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- Elementary algebra
- Basic operations with real
- Summary of key concepts
This module is from Elementary Algebra by Denny Burzynski and Wade Ellis, Jr.
The basic operations with real numbers are presented in this chapter. The concept of absolute value is discussed both geometrically and symbolically. The geometric presentation offers a visual understanding of the meaning of |x|. The symbolic presentation includes a literal explanation of how to use the definition. Negative exponents are developed, using reciprocals and the rules of exponents the student has already learned. Scientific notation is also included, using unique and real-life examples.This module contains a summary of the key concepts in the chapter "Basic Operations with Real Numbers".
Summary of key concepts
Positive and negative numbers
(
[link] )
A number is denoted as
positive if it is directly preceded by a "
" sign or no sign at all. A number is denoted as negative if it is directly preceded by a "
" sign.
Opposites
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[link] )
Opposites are numbers that are the same distance from zero on the number line but have opposite signs.
Double-negative property
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[link] )
Absolute value (geometric)
(
[link] )
The absolute value of a number
, denoted
, is the distance from
to 0 on the number line.
Absolute value (algebraic) (
[link] )
Addition of signed numbers
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[link] )
To add two numbers with
like signs , add the absolute values of the numbers and associate the common sign with the sum.
unlike signs , subtract the smaller absolute value from the larger absolute value and associate the sign of the larger absolute value with the difference.
Addition with 0
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[link] )
, that is,
for any real number
.
Additive identity
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Since adding 0 to a real number leaves that number unchanged, 0 is called the additive identity.
Definition of subtraction
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[link] )
Subtraction of signed numbers
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[link] )
To perform the subtraction
, add the opposite of
to
, that is, change the sign of
and add.
Multiplication and division of signed numbers
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[link] )
Reciprocals
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[link] )
Two numbers are reciprocals of each other if their product is 1. The numbers 4 and
are reciprocals since
.
Negative exponents
(
[link] )
If
is any natural number and
is any nonzero real number, then
.
Writing a number in scientific notation
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[link] )
To write a number in scientific notation:
- Move the decimal point so that there is one nonzero digit to its left.
- Multiply the result by a power of 10 using an exponent whose absolute value is the number of places the decimal point was moved. Make the exponent positive if the decimal point was moved to the left and negative if the decimal point was moved to the right.
Converting from scientific notation:
Positive exponent
(
[link] )
To convert a number written in scientific notation to a number in standard form when there is a
positive exponent as the power of 10, move the decimal point to the
right the number of places prescribed by the exponent on the 10.
Negative exponent
(
[link] )
To convert a number written in scientific notation to a number in standard form when there is a
negative exponent as the power of 10, move the decimal point to the
left the number of places prescribed by the exponent on the 10.
Questions & Answers
it is the relatively stable flow of income
what is circular flow of income
branches of macroeconomics
what is Flexible exchang rate?
is gdp a reliable measurement of wealth
introduction to econometrics
Why is unemployment rate never zero at full employment?
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
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.
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
what is the problem of macroeconomics
Yoal
Economic growth
Stable prices
and low unemployment
Ephraim
explain inflationcause and itis degre
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?
how to calculate actual output?
Chisomo
how to calculate the equilibrium income
Beshir
Criteria for determining money supply
who we can define macroeconomics in one line
Muhammad
Aggregate demand
Mohammed
C=k100 +9y and i=k50.calculate the equilibrium level of output
nawalparasi district
from belatari
Amisha
I am Camara from Guinea west Africa... happy to meet you guys here
Sekou
ahile becheclor ho
Amisha
hjr ktm bta ho
ani k kaam grnu hunxa tw
Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
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
Kalombe
Mercy is it clear?😋
Kalombe
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.
if interest rate is increased this will will reduce the level of income shifting the curve to the left ◀️
Kalombe
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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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