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This figure consists of a Venn diagram. To start there is a large rectangle marked Real Numbers. The right half of the rectangle consists of Irrational Numbers. The left half consists of Rational Numbers. Within the Rational Numbers rectangle, there are Integers …, negative 2, negative 1, 0, 1, 2, …. Within the Integers rectangle, there are Whole Numbers 0, 1, 2, 3, … Within the Whole Numbers rectangle, there are Counting Numbers 1, 2, 3, …
This chart shows the number sets that make up the set of real numbers. Does the term “real numbers” seem strange to you? Are there any numbers that are not “real,” and, if so, what could they be?

Can we simplify −25 ? Is there a number whose square is −25 ?

( ) 2 = −25 ?

None of the numbers that we have dealt with so far has a square that is −25 . Why? Any positive number squared is positive. Any negative number squared is positive. So we say there is no real number equal to −25 .

The square root of a negative number is not a real number.

For each number given, identify whether it is a real number or not a real number: −169 64 .

  1. There is no real number whose square is −169 . Therefore, −169 is not a real number.
  2. Since the negative is in front of the radical, 64 is −8 , Since −8 is a real number, 64 is a real number.
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For each number given, identify whether it is a real number or not a real number: −196 81 .

not a real number real number

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For each number given, identify whether it is a real number or not a real number: 49 −121 .

real number not a real number

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Given the numbers −7 , 14 5 , 8 , 5 , 5.9 , 64 , list the whole numbers integers rational numbers irrational numbers real numbers.

Remember, the whole numbers are 0, 1, 2, 3, … and 8 is the only whole number given.
The integers are the whole numbers, their opposites, and 0. So the whole number 8 is an integer, and −7 is the opposite of a whole number so it is an integer, too. Also, notice that 64 is the square of 8 so 64 = −8 . So the integers are −7 , 8 , 64 .
Since all integers are rational, then −7 , 8 , 64 are rational. Rational numbers also include fractions and decimals that repeat or stop, so 14 5 and 5.9 are rational. So the list of rational numbers is −7 , 14 5 , 8 , 5.9 , 64 .
Remember that 5 is not a perfect square, so 5 is irrational.
All the numbers listed are real numbers.

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For the given numbers, list the whole numbers integers rational numbers irrational numbers real numbers: −3 , 2 , 0. 3 , 9 5 , 4 , 49 .

4 , 49 −3 , 4 , 49 −3 , 0. 3 , 9 5 , 4 , 49 2 −3 , 2 , 0. 3 , 9 5 , 4 , 49

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For the given numbers, list the whole numbers integers rational numbers irrational numbers real numbers: 25 , 3 8 , −1 , 6 , 121 , 2.041975

6 , 121 25 , −1 , 6 , 121 25 , 3 8 , −1 , 6 , 121 2.041975 25 , 3 8 , −1 , 6 , 121 , 2.041975

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Locate fractions on the number line

The last time we looked at the number line    , it only had positive and negative integers on it. We now want to include fraction    s and decimals on it.

Doing the Manipulative Mathematics activity “Number Line Part 3” will help you develop a better understanding of the location of fractions on the number line.

Let’s start with fractions and locate 1 5 , 4 5 , 3 , 7 4 , 9 2 , −5 , and 8 3 on the number line.

We’ll start with the whole numbers 3 and −5 . because they are the easiest to plot. See [link] .

The proper fractions listed are 1 5 and 4 5 . We know the proper fraction 1 5 has value less than one and so would be located between 0 and 1. The denominator is 5, so we divide the unit from 0 to 1 into 5 equal parts 1 5 , 2 5 , 3 5 , 4 5 . We plot 1 5 . See [link] .

Similarly, 4 5 is between 0 and −1 . After dividing the unit into 5 equal parts we plot 4 5 . See [link] .

Finally, look at the improper fractions 7 4 , 9 2 , 8 3 . These are fractions in which the numerator is greater than the denominator. Locating these points may be easier if you change each of them to a mixed number. See [link] .

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
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A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
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Can you compute that for me. Ty
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what is inorganic
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Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
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A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
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2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
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you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
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progressive wave
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Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
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Source:  OpenStax, Elementary algebra. OpenStax CNX. Jan 18, 2017 Download for free at http://cnx.org/content/col12116/1.2
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