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== 7.1#h(0.6em)Rational and Irrational Numbers

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Before you get started, take this readiness quiz.

Write #math.equation(block: false, alt: "3.19")[$3.19$] as an improper fraction. #linebreak() 
If you missed this problem, review .

#solutionbox[
#math.equation(block: true, alt: "the fraction 319 over 100")[$frac(319, 100)$]
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Write #math.equation(block: false, alt: "the fraction 5 over 11")[$frac(5, 11)$] as a decimal. #linebreak() 
If you missed this problem, review .

#solutionbox[
#math.equation(block: true, alt: "0. 45 ¯")[$0. overline(45)$]
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Simplify: #math.equation(block: false, alt: "the square root of 144 .")[$sqrt(144) .$] #linebreak() 
If you missed this problem, review .

#solutionbox[
#math.equation(block: true, alt: "12")[$12$]
]
]


=== Identify Rational Numbers and Irrational Numbers

Congratulations! You have completed the first six chapters of this book! It's time to take stock of what you have done so far in this course and think about what is ahead. You have learned how to add, subtract, multiply, and divide whole numbers, fractions, #strong[integers], and decimals. You have become familiar with the language and symbols of algebra, and have simplified and evaluated algebraic expressions. You have solved many different types of applications. You have established a good solid foundation that you need so you can be successful in algebra.

In this chapter, we'll make sure your skills are firmly set. We'll take another look at the kinds of numbers we have worked with in all previous chapters. We'll work with properties of numbers that will help you improve your number sense. And we'll practice using them in ways that we'll use when we solve equations and complete other procedures in algebra.

We have already described numbers as counting numbers, whole numbers, and integers. Do you remember what the difference is among these types of numbers?

#figure(table(
  columns: 2, align: left, inset: 6pt,
  table.header([counting numbers], [#math.equation(block: false, alt: "1 , 2 , 3 , 4…")[$1 , 2 , 3 , "4…"$]]),
  [whole numbers], [#math.equation(block: false, alt: "0 , 1 , 2 , 3 , 4…")[$0 , 1 , 2 , 3 , "4…"$]],
  [integers], [#math.equation(block: false, alt: "… −3 , −2 , −1 , 0 , 1 , 2 , 3 , 4…")[$"…" −3 , −2 , −1 , 0 , 1 , 2 , 3 , "4…"$]],
))


==== Rational Numbers

What type of numbers would you get if you started with all the integers and then included all the fractions? The numbers you would have form the set of rational numbers. A #strong[rational number] is a number that can be written as a ratio of two integers.

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
#emph[Rational Numbers]

A rational number is a number that can be written in the form #math.equation(block: false, alt: "the fraction p over q ,")[$frac(p, q) ,$] where #math.equation(block: false, alt: "p")[$p$] and #math.equation(block: false, alt: "q")[$q$] are integers and #math.equation(block: false, alt: "q not equal to 0 .")[$q ≠ 0 .$]
]

All fractions, both positive and negative, are rational numbers. A few examples are

#math.equation(block: true, alt: "the fraction 4 over 5 , minus the fraction 7 over 8 , the fraction 13 over 4 , and minus the fraction 20 over 3")[$frac(4, 5) , − frac(7, 8) , frac(13, 4) , "and" #h(0.2em) − frac(20, 3)$]Each numerator and each denominator is an integer.

We need to look at all the numbers we have used so far and verify that they are rational. The definition of rational numbers tells us that all fractions are rational. We will now look at the counting numbers, whole numbers, integers, and decimals to make sure they are rational.

Are integers rational numbers? To decide if an integer is a rational number, we try to write it as a ratio of two integers. An easy way to do this is to write it as a fraction with denominator one.

#math.equation(block: true, alt: "3 equals the fraction 3 over 1 −8 equals the fraction −8 over 1 0 equals the fraction 0 over 1")[$3 = frac(3, 1) #h(2em) −8 = frac(−8, 1) #h(2em) 0 = frac(0, 1)$]Since any integer can be written as the ratio of two integers, all integers are rational numbers. Remember that all the counting numbers and all the whole numbers are also integers, and so they, too, are rational.

What about decimals? Are they rational? Let's look at a few to see if we can write each of them as the ratio of two integers. We've already seen that integers are rational numbers. The integer #math.equation(block: false, alt: "−8")[$−8$] could be written as the decimal #math.equation(block: false, alt: "−8.0 .")[$−8.0 .$] So, clearly, some decimals are rational.

Think about the decimal #math.equation(block: false, alt: "7.3 .")[$7.3 .$] Can we write it as a ratio of two integers? Because #math.equation(block: false, alt: "7.3")[$7.3$] means #math.equation(block: false, alt: "7 the fraction 3 over 10 ,")[$7 frac(3, 10) ,$] we can write it as an improper fraction, #math.equation(block: false, alt: "the fraction 73 over 10 .")[$frac(73, 10) .$] So #math.equation(block: false, alt: "7.3")[$7.3$] is the ratio of the integers #math.equation(block: false, alt: "73")[$73$] and #math.equation(block: false, alt: "10 .")[$10 .$] It is a rational number.

In general, any decimal that ends after a number of digits (such as #math.equation(block: false, alt: "7.3")[$7.3$] or #math.equation(block: false, alt: "−1.2684 close parenthesis")[$−1.2684 \)$] is a rational number. Simply write the decimal as a mixed number.

#examplebox("Example 1")[][
Write each as the ratio of two integers: ⓐ #math.equation(block: false, alt: "−15")[$−15$]ⓑ #math.equation(block: false, alt: "6.81")[$#h(0.2em) 6.81$]ⓒ #math.equation(block: false, alt: "−3 the fraction 6 over 7 .")[$#h(0.2em) −3 frac(6, 7) .$]

#solutionbox[
#figure(table(
  columns: 2, align: left, inset: 6pt,
  table.header([ⓐ], []),
  [], [#math.equation(block: false, alt: "−15")[$−15$]],
  [Write the integer as a fraction with denominator 1.], [#math.equation(block: false, alt: "the fraction −15 over 1")[$frac(−15, 1)$]],
))

#figure(table(
  columns: 2, align: left, inset: 6pt,
  table.header([ⓑ], []),
  [], [#math.equation(block: false, alt: "6.81")[$6.81$]],
  [Write the decimal as a mixed number.], [#math.equation(block: false, alt: "6 the fraction 81 over 100")[$6 frac(81, 100)$]],
  [Then convert it to an improper fraction.], [#math.equation(block: false, alt: "the fraction 681 over 100")[$frac(681, 100)$]],
))

#figure(table(
  columns: 2, align: left, inset: 6pt,
  table.header([ⓒ], []),
  [], [#math.equation(block: false, alt: "−3 the fraction 6 over 7")[$−3 frac(6, 7)$]],
  [Convert the mixed number to an improper fraction.], [#math.equation(block: false, alt: "minus the fraction 27 over 7")[$− frac(27, 7)$]],
))
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Write each as the ratio of two integers: ⓐ #math.equation(block: false, alt: "−24")[$#h(0.2em) −24$]ⓑ #math.equation(block: false, alt: "3.57 .")[$#h(0.2em) 3.57 .$]

#solutionbox[
+ ⓐ #math.equation(block: false, alt: "the fraction −24 over 1")[$#h(0.2em) frac(−24, 1)$]
+ ⓑ #math.equation(block: false, alt: "the fraction 357 over 100")[$#h(0.2em) frac(357, 100)$]
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Write each as the ratio of two integers: ⓐ #math.equation(block: false, alt: "−19")[$#h(0.2em) −19$] ⓑ #math.equation(block: false, alt: "8.41 .")[$#h(0.2em) 8.41 .$]

#solutionbox[
+ ⓐ #math.equation(block: false, alt: "the fraction −19 over 1")[$#h(0.2em) frac(−19, 1) #h(0.2em)$]
+ ⓑ #math.equation(block: false, alt: "the fraction 841 over 100")[$#h(0.2em) frac(841, 100)$]
]
]

Let's look at the decimal form of the numbers we know are rational. We have seen that every #strong[integer] is a #strong[rational number], since #math.equation(block: false, alt: "a equals the fraction a over 1")[$a = frac(a, 1)$] for any integer, #math.equation(block: false, alt: "a .")[$a .$] We can also change any integer to a decimal by adding a decimal point and a zero.

#math.equation(block: true, alt: "Integer, −2 , −1 , 0 , 1 , 2 , 3; Decimal, −2.0 , −1.0 , 0.0 , 1.0 , 2.0 , 3.0 These decimal numbers stop.")[$"Integer" &  &  & −2 , −1 , 0 , 1 , 2 , 3 \ "Decimal" &  &  & −2.0 , −1.0 , 0.0 , 1.0 , 2.0 , 3.0 #h(1.0em) "These decimal numbers stop."$]

We have also seen that every fraction is a rational number. Look at the decimal form of the fractions we just considered.

#math.equation(block: true, alt: "Ratio of Integers, the fraction 4 over 5 ,, minus the fraction 7 over 8 ,, the fraction 13 over 4 ,, minus the fraction 20 over 3; Decimal Forms, 0.8 ,, −0.875 ,, 3.25 ,, −6.666…, These decimals either stop or repeat.; −6 . 66 —")[$"Ratio of Integers" &  & frac(4, 5) , &  & − frac(7, 8) , &  & frac(13, 4) , & − frac(20, 3) &  \ "Decimal Forms" &  & 0.8 , &  & −0.875 , &  & 3.25 , & "−6.666…" & "These decimals either stop or repeat." \  &  &  &  &  &  &  & −6 . accent(66, "—")$]

What do these examples tell you? Every rational number can be written both as a ratio of integers and as a decimal that either stops or repeats. The table below shows the numbers we looked at expressed as a ratio of integers and as a decimal.

#figure(table(
  columns: 3, align: left, inset: 6pt,
  [Rational Numbers], [], [],
  [], [#emph[Fractions]], [#emph[Integers]],
  [Number], [#math.equation(block: false, alt: "the fraction 4 over 5 , minus the fraction 7 over 8 , the fraction 13 over 4 , the fraction −20 over 3")[$frac(4, 5) , − frac(7, 8) , frac(13, 4) , frac(−20, 3)$]], [#math.equation(block: false, alt: "−2 , −1 , 0 , 1 , 2 , 3")[$−2 , −1 , 0 , 1 , 2 , 3$]],
  [Ratio of Integer], [#math.equation(block: false, alt: "the fraction 4 over 5 , the fraction −7 over 8 , the fraction 13 over 4 , the fraction −20 over 3")[$frac(4, 5) , frac(−7, 8) , frac(13, 4) , frac(−20, 3)$]], [#math.equation(block: false, alt: "the fraction −2 over 1 , the fraction −1 over 1 , the fraction 0 over 1 , the fraction 1 over 1 , the fraction 2 over 1 , the fraction 3 over 1")[$frac(−2, 1) , frac(−1, 1) , frac(0, 1) , frac(1, 1) , frac(2, 1) , frac(3, 1)$]],
  [Decimal number], [#math.equation(block: false, alt: "0.8 , −0.875 , 3.25 , −6 . 6 – ,")[$0.8 , −0.875 , 3.25 , −6 . limits(6)^("–") ,$]], [#math.equation(block: false, alt: "−2.0 , −1.0 , 0.0 , 1.0 , 2.0 , 3.0")[$−2.0 , −1.0 , 0.0 , 1.0 , 2.0 , 3.0$]],
))


==== Irrational Numbers

Are there any decimals that do not stop or repeat? Yes. The number #math.equation(block: false, alt: "π")[$π$] (the Greek letter pi, pronounced ‘pie’), which is very important in describing circles, has a decimal form that does not stop or repeat.

#math.equation(block: true, alt: "π equals 3.141592654.......")[$π = "3.141592654......."$]Similarly, the decimal representations of square roots of whole numbers that are not perfect squares never stop and never repeat. For example,

#math.equation(block: true, alt: "the square root of 5 equals 2.236067978.....")[$sqrt(5) = "2.236067978....."$]A decimal that does not stop and does not repeat cannot be written as the ratio of integers. We call this kind of number an #strong[irrational number].

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
#emph[Irrational Number]

An irrational number is a number that cannot be written as the ratio of two integers. Its decimal form does not stop and does not repeat.
]

Let's summarize a method we can use to determine whether a number is rational or irrational.

If the decimal form of a number

- stops or repeats, the number is rational.
- does not stop and does not repeat, the number is irrational.

#examplebox("Example 2")[][
Identify each of the following as rational or irrational:

+ ⓐ #math.equation(block: false, alt: "0.58 3 –")[$#h(0.2em) 0.58 limits(3)^("–")$]
+ ⓑ #math.equation(block: false, alt: "0.475")[$#h(0.2em) 0.475$]
+ ⓒ #math.equation(block: false, alt: "3.605551275…")[$#h(0.2em) "3.605551275…"$]

#solutionbox[
ⓐ #math.equation(block: false, alt: "0.58 3 –")[$0.58 limits(3)^("–")$] #linebreak() The bar above the #math.equation(block: false, alt: "3")[$3$] indicates that it repeats. Therefore, #math.equation(block: false, alt: "0.58 3 –")[$0.58 limits(3)^("–")$] is a repeating decimal, and is therefore a rational number.

ⓑ #math.equation(block: false, alt: "0.475")[$0.475$]
 #linebreak() This decimal stops after the #math.equation(block: false, alt: "5")[$5$], so it is a rational number.

ⓒ #math.equation(block: false, alt: "3.605551275…")[$"3.605551275…"$] #linebreak() 
The ellipsis #math.equation(block: false, alt: "(…)")[$"(…)"$] means that this number does not stop. There is no repeating pattern of digits. Since the number doesn't stop and doesn't repeat, it is irrational.
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Identify each of the following as rational or irrational:

ⓐ #math.equation(block: false, alt: "0.29")[$#h(0.2em) 0.29$]ⓑ #math.equation(block: false, alt: "0.81 6 –")[$#h(0.2em) 0.81 limits(6)^("–") #h(0.2em)$]ⓒ #math.equation(block: false, alt: "2.515115111…")[$#h(0.2em) "2.515115111…"$]

#solutionbox[
+ ⓐ rational
+ ⓑ rational
+ ⓒ irrational
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Identify each of the following as rational or irrational:

ⓐ #math.equation(block: false, alt: "0.2 3 –")[$#h(0.2em) 0.2 limits(3)^("–")$]ⓑ #math.equation(block: false, alt: "0.125")[$#h(0.2em) 0.125$]ⓒ #math.equation(block: false, alt: "0.418302…")[$#h(0.2em) "0.418302…"$]

#solutionbox[
+ ⓐ rational
+ ⓑ rational
+ ⓒ irrational
]
]

Let's think about square roots now. Square roots of perfect squares are always #strong[whole numbers], so they are rational. But the decimal forms of square roots of numbers that are not perfect squares never stop and never repeat, so these square roots are irrational.

#examplebox("Example 3")[][
Identify each of the following as rational or irrational:

+ ⓐ #math.equation(block: false, alt: "the square root of 36")[$#h(0.2em) sqrt(36)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 44")[$#h(0.2em) sqrt(44)$]

#solutionbox[
ⓐ The number #math.equation(block: false, alt: "36")[$36$] is a perfect square, since #math.equation(block: false, alt: "6 squared equals 36 .")[$6^(2) = 36 .$] So #math.equation(block: false, alt: "the square root of 36 equals 6 .")[$sqrt(36) = 6 .$] Therefore #math.equation(block: false, alt: "the square root of 36")[$sqrt(36)$] is rational.

ⓑ Remember that #math.equation(block: false, alt: "6 squared equals 36")[$6^(2) = 36$] and #math.equation(block: false, alt: "7 squared equals 49 ,")[$7^(2) = 49 ,$] so #math.equation(block: false, alt: "44")[$44$] is not a perfect square.

This means #math.equation(block: false, alt: "the square root of 44")[$sqrt(44)$] is irrational.
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Identify each of the following as rational or irrational:

+ ⓐ #math.equation(block: false, alt: "the square root of 81")[$#h(0.2em) sqrt(81)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 17")[$#h(0.2em) sqrt(17)$]

#solutionbox[
+ ⓐ rational
+ ⓑ irrational
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Identify each of the following as rational or irrational:

+ ⓐ #math.equation(block: false, alt: "the square root of 116")[$#h(0.2em) sqrt(116)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 121")[$#h(0.2em) sqrt(121)$]

#solutionbox[
+ ⓐ irrational
+ ⓑ rational
]
]


=== Classify Real Numbers

We have seen that all counting numbers are whole numbers, all whole numbers are integers, and all #strong[integers] are #strong[rational numbers]. Irrational numbers are a separate category of their own. When we put together the rational numbers and the #strong[irrational numbers], we get the set of #strong[real numbers].

illustrates how the number sets are related.

#figure(figph[The image shows a large rectangle labeled “Real Numbers”. The rectangle is split in half vertically. The right half is labeled “Irrational Numbers”. The left half is labeled “Rational Numbers” and contains three concentric rectangles. The outer most rectangle is labeled “Integers”, the next rectangle is “Whole Numbers” and the inner most rectangle is “Natural Numbers”.], alt: "The image shows a large rectangle labeled “Real Numbers”. The rectangle is split in half vertically. The right half is labeled “Irrational Numbers”. The left half is labeled “Rational Numbers” and contains three concentric rectangles. The outer most rectangle is labeled “Integers”, the next rectangle is “Whole Numbers” and the inner most rectangle is “Natural Numbers”.", caption: [This diagram illustrates the relationships between the different types of real numbers.])

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
#emph[Real Numbers]

Real numbers are numbers that are either rational or irrational.
]

Does the term “real numbers” seem strange to you? Are there any numbers that are not “real”, and, if so, what could they be? For centuries, the only numbers people knew about were what we now call the real numbers. Then mathematicians discovered the set of #emph[imaginary numbers.] You won't encounter imaginary numbers in this course, but you will later on in your studies of algebra.

#examplebox("Example 4")[][
Determine whether each of the numbers in the following list is a ⓐ whole number, ⓑ integer, ⓒ rational number, ⓓ irrational number, and ⓔ real number.

#math.equation(block: true, alt: "−7 , the fraction 14 over 5 , 8 , the square root of 5 , 5.9 , minus the square root of 64")[$−7 , frac(14, 5) , 8 , sqrt(5) , 5.9 , − sqrt(64)$]#solutionbox[
ⓐ The whole numbers are #math.equation(block: false, alt: "0 , 1 , 2 , 3 ,…")[$0 , 1 , 2 , 3 ",…"$] The number #math.equation(block: false, alt: "8")[$8$] is the only whole number given.

ⓑ The integers are the whole numbers, their opposites, and #math.equation(block: false, alt: "0 .")[$0 .$] From the given numbers, #math.equation(block: false, alt: "−7")[$−7$] and #math.equation(block: false, alt: "8")[$8$] are integers. Also, notice that #math.equation(block: false, alt: "64")[$64$] is the square of #math.equation(block: false, alt: "8")[$8$] so #math.equation(block: false, alt: "minus the square root of 64 equals −8 .")[$− sqrt(64) = −8 .$] So the integers are #math.equation(block: false, alt: "−7 , 8 , minus the square root of 64 .")[$−7 , 8 , − sqrt(64) .$]

ⓒ Since all integers are rational, the numbers #math.equation(block: false, alt: "−7 , 8 , and minus the square root of 64")[$−7 , 8 , "and" #h(0.2em) − sqrt(64)$] are also rational. Rational numbers also include fractions and decimals that terminate or repeat, so #math.equation(block: false, alt: "the fraction 14 over 5 and 5.9")[$frac(14, 5) #h(0.4em) "and" #h(0.3em) 5.9$] are rational.

ⓓ The number #math.equation(block: false, alt: "5")[$5$] is not a perfect square, so #math.equation(block: false, alt: "the square root of 5")[$sqrt(5)$] is irrational.

ⓔ All of the numbers listed are real.

We'll summarize the results in a table.

#figure(table(
  columns: 6, align: left, inset: 6pt,
  table.header([Number], [Whole], [Integer], [Rational], [Irrational], [Real]),
  [#math.equation(block: false, alt: "−7")[$−7$]], [], [#math.equation(block: false, alt: "✓")[$✓$]], [#math.equation(block: false, alt: "✓")[$✓$]], [], [#math.equation(block: false, alt: "✓")[$✓$]],
  [#math.equation(block: false, alt: "the fraction 14 over 5")[$frac(14, 5)$]], [], [], [#math.equation(block: false, alt: "✓")[$✓$]], [], [#math.equation(block: false, alt: "✓")[$✓$]],
  [#math.equation(block: false, alt: "8")[$8$]], [#math.equation(block: false, alt: "✓")[$✓$]], [#math.equation(block: false, alt: "✓")[$✓$]], [#math.equation(block: false, alt: "✓")[$✓$]], [], [#math.equation(block: false, alt: "✓")[$✓$]],
  [#math.equation(block: false, alt: "the square root of 5")[$sqrt(5)$]], [], [], [], [#math.equation(block: false, alt: "✓")[$✓$]], [#math.equation(block: false, alt: "✓")[$✓$]],
  [#math.equation(block: false, alt: "5.9")[$5.9$]], [], [], [#math.equation(block: false, alt: "✓")[$✓$]], [], [#math.equation(block: false, alt: "✓")[$✓$]],
  [#math.equation(block: false, alt: "minus the square root of 64")[$− sqrt(64)$]], [], [#math.equation(block: false, alt: "✓")[$✓$]], [#math.equation(block: false, alt: "✓")[$✓$]], [], [#math.equation(block: false, alt: "✓")[$✓$]],
))
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Determine whether each number is a ⓐ whole number, ⓑ integer, ⓒ rational number, ⓓ irrational number, and ⓔ real number: #math.equation(block: false, alt: "−3 , minus the square root of 2 , 0 . 3 – , the fraction 9 over 5 , 4 , the square root of 49 .")[$−3 , − sqrt(2) , 0 . limits(3)^("–") , frac(9, 5) , 4 , sqrt(49) .$]

#solutionbox[
#figure(figph[The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 3 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative square root of 2 in the “Number” column and an x marked in the “Irrational” and “Real” columns. The fourth row has the number 0.3 repeating in the “Number” column and an x marked in the “Rational” and “Real” columns. The fifth row has the number  square root of negative 49 in the “Number” column with no other columns marked. The sixth row has the number 4 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns.  The last row has the number 9 fifths in the “Number” column and an x marked in the “Rational” and “Real” columns.], alt: "The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 3 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative square root of 2 in the “Number” column and an x marked in the “Irrational” and “Real” columns. The fourth row has the number 0.3 repeating in the “Number” column and an x marked in the “Rational” and “Real” columns. The fifth row has the number square root of negative 49 in the “Number” column with no other columns marked. The sixth row has the number 4 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The last row has the number 9 fifths in the “Number” column and an x marked in the “Rational” and “Real” columns.", caption: none)
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
Determine whether each number is a ⓐ whole number, ⓑ integer, ⓒ rational number, ⓓ irrational number, and ⓔ real number: #math.equation(block: false, alt: "minus the square root of 25 , minus the fraction 3 over 8 , −1 , 6 , the square root of 121 , 2.041975…")[$− sqrt(25) , − frac(3, 8) , −1 , 6 , sqrt(121) , "2.041975…"$]

#solutionbox[
#figure(figph[The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative square root of 25 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative 3 eights in the “Number” column and an x marked in the “Rational” and “Real” columns. The fourth row has the number negative 1 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The fifth row has the number 6 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The sixth row has the number square root of 121 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The last row has the number 2.041975 followed by an ellipsis in the “Number” column and an x marked in the “Irrational” and “Real” columns.], alt: "The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative square root of 25 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative 3 eights in the “Number” column and an x marked in the “Rational” and “Real” columns. The fourth row has the number negative 1 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The fifth row has the number 6 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The sixth row has the number square root of 121 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The last row has the number 2.041975 followed by an ellipsis in the “Number” column and an x marked in the “Irrational” and “Real” columns.", caption: none)
]
]

#notebox("Note", rgb("#8a94a6"), rgb("#556666"), rgb("#f7f8fa"))[
#emph[ACCESS ADDITIONAL ONLINE RESOURCES]

- #link("https://www.openstax.org/l/24RealNumber")[Sets of Real Numbers]
- #link("https://www.openstax.org/l/24RealNumbers")[Real Numbers]
]


=== Key Concepts

- #emph[Real numbers]- #figure(figph[The image shows a large rectangle labeled “Real Numbers”. The rectangle is split in half vertically. The right half is labeled “Irrational Numbers”. The left half is labeled “Rational Numbers” and contains three concentric rectangles. The outer most rectangle is labeled “Integers”, the next rectangle is “Whole Numbers” and the inner most rectangle is “Natural Numbers”.], alt: "The image shows a large rectangle labeled “Real Numbers”. The rectangle is split in half vertically. The right half is labeled “Irrational Numbers”. The left half is labeled “Rational Numbers” and contains three concentric rectangles. The outer most rectangle is labeled “Integers”, the next rectangle is “Whole Numbers” and the inner most rectangle is “Natural Numbers”.", caption: none)


==== Practice Makes Perfect

#strong[Rational Numbers]

In the following exercises, write as the ratio of two integers.

+ ⓐ #math.equation(block: false, alt: "5")[$#h(0.2em) 5$]
+ ⓑ #math.equation(block: false, alt: "3.19")[$#h(0.2em) 3.19$]

#solutionbox[
+ ⓐ #math.equation(block: false, alt: "the fraction 5 over 1")[$#h(0.2em) frac(5, 1)$]
+ ⓑ #math.equation(block: false, alt: "the fraction 319 over 100")[$#h(0.2em) frac(319, 100)$]
]

+ ⓐ #math.equation(block: false, alt: "8")[$#h(0.2em) 8$]
+ ⓑ #math.equation(block: false, alt: "−1.61")[$#h(0.2em) −1.61$]

+ ⓐ #math.equation(block: false, alt: "−12")[$#h(0.2em) −12$]
+ ⓑ #math.equation(block: false, alt: "9.279")[$#h(0.2em) 9.279$]

#solutionbox[
+ ⓐ #math.equation(block: false, alt: "the fraction −12 over 1")[$#h(0.2em) frac(−12, 1)$]
+ ⓑ #math.equation(block: false, alt: "the fraction 9279 over 1000")[$frac(9279, 1000)$]
]

+ ⓐ #math.equation(block: false, alt: "−16")[$#h(0.2em) −16 #h(0.2em)$]
+ ⓑ #math.equation(block: false, alt: "4.399")[$#h(0.2em) 4.399$]

In the following exercises, determine which of the given numbers are rational and which are irrational.

#math.equation(block: true, alt: "0.75")[$0.75$], #math.equation(block: true, alt: "0.22 3 –")[$0.22 limits(3)^("–")$], #math.equation(block: true, alt: "1.39174…")[$"1.39174…"$]

#solutionbox[
Rational: #math.equation(block: false, alt: "0.75 , 0.22 3 –")[$0.75 , 0.22 limits(3)^("–")$]. Irrational: #math.equation(block: false, alt: "1.39174…")[$"1.39174…"$]
]

#math.equation(block: true, alt: "0.36")[$0.36$], #math.equation(block: true, alt: "0.94729…")[$"0.94729…"$], #math.equation(block: true, alt: "2.52 8 –")[$2.52 limits(8)^("–")$]

#math.equation(block: true, alt: "0 . 45 —")[$0 . accent(45, "—")$], #math.equation(block: true, alt: "1.919293…")[$"1.919293…"$], #math.equation(block: true, alt: "3.59")[$3.59$]

#solutionbox[
Rational: #math.equation(block: false, alt: "0 . 45 —")[$0 . accent(45, "—")$], #math.equation(block: false, alt: "3.59")[$3.59$]. Irrational: #math.equation(block: false, alt: "1.919293…")[$"1.919293…"$]
]

#math.equation(block: true, alt: "0.1 3 – , 0.42982…")[$0.1 limits(3)^("–") , "0.42982…"$], #math.equation(block: true, alt: "1.875")[$1.875$]

In the following exercises, identify whether each number is rational or irrational.

+ ⓐ #math.equation(block: false, alt: "the square root of 25")[$#h(0.2em) sqrt(25)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 30")[$#h(0.2em) sqrt(30)$]

#solutionbox[
+ ⓐ rational
+ ⓑ irrational
]

+ ⓐ #math.equation(block: false, alt: "the square root of 44")[$#h(0.2em) sqrt(44) #h(0.2em)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 49")[$sqrt(49)$]

+ ⓐ #math.equation(block: false, alt: "the square root of 164")[$#h(0.2em) sqrt(164)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 169")[$#h(0.2em) sqrt(169)$]

#solutionbox[
+ ⓐ irrational
+ ⓑ rational
]

+ ⓐ #math.equation(block: false, alt: "the square root of 225")[$#h(0.2em) sqrt(225)$]
+ ⓑ #math.equation(block: false, alt: "the square root of 216")[$#h(0.2em) sqrt(216)$]

#strong[Classifying Real Numbers]

In the following exercises, determine whether each number is whole, integer, rational, irrational, and real.

#math.equation(block: true, alt: "−8")[$−8$], #math.equation(block: true, alt: "0 , 1.95286....")[$0 , "1.95286...."$], #math.equation(block: true, alt: "the fraction 12 over 5")[$frac(12, 5)$], #math.equation(block: true, alt: "the square root of 36")[$sqrt(36)$], #math.equation(block: true, alt: "9")[$9$]

#solutionbox[
#figure(figph[The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 8 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number 0 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The fourth row has the number 1.95286 followed by and ellipsis in the “Number” column and an x marked in the “Irrational” and “Real” columns. The fifth row has the number 12 fifths in the “Number” column and an x marked in the “Rational” and “Real” columns. The sixth row has the number square root of 36 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The last row has the number 9 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns.], alt: "The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 8 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number 0 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The fourth row has the number 1.95286 followed by and ellipsis in the “Number” column and an x marked in the “Irrational” and “Real” columns. The fifth row has the number 12 fifths in the “Number” column and an x marked in the “Rational” and “Real” columns. The sixth row has the number square root of 36 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns. The last row has the number 9 in the “Number” column and an x marked in the “Whole”, “Integer”, “Rational” and “Real” columns.", caption: none)
]

#math.equation(block: true, alt: "−9")[$−9$], #math.equation(block: true, alt: "−3 the fraction 4 over 9")[$−3 frac(4, 9)$], #math.equation(block: true, alt: "minus the square root of 9")[$− sqrt(9)$], #math.equation(block: true, alt: "0.4 09 —")[$0.4 accent(09, "—")$],#math.equation(block: true, alt: "the fraction 11 over 6")[$frac(11, 6)$], #math.equation(block: true, alt: "7")[$7$]

#math.equation(block: true, alt: "minus the square root of 100")[$− sqrt(100)$], #math.equation(block: true, alt: "−7")[$−7$], #math.equation(block: true, alt: "minus the fraction 8 over 3")[$− frac(8, 3)$], #math.equation(block: true, alt: "−1")[$−1$], #math.equation(block: true, alt: "0.77")[$0.77$], #math.equation(block: true, alt: "3 the fraction 1 over 4")[$3 frac(1, 4)$]

#solutionbox[
#figure(figph[The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 100 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative 7 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The fourth row has the number negative 8 thirds in the “Number” column and an x marked in the “Rational” and “Real” columns. The fifth row has the number negative 1 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The sixth row has the number 0.77 in the “Number” column and an x marked in the “Rational” and “Real” columns. The last row has the number 3 and 1 quarter in the “Number” column and an x marked in the “Rational” and “Real” columns.], alt: "The table has seven rows and six columns. The first row is a header row that labels each column. The first column is labeled “Number”, the second column “Whole”, the third “Integer”, the fourth “Rational” the fifth “Irrational” and the sixth “Real”. Each row has a number in the “Number” column then an x in each column that corresponds to the type of number it is. The second row has the number negative 100 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The third row has the number negative 7 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The fourth row has the number negative 8 thirds in the “Number” column and an x marked in the “Rational” and “Real” columns. The fifth row has the number negative 1 in the “Number” column and an x marked in the “Integer”, “Rational” and “Real” columns. The sixth row has the number 0.77 in the “Number” column and an x marked in the “Rational” and “Real” columns. The last row has the number 3 and 1 quarter in the “Number” column and an x marked in the “Rational” and “Real” columns.", caption: none)
]


==== Everyday Math

#strong[Field trip] All the #math.equation(block: false, alt: "5 th")[$5 "th"$] graders at Lincoln Elementary School will go on a field trip to the science museum. Counting all the children, teachers, and chaperones, there will be #math.equation(block: false, alt: "147")[$147$] people. Each bus holds #math.equation(block: false, alt: "44")[$44$] people.

ⓐ How many buses will be needed?

ⓑ Why must the answer be a whole number?

ⓒ Why shouldn't you round the answer the usual way?

#strong[Child care] Serena wants to open a licensed child care center. Her state requires that there be no more than #math.equation(block: false, alt: "12")[$12$] children for each teacher. She would like her child care center to serve #math.equation(block: false, alt: "40")[$40$] children.

+ ⓐ How many teachers will be needed?
+ ⓑ Why must the answer be a whole number?
+ ⓒ Why shouldn't you round the answer the usual way?

#solutionbox[
+ ⓐ 4
+ ⓑ Teachers cannot be divided
+ ⓒ It would result in a lower number.
]


==== Writing Exercises

In your own words, explain the difference between a rational number and an irrational number.

Explain how the sets of numbers (counting, whole, integer, rational, irrationals, reals) are related to each other.

#solutionbox[
Answers will vary.
]


==== Self Check

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

#figure(figph[A self-assessment table on number classification, asking students to rate their confidence in identifying rational/irrational numbers and classifying real numbers as 'Confidently', 'With some help', or 'No-I don't get it!'.], alt: "A self-assessment table on number classification, asking students to rate their confidence in identifying rational/irrational numbers and classifying real numbers as 'Confidently', 'With some help', or 'No-I don't get it!'.", caption: none)

ⓑ 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. Whom 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.