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# 3.1: Introduction to Integers (Part 2)

We treat absolute value bars just like we treat parentheses in the order of operations. We simplify the expression inside first.

Example 3.7:

Evaluate: (a) |x| when x = −35 (b) |−y| when y = −20 (c) − |u| when u = 12 (d) − |p| when p = −14

##### Solution

(a)

 To find |x| when x = −35: $$|x|$$ Substitute $$\textcolor{red}{-35}$$ for x. $$|\textcolor{red}{-35}|$$ Take the absolute value. $$35$$

(b)

 To find |− y| when y = −20: $$|-y|$$ Substitute $$\textcolor{red}{-20}$$ for y. $$|-(\textcolor{red}{-20})|$$ Simplify. $$|20|$$ Take the absolute value. $$20$$

(c)

 To find -|u| when u = 12: $$-|u|$$ Substitute $$\textcolor{red}{12}$$ for u. $$-|\textcolor{red}{12}|$$ Take the absolute value. $$-12$$

(d)

 To find −|p| when p = −14: $$-|p|$$ Substitute $$\textcolor{red}{-14}$$ for p. $$-|\textcolor{red}{-14}|$$ Take the absolute value. $$-14$$

Notice that the result is negative only when there is a negative sign outside the absolute value symbol

Exercise 3.13:

Evaluate: (a) |x| when x = −17 (b) |−y| when y = −39 (c) − |m| when m = 22 (d) − |p| when p = −11

Exercise 3.14:

Evaluate: (a) |y| when y = −23 (b) |−y| when y = −21 (c) − |n| when n = 37 (d) − |q| when q = −49

Example 3.8:

Fill in , or = for each of the following: (a) |−5|___− |−5| (b) 8___− |−8| (c) −9___− |−9| (d) − |−7|___−7

##### Solution

To compare two expressions, simplify each one first. Then compare.

(a)

 |−5|___− |−5| Simplify. 5___−5 Order. 5 > −5

(b)

 8___− |−8| Simplify. 8___−8 Order. 8 > −8

(c)

 −9___− |−9| Simplify. −9___−9 Order. −9 = −9

(d)

 −|−5|___−7 Simplify. −7___−7 Order. −7 = −7

Exercise 3.15:

Fill in <, >, or = for each of the following: (a) |−9| ___− |−9| (b) 2___− |−2| (c) −8___|−8| (d) − |−5|___−5

Exercise 3.16:

Fill in <, >, or = for each of the following: (a) 7___− |−7| (b) − |−11|___−11 (c) |−4|___− |−4| (d) −1___|−1|

Absolute value bars act like grouping symbols. First simplify inside the absolute value bars as much as possible. Then take the absolute value of the resulting number, and continue with any operations outside the absolute value symbols.

Example 3.9:

Simplify: (a) |9−3| (b) 4|−2|

##### Solution

For each expression, follow the order of operations. Begin inside the absolute value symbols just as with parentheses.

(a)

 Simplify inside the absolute value sign. |9−3| = |6| Take the absolute value. 6

(b)

 Take the absolute value. 4|−2| = 4 • 2 Multiply. 8

Exercise 3.17:

Simplify: (a) |12 − 9| (b) 3|−6|

Exercise 3.18:

Simplify: (a) |27 − 16| (b) 9|−7|

Example 3.10:

Simplify: |8 + 7| − |5 + 6|.

##### Solution

For each expression, follow the order of operations. Begin inside the absolute value symbols just as with parentheses.

 Simplify inside each absolute value sign. |8+7|−|5+6| = |15|−|11| Subtract. 4

Exercise 3.19:

Simplify: |1 + 8| − |2 + 5|

Exercise 3.20:

Simplify: |9−5| − |7 − 6|

Example 3.11:

Simplify: 24 − |19 − 3(6 − 2)|.

##### Solution

We use the order of operations. Remember to simplify grouping symbols first, so parentheses inside absolute value symbols would be first.

 Simplify in the parentheses first. 24 − |19 − 3(6 − 2)| = 24 − |19 − 3(4)| Multiply 3(4). 24 − |19 − 12| Subtract inside the absolute value sign. 24 − |7| Take the absolute value. 24 - 7 Subtract. 17

Exercise 3.21:

Simplify: 19 − |11 − 4(3 − 1)|

Exercise 3.22:

Simplify: 9 − |8 − 4(7 − 5)|

### Translate Word Phrases into Expressions with Integers

Now we can translate word phrases into expressions with integers. Look for words that indicate a negative sign. For example, the word negative in “negative twenty” indicates −20. So does the word opposite in “the opposite of 20.”

Example 3.12:

Translate each phrase into an expression with integers: (a) the opposite of positive fourteen (b) the opposite of −11 (c) negative sixteen (d) two minus negative seven

##### Solution
1. the opposite of fourteen −14
2. the opposite of −11 − (−11)
3. negative sixteen −16
4. two minus negative seven 2 − (−7)

Exercise 3.23:

Translate each phrase into an expression with integers: (a) the opposite of positive nine (b) the opposite of −15 (c) negative twenty (d) eleven minus negative four

Exercise 3.24:

Translate each phrase into an expression with integers: (a) the opposite of negative nineteen (b) the opposite of twenty-two (c) negative nine (d) negative eight minus negative five

As we saw at the start of this section, negative numbers are needed to describe many real-world situations. We’ll look at some more applications of negative numbers in the next example.

Example 3.13:

12. a stock loss of $5 13. a golf score one above par 14. a golf score of 3 below par ### Everyday Math 1. Elevation The highest elevation in the United States is Mount McKinley, Alaska, at 20,320 feet above sea level. The lowest elevation is Death Valley, California, at 282 feet below sea level. Use integers to write the elevation of: (a) Mount McKinley (b) Death Valley 2. Extreme temperatures The highest recorded temperature on Earth is 58° Celsius, recorded in the Sahara Desert in 1922. The lowest recorded temperature is 90° below 0° Celsius, recorded in Antarctica in 1983. Use integers to write the: (a) highest recorded temperature (b) lowest recorded temperature 3. State budgets In June, 2011, the state of Pennsylvania estimated it would have a budget surplus of$540 million. That same month, Texas estimated it would have a budget deficit of \$27 billion. Use integers to write the budget: (a) surplus (b) deficit
4. College enrollments Across the United States, community college enrollment grew by 1,400,000 students from 2007 to 2010. In California, community college enrollment declined by 110,171 students from 2009 to 2010. Use integers to write the change in enrollment: (a) growth (b) decline

### Writing Exercises

1. Give an example of a negative number from your life experience.
2. What are the three uses of the “−” sign in algebra? Explain how they differ.

### Self Check

(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.

(b) If most of your checks were:

…confidently. Congratulations! You have achieved the objectives in this section. Reflect on the study skills you used so that you can continue to use them. What did you do to become confident of your ability to do these things? Be specific.

…with some help. This must be addressed quickly because topics you do not master become potholes in your road to success. In math, every topic builds upon previous work. It is important to make sure you have a strong foundation before you move on. Who can you ask for help? Your fellow classmates and instructor are good resources. Is there a place on campus where math tutors are available? Can your study skills be improved?

…no—I don’t get it! This is a warning sign and you must not ignore it. You should get help right away or you will quickly be overwhelmed. See your instructor as soon as you can to discuss your situation. Together you can come up with a plan to get you the help you need.