skills emphasized throughout. Topics which are reviewed and extended include: linear andquadratic equations, factoring polynomials, rational expressions, exponents, radicals, equations of lines, andsystems of equations. New topics include: graphs and their translations and reflections, functions, exponentialand 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 wespend 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. Repeatoffenders 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. Anexception might be if: (1) we agree that you have a serious and compelling reason AND (2) you contact meBEFORE the scheduled exam.Out of the 4 exams (not including the final), the lowest score will be dropped.Youmay use your calculator on homework and exams, but YOU MAY NOT USE YOUR CELL PHONE AS ACALCULATOR DURING AN EXAM.

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10and Adjunct Support ManualIntermediate Algebra: Concepts and Applications,Ninth EditionGrades:Your semester grade will be calculated as follows:Tests60%Final Exam30%Homework10%The cutoffs are:90–100%A80–89%B70–79%C60–69%D0–59%FOther Resources:Don’t wait too long to get help, even if you have only a small question. Some otherresources are:• Helpfromyourinstructorduringofficehours.• Studygroupsformedinclass.Iencourageyoutogetthephone#’sofseveralpeopleintheclass.• Otherbooks(onreserveintheMathCenter).• Computertutorialprogramswithpracticeproblems(MathCenter).• Drop-intutoring(MathCenter,TutoringCenter).Appropriate Classroom Etiquette:If you have anything that makes noise (cell phone, your mouth, etc.), pleaseturn it off upon entering the classroom. If you arrive to class late, please try to enter as discreetly as possible. Ifyou must leave class early, please let me know before class begins that you will be leaving, and try to sit near thedoor so as to provide as little disruption as possible.

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Sample Syllabi11INTERMEDIATE ALGEBRA Student Learning OutcomesUpon completion of this course, the student will be able to:•SLO1:Identifyandanalyzelinearbehavior,models,andgraphsoflinearequationsandlinearinequalities.Utilize the properties of linear equations to solve linear inequalities, and solve absolute value equations andinequalities•interprettheslopeofalinearequationasarateofchange.•generateanalgebraicmodelfordatathatfollowslinearbehaviorandinterprettheresultsofthismodel.•sketchthegraphofalinearinequalityusingitsalgebraicrepresentation.•SLO2:Solvesystemsoflinearequationsandsystemsoflinearinequalitiesaswellastheirapplicationsgraphically and algebraically•calculatethesolutionto22 and 33 systems of linear equations by using substitution, elimination, andgraphs (for 22 systems), as well as determine whether a system is inconsistent, consistent and independent,or dependent.•constructsystemsoflinearequationsforapplicationsandfindtheirsolution.•computethesolutiontoasystemoflinearinequalitiesusingagraphanddescribethemeaningofthissolution.•SLO3:Recognizethebehaviorofexponentialandlogarithmicfunctionsandtheirgraphs.Applytheproper-ties of exponentials and logarithms to simplify and solve equations involving exponential and logarithmicexpressions•evaluatealgebraicexpressionsinvolvingexponentsandlogarithmsandconvertbetweenthesetwotypesofexpressions.•producethealgebraicmodelofanexponentialfunctionusingdatapointsandusepropertiesofexponentialfunctions to derive conclusions.•employthepropertiesofexponentsandlogarithmstosolveequationsinvolvingexponentialandlogarithmicexpressions.•drawthegraphofexponentialandlogarithmicfunctionsusingbothpointplottingandthepropertiesoftransformations.•consolidateandexpandlogarithmicexpressionsusingthepropertiesoflogarithms.•SLO4:Identify,simplify,evaluate,andgraphquadraticfunctionsusingthepropertiesofquadraticfunctionsand transformations•demonstratethepropertiesoftransformationsbygraphingaquadraticfunction,identifyingthevertexandtheintercepts with the axes.•choosefromamongfactoring(andusingtheZeroFactorProperty),extractionofroots,completingthesquare,or the quadratic formula to solve a quadratic equation.•applypropertiesofquadraticfunctionstocreateandsolvequadraticmodelsandtoderiveconclusionsaboutthe solutions.•SLO5:Simplifypolynomialexpressions,evaluatepolynomialfunctions,andsolveequationsinvolvingpolynomial expressions and their applications•investigatepolynomialdivisionbyperforminglongdivisiononpolynomialexpressions.•extendfactoringtechniquestoincludethesumanddifferenceofcubes.•adaptfactoringtoincludeexpressionsthatarequadraticinform.

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12and Adjunct Support ManualElementary Algebra: Concepts and Applications,Ninth Edition•graphacirclegivenitsequationinstandardformaswellasusethedistanceandmidpointformulastofindtheequation of a circle given conditions.•SLO6:Simplifyandsolverationalandradicalexpressionsandequations•performarithmeticonrationalandradicalexpressionsandwriteresultsinsimplifiedform.•simplifycomplexfractions.•manipulateequationsinvolvingrationalorradicalexpressionstoarriveatanon-extraneoussolution.•recognizeandsolveapplicationsthatinvolverationalorradicalexpressions.•SLO7:Use,interpret,andsimplifycombinationfunctionsbyusingthedefinitionsoffunction,combinationfunctions and function notation•describethedomainandrangeoffunctions.•composethegraphofafunctionfromtabulardata,awordproblem,oralgebraicform.•performcompositionoffunctionsaswellasarithmeticoncombinationsoffunctions.

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Sample Syllabi13Math 120 HOMEWORK ASSIGNMENTSBittinger/Ellenbogen/Johnson, 9th editionTest and HW due week 3 (of 16-week semester)Ch. 1 review # 1–69 every other odd2.1 # 1–81 every other odd2.2 # 1–113 every other odd2.3 # 1–117 every other odd2.4 # 1–113 every other odd2.5 # 1–109 every other odd2.6 # 1–77 every other odd3.1 # 1–69 every other odd3.2 # 1–77 every other odd3.3 # 1–77 every other odd3.4 # 1–49 every other odd3.5 # 1–41 every other odd3.6 # 1–33 every other odd3.7 # 1–33 every other oddTest and HW due week 84.1 # 1–113 every other odd4.2 # 1–121 every other odd4.3 # 1–113 every other odd4.4 # 1–73 every other odd5.1 # 1–133 every other odd5.2 # 1–109 every other odd5.3 # 1–93 every other odd5.4 # 1–109 every other odd5.5 # 1–101 every other odd5.6 # 1–61 every other odd5.7 # 1–97 every other odd5.8 # 1–117 every other odd6.1 # 1–101 every other odd6.2 # 1–101 every other odd6.3 # 1–81 every other odd6.4 # 1–85 every other odd6.5 # 1–61 every other odd6.6 # 1–65 every other odd6.7 # 1–37 every other odd6.8 # 1–97 every other odd

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