Detailed notes for Chapter 1

This page makes reference to specific lines on the pages of the Precaculus: College Algebra and Trigonometry textbook. In order to have a ruler to identify lines on a page, please obtain a printout of the index sheet. Be sure to set the margins for the printed page as indicated on the index sheet.

Page 1: Starting with line 19, we note that there is an inconsistent use of characters for the "negative" sign. A reader needs to be careful to recognize

-4, – 4, ^-4, ^-4, and ^–4 as representing negative 4. This is especially true for the short raised negative sign, as in ^-7, which is easy to overlook.

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At line 28 change the sentence that starts "Sets that have a final..." to "Sets of natural numbers that have a final...".

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Line 12: just a small note that is not a real number.

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At line 35 note that there is a missing right parenthesis after Example 10 and before TI-89.

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At line 31 there is an extra space before the comma.

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At line 36, add the following two sentences to the footnote: "Also, we saw before that the complex number 5+7i is written as (5,7) on the TI-86. This ia yet a third use of the same notation."

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At line 25, Example 8 should end with "of the interval."

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Lines 17-25: The image shown is from a TI-92, not a TI-89. We need to either change the heading, or change the image. The correct TI-89 image is given in the following explanation page.

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At line 33: Note that the image in the book is from a TI-92, not a TI-89. The difference is in the amount of space allowed for the display.

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At line 28: change the text to ...axis (which is positive to the right of the y-axis) represents the first coordinate of the an ordered pair, while the y-axis (which is positive above the x-axis) represents the second coordinate of an ordered pair.

The location of an ordered pair of real numbers (a, b) is graphed from the origin by first...

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At line 10: Note that the point A, being on the y-axis, can not be seen as a distinctly graphed point on this calculator image.

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At line 19: In example 7, consider changing the word "relations" to "functions".

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At line 8: In example 7, item c, there is nothing wrong with having a problem that is (g/f)(1), but the change from (f/g) to (g/f) just seems to sneak in here.

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At line 7: Note that we should add the "x is not equal to 3".

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At line 3: Change to "A function that "reverses" the operation of another function is called the inverse function of that other function.

At line 24, the purpose of the box with the "reverse first" and arrow becomes a bit more clear after one has read a few more lines. However, that box is confusing in the context of reading it for the first time.

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At line 5: We need to replace the graph. For one thing, the line "y=x" is not drawn through the point of intersection. Also, the graph does not have equal spacing on the x and y coordinates. As a consequence the line "y=x" does not look right. And, because the lines are "drawn" in the graph, it does not appear as a calculator image. Consider using the following graph