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Solution Manual For Intermediate Algebra For College Students, 6th Edition

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    Chapter 1 Algebra, Mathematical Models, and Problem Solving 1.1 Check Points 1. a.  eight times a number five more 8 5 8 5 x x         b.  the quotient of a decreased by number and seven twice the number 2 2 7 7 x x x x        2. replace with 10 23 0.12 23 0.12(10) 23 1.2 21.8 x x           At age 10, the average neurotic level is 21.8. 3. replace with 13 2 2 2 8 6( 3) 8 6(13 3) 8 6(10) 8 6(100) 8 600 608 x x               4. a. 2010 is 3 years after 2007. replace with 3 2 2 2.7 5.6 8 2.7(3) 5.6(3) 8 2.7(9) 5.6(3) 8 24.3 16.8 8 49.1 x S x x S                 b. The model value, 49.1, is the same as the actual data value shown in the figure. 5. a. true; Because the number 13 is an element of the set of integers. b. true; Because 6 is not an element of {7, 8, 9, 10}, the statement is true. 6. a. 8  is less than 2;  true b. 7 is greater than 3;  true c. 1  is less than or equal to 4;  false d. 5 is greater than or equal to 5; true e. 2 is greater than or equal to 14;  true 7. a.   2 5 x x    b.   1 3.5 x x   c.   1 x x   1.1 Concept and Vocabulary Check 1. variable 2. expression 3. b th to the n th power; base; exponent 4. formula; modeling; models 5. natural 6. whole 7. integers 8. rational 9. irrational 10. rational; irrational 11. left 12. 2; 5; 2; 5 13. greater than 14. less than or equal to 1

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 2 1.1 Exercise Set 2. 6 x  4. 9 x  6. 2 x 8. 5 4 x  10. 1 3 2 x  12. 5 3 x  14. 6 10 x  16.   8 6 5 8 30 38     18.   8 3 4 24 4 20     20.     2 1 1 1 1 2 2 4 4 2 1 1     22.   2 8 7 8 4 64 56 4 8 4 12         24.       3 3 6 5 8 6 6 5 2 6 5 8 6 40 46          26.     2 8 4 8 3 64 4 5 64 20 44        28. {1, 2, 3} 30. {–6, –5, –4, –3} 32. {10, 11, 12, . . .} 34. {1, 3, 5, 7} 36. true; Nine is an integer. 38. true; Nine is a rational number. 40. false; Nine is not an irrational number. 42. true; Five is not an irrational number. 44. false; 1 4 is a rational number. 46. true;  is not a rational number. 48. false;  is a real number. 50. –7 is less than –3; true 52. 3 is greater than –8; true 54. 0 is less than –5; false. 0 is greater than –5. 56. –5 is less than or equal to 1; true 58. –3 is less than or equal to –7; false. –3 is greater than –7. 60. –3 is less than or equal to –3; true 62. –3 is greater than or equal to –3; true 64. 4 is less than or equal to 1 2  ; false. 4 is greater than 1 2  . 66.   2 4 x x    68.   4 3 x x    70.   2 5 x x    72.   3 x x  74.   5 x x   76.   2 x x  78.   3.5 x x  80. true

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    Intermediate Algebra for College Students 6E Section 1.2 82. false;     4 1, 2,3, 4,5  . 84. true 86. false; The value of { x | x is an integer between 4  and 0} = { 3, 2, 1}    , not { 4, 3, 2, 1, 0}     . 88. false; Three times the sum of a number and five is represented by   3 5 x  , not 3 5 x  . 90. 4.6 0.02 4.6 0.02(30) 4.0 R x      The average resistance to happiness at age 30 is 4.0. 92. [4.6 0.02(20)] [4.6 0.02(70)] 4.2 3.2 1.0       The difference between the average resistance to happiness at age 20 and at age 70 is 0.4. 94. 2 2 4.6 5.5 5 4.6(3) 5.5(3) 5 62.9 63 G x x         According to the formula, 63 new college programs in green studies were created in 2008. The formula underestimated the actual value by 3 programs. 96. 5 5 5 ( 32) (86 32) (54) 30 9 9 9 C F       30  C is equivalent to 86  F. 98. 2 2 4 60 16 4 60(3) 16(3) 4 180 16(9) 4 180 144 184 144 40 h t t                Three seconds after it was kicked, the ball’s height was 40 feet. 100. – 116. Answers will vary. 118. does not make sense; Explanations will vary. Sample explanation: Though this value is beyond the capabilities of a calculator, it still exists. This particular expression can be obtained via several software applications. 120. does not make sense; Explanations will vary. Sample explanation: The model can be used to estimate the number in 2000 by letting 0. x  122. false; Changes to make the statement true will vary. A sample change is: Some integers are not whole numbers. 124. true 126.   2 3 3 5 45     128. 26 is not a perfect square and 26 cannot be simplified. Consider the numbers closest to 26, both smaller and larger, which are perfect squares. The first perfect square smaller than 26 is 25. The first perfect square larger than 26 is 36. We know that the square root of 26 will lie between these numbers. We have 36 26 25.      If we simplify, we have 6 26 5.      Therefore, 26  lies between –6 and –5. 129. –5 and 5 are both a distance of five units from zero on a real number line. 130. 4 16 3(2) 16 3(16) 16 48 64 8 12 (10 6) 12 (4) 8 8           131. 2(3 5) 2(3(4) 5) 2(12 5) 2(17) 34 x        6 10 6(4) 10 24 10 34 x       1.2 Check Points 1. a. 6 6   because 6  is 6 units from 0. b. 4.5 4.5  because 4.5 is 4.5 units from 0. c. 0 0  because 0 is 0 units from 0. 2. a. 10 ( 18) 28      3

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 4 b. 0.2 0.9 0.7    c. 3 1 6 5 1 5 2 10 10 10        3. a. If 8, x   then ( 8) 8. x      b. If 1 3 , x  then 1 3 . x    4. a. 7 10 7 ( 10) 3       b. 4.3 ( 6.2) 4.3 6.2 10.5      c. 4 1 4 1 3 5 5 5 5 5               5. a. 2 ( 5) ( 5)( 5) 25      b. 2 5 (5 5) 25       c. 3 ( 4) ( 4)( 4)( 4) 64        d. 4 3 3 3 3 3 81 5 5 5 5 5 625                                   6. a. 32 8 4    b. 2 5 2 4 8 3 4 3 5 15                     7. 2 2 3 5 12 2( 4) 3 25 12 2(16) 3 25 6(16) 3 25 96 22 96 74                   8. 3 4 3( 2) 2 (6 9) 4 3( 8) 2 ( 3) 4 24 2 3 20 5 4                 9. Commutative Property of Addition: 4 9 9 4 x x    Commutative Property of Multiplication: 4 9 4 9 x x     10. a. 6 (12 ) (6 12) 18 x x x        b. 7(4 ) ( 7 4) 28 x x x       11. 4(7 2) 28 8 x x      12. 2 2 2 2 2 2 3 14 11 (14 ) (3 11 ) (14 1) (3 11) 15 14 x x x x x x x x x x x x              13. 8(2 5) 4 16 40 4 16 4 40 12 40 x x x x x x x           14. 6 4[7 ( 2)] 6 4[7 2] 6 4[9 ] 6 36 4 42 4 x x x x x                1.2 Concept and Vocabulary Check 1. negative number 2. 0 3. positive number 4. positive number 5. positive number 6. negative number 7. positive number 8. divide 9. subtract 10. absolute value; 0; a 11. a ; a  12 . 0; inverse; 0; identity

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    Intermediate Algebra for College Students 6E Section 1.2 13. b a  14. ( ) ab c 15. ab ac  16. simplified 1.2 Exercise Set 2. 10 10   4. 13 13  6. 8.3 8.3   8. 3 3    10. 3 3   12. 7 7 10 10     14. 5 ( 10) 15      16. 15 6 9     18. 7.9 2.4 5.5     20. 7 4 7 4 2 10 5 10 5 2 7 8 1 10 10 10                                22. 3 4 3 4 5 7 5 7 21 20 41 35 35 35                         24. 6.2 ( 5.9) 12.1      26. 0 ( 15.3) 15.3     28. 15.3 ( 15.3) 0    30. 13 13 x x     32. 9 9 x x     34. 2 2 x x     36.   4 20 4 20 16       38. 7 ( 13) 7 13 20      40. 30 ( 10) 30 10 20         42. 1 2 1 2 1 2 2 10 5 10 5 10 5 2 1 4 3 10 10 10                                  44. 4.3 ( 8.7) 4.3 8.7 4.4        46.   0 3 0 3 3      48. 8( 10) 80    50.    7 11 77    52.   11 11 1 13 13    54. 3 0 0    56.        5 3 2 15 2 30        58.                3 2 1 5 3 6 1 5 3 6 5 3 30 3 90                 60.      2 8 8 8 64      62.    2 8 8 8 64      64.       3 3 3 3 3 27        66.        4 4 4 4 4 4 256        68. A product with an odd number of negative factors is negative.   35 1 1    5

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 6 70. 3 1 1 1 1 1 4 4 4 4 64                                 72. 30 6 5    74. 55 11 5    76. 0 0 5.3   78. 5.3 0  is undefined. 80. 1 3 1 5 5 2 5 2 3 6                     82. 2 8 9 72 8 36 9 1 2 2                      84. 8( 3) 5( 6) 24 ( 30) 24 30 6            86. 2 2 5( 3) 2( 2) 5(9) 2(4) 45 8 37         88. 2 2 10 100 5 2 3 100 100 25 2 3 100 4 2 3 100 8 3 92 3 89                    90.       2 2 2 10 2 3 4 5 3 4 5 12 17 36 12 3 2 12 6 6             92.           8 3 2(5 7) 5(4 2) 8 3 2( 2) 5(2) 8 3 4 10 8 3 4 10 8 3 6 8 18 26                            94.     6 4 5 3 24 15 9 9 9 10 1 1             96. 2 2 2 12 3 5 2 3 12 3 5 4 9 7 3 36 7 3 6 12 3 5 13 10 36 12 3 5(13) 4 5(13) 26 26 20(13) 260 10 26 26                             98.   17 5 2 12 2 3 17 7 12 2 3 17 7 12 2 3 17 7 6 3 17 7 18 10 18 28                           100.         2 2 2 24 3 5 2 1 3 24 3(3) 1 3 24 9 2 24 3 4 8 4 2                          102. Commutative Property of Addition 5 30 30 5 x x    Commutative Property of Multiplication 5 30 5 30 x x     104. Commutative Property of Addition 3 7 7 3 x x     Commutative Property of Multiplication 3 7 3 7 x x     106. 12 (3 ) (12 3) 15 x x x        108. 10(5 ) ( 10 5) 50 x x x       110. 1 1 ( 4 ) 4 4 4 y y y              112. 5(4 7) 5 4 5 7 20 35 x x x        114.   9(3 2) 9 3 9 2 27 18 x x x           116.     (6 3) 1 6 1 3 6 3 x x x          118.   8 10 8 10 18 x x x x     120.   2 2 2 2 9 9 1 8 x x x x    

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    Intermediate Algebra for College Students 6E Section 1.2 122.     2 2 2 2 9 5 3 4 9 3 5 4 12 9 x x x x x x x x          124.   7(4 5) 8 7 4 7 5 8 28 35 8 28 8 35 20 35 x x x x x x x x                126.         4(5 3) 6 3 4 5 4 (3) 1 6 1 3 20 12 6 3 20 6 15 14 15 y y y y y y y y                    128.           6 5 8 2 4 6 5 8 2 4 6 5 12 2 6 5 12 5 2 6 60 10 10 54 y y y y y y                         130.   2 2 2 2 2 2 14 5 7 2 4 14 5 7 14 4 14 5 7 10 x x x x x x                              2 2 2 2 2 2 14 5 7 10 14 7 5 10 14 7 15 7 15 x x x x x x              132.   8 8 2 8 x x x x x        134.   10 4 40 x x    136.   6 2 6 2 8 x x x x x      138.   8 3 6 8 3 18 3 10 x x x         140. 4 ( 10) 6     142. 4 ( 10) 4 10 14      144. 3 ( 29) 3 29 26        The approval rating of France exceeds the approval rating of Iran by 26. 146. 29 ( 10) 21 18 3 3 6         The average approval rating of Iran, China, and the UK is 6.  148. 2 2 0.2 5( 12) 0.2(3) 5(3 12) 73.2 D x x          According to the model, college students spent $73.2 billion in 2009. The model underestimates the actual value displayed in the graph by $0.8 billion. 150. a. 0.06 0.5(50 ) 0.06 25 0.5 25 0.44 t t t t t        b. 0.06(20) 0.5(50 20) 0.06(20) 0.5(30) 1.2 15 16.2 25 0.44(20) 25 8.8 16.2            The total distance will be 16.2 miles. 152. – 166. Answers will vary. 168. makes sense 170. does not make sense; Explanations will vary. Sample explanation: For terms to be considered like terms they must have the same variables and the same powers. 172. false; Changes to make the statement true will vary. A sample change is: 16 4 2 4 2 8      174. false; Changes to make the statement true will vary. A sample change is: 5 3( 4) 5 3 12 3 7 x x x        176. true 178. 1 2 5 10 9 45 2            7

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 8 180. 10 4 x x  181.   4 4 4 10 2( 5) 10 2(7 5) 10 2(2) 10 2 16 10 32 42 x             182. true; 1 2 is not an irrational number. 183. x 2 4 y x    3 2 4 ( 3) 4 9 5 y         2 2 4 ( 2) 4 4 0 y        1 2 4 ( 1) 4 1 3 y       0 2 4 (0) 4 0 4 y      1 2 4 (1) 4 1 3 y      2 2 4 (2) 4 4 0 y      3 2 4 (3) 4 9 5 y       184. x 2 1 y x    3 2 1 ( 3) 1 9 8 y         2 2 1 ( 2) 1 4 3 y         1 2 1 ( 1) 1 1 0 y       0 2 1 (0) 1 0 1 y      1 2 1 (1) 1 1 0 y      2 2 1 (2) 1 4 3 y       3 2 1 (3) 1 9 8 y       185. x 1 y x    4 4 1 3 3 y        3 3 1 2 2 y        2 2 1 1 1 y        1 1 1 0 0 y      0 0 1 1 1 y     1 1 1 2 2 y     2 2 1 3 3 y     1.3 Check Points 1. 2. Make a table: 2 2 2 2 2 2 2 2 1 ( , ) 3 1 ( 3) 8 ( 3, 8) 2 1 ( 2) 3 ( 2, 3) 1 1 ( 1) 0 ( 1, 0) 0 1 (0) 1 (0,1) 1 1 (1) 0 (1, 0) 2 1 (2) 3 (2, 3) 3 1 (3) 8 (3, 8) x y x x y y y y y y y y                                         3. Make a table: 1 ( , ) 4 4 1 3 3 ( 4,3) 3 3 1 2 2 ( 3, 2) 2 2 1 1 1 ( 2,1) 1 1 1 0 0 ( 1, 0) 0 0 1 1 1 (0,1) 1 1 1 2 2 (1, 2) 2 2 1 3 3 (2,3) x y x x y y y y y y y y                                             

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    Intermediate Algebra for College Students 6E Section 1.3 4. a. The drug concentration is increasing from 0 to 3 hours. b. The drug concentration is decreasing from 3 to 13 hours. c. The drug’s maximum concentration is 0.05 milligram per 100 milliliters, which occurs after 3 hours. d. None of the drug is left in the body. 5. The minimum x -value is –100, the maximum x - value is 100, and the distance between consecutive tick marks is 50. The minimum y -value is –100, the maximum y -value is 100, and the distance between consecutive tick marks is 10. 1.3 Concept and Vocabulary Check 1. x -axis 2 . y -axis 3 . origin 4. quadrants; four 5. x -coordinate; y -coordinate 6 . solution; satisfies 1.3 Exercise Set 2. – 10. 12. x   , x y  3   3, 0   2   2, 5    1   1, 8   0   0, 9  1   1, 8  2   2, 5  3   3, 0 14. x   , x y  3   3, 1    2   2, 0   1   1,1  0   0, 2 1   1,3 2   2, 4 3   3,5 9

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 10 16. x   , x y  3   3, 10    2   2, 8    1   1, 6   0   0, 4  1   1, 2  2   2, 0 3   3, 2 18. x   , x y  3 7 3, 2         2   2,3   1 5 1, 2        0   0, 2 1 3 1, 2       2   2,1 3 1 3, 2       20. x   , x y  3   3, 2   2   2,1   1   1, 0  0   0, 1  1   1, 0 2   2,1 3   3, 2 22. x   , x y  3   3, 6    2   2, 4    1   1, 2   0   0, 0 1   1, 2  2   2, 4  3   3, 6 

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    Intermediate Algebra for College Students 6E Section 1.3 24. ( , ) 9 3 ( 3, ) 2 2 ( 2, 2) 1 1 ( 1, ) 2 0 (0, 0) 1 1 (1, ) 2 2 (2, 2) 9 3 (3, ) 2 x x y             26. x   , x y  3   3, 28    2   2, 9    1   1, 2   0   0, 1  1   1, 0 2   2, 7 3   3, 26 28. [–10, 10, 2] by [– 4, 4, 2] This matches graph d. 30. [–40, 40, 20] by [–1000, 1000, 100] This matches graph a. 32. The equation that corresponds to 1 Y in the table is (b), 2 1 y x  . We can tell because all of the points ( 3,9)  , ( 2, 4)  , ( 1,1)  , (0, 0) , (1,1) , (2, 4) , and (3,9) are on the graph 2 y x  , but all are not on any of the others. 34. Yes. It passes through the point (0, 0) . 36. (0, 2) 38. The values of 1 Y and 2 Y are the same when 2 x   and 1 x  . 40. 4 2 y x   42. 2 2 y x   11

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 12 44. ( , ) 3 ( 3, 1) 2 ( 2, 1) 1 ( 1, 1) 0 (0, 1) 1 (1, 1) 2 (2, 1) 3 (3, 1) x x y              46.     ( , ) 1 2 2, 2 1 1,1 1 1 , 2 2 2 1 1 ,3 3 3 1 1 , 3 3 3 1 1 , 2 2 2 1 1, 1 1 2 2, 2 x x y                                                 48. The top marginal tax rate in 1925 was 25%. 50. The lowest marginal tax rate occurred in 1990 and was about 28%. 52. During the five-year period from 1930 to 1935, the top marginal tax rate increased about 38%. 54. At age 65, men have the greatest number of awakenings, averaging about 8 awakenings per night. 56. The difference between the number of awakenings for 18-year-old men and women is about 1.1. 58. graph d 60. graph c 62. graph a 64. graph b 66. – 72. Answers will vary. 74. does not make sense; Explanations will vary. Sample explanation: Most graphing utilities do not display numbers on the axes. 76. does not make sense; Explanations will vary. Sample explanation: There may or may not be a mathematical model that perfectly describes the graph’s data. 78. false; Changes to make the statement true will vary. A sample change is: When a point lies on the x -axis, y = 0. 80. false; Changes to make the statement true will vary. A sample change is: Substituting the coordinates of (2,5) into 3 2 4 y x    gives 3(5) 2(2) 4    which simplifies to 11 4   which is false. 82. Your car was parked more than six hours, but not exceeding eight hours. 83. 14.3 14.3   84.             12 13 17 9 6 10 12 4 9 4 12 4 9 4 16 13 3                                   85.       6 5 4 3 10 6 20 15 10 6 20 15 10 14 25 x x x x x x              

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    Intermediate Algebra for College Students 6E Section 1.4 86. 4 3 5 6 4( 9) 3 5( 9) 6 36 3 45 6 39 39 x x                 The statement is true for 9. x   87. 13 3( 2) 13 3 6 7 3 x x x        88. 3 1 10 2 10 3 1 1 2 5(3 1) 15 5 x x x x               1.4 Check Points 1. 4 5 29 4 5 5 29 5 4 24 4 24 4 4 6 x x x x x          The solution set is {6}. Check: 4 5 29 4(6) 5 29 24 5 29 29 29 x        2. 2 12 6 4 5 3 12 11 4 3 11 4 12 8 8 8 8 8 8 1 x x x x x x x x x x x                     The solution set is {–1}. Check: 2 12 6 4 5 2( 1) 12 ( 1) 6( 1) 4 5( 1) 2 12 1 6 4 5 15 15 x x x x                         3. 2( 3) 17 13 3( 2) 2 6 17 13 3 6 2 23 7 3 2 3 7 23 5 30 5 30 5 5 6 x x x x x x x x x x x                    The solution set is {6}. Check: 2( 3) 17 13 3( 2) 2(6 3) 17 13 3(6 2) 2(3) 17 13 3(8) 6 17 13 24 11 11 x x                    4. 5 3 5 7 4 14 x x           5 3 5 28 28 7 4 14 28 5 28 3 28 5 1 7 1 4 1 14 4 5 7 3 2 5 4 20 7 21 10 11 1 10 11 10 1 11 11 11 11 11 11 1 x x x x x x x x x x x x x                                                      The solution set is {1}. Check: 5 3 5 7 4 14 1 5 1 3 5 7 4 14 6 2 5 7 4 14 24 14 10 28 28 28 10 10 28 28 x x                5. 4 7 4( 1) 3 4 7 4 4 3 4 7 4 1 7 1 x x x x x x               This equation is an inconsistent equation and thus has no solution. The solution set is { }. 13

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    Chapter 1: Algebra, Mathematical Models, and Problem Solving 14 6. 7 9 9( 1) 2 7 9 9 9 2 7 9 7 9 9 9 x x x x x x x x             This equation is an identity and all real numbers are solutions. The solution set is   is a real number x x or ( , )   or  . 7. 385 3129 8904 385 3129 8904 3129 385 5775 385 5775 385 385 385 15 T x x x x x x          The average cost of tuition and fees at public colleges will reach $8904 in the school year ending 15 years after 2000, or 2015. 1.4 Concept and Vocabulary Check 1. linear 2. equivalent 3. b c  4. bc 5. apply the distributive property 6. least common denominator; 12 7. inconsistent;  8. identity; ( , )   1.4 Exercise Set 2. 3 8 50 3 42 14 x x x     The solution set is {14}. 4. 5 8 72 5 80 16 x x x     The solution set is {16}. 6. 25 6 83 6 108 18 x x x        The solution set is {18}. 8.   5 2 8 35 5 2 8 35 3 8 35 3 27 9 x x x x x x x           The solution set is {9}. 10. 3 5 2 13 5 13 8 x x x x       The solution set is {8}. 12. 7 42 8 1 43 7 1 43 6 x x x x x        The solution set is {6}. 14. 5 2 9 2 2 4 2 4 4 1 y y y y y           The solution set is {–1}. 16.     2 1 3 3 1 2 2 3 3 3 2 1 2 3 4 1 3 4 4 1 x x x x x x x x x x x                      The solution set is {–1}. 18.   2 7 5 13 3 2 7 5 13 3 7 3 13 3 4 3 13 4 16 4 x x x x x x x x x                    The solution set is {–4}.

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    Intermediate Algebra for College Students 6E Section 1.4 20.     5 2 2 3 5 5 2 2 3 5 3 2 4 5 2 5 3 x x x x x x x x x x x x                  The solution set is {3}. 22.         2 3 4 6 5 6 2 3 4 6 5 30 2 6 5 30 2 12 5 30 12 7 30 42 7 6 x x x x x x x x x x x x x                         The solution set is {6}. 24.     3 2 24 8 16 6 9 4 3 18 6 16 4 6 2 6 4 6 2 2 6 2 4 2 z z z z z z z z z                     The solution set is {–2}. 26. 1 5 6 30 30 1 5 6 x x x x                 6 5 30 30 x x x    The solution set is {30}. 28. 1 5 2 6 1 30 30 5 2 6 6 15 5 15 0 15 x x x x x x x x                      The solution set is {15}. 30. 3 5 2 4 3 4 4 5 2 4 2 3 20 20 20 x x x x x x x x                       The solution set is {–20}. 32.     2 17 2 7 2 2 2 17 14 2 14 7 2 2 28 2 2 7 7 17 28 4 7 119 24 7 119 17 119 7 x x x x x x x x x x x x x x x x                             The solution set is {7}. 34.     1 1 2 4 6 3 1 1 2 12 12 4 6 3 3 1 2 4 2 3 3 2 8 4 3 3 10 4 7 3 10 x x x x x x x x x x x                                  7 7 1 x x   The solution set is {1}. 36. 2 3 5 3 8 x x         2 3 24 5 24 3 8 120 8 2 3 3 120 8 16 3 9 104 8 3 9 104 5 9 5 95 19 x x x x x x x x x x x                                  The solution set is {–19}. 15

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