i : ee ee aN see John Saxon's Philosophy Preface ‘The third edition of John Saxon's Algebra + a widely used, classic textbook, was originally Published in the year 2000 and was received favorably by our customers. This copyright update is @ minor revision of that publication. We have reproduced geometric formulas, abbreviations, and unit conversion facts inside the back cover, and We have corrected the few ertors discovered since its original publication The Algebra $ course focuses on introductory algebra topics. It is designed to facilitate students" transition from the concrete concepts of arithmetic to the abstract concepts of algebra. The course comprises 123 core lessons and 10 optional topics. A key feature of the third edition is lesson reference numbers (LRNs). LRNS appear in parentheses beneath each problem number in the problem sets. They identify the lesson(s) that discuss the concepts and skills required to salve each problem. ‘The Algebra 4 Test Masters is the only core component of the Algebra 4 program sold separately from the textbook. If you do not have that component, please call (800) 284-7019 to order it. You may also call that number to purchase an optional solutions manual and a recently introduced component, the Algebra # Real-World Applications booklet. As part of our commitment to classroom success, we also provide many free resources to help teachers. Among them are a Teacher's Resource Booklet, a video describing the Saxon program and how to use it, and a Scope and Sequence. These materials may be requested by calling the toll-free number mentioned above. ‘The philosophy of this program is the key to its success. The following section presents that philosophy in John Saxon's own words ‘The best way to teach mathematical concepts to students is to let them work carefully designed problems that lead to the use of productive thought pattems that utilize the concepts. Students do not grasp concepts quickly, and long-term practice is required at each hierarchical level. Whereas students understand slowly, they seem to forget quickly. The research of Dr. Benjamin Bloom indicates that long-term practice beyond mastery is required to permit students to achieve what Dr. Bloom calls “automaticity.” Dr. Bloom tells us that it is necessary to overlear to achieve automaticity. When students achieve automaticity, they are able to read new problems and automatically realize the concept ot concepts that are required to solve the problem. Long-term practice with the skills necessary to apply the concepts allows the student to automate these skills. When concept recognition and skill application become automated, the student's mind is freed from the lower-level mechanics Cf the problem, and the student can consider the problem at a higher cognitive level. When ‘automaticity is achieved, the concepts are emblazoned in the long-term memory of the student and can be recalled when needed. ‘Thus, the philosophy of this book is that students learn by doing and that students cannot fully learn a concept on the day itis introduced. This isthe reason thatthe problemxi John Saxon’s teaching procedure sets contain only three or four problems of the new kind and contain twenty-six or twenty- seven review problems, This emphasis on review allows students to practice every previously presented concept in every problem set. Some teachers who use the book for the first time remark that there are not enough problems of the new kind for students to “get i.” ‘They seem to forget that students did not “get it” when they had twenty problems of the new kind and no review. Historically teachers have handed out review problem sets because students were not “getting i” This book simply goes one step further and completely reverses the emphasis, We introduce the new concept with three or four problems with the realization that understanding takes time and that continual practice over a long period of time is necessary for success. ‘We do not try for complete understanding on the first day. Since students learn by doing the problems repeatedly, the teacher's overriding responsibility is to ensure that every student does every problem in every problem set If students work the problems, they will eam, and they will understand. If students do not work the problems, they will not learn. It's that simple. We have found that it is difficult to design problems that teach concepts and applications simultaneously. Books that try to teach applications and concepts at the same time often fail. ‘The teaching of the concepts must come first. In this book, many word problems are designed so that the concept is the only real thing in the problem. For example, one ratio problem considers “the ratio of the Joquacious to the taciturn.” If students protest that they don’t know what the words mean, tell them it makes no difference. If these words bother students, they should use lions and tigers or any two words that begin with and. If students Jeam to work word problems that contain unfamiliar words, they will not struggle with chemistry problems containing words such as sufir dioxide and rrinitrotoluene. If students learn the concepts, they can apply the concepts in any situation. After students practice a concept at one level for a period of time, we present another lesson ‘on the concept in which the concept is discussed at a higher cognitive level. This is the reason ‘we say that the incremental development is not just distributed practice. The incremental development not only reviews; it also builds. ‘The following recommended procedure has been used successfully by many teachers. Begin class by projecting the answers to the previous problem set on an overhead so that students ean mark their incorrect answers. Then collect the homework. Do not answer ‘questions at this time, Almost every problem on the previous homework will be in the next homework problem set. Tell students to hold their questions until they begin to do the homework. Next, explain the new topic thoroughly but briefly, remembering that the students will not totally grasp the concept on the first day. Let the students begin the homework while they have about forty minutes of class time left. Instruct each student to begin with the problems they find most difficult, Also, ell them to raise a hand if they need help. Suppose seven hands ‘20 up. You have five bright students. You must use therm. Say “Mary, help Frank, and Roger, help Susan, I will help you, Angela.” The students who give help will benefit almost as much as the students who receive help. After each student has been helped, walk around the room for the rest of the period, giving one-on-one help and directing help as needed ‘We have found that this method permits every student to complete at least half of the homework problems in clas, including every difficult problem Thus, students only have a few easy problems to do at home. If this procedure is followed, there will be no questions lbout tonight's homework atthe beginning of class tomorrow because all the ard problems will have been completed in class today. This method gives you time to move through the classroom unhurriedly and to have the one-on-one contact with students thatthe lecture method of teaching does not permit. ‘Do not attempt to grade the homework. Thirty students with thirty problems each for five classes equals 4500 problems per day and about 90,000 problems per month. Itis impossibleacknowledgments, fora teacher to grade 90,000 problems per month. Instead, the homework must only be spot- checked to ensure thatall problems have been completed and that all steps have been shown, We have found that thity papers can be spot-checked and marked satisfactory or unsatisfactory in less than four minutes. Tis includes entries in the grade book. If one point is awarded foreach satisfactory homework assignment, there wil be four homework points available between each test. Weight the tet problems to total ninety-six points. Giving too _uch credit for homework is nota good practice In closing, I would like to thank the staff who contributed to the revision of this textbook. In particular, I thank editors Brian Rice, Matt Maloney, and Clint Keele; copy editors Chris Davey and Jenifer Sparks; accuracy checkers Karen Bottoms, Kara Chiodo, and Julia Suggs; production team leader Carrie Brown; production team members Sariah Adams, Eric Atkins, Wendy Chitwood, Jane Claunch, David LeBlanc, Chad Mortis, Tonea Morrow, Dan (O'Conner, Nancy Rimassa, Debra Sullivan, Jean Van Vleck, Sunnie Wagner, and Loren ‘White; and production coordinator Angela Johnson. I also thank Travis Southern, who led Jeremy Eiken, Larry Gilchrist, Sherr Lit, and Erin McCain in the editorial work during its formative stages. Finally, I thank Julie Webster, editor-in-chief, and Travis Rose, production, ‘manager, for their leadership of the editorial and production departments during the project. ‘Most important, I thank all the teachers who gave us input during the revision of this textbook. Without feedback from teachers, our textbooks would be less effective. As John ‘Saxon liked to say, teachers are the ones “inthe trenches.” In particular, I thank teacher Etan Savir of Baltimore, Maryland. Mr. Savir surveyed many longtime users of the program and helped write an early draft of the revision based on teachers’ suggestions. Most notably, he wrote additional topics A-I. Similarly, I would like to thank teacher Frank Stone of ‘Lubbock, Texas. I appreciate the time he spent testing the book and the insights he shared. Frank Y. H. Wang, Ph.D. Norman, Oklahomaf ——_—_—— Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Contents Preface ‘Whole Number Place Value * Expanded Notation + Reading and ‘Writing Whole Numbers * Addition ‘The Number Line and Ordering + Rounding Whole Numbers Subtraction * Addition and Subtraction Patterns : Multiplication * Division + Multiplication and Division Patterns Addition and Subtraction Word Problems Reading and Writing Decimal Numbers + Adding and Subtracting Decimal Numbers * Rounding Decimal Numbers Multiplying Decimal Numbers * Dividing Decimal Numbers + Estimation Multiplying and Dividing by Powers of 10 + Ordering Decimal Numbers Points, Lines, Rays, and Line Segments + Angles + Perimeter Divisibility Word Problems about Equal Groups Prime Numbers and Composite Numbers + Products of Prime Numbers Common Factors and the Greatest Common Factor + Multiplication Word Problems Fractions * Expanding and Reducing Fractions Fractions and Decimals * Fractions to Decimals * Rounding Repeaters *. Decimals to Fractions Exponents Areas of Rectangles ‘Multiplying Fractions and Whole Numbers * Fractional Part of a Number xi uu 15vi Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28 Lesson 29 Lesson 30 Lesson 31 Lesson 32 Lesson 33 Lesson 34 Lesson 35 Lesson 36 Lesson 37 Lesson 38 * Lesson 39 Lesson 40 Lesson 41 Lesson 42 Lesson 43 Lesson 44 Lesson 45 Lesson 46 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson SI ‘Symbols for Multiplication * Multiplying Fractions * Dividing Fractions ‘Multiples + Least Common Multiple Average Multiple Fractional Factors US. Customary System * Unit Multipliers Metric System ‘Area as a Difference Mode, Median, Mean, and Range’ + Average in Word Problems ‘Areas of Triangles Improper Fractions, Mixed Numbers, and Decimal Numbers Graphs ‘Adding and Subtracting Fractions + Adding and Subtracting Fractions with Unequal Denominators Order of Operations Variables and Evaluation ‘Multiple Unit Multipliers + Conversion of Units of Area Adding Mixed Numbers + Rate Subtracting Mixed Numbers Rate Word Problems Equations: Answers and Solutions Rectangular Coordinates Equivalent Equations + Addition-Subtraction Rule for Equations Reciprocals + Multiplication Rule + Division Rule Overall Average Symbols of Inclusion * Division in Order of Operations ‘Multiplying Mixed Numbers + Dividing Mixed Numbers Roots + Order of Operations with Exponents and Roots ‘Volume Order of Operations with Fractions Evaluation of Exponential Expressions and Radicals Fractional Part of a Number + Fractional Equations Surface Area Scientific Notation for Numbers Greater Than Ten * Scientific ‘Notation for Numbers Between Zero and One ‘Decimal Part of a Number Algebra 67 70 4 76 78 81 84 87 90 92 100 104 107 109 112 us 8 120 123 127 131 136 139 142 145 148 152 154 157 160 163 166 gyContents Lesson 52 Lesson 53 Lesson 54 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 60 Lesson 61 Lesson 62 Lesson 63 Lesson 64 Lesson 65. Lesson 66 Lesson 67 Lesson 68 Lesson 69 Lesson 70 Lesson 71 Lesson 72 Lesson 73 Lesson 74 Lesson 75 Lesson 76 Lesson 77 Lesson 78 Lesson 79 Lesson 80 Lesson 81 Lesson 82 Lesson 83 Lesson 84 Lesson 85 Fractions and Symbols of Inclusion Percent Ratio and Proportion + p2 and 9P Fractions, Decimals, and Percents + Reference Numbers Equations with Mixed Numbers Mixed Number Problems The Distance Problem Proportions with Fractions Circles Solving Equations in Two Steps Fractional Part Word Problems Changing Rates Semicircles Proportions with Mixed Numbers * Using Proportions with Similar Triangles Ratio Word Problems Using Ratios to Compare Percent Word Problems + Visualizing Percents Less Than 100 Absolute Value * Adding Signed Numbers Rules for Addition of Signed Numbers Powers of Fractions * Roots of Fractions Graphing Inequalities Right Circular Cylinders Inserting Parentheses * Order of Addition Implied Ratios Multiplication with Scientific Notation Percents Greater than 100 Opposites ‘Simplifying More Difficult Notations Increases in Percent Multiplication and Division of Signed Numbers Evaluation with Signed Numbers Rate Problems as Proportion Problems Formats for the Addition Rule + Negative Coefficients * Properties of Equality Equation of a Line + Graphing a Line 169 in 174 a7 181 183 186 189 192 195 198 200 203 206 209 212 214 219 222 228, 231 234 237 240 243 246 249 251 257 260 266Lesson 86 Lesson 87 Lesson 88 Lesson 89 Lesson 90 Lesson 91 Lesson 92 Lesson 93 Lesson 94 Lesson 95 Lesson 96 Lesson 97 Lesson 98 Lesson 99 Lesson 100 Lesson 101 Lesson 102 Lesson 103 Lesson 104 Lesson 105 Lesson 106 ~ Lesson 107 Lesson 108 Lesson 109 Lesson 110 Lesson 111 Lesson 112 Lesson 113 Lesson 114 Lesson 115 Lesson 116 Lesson 117 Lesson 118 Algebraic Phrases Properties of Algebra Surface Area of a Right Solid Trichotomy * Symbols of Negation Algebraic Sentences Order of Operations with Signed Numbers and Symbols of Inclusion Estimating Roots Fraction Bars as Symbols of Inclusion Terms * Adding Like Terms, Part 1 Variables on Both Sides Multiple-Term Equations Two-Step Problems Adjacent Angles + Complementary and Supplementary Angles * Measuring Angles Exponents and Signed Numbers Advanced Ratio Problems Multiplication of Exponential Expressions * Variable Bases ‘Adding Like Terms, Part 2 Distributive Property Classi Evaluating Powers of Negative Bases {ng Triangles + Angles in Triangles Roots of Negative Numbers + Negative Exponents * Zero Exponents Roman Numerals Fractional Percents Simple Interest + Compound Interest Markup and Markdown Commission * Profit Probability, Part 1 Inch Scale + Metric Scale Probability, Part 2: Independent Events Polygons * Congruence and Transformation Area of Parallelograms and Trapezoids Equations with x* + Pythagorean Theorem * Demonstration of the Pythagorean Theorem English Volume Conversions 269 2m 275 279 283 286 288 290 293 296 298 301 303 308 310 314 317 319 322 326 329 333 336 338 342 345 347 351 355 358 363 367 372Contents Lesson 119 Lesson 120 Lesson 12] Lesson 122 Lesson 123 Topic A Topic B Topic C Topic D Topic E Topic F Topic G Topic H Topic I Topic J Metric Volume Conversions Volume of Pyramids, Cones, and Spheres * Surface Area of Pyramids and Cones Forming Solids + Symmetry Permutations Numerals and Numbers + The Subsets of the Real Numbers Appendix - Additional Topies Geometric Constructions Representing Data Arithmetic in Base 2 ‘Theorems About Angles and Circular Ares Approximating Roots Polynomials Transformational Geometry Advanced Graphing Slope Basic Trigonometry Glossary Index Answers 378 383 388 391 399 408 416 419 424 429 435 437 441 447 453 463