Remedies

for
Common
Algebra Mistakes
Tityik Wong
Department of Mathematics
College of Southern Nevada
Spring 2009

Remedies for Common Algebra Mistakes

Wong

Foreword
Mathematics has its own unique characteristics that separate it from most of other subjects. It
demands a very high degree of rigor and hence has a very low degree of tolerance for innocent
mistakes. The rules in mathematics are many and they take years of practice and experience to
fully grasp. That is the reason that even advanced mathematics students still make elementary
mistakes from time to time. These mistakes are not severe enough to warrant a complete retake
of previous courses, but their effect on the student can range from slight embarrassment to total
discouragement. This project aims to provide a remedy for this situation. The most common
algebra mistakes are identified and discussed. An extensive set of exercise problems then follow.
Answers to all exercise problems are provided.
This project would not have been possible without a one-semester sabbatical leave granted to me
by the Nevada State Board of Regents in the spring of 2009. Sincere thanks also go to then CSN
mathematics department chair Michelle Wyatt who gave me very cheerful support and
encouragement.

Chapter 1

Philosophy

Only pre-calculus level algebra will be discussed. Unless otherwise specified, all letters in the
discussion represent real numbers.
1. Algebra as a language
Algebra is a combination of logic and language. Some commonly committed mistakes in algebra
can be attributed to either the logic component, or the language component, or both. What is
conceived logically in the mind must be conveyed through writing, and writing by nature cannot
be totally logical. This underlying conflict between logic and language is a major hurdle in the
learning of mathematics for many students.
One main characteristic that separates mathematics from a regular language is the precision it
demands. In a language, occasional misspellings or grammatical errors may not prevent the
readers from understanding the meaning of a sentence, although they may be annoyed or
amused. For example, I didnt do nothing is a silly version of I didnt do anything; and
everybody understands what the following sentence is saying Me is a English major and mine
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Remedies for Common Algebra Mistakes

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Englis are gooder then you. These kinds of mistakes will be disastrous in mathematics. The first
learning experience most children have is that of learning a language, and since human
languages are not as demanding in terms of precision as mathematics, it takes some extensive
drilling for most students to form the habit of being precise. Despite the efforts by some good
hearted people to make learning mathematics fun and interesting, drilling is not fun and
interesting, but unfortunately necessary. In addition to trying to make learning mathematics as
painless as possible, we also need to challenge the students, let them know early on that in order
to become proficient in mathematics, they have to invest a lot of time and energy, and the feeling
of discomfort and frustration is all part of the learning experience.
2. Forms are important
The ability to perform common algebraic manipulations with a high degree of accuracy, even
when the student does not fully understand the reasons behind those manipulations, is an
important and useful asset. Examples of some of those manipulations are: operations of fractions,
operations of rational exponents, and the binomial theorem. A one-year old child may not
understand what thank you means, but if he can say it, then it is a good thing anyway. Some
day he may fully understand, or he may not. But at the moment, the ability to say thank you
should be praised and encouraged. This is the argument behind the learn by rote philosophy,
which is not incorrect, but certainly might have been abused by some incompetent or impatient
teachers. The other extreme, which is to expect that the student fully understands everything
before the student moves on to the next topic, may seem logical at the first glance, but will
eventually prove to be too ideological. Because as human beings, we first observe and then we
imitate. We may eventually understand if we try hard but that is not a guarantee. We are capable
of storing a large amount of information, even without a thorough comprehension, and making
the information useful to various degrees. Mankind has taken advantage of experiences
throughout history, and experiences are by definition knowledge without a full understanding.
People had been dealing with lightning forever before some smart guy finally figured it out.
Notice here that after we figured out lightning, we were better able to deal with it. This shows the
superiority of a full understanding. But before that, people dealt with lightning anyway and
accumulated vast experiences that later contributed to the breakthrough. As I mentioned earlier,
for most children, their first learning experience is that of learning a language. How is a language
learned? Observation, imitation, memorization, and practice! That is why we cannot give up
rote learning altogether. Another reason this move forward only if you understand
everything approach does not always produce the best results is that the approach is difficult to
implement in a class environment. If one teacher teaches one student, then maybe it is a
reasonable approach. But if one teacher teaches thirty students, the pace would have to be slowed
to accommodate everyone, and that is if everyone is a willing participant and trying hard to learn.
We all know that in a large class, there are always some students who for whatever reason just
do not want to learn. Do we wait for them? We could, but that would be at the very costly
expense of making the willing and capable students learn less. We do not consider such a tradeoff a worthwhile and smart one.
At the early stage of learning a new subject, high quality should be demanded for two reasons:
(a) It is easier to demand it early than late, and (b) it is necessary. Because this is the habitforming stage and if students are allowed to get by with low quality performance, they form a
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Remedies for Common Algebra Mistakes

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habit that will be very difficult to change later. Rote exercise is an integral part of early stage
learning because it builds a good form that can be filled with substance later. Without a good
form, even good substance may look bad and that would be a real shame.
3. Repetition
Two people can commit the same algebraic mistake for different reasons. One person could have
made a mistake because of a lack of understanding, another simply carelessness. For instance,
the mistake (a + b) 2 = a 2 + b 2 can be a result of not thinking at the moment, or a more serious
problem that is demonstrated by the counter-question from the offender Why is that wrong?
Both crimes, however, can be remedied by extensive exercise. Algebra is mainly a tool that
services other branches of mathematics and sciences. So repetition is the key we want the
student to be able to react to algebraic manipulations naturally and comfortably, the same way a
good basketball player catches and shoots the ball without much hesitation. When a calculus
student is unable to comfortably follow the algebra that is used as part of the new material being
presented, confidence is shaken and learning is hindered, even if the student understands the
ideas and can handle the algebra later with the help of an advanced calculator. At the moment,
in class, something important is lost. The frustration the student feels would be equivalent to
having the creativity of William Shakespeare, but without the complete command of a language.
Hence we view algebra as essential to mathematical living. Algebra is to mathematics what
walking and doing chores is to every-day life. These basic activities do not seem much when you
can comfortably perform them, you feel the pain though when you cannot perform them. Learn
the right ways, then repeat a lot to reinforce.
4. The way to master algebra
How should algebra be learned? Ideally the student should first understand the why and then
reinforce the understanding by doing a reasonable number of exercise problems. Explaining
why is the teachers job, that is step one; understanding why and doing enough exercise are
the students responsibility, they are steps two and three. If these three steps are followed without
any compromise, a student good at algebra is made.
Given that algebra is not the easiest subject on earth, and most mathematics classes nowadays are
so large that it is impossible for the teacher to make sure that every student understands
everything before the next topic is introduced, we end up with many students trying really hard
at step three without properly completing the first two steps. Does that mean we are doomed?
Not necessarily.
Our argument is, if we wait until we fully grasp something before we go on to the next topic, we
will have to slow the pace to such an extent that not much material can be learned in a reasonable
amount of time. Hence our first motto: Get the facts first, but remember to figure them out
later. Those who do only the first part, i.e., get the facts, will be decent students. Those who
do both parts will be excellent students. If we over emphasize understanding, we produce a lot
of students who can neither perform the basic operations nor understand the reasons behind these
operations.
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Full understanding may not be required in certain fields that employ mathematics. If your job
requires that you perform certain mathematical operations but there is no chance you will be
required to perform any unexpected mathematical operations, then as long as you fully master
what is required of you, even if you do not know exactly why those operations are correct
mathematically, you are a competent worker anyway. For example, if you can add two fractions
with different denominators together, and thats all you do, then you dont need to know the
REASON 1/2 + 2/3 = 7/6. After all, how many of us know exactly how a car works? But most
of us can drive a car. It is the same principle.
A lot of times understanding can actually come only after extensive exercise. In algebra,
understanding alone is not good enough anyway. It could be even more frustrating when a
student understands a lot but cannot perform the basic operations correctly because of lack of
practice. Hence our second motto: Drill, baby, drill.
Mathematics, being a subject that accumulates the wisdom of hundreds of thousands of the
smartest people over thousands of years, cannot be learned by pure exploring. If you let some
children play and dance around, the probability that these children reinvent ballet is zero. If you
do not teach children language, they may invent a new language but it will not be any one of the
existing languages in the world. Any great art or science that was built upon the collective
wisdom of many intelligent people over many centuries must be introduced and taught to the
students. The learner has to go through some discomfort and make some sacrifice in order to
learn the subject. Innovation can come only after the fundamentals have been fully mastered.
There is no way to make learning any subject all fun and interesting to everyone. Even some
activities that are generally considered fun and interesting could be boring or downright
frightening to some people. For example, some people like but some people hate fishing; some
people like but some people hate eating pizza. Allowing low level mathematics students to
explore and discover mathematics is a fatal mistake. Even a seemingly straightforward activity
like boxing has to be properly taught and learned, and I am quite sure that it takes more time and
dedication to master decent boxing skills than what is needed to earn a four-year degree
nowadays. There is a teaching approach called guided discovery. The key here is finding the
right balance between guide and discovery. The lower the level, the more guide is needed.
100% guide is what we call lecture. If you are a teacher and you only lecture in your class,
the students will still be discovering when they do their homework. So there is no need to feel
guilty if lecture is your main instrument of instruction.
5. Calculator and other modern gadgets
The notion that because we have more advanced technologies nowadays, students do not have to
be as proficient at basic algebraic manipulations as before is false. Algebra is mostly the means,
not the end. This is such a simple concept yet many people either fail or refuse to see. These
people try to justify why we teach algebra by trying to find real world applications for every
algebra topic in the book. If they could not find any real world applications for an algebra
topic, they declare the topic mathematical nonsense and would not hesitate to drop the topic
from the curriculum immediately. Take factoring as an example. How often is factoring
performed in the real, every day world? The answer is not often at all, if not never. Yet
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Remedies for Common Algebra Mistakes

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factoring has been a standard topic in algebra for a long, long time. Why? Because factoring
helps the presentation of other topics. For example, with the help of factoring, it is easy to find
3
the vertical asymptotes of the graph of the function f ( x) = 2
. Why is this important?
x 2x 3
Because (1) the concept of vertical asymptotes is important and has important real world
applications, (2) it is important to show the student that the graph of a function can have more
than one vertical asymptote and hence the need of a second or higher degree polynomial as the
denominator, and (3) given that a second or higher degree polynomial is desirable as the
denominator of the function, it is much efficient to use a polynomial that is factorable because it
demonstrates the idea without requiring the student to spend significantly more time to find the
roots of some realistic looking polynomial such as 1.31x 2 2.57 x 11.5 .
Calculators and other mathematics software are best used by people who already know
mathematics. In general, using calculators as a learning tool compromises the building of a solid
foundation. Calculators are over used and abused nowadays. One argument that supports the use
of calculators as a learning tool is that if some tedious computations can be handled by machines,
then why do we have to do those computations by hand? With the help of a calculator, the
student can be freed to spend more time on concepts. This argument however does not answer
the following question well: An algebraic software system can do almost all exercise problems in
an algebra book, so why should we spend so much time in mathematics classes? Shouldnt we be
able to teach what used to be ten years of mathematics in three years? The answers to those
questions are: (1) Tedious exercises are an integral part of the learning and maturing process.
You take in more of the scenery when you walk than when you run, and (2) The exercise
problems in a book are not important problems in the real world, solving them does not solve any
real world problems. The exercise problems are themselves learning tools, they reinforce the
concepts and build techniques, and those concepts and techniques will be useful when you take
other classes or when you leave school. Solving a three by three linear system by hand using the
Gauss-Jordan elimination method allows you to develop discipline, appreciate the thought
process that can be applied to areas beyond solving a system of linear equations, and it trains you
the habit of being precise and the ability to follow rules. Getting the answer immediately by
inputting some numbers on a key pad lets you learn nothing other than how to operate that
particular machine for that particular type of problems! And that is not good learning. Yet, this
type of instructions is becoming more and more popular, pushed by people who have financial
interests in selling more calculators, and people who are fooled by people who have financial
interests in selling more calculators.
There is one nice thing computers can offer though, besides being a good tool for people who
already mastered mathematics, and that is programming using a high level language. It will be
very helpful if mathematics students take one or two classes in a computer programming
language such as FORTRAN, COBOL, or C. If you do not follow the rules when you write a
program, the computer lets you know immediately. When a teacher says you are wrong,
sometimes you suspect that is because the teacher does not like you. But when a computer says
you are wrong, you know you are wrong and you go look for your mistakes in a hurry. Looking
for mistakes in computer codes is not a pleasant experience, and to avoid that, you will have to
be as right and as accurate as possible the first time. This after a while will instill in you the habit
of being neat, precise, and economical.
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Remedies for Common Algebra Mistakes

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6. Real world applications

Mathematics has many real world applications. It is wrong, however, to declare a mathematics
topic not worth teaching or even worthless because it has no immediate applications in real life.
Evolution and revolution are inevitable but mathematics is such a complex structure that judging
its pieces by mere real world applications is elementary-school-student liketotally immature.
What seems like a useless piece in this structure can be an important support to something else
that is totally awesome, or it can someday find some important applications in the real world
itself, or it can be just beautiful, which by itself is worth a lot. Mathematics is an art and a
science. Sometimes you learn how to use mathematics, other times you may have to find ways to
use mathematics. You can play basketball and learn nothing other than how to win games, or you
can play basketball and learn how to live your life. It is not just about the subject, it is also about
you. So ask not what mathematics can do for you, ask what you can do for mathematics.
7. How to use this workbook
To obtain full benefit from this little workbook, the student needs to do all the exercise problems.
There is truth in repetition. You cannot say I already know how to walk so I dont need to walk.
Walk you have to in order to receive the benefits, in order to walk without stumbling, in order to
walk beautifully and powerfully. So, please do all the exercise problems if you want to walk with
an air of confidence. This is like the boxers roadwork, you have to put in the mileage if you
want to be good. It could be boring, tedious, and it may seem so trivial that you want to skipthat
would be a huge mistake. It is a price you have to pay for your future success.
The two components of algebra, logic and language, are intertwined in the exercise problems. It
is helpful if you can differentiate the two, for the logic component can be tackled by reasoning,
and the language component can only be tackled by memorization. Both components, however,
must be reinforced by certain degree of repetition in order to achieve retention. So do not worry
too much about which component you are dealing with, because repetition will normally take
care of the matter. The good news is, once retained, algebra skills can be as permanent as the
ability to ride a bicycle. Algebra is of course much harder than riding a bicycle, but persistence
and perseverance will bring you the victory.
If you are using this workbook to correct your tendency to make algebraic mistakes, you should
follow the suggestions provided here. The workbook is arranged in the following manner: The
important/difficult/interesting topics are discussed first. Exercise problems then follow. Some
exercise problems are more straightforward, others involve several concepts in one single
problem.
This workbook is designed as an aid to students who are taking some classes that heavily employ
algebra as a tool, and finding themselves constantly making stupid mistakes. It is not for
students who have never taken algebra. In the case that you have forgotten some basic algebra
facts that this workbook assumes you know, consult a mathematics teacher or algebra textbook.

Remedies for Common Algebra Mistakes

Chapter 2

Wong

Mathematics Grammar

Writing is important. If a rock is as smart as Albert Einstein, we have no way of knowing

because the rock has no means to communicate with us. So to us, the rock is as dumb as a
rock!
There are some conventions in mathematical writing that have been getting ignored more and
more often. The result is sloppy writing that at the harmless level, reflects poorly on the writer,
and at the harmful level, causes confusion and inevitably eventual mistake. To make matters
worse, many calculators actually allow the use of grammatically incorrect mathematics
expressions. For example, the calculator I have in my hand right now allows me to type in: 5+2,
and sin(30, both are terrible writings, and yet I get away with correct answers in both cases.
These kinds of violations of mathematics grammar by powerful calculator makers are certainly
not helping the cause of mathematics education.
Mathematical writings are mostly, though not 100%, logical. They are man-made rules that have
to be learned, memorized, and practiced much the same way a regular language is mastered.
Sometimes you see some mathematical notations or ways of writing that are not exactly the most
logical or convenient, that is because the first person who invented a notation might not have
given enough thought to the notation, or later developments made the notation difficult to work
with. But because the notation has been widely used for a long time, revision is not realistic and
we just have to live with it. The same situation exists in all languages.
The following are some important writing rules.
1. When a term involves a number and some letters, always write the number first. For
example, x2y is not exactly a wrong way to write 2 times x times y, but 2xy is what
should be written. In a term, always write the number first. When there are two or more
numbers, those numbers should be multiplied together. So 3x(2)y should be rewritten as
6xy.
2. When adding a negative number to another number, enclose the negative number in a
pair of parentheses. For example, x + 5 is unacceptable. The correct expression is
x + (5) , which must then be simplified to x 5 .
3. When multiplying a number by a negative number, please enclose the negative number in
a pair of parentheses. For example, x 5 is totally unacceptable. Even when you know
what you are doing. That little dot could have easily been missed and the next step you
will be doing x 5. The correct way to do this is x (5) = 5 x . Notice the minus sign
should be moved to the very front of the term.
4. Parentheses come in pairs. When there is an open parenthesis, there must also be a close
parenthesis. For example, f ( x is an incorrect way of writing f ( x) . If your calculator
allows you to do log(5 , resist this little convenience of not having to type in the
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Remedies for Common Algebra Mistakes

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complete, CORRECT expression of log(5) . Because once you accept this untidy
log 5
mathematical grammar, the next time you want to do
, you will be typing on your
log 6
calculator log(5 / log(6 and then wondering why you are getting the wrong answer. The
correct typing should be log(5) / log(6) .
5. Be precise. When a pair of parentheses is needed, write it explicitly, not just have it in
your mind. For example, x + 1 ( x + 2) and ( x + 1)( x + 2) are totally different animals.
The former equals 2 x + 2 , and the latter x 2 + 3 x + 2 .

6. When writing a fraction, pay attention to the dividing line. For example,
really look like

x +5
6

does not

x+5
, if the latter is what you want.
6

7. In a fraction, the dividing line automatically acts as a grouping symbol like a pair of
x +1
( x + 1)
parentheses. For example,
is the same as
. However, parentheses must be
x2
( x 2)
added when two fractions are combined together for the operations to be carried out
x +1 x 3
correctly. For example,
is a grammatically correct expression that shows the

x2 x+4
multiplication of two rational functions. If we are to actually multiply the two together,
x + 1 x 3 x + 1 x 3
then parentheses must be added in the next step. So
is

=
x 2 x + 4 x 2 x + 4
x + 1 x 3 ( x + 1)( x 3)
incorrect. The correct expression is
.

=
x 2 x + 4 ( x 2)( x + 4)
2
8. Avoid using a slash when writing a fraction. For example, does 1 2/3 represent 1 , or
3
1
1
12/3? Does 1 / 3 x mean
, or x ?
3
3x

9. To avoid potential misreading, mixed numbers should be used only as a final answer.
Form the habit of converting all mixed numbers to improper fractions before you start

1
performing any operations. For example, to perform the multiplication: 3 2 + x , we

5
1
11
33
11
first convert 2 to
then do 3 + x =
+ 3 x . Knowing that you dont have to
5
5
5
5
deal with mixed numbers reduces the chance of making silly mistakes.

Remedies for Common Algebra Mistakes

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10. Pay attention to subscripts and superscripts. For example, log b5 is not the same as
log b 5 , and e5 does not equal e 5 .
11. In general, an expression should be simplified as far as possible, especially if the
expression is the final answer of some problem. For example, all like terms must be
combined, all fractions must be reduced to the lowest terms, and of course everything
must be written in grammatically correct forms.
12. The exponent 1 should be treated carefully. When applied to a number, or an algebraic
expression, it means the reciprocal. When applied to the notation of a function, it
1
1
. But
means the inverse. For example, 3 1 = , and ( x 2 + 2 x + 1) 1 = 2
3
x + 2x + 1
1
1
, and in general f 1 ( x)
. sin 1 x stands for the inverse sine
sin 1 x
sin x
f ( x)
1
function and f ( x) stands for the inverse function of f (x) .
13. When a function f (x) is raised to an exponent k, k 1 , it is written as f k (x) . In other
words, f k ( x) = [ f ( x)]k . This notation is especially common in trigonometry, e.g.,
sin 2 x = [sin x]2 , tan 1 / 2 x = tan x , etc.
14. When dealing with long expressions, make sure you carry the whole expression with you
at every step to prevent losing some parts in the process. For example, lets say we
( x + 5) 2 ( x + 3)( x 10)
want to simplify the expression
. The numerator is much more
5
complicated than the denominator, so it is natural to pay more attention to the numerator,
and in the process you may forget the denominator altogether. It may go like this:
( x + 5) 2 ( x 5)( x + 10)
5
2
= x + 10 x + 25 ( x 2 + 5 x 50)
= 5 x + 75
The correct answer is

5 x + 75
= x + 15 .
5

15. Do not put an equal sign between two equivalent equations. For example, the following
equation is solved correctly, but the writing is inappropriate.
5x + 1 = 2 x + 6
= 3x = 5
5
=x=
3

Remedies for Common Algebra Mistakes

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By putting an = between the first equation and the second equation, you are saying that
5 x + 1 = 2 x + 6 = 3 x = 5 . The second = signifies 2 x + 6 = 3 x , which we know is not
true. The proper way to write the steps is
5x + 1 = 2 x + 6
3x = 5
5
x=
3

16. When manipulating an equation, both sides of the equation must be treated the same even
if one side is already nice. (After all, mathematics is supposed to be the fairest game in
the universe.) That means we have to multiply EVERY term by the SAME number or
1
5
expression. For example, we want to solve the equation ( x 2) ( x + 7) = 8 . One
3
4
way to start is to eliminate all the denominators first so we dont have to deal with
fractions. So we multiply both sides by 12 and it goes like this:
1
5
12 ( x 2) 12 ( x + 7) = 8
3
4
4( x 2) 15( x + 7) = 8
4 x 8 15 x 105 = 8
x = 11

Do you see the mistake? The number 8 on the right hand side of the equation should have
been multiplied by a 12 also. The correct answer is x = 209 / 9
17. In some notations there are invisible numbers that become visible only when you need
to perform certain operations. The most notorious invisible number is of course the
number 1. For example, x may have to be viewed as 1x if you are combining it with
another like term, as in x + 0.2 x = 1x + 0.2 x = 1.2 x ; or x may have to be viewed as x1 if
you are multiplying it with another term that has x as the base, as in
1

1+

x x 2 = x1 x 2 = x 2 = x 2 . 1 is not the only number that is sometimes invisible. For

example, 3 x is the cube root of x, 4 x is the fourth root of x. Following this pattern, the

second, or square, root of x should be written as 2 x , except, it is not. The square root of
x is written as x , the 2 becomes invisible, and illogical it may be, we just have to live
with it because tons of books have used this notation and it is not a good idea to change
the notation now lest the great dead mathematicians should be unable to read our
textbooks in their graves. You will see some more of such illogical notations if you
venture into calculus.
Are we done with invisible numbers? Not quite. 10 can also become invisible as in
log x = log10 x , and so can the natural number e as in ln x = log e x . It would certainly be
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Remedies for Common Algebra Mistakes

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better for mathematics students in terms of learning if log10 x and log e x were used in
place of log x and ln x , respectively. What we can learn from such a small matter is that
history matters and the most logical or most correct does not always run the show. I hope
you find some of those politicians more tolerable now.

Chapter 3

Functions

The concept of functions is very important in mathematics. All books in the market provide
sufficient definition and basic operations. Here we discuss a few topics that are important and
can be made easier when approached from different angles.
1. A lot of times, a function is written in the function notation f (x) = some mathematical
expression that involves x. When a function is evaluated at a certain number, we simply
replace the letter x in the mathematical expression by the given number. For example, if
f ( x) = x 2 3 x , then f (4) = 4 2 3 4 . Most students have no problem with this
substitution. Problems arise when a function is evaluated at another expression or another
function, because now letters are involved, and more parts are also involved. This is a
good opportunity for learning to see things in blocks, which is a very important skill in
mathematics.
The letter x in a function can be viewed as a part, and the function itself as a whole that
relies on the part to perform certain task. For example, wheels are parts, a car is a whole.
So we can think of a car as a function of wheels. Using function notation, we can write

f(

)=

Now suppose you decide to replace the tires with some new ones that have fancy rims,
then in function notation, we can write

f(

)=

We see that only the tires get changed, the car otherwise remains the same. In
mathematical notation, say we express the original tires as x, and the new tires as x + y,
then the pictures above can be rewritten as

f(x) =

before

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Remedies for Common Algebra Mistakes

f(x+y) =

(x+y) (x+y)

Wong

after

Which is exactly the same as the following substitution if we have function

f ( x) = x 2 3x .
f ( x) = x 2 3x

before

f ( x + y ) = ( x + y ) 2 3( x + y )

after

x, the original tires, have been replaced by x + y, the new tires with fancy rims.

2. Many common mistakes committed by students can be generalized as one:

f ( x + y ) = f ( x) + f ( y ) . Some such examples are: (a + b) 2 = a 2 + b 2 ,
a + b = a + b , and in trigonometry, sin( x + y ) = sin x + sin y . It is therefore
important to know that there is only one function that has the property
f ( x + y ) = f ( x) + f ( y ) . Once you remember that, you are less likely to make the
mistake again. So which function has this property? It is the function f ( x) = kx where k
is a constant. For all other functions, f ( x + y ) f ( x) + f ( y ) . f ( x) = kx is also the only
function that has the property f (cx) = cf ( x) for any constant c.
3. Piece-wise functions are a class of functions that involve more mathematical grammar.
The concept of a piece-wise function is easy to understand but a lot of students have
problems with the notation. There are ample every day examples of piece-wise functions.
Tax brackets is one; how a 10-yard penalty in NFL is imposed when the guilty team is
less than 10 yards from its own end zone is another; if you live in a place where you pay
a higher rate for water once your monthly water usage passes certain limit is yet another.
Example 1. Suppose water is $2 per 1,000 gallons for the first 12,000 gallons, and $3 per
1,000 gallons for the amount over 12,000 gallons. So if you use 8,000 gallons of water,
you pay $2 8 = $16. If you use 14,000 gallons of water, you pay $2 12 + $3 2 =
$30. The general formula for this calculation must be stored in a computer so the
computer can calculate the dollar amount every customer has to pay. The formula is a
piece-wise function. Here let x represent the amount of water used in 1,000 gallons, and
f (x) the total dollar amount due.
2 x ,
f ( x) =
24 + 3( x 12),

if 0 x 12
if x > 12

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Remedies for Common Algebra Mistakes

Wong

This is a mathematical translation of the first two sentences in this example. How do we
use it to evaluate f (x) ? For every x value, we use the if statements to determine which
formula to use to do the calculation. For example, to evaluate f (7) , we first check that
0 7 12 so we use f ( x) = 2 x to calculate f (7) = 2 7 = 14 . To evaluate f (15) , we
check that 15 > 12 and therefore we calculate f (15) = 24 + 3(15 12) = 33 .
The common mistakes students make are (a) use both formulas and so
2 7 = 14
and (b) after using both formulas to arrive at two numbers,
f (7 ) =
24 + 3(7 12) = 9
proceed to check the numbers against the given inequalities and get really confused, like
if 0 x 12
2 7 = 14,
but the first answer 14 obviously does not
f (7 ) =
24 + 3(4 12) = 9, if x > 12
satisfy 0 14 12 and also the second answer 9 does not satisfy 9 > 12 , now what? Here
the mistake is trying to compare the function values with the independent variable values.
I will bet that most people are capable of calculating this problem correctly when it is
written in plain English. The mathematical notation really messes things up. So why
dont we just abolish the mathematical notations? Well, they are a necessary evil we have
to live with because higher mathematics will be impossible without the succinct
mathematical notations.

Chapter 4

Division by Zero

Any number divided by zero is undefined. It is one sentence and if you decide to just memorize it,
it is perfectly ok. In mathematics, a simple rule may not be as simple as it seems when you have
to always watch out for possible violations. Stop when you see a stop sign, right? Well,
thousands of people run a stop sign every day. Anyway, back to division by zero. There are
many ways to explain this rule, and you can find one or two in any textbook. Here we offer an
explanation hoping it will reinforce the rule and prevent you from breaking the rule again.
Suppose there are 12 apples and 4 monkeys. The monkeys decide to divide the apples evenly
among them, how many apples does each monkey get? To answer the question, we divide the
12
number of apples by the number of monkeys:
= 3 . So each monkey gets three apples.
4
If there are 12 apples and NO monkeys, then the question How many apples does each monkey
get? makes no sense because there exists no logical answer. There are no monkeys to divide the
apples! However if we stick to our calculation, we still divide the number of apples by the
12
number of monkeys, we get
, which makes no sense, or as we call it in mathematics,
0
undefined.

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Remedies for Common Algebra Mistakes

Wong

Alright, now thats out of the way. Lets have a quiz.

0
=
5
5
2.
=
0

1.

The first one equals zero, the second one undefined. It becomes much less obvious when letters
are introduced.
3. Solve the equation x 2 = 3 x . We divide both sides by x to get x = 3 . Done! ? But wait
a minute, it seems that x = 0 is also a solution. How did we miss that? Well we missed it
because we violated the no-division-by-zero rule without realizing it. When we divide
both sides of the equation by x, the rule is violated if x = 0 . Since we did not know what
x would be yet, we could not just assume it was not zero. For this reason the operation of
dividing both sides of an equation by an unknown expression is to be avoided. The better
way to solve the equation is by first subtracting 3 x from both sides to get x 2 3 x = 0 ,
then factor, x( x 3) = 0 . Now we see either x = 0 or x 3 = 0 , i.e., x = 0 , or 3.
4. Find
all
real
number
solutions
for
the
equation
2
2
2
( x + 5 x)( x + x 2) + ( x + 5 x)( x + 6) = 0 .
Hint: (a) ( x 2 + 5 x) is a common factor. (b) The solutions are 0 and 5.

Chapter 5

Absolute Value

The absolute value of a real number is another simple concept that can cause some confusion
when letters are involved. But of course letters are what algebra is all about.
The absolute value of a number x is written as x . Roughly speaking, the absolute value
operation takes away the minus sign of a number if the number is negative. It cannot be any
simpler. If x is positive or zero, x = x . For example, 5 = 5 . If x is a negative number, x = x .
This takes some meditation to realize. Here we assume x is a negative number, therefore x is
actually a positive number, despite the misleading minus sign in front of x. For example, suppose
x = 5 , then x = 5 = (5) = 5 . Use the piece-wise function notation we just discussed, we
can write
if x 0
x,
x =
x, if x < 0

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Remedies for Common Algebra Mistakes

Wong

Geometrically, the absolute value of a number can be interpreted as the distance between the
number and the origin on a real number line. For example, both 5 and 5 have a distance 5 to the
origin, therefore both 5 and 5 have an absolute value 5: 5 = 5 = 5 .
We will summarize the three typical equations/inequalities that involve the absolute value. Study
them carefully and you will save yourself from a lot of future troubles.
1. An equation of the type: some expression involving x = non-negative number.
Example. Solve 2 x 1 = 5 . Since 5 = 5 and 5 = 5 , we see that 2 x 1 can be either
5 or 5, i.e., 2 x 1 = 5 or 2 x 1 = 5 , and we obtain two solutions: x = 2 or x = 3 .

2. An inequality of the type: some expression involving x < non-negative number.

Example. Solve 2 x 1 < 5 . Since an absolute value is a distance, we want the distance to
be small as signaled by the direction of the inequality less than <. The numbers that
have a distance less than 5 from the origin on the real number line are those between 5
and 5. So the inequality is equivalent to two inequalities:
5 < 2x 1 < 5

Solve the inequalities we get 2 < x < 3 .

3. An inequality of the type: some expression involving x > non-negative number.
Example. Solve 2 x 1 > 5 . Since an absolute value is a distance, we want the distance to
be large as signaled by the direction of the inequality greater than >. The numbers
that have a distance more than 5 from the origin on the real number line are those less
then 5 or greater than 5. So the inequality is equivalent to two inequalities:
2 x 1 < 5

or

2x 1 > 5

Note here that a number can be either less than 5 or greater than 5, but cannot be both at
the same time. Thats why the connective word or is a must and cannot be omitted, and
the two inequalities cannot be put together in some nice way as those in the last example.
Solve the inequalities we get x < 2 or x > 3 .
Equations and inequalities that involve absolute values are one area where many mistakes are
made. Here are the typical ones:
1. Ignore the two vertical lines altogether. For example, when solving x + 3 = 9 , simply
solve x + 3 = 9 to obtain x = 6 . The correct answers are x = 12, 6 .
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Remedies for Common Algebra Mistakes

Wong

2. Do not know that the directions of inequalities need to be changed when the two vertical
lines are removed. For example, when solving x 1 3 , simply solve x 1 3 or/and
x 1 3 , and obtain x 2 or/and x 4 . The correct answer is 2 x 4 .

3. Know the directions of inequalities must be changed but unable to perform the changes
correctly. For example, when solving x + 2 > 7 , proceed to solve 7 > x + 2 > 7 . The
correct step is: x + 2 < 7 OR x + 2 > 7 .
4. Combine two contradictory inequalities together. For example, the inequalities: x < 2
OR x > 3 , cannot be combined into 3 < x < 2 because the latter means x is greater than
3 AND less than 2, which, we know, is impossible.
One way to avoid getting tangled up in all the inequality direction changes is to memorize the
form of the solution an absolute value equation or inequality has. Before you actually start
solving the equation or inequality, you write down the form of the solution and proceed to solve
the absolute value equation/inequality the way you solve an absolute value equation, and finally
plug the solutions into the form of the solution to obtain the final answer. Here is how:
a. If you have an absolute value equation of the type |some expression involving x| = nonnegative number, the solution will be x =#1 , or x =# 2 . For consistency, we assume
#1 # 2 here and in the next two cases.
b. If you have an absolute value inequality of the type |some expression involving x| < nonnegative number, the solution will be #1 < x <# 2 .
c. If you have an absolute value inequality of the type |some expression involving x| > nonnegative number, the solution will be x <#1 or x ># 2 .
For example, suppose we want to solve 3 x 2 5 . First recognize that by the direction of the
inequality the solution will look like x #1 , or x # 2 . How do we find the two numbers? We
simply solve 3 x 2 = 5 or 3 x 2 = 5 , i.e., x = 1 or x = 7 / 3 . Now plug these two numbers
into the solution x #1 , or x # 2 and we have x 1 or x 7 / 3 .

Chapter 6

Average

Everyone does the average. We might as well say the average person can calculate the average.
This is true to some extend but there are situations that can lead to wrong answers if one is not
careful enough. A straightforward problem is easy. What is the average of three numbers 4, 7,
and 13? The average is (4 + 7 + 13)/3 = 8. Now try the next few problems.

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Remedies for Common Algebra Mistakes

Wong

Example 1. Suppose I walked to K-Mart from home at a speed of 3 mile per hour. On the way
back I increased my speed to 5 miles per hour because I wanted to catch a TV show. What was
the average speed of my entire trip (to and from K-Mart)?
If you answer 4 miles per hour, you have just fallen into a common trap. The answer is 3.75
miles per hour. Here is why: Suppose the distance between home and K-Mart is D, the time it
distance D
D
took to go from home to K-Mart =
= . Similarly, the time the return trip took = .
rate
3
5
D D
So the total time for the round trip was
+ . Finally, the average speed for the entire trip
3 5
30
total distance
2D
2
=
=
=
=
= 3.75 miles per hour.
D
D
1
1
8
total time
+
+
3 5
3 5
Example 2. Suppose there were three tests and each is worth 100 points. Before taking the third
test my test average on the first two tests were 77. If I got a 95 on the third test, what was my
average over the three tests?
The quick calculation, (77 + 95)/2 = 86, is wrong. 83 is the correct answer. The reason? 77 is not
one score, but the average of two scores. So the sum of the first two scores must be 77 2 = 154 .
sum of three scores 154 + 95
The average of three scores is then =
=
= 83 .
3
3

Chapter 7

Percent Change

The average person can also calculate percentage, or can he?

If the price of tuna fish has increased from $100 per pound to $120 per pound, the percent
change
20
increase is 20%, because there is a $20 price change, and
=
= 0.20 = 20% In
original price 100
general, we use the following formula:
Percentage change =

newer number older number

100%
older number

The formula has an equivalent form:

Newer number = older number + older number percent change

Because percent change is such a common calculation in everyday life, everyone thinks it is
easyand thats exactly what gets us into trouble!
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Remedies for Common Algebra Mistakes

Wong

Example 1. In city K the sales tax rate is 8%. If you see a TV set in a store on sale for $500, what
would you actually have to pay when you buy the TV set?
Using the second formula, we calculate Price after tax = 500 + 500 8% = 500 + 40 = 540 . So
you pay $540.
Example 2. Kim was making $50,000 per year two years ago. Last year she received a 20% pay
raise, but this year her pay was cut 20% due to bad economy. How much will she make this
year?
20% up and 20% down, back to the starting point, $50,000 is what she will make! Are you sure?
Kim would love that! But her actual pay this year is only $48,000.
Here is how the calculation is done:
Last years pay = 50000 + 50000 20% = 60000
This years pay = 60000 + 60000 (20%) = 48000
The minus sign in the percent change for this years pay reflects the fact that the change is a
decrease.
Some times a problem does not agree with our common sense. It trains us to have the
discipline to follow the prescribed steps even when the answer seems to be obvious.
Example 3. A 100 pound pumpkin is 99% water. How much weight does the pumpkin have to
lose so it contains 98% water? If you think one pound maybe, you are in for a big surprise. It has
to lose 50 pounds!
The original pumpkin had 100 99% = 99 pounds of water. After x pounds of water evaporated,
it now has 99 x pounds of water. The total weight of the pumpkin is 100 x pounds. The
99 x
99 x
percentage of water in the pumpkin is =
, this has to be 98%. Solve
= 98% we
100 x
100 x
get x = 50 , i.e., the pumpkin has to lose 50 pounds to become a new pumpkin thats 98% water.
Example 4. You paid $4000 tax to the county last year. Later you found out you paid 20% more
than you had to. What was the amount you actually had to pay?
Well, 20% of $4000 is $800, take $800 away from $4000 and we arrive at $3200. So the actual
tax was $3200, right? You wish! NO, you had to pay $3333.33.
Suppose the actual tax was x. We know that 4000 is 20% more than x, that means
4000 = x + x 20% . Convert 20% to 0.20 and combine like terms on the right hand side of the
equation we get 4000 = 1.20 x , or x = 3333.33 .

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Remedies for Common Algebra Mistakes

Chapter 8

Wong

Logarithm

This is one of the topics that the notations make a major contribution to the subjects degree of
difficulty. A quick summary is provided here.
1. y = log b x is equivalent to x = b y , here b > 0, 1 , and x > 0 .
2. Some user-unfriendly formulas need to be memorized and practiced. Given that
b > 0, 1 .
a) log b b x = x , for any real number x.
b) b logb x = x , for any real positive number x.
c) log b xy = log b x + log b y , for any real positive numbers x and y.
x
d) log b = log b x log b y , for any real positive numbers x and y.
y
e) log b x n = n log b x , for any real positive number x and any real number n.
f) log b x =

log a x
, for any real positive numbers x and a, with a 1 .
log a b

3. To make matters worse, there are two special cases with unique notations. The notations
have some minor variations. Here are the two most commonly used ones:
a) The common logarithm, log x = log10 x .
b) The natural logarithm, ln x = log e x .
All the formulas can be rather easily proved from the definition. This, however, does not change
the fact that these are some of the most mistake-prone formulas. What do you do? There is no
silver bullet. Read the proofs if you want, but DO memorize the formulas and do a lot of exercise
problems until the formulas become your second nature. That is the only way to avoid making
silly mistakes.
Common mistakes involving logarithms:
1. log b x = log bx
2. log b x n = (log b x) n
3. log b ( x + y ) = log b x + log b y
4. log b ( x y ) = log b x log b y

log b x
log b y
6. log b xy = log b x log b y
5. log b x log b y =

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Remedies for Common Algebra Mistakes

Wong

x log b x
=
y log b y
x
8. log b = log b ( x y )
y
7. log b

Make sure you see the wrong in each one of them.

20