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This module is from Elementary Algebra by Denny Burzynski and Wade Ellis, Jr. This chapter contains many examples of arithmetic techniques that are used directly or indirectly in algebra. Since the chapter is intended as a review, the problem-solving techniques are presented without being developed. Therefore, no work space is provided, nor does the chapter contain all of the pedagogical features of the text. As a review, this chapter can be assigned at the discretion of the instructor and can also be a valuable reference tool for the student.

Overview

  • Factors
  • Exponential Notation

Factors

Let’s begin our review of arithmetic by recalling the meaning of multiplication for whole numbers (the counting numbers and zero).

Multiplication

Multiplication is a description of repeated addition.

In the addition

7 + 7 + 7 + 7

the number 7 is repeated as an addend* 4 times. Therefore, we say we have four times seven and describe it by writing

4 · 7

The raised dot between the numbers 4 and 7 indicates multiplication. The dot directs us to multiply the two numbers that it separates. In algebra, the dot is preferred over the symbol × to denote multiplication because the letter x is often used to represent a number. Thus,

4 · 7 = 7 + 7 + 7 + 7

Factors and products

In a multiplication, the numbers being multiplied are called factors. The result of a multiplication is called the product. For example, in the multiplication

4 · 7 = 28

the numbers 4 and 7 are factors, and the number 28 is the product. We say that 4 and 7 are factors of 28. (They are not the only factors of 28. Can you think of others?)

Now we know that

( factor ) · ( factor ) = product

This indicates that a first number is a factor of a second number if the first number divides into the second number with no remainder. For example, since

4 · 7 = 28

both 4 and 7 are factors of 28 since both 4 and 7 divide into 28 with no remainder.

Exponential notation

Quite often, a particular number will be repeated as a factor in a multiplication. For example, in the multiplication

7 · 7 · 7 · 7

the number 7 is repeated as a factor 4 times. We describe this by writing 7 4 . Thus,

7 · 7 · 7 · 7 = 7 4

The repeated factor is the lower number (the base), and the number recording how many times the factor is repeated is the higher number (the superscript). The superscript number is called an exponent.

Exponent

An exponent is a number that records how many times the number to which it is attached occurs as a factor in a multiplication.

Sample set a

For Examples 1, 2, and 3, express each product using exponents.

3 · 3 · 3 · 3 · 3 · 3.   Since 3 occurs as a factor 6 times,

3 · 3 · 3 · 3 · 3 · 3 = 3 6

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8 · 8.   Since 8 occurs as a factor 2 times,

8 · 8 = 8 2

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5 · 5 · 5 · 9 · 9.   Since 5 occurs as a factor 3 times, we have 5 3 . Since 9 occurs as a factor 2 times, we have 9 2 . We should see the following replacements.

5 · 5 · 5 5 3 · 9 · 9 9 2
Then we have

5 · 5 · 5 · 9 · 9 = 5 3 · 9 2

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Expand 3 5 .   The base is 3 so it is the repeated factor. The exponent is 5 and it records the number of times the base 3 is repeated. Thus, 3 is to be repeated as a factor 5 times.

3 5 = 3 · 3 · 3 · 3 · 3

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Expand 6 2 · 10 4 .   The notation 6 2 · 10 4 records the following two facts: 6 is to be repeated as a factor 2 times and 10 is to be repeated as a factor 4 times. Thus,

6 2 · 10 4 = 6 · 6 · 10 · 10 · 10 · 10

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Exercises

For the following problems, express each product using exponents.

8 · 8 · 8

8 3

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12 · 12 · 12 · 12 · 12

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5 · 5 · 5 · 5 · 5 · 5 · 5

5 7

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3 · 3 · 3 · 3 · 3 · 4 · 4

3 5 · 4 2

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8 · 8 · 8 · 15 · 15 · 15 · 15

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2 · 2 · 2 · 9 · 9 · 9 · 9 · 9 · 9 · 9 · 9

2 3 · 9 8

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3 · 3 · 10 · 10 · 10

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Suppose that the letters x and y are each used to represent numbers. Use exponents to express the following product.

x · x · x · y · y

x 3 · y 2

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Suppose that the letters x and y are each used to represent numbers. Use exponents to express the following product.

x · x · x · x · x · y · y · y

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For the following problems, expand each product (do not compute the actual value).

3 4

3 · 3 · 3 · 3

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2 5

2 · 2 · 2 · 2 · 2

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5 3 · 6 2

5 · 5 · 5 · 6 · 6

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x 4 · y 4

x · x · x · x · y · y · y · y

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For the following problems, specify all the whole number factors of each number. For example, the complete set of whole number factors of 6 is 1, 2, 3, 6.

20

1 , 2 , 4 , 5 , 10 , 20

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12

1 , 2 , 3 , 4 , 6 , 12

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21

1 , 3 , 7 , 21

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Questions & Answers

it is the relatively stable flow of income
Chidubem Reply
what is circular flow of income
Divine Reply
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SHEDRACK Reply
what is Flexible exchang rate?
poudel Reply
is gdp a reliable measurement of wealth
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introduction to econometrics
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Tom
Why is unemployment rate never zero at full employment?
Priyanka Reply
bcoz of existence of frictional unemployment in our economy.
Umashankar
what is flexible exchang rate?
poudel
due to existence of the pple with disabilities
Abdulraufu
the demand of a good rises, causing the demand for another good to fall
Rushawn Reply
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost 6% more than previous year? Provide with reasoning.
Geetha Reply
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Waeth
discus major problems of macroeconomics
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what is the problem of macroeconomics
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Economic growth Stable prices and low unemployment
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what is inflation
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increase in general price levels
WEETO
Good day How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200. Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
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Beshir
Criteria for determining money supply
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Aggregate demand
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C=k100 +9y and i=k50.calculate the equilibrium level of output
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I want to know how can we define macroeconomics in one line
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it must be .9 or 0.9 no Mpc is greater than 1 Y=100+.9Y+50 Y-.9Y=150 0.1Y/0.1=150/0.1 Y=1500
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hi can someone help me on this question If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output? discuss your answer using appropriate graph.
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Source:  OpenStax, Elementary algebra. OpenStax CNX. May 08, 2009 Download for free at http://cnx.org/content/col10614/1.3
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