By Richard N. Aufmann; Joanne Lockwood

As in earlier variations, the focal point in crucial arithmetic with purposes is still at the Aufmann Interactive procedure (AIM). scholars are inspired to be energetic contributors within the school room and of their personal stories as they paintings during the tips to examples and the paired Examples and also you test It difficulties. The function of "active player" is important to good fortune. proposing scholars with labored examples, after which offering them with the chance to instantly paintings related difficulties, is helping them construct their self assurance and finally grasp the strategies. thus far, simplicity performs a key consider the association of this version, as in all different versions. All classes, workout units, assessments, and supplementations are prepared round a carefully-constructed hierarchy of goals. This "objective-based" technique not just serves the wishes of scholars, by way of supporting them to obviously set up their techniques round the content material, yet teachers besides, as they paintings to layout syllabi, lesson plans, and different administrative files. The 8th version includes a new layout, bettering the Aufmann Interactive strategy and the association of the textual content round targets, making the pages more straightforward for either scholars and teachers to stick to.

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**Additional info for Essential Mathematics with Applications, 8th Edition **

**Example text**

What is 69,379 less than 70,004? 625 ᭤ 88. What is 25,432 decreased by 7994? 17,438 89. What is 86,701 decreased by 9976? 76,725 22 CHAPTER 1 • Whole Numbers For Exercises 90 to 93, use the relationship between addition and subtraction to complete the statement. ᭤ 90. ___ ϩ 39 ϭ 104 65 91. 67 ϩ ___ ϭ 90 23 ᭤ 92. ___ ϩ 497 ϭ 862 365 253 ϩ ___ ϭ 4901 93. 4648 For Exercises 94 to 99, use a calculator to subtract. Then round the numbers to the nearest ten-thousand and use estimation to determine whether the difference is reasonable.

54 Ϫ 21 33 21. 1497 Ϫ 706 791 ᭤ ᭤ ᭤ ᭤ ᭤ ᭤ 26. 77 Ϫ 36 41 31. 4865 Ϫ 304 4561 2. 8 Ϫ7 1 7. 12 Ϫ 8 4 12. 55 Ϫ 4 51 17. 88 Ϫ 57 31 22. 8974 Ϫ 3972 5002 3. 8 Ϫ4 4 4. 7 Ϫ3 4 5. 10 Ϫ 0 10 8. 19 Ϫ 8 11 9. 15 Ϫ 6 9 10. 16 Ϫ 7 9 13. 68 Ϫ 8 60 14. 77 Ϫ 3 74 15. 89 Ϫ 23 66 18. 1202 Ϫ 701 501 19. 1305 Ϫ 404 901 20. 1763 Ϫ 801 962 23. 2836 Ϫ 1711 1125 24. 8976 Ϫ 7463 1513 25. 9273 Ϫ 6142 3131 29. 969 Ϫ 44 925 30. 1347 Ϫ 103 1244 7806 Ϫ 3405 35. 8843 Ϫ 7621 1222 ᭤ ᭤ 27. 129 Ϫ 82 47 ᭤ Suggested Assignment ᭤ 28.

HUND RED Instructor Note 17 To subtract whole numbers with borrowing TENS OBJECTIVE B Subtraction of Whole Numbers 8 12 6 9 2 Ϫ 3 7 8 6 9 2 Ϫ 3 7 8 6 9 2 Ϫ 3 7 8 6 9 2 Ϫ 3 7 8 3 1 4 Because 8 > 2, borrowing is necessary. 9 tens ϭ 8 tens ϩ 1 ten. Borrow 1 ten from the tens column and write 10 in the ones column. Add the borrowed 10 to 2. Subtract the digits in each column. Instructor Note The phrases that indicate subtraction are more difficult for students, especially the phrase “2 less than 7,” which means 7 Ϫ 2.