Foundations for

Algebra
1A The Language of
Algebra
1-1 Variables and Expressions
Lab Create a Table to Evaluate
Expressions
1-2 Adding and Subtracting Real
Numbers
1-3 Multiplying and Dividing Real
Numbers
1-4 Powers and Exponents
1-5 Roots and Real Numbers

1B The Tools of Algebra

1-6 Order of Operations
1-7 Simplifying Expressions
1-8 Introduction to Functions

• Solve problems with real numbers.

• Make connections between verbal and
algebraic representations.

Discovering the “Magic”

You can use the operations and
properties in this chapter to
complete a magic square.

KEYWORD: MA7 ChProj

2 Chapter 1
 Vocabulary
Match each term on the left with a definition on the right.
1. difference A. the distance around a figure
2. factor B. a number that is multiplied by another number to form a
product
3. perimeter
C. a result of division
4. area
D. the number of square units a figure covers
E. a result of subtraction

Whole Number Operations

Add, subtract, multiply, or divide.
5. 23 + 6 6. 156 ÷ 12 7. 18 × 96 8. 85 - 62

Add and Subtract Decimals

Add or subtract.
9. 2.18 + 6.9 10. 0.32 - 0.18 11. 29.34 + 0.27 12. 4 - 1.82

Multiply Decimals
Multiply.
13. 0.7 × 0.6 14. 2.5 × 0.1 15. 1.5 × 1.5 16. 3.04 × 0.12

Divide Decimals
Divide.
17. 6.15 ÷ 3 18. 8.64 ÷ 2 19. 7.2 ÷ 0.4 20. 92.7 ÷ 0.3

Multiply and Divide Fractions

Multiply or divide. Give your answer in simplest form.
3 ×_
21. _ 1 2 ÷_
22. _ 1 23. _7 ×_4 2
24. 4 ÷ _
5 2 3 6 8 7 3

Add and Subtract Fractions

Add or subtract. Give your answer in simplest form.
2 +_
25. _ 2 26. _3 -_
1 27. _1 +_
1 2 -_
28. _ 4
5 5 8 8 2 4 3 9

Foundations for Algebra 3

 Key
Vocabulary/Vocabulario
Previously, you additive inverse inverso aditivo
• learned words related to
mathematical operations. coefficient coeficiente

• identified numbers on a real constant constante

number line.
coordinate plane plano cartesiano
• performed operations on
whole numbers, decimals, irrational numbers números irracionales
and fractions.
like terms términos semejantes
• plotted points in the
coordinate plane. origin origen

rational numbers números racionales

variable variable

Vocabulary Connections
You will study
• how to evaluate and simplify To become familiar with some of the
expressions. vocabulary terms in the chapter, consider
the following. You may refer to the chapter,
• properties of the real number
the glossary, or a dictionary if you like.
system.
• the order of operations. 1. The word variable comes from the word
vary. What does vary mean? Which of
• patterns formed by points
the key vocabulary terms above has the
plotted in the coordinate
plane. opposite meaning?
2. Another word for inverse is reverse. The
word additive relates to the operation of
addition. What do you think an additive
inverse is?
3. The prefix ir- means “not.” What
relationship do you think rational
You can use the skills numbers and irrational numbers may
in this chapter have?
• to form a solid foundation for 4. To originate means “to begin at.” What
the rest of this algebra course. do you think the origin of a coordinate
• in other classes, such as plane is?
Biology, History, and Physics.
• to determine final costs, stock
values, and profit.

4 Chapter 1
Reading Strategy: Use Your Book for Success
Understanding how your textbook is organized will help you locate and
use helpful information.

Pay attention to the margin notes. Know-It Note icons point out key
information. Writing Math notes, Helpful Hints, and Caution notes
help you understand concepts and avoid common mistakes.

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The Glossary is found The Index is located The Problem-Solving

in the back of your at the end of your Handbook is found
textbook. Use it as a textbook. Use it to in the back of your
resource when you locate the page where textbook. These pages
need the definition of a particular concept is review strategies that
an unfamiliar word or taught. can help you solve real-
property. world problems.

Glossary/Glos Index Problem Sol

A A
ENGLISH Aaron, Hank, 42
Draw a Diagram
Absolute error, S55 You can draw a diagram t
absolute value (p. 14) The
absolute value of x is the distance Absolute value, 14, 148 the words of a problem are d
equations, 148–149
from zero to x on a number line, functions, 366–367
d d

Try This
Use your textbook for the following problems.

1. Use the index to find the page where each term is defined: algebraic expression, like terms,
ordered pair, real numbers.

2. What mnemonic device is taught in a Helpful Hint in Lesson 1-6, Order of Operations?

3. Use the glossary to find the definition of each term: additive inverse, constant,
perfect square, reciprocal.

Foundations for Algebra 5

 1-1 Variables and Expressions

Objectives Why learn this?

Translate between words Variables and expressions can be
and algebra. used to determine how many plastic
Evaluate algebraic drink bottles must be recycled to
expressions. make enough carpet for a house.

Vocabulary A home that is “green built” uses many

variable
recycled products, including carpet
constant
numerical expression
made from recycled plastic drink
algebraic expression bottles. You can determine how
evaluate many square feet of carpet can be
made from a certain number of
plastic drink bottles by using
variables, constants, and expressions.
Container City, in East London, UK, is a development of
A variable is a letter or symbol used to buildings made from recycled shipping containers.
represent a value that can change.

A constant is a value that does not change.

A numerical expression may contain only constants and/or operations.

An algebraic expression may contain variables, constants, and/or operations.

You will need to translate between algebraic expressions and words to be

successful in math. The diagram below shows some of the ways to write
mathematical operations with words.

Plus, sum, Minus, difference, Times, product, Divided by,

increased by less than equal groups of quotient

EXAMPLE 1 Translating from Algebraic Symbols to Words

Give two ways to write each algebraic expression in words.
A x+3 B m-7
These expressions all the sum of x and 3 the difference of m and 7
mean “2 times y”: x increased by 3 7 less than m
2y 2 ( y)
2·y (2)(y) C 2·y D k÷5
2 × y (2) y 2 times y k divided by 5
the product of 2 and y the quotient of k and 5

Give two ways to write each algebraic expression in words.

1a. 4 - n t
1b. _ 1c. 9 + q 1d. 3(h)
5

6 Chapter 1 Foundations for Algebra

 To translate words into algebraic expressions, look for words that indicate the
action that is taking place.

Put together, Find how much Put together Separate into

combine more or less equal groups equal groups

EXAMPLE 2 Translating from Words to Algebraic Symbols

A Eve reads 25 pages per hour. Write an expression for the number of
pages she reads in h hours.
h represents the number of hours that Eve reads.
25 · h or 25h Think: h groups of 25 pages.

B Sam is 2 years younger than Sue, who is y years old. Write an

expression for Sam’s age.
y represents Sue’s age.
y-2 Think: “younger than” means “less than.”

C William runs a mile in 12 minutes. Write an expression for the number

of miles that William runs in m minutes.
m represents the total time William runs.
m
_ Think: How many groups of 12 are in m?
12

2a. Lou drives at 65 mi/h. Write an expression for the number

of miles that Lou drives in t hours.
2b. Miriam is 5 cm taller than her sister, who is m cm tall.
Write an expression for Miriam’s height in centimeters.
2c. Elaine earns $32 per day. Write an expression for the
amount that she earns in d days.

To evaluate an expression is to find its value. To evaluate an algebraic

expression, substitute numbers for the variables in the expression and
then simplify the expression.

EXAMPLE 3 Evaluating Algebraic Expressions

Evaluate each expression for x = 8, y = 5, and z = 4.
A x+y
x+y=8+5 Substitute 8 for x and 5 for y.
= 13 Simplify.

B _x
z
x =_
_ 8
z Substitute 8 for x and 4 for z.
4
=2 Simplify.

Evaluate each expression for m = 3, n = 2, and p = 9.

3a. mn 3b. p - n 3c. p ÷ m

1- 1 Variables and Expressions 7

 EXAMPLE 4 Recycling Application
Approximately fourteen
20-ounce plastic drink bottles
must be recycled to produce
1 square foot of carpet.
a. Write an expression for the
number of bottles needed
to make c square feet of
carpet.
The expression 14c models
the number of bottles
needed to make c square
feet of carpet.
b. Find the number of bottles
needed to make 40, 120,
A replacement set is and 224 square feet of
a set of numbers that carpet.
can be substituted
for a variable. Evaluate 14c for c = 40, 120, and 224.
The replacement set
in Example 4 is {40, c 14 c
120, 224}. 40 14 (40) = 560
120 14 (120) = 1680
224 14 (224) = 3136

To make 40 ft 2 of carpet, 560 bottles are needed.

To make 120 ft 2 of carpet, 1680 bottles are needed.
To make 224 ft 2 of carpet, 3136 bottles are needed.

4. To make one sweater, sixty-three 20-ounce plastic drink bottles

must be recycled.
a. Write an expression for the number of bottles needed to
make s sweaters.
b. Find the number of bottles needed to make 12, 25, and 50
sweaters.

THINK AND DISCUSS

1. Write two ways to suggest each of the following, using words or
phrases: addition, subtraction, multiplication, division.
2. Explain the difference between a numerical expression and an algebraic
expression.
3. GET ORGANIZED Copy Words Algebra
and complete the graphic Addition
organizer. Next to each
Subtraction
operation, write a word
phrase in the left box and Multiplication
its corresponding algebraic
Division
expression in the right box.

8 Chapter 1 Foundations for Algebra

 1-1
Exercises KEYWORD: MA7 1-1

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary A(n) ? is a value that can change. (algebraic expression,
constant, or variable)

SEE EXAMPLE 1 Give two ways to write each algebraic expression in words.
p. 6 f
2. n - 5 3. _ 4. c + 15 5. 9 - y
3
6. _x 7. t + 12 8. 8x 9. x - 3
12

SEE EXAMPLE 2 10. George drives at 45 mi/h. Write an expression for the number of miles George
p. 7 travels in h hours.
11. The length of a rectangle is 4 units greater than its width w. Write an expression
for the length of the rectangle.

SEE EXAMPLE 3 Evaluate each expression for a = 3, b = 4, and c = 2.

p. 7 12. a - c 13. ab 14. b ÷ c 15. ac

SEE EXAMPLE 4 16. Brianna practices the piano 30 minutes each day.
p. 8 a. Write an expression for the number of hours she practices in d days.
b. Find the number of hours Brianna practices in 2, 4, and 10 days.

PRACTICE AND PROBLEM SOLVING

Independent Practice Give two ways to write each algebraic expression in words.
For See
Exercises Example 17. 5p 18. 4 - y 19. 3 + x 20. 3y
17–24 1 21. -3s 22. r ÷ 5 23. 14 - t 24. x + 0.5
25–26 2
27–30 3
25. Friday’s temperature was 20° warmer than Monday’s temperature t. Write an
expression for Friday’s temperature.
31 4
26. Ann sleeps 8 hours per night. Write an expression for the number of hours Ann
Extra Practice sleeps in n nights.
Skills Practice p. S4
Application Practice p. S28
Evaluate each expression for r = 6, s = 5, and t = 3.
27. r - s 28. s + t 29. r ÷ t 30. sr
31. Jim is paid for overtime when he works more than 40 hours per week.
a. Write an expression for the number of hours he works overtime when
he works h hours.
b. Find the number of hours Jim works overtime when he works 40, 44, 48,
and 52 hours.
32. Write About It Write a paragraph that explains to another student how
to evaluate an expression.

Write an algebraic expression for each verbal expression. Then write a real-world
situation that could be modeled by the expression.
33. the product of 2 and x 34. b less than 17 35. 10 more than y

1- 1 Variables and Expressions 9

 36. This problem will prepare you for the Multi-Step Test Prep on page 38.
The air around you puts pressure on your body equal to 14.7 pounds per square
inch (psi). When you are underwater, the water exerts additional pressure on your
body. For each foot you are below the surface of the water, the pressure increases
by 0.445 psi.
a. What does 14.7 represent in the expression 14.7 + 0.445d?
b. What does d represent in the expression?
c. What is the total pressure exerted on a person’s body when d = 8 ft?

37. Geometry The length of a rectangle is 9 inches. Write an expression for the area of
the rectangle if the width is w inches. Find the area of the rectangle when the width
is 1, 8, 9, and 11 inches.

38. Geometry The perimeter of any rectangle is the sum of its

lengths and widths. The area of any rectangle is the length 
times the width w.
a. Write an expression for the perimeter of a rectangle. ŰÊÊ£{ÊV“
b. Find the perimeter of the rectangle shown.
c. Write an expression for the area of a rectangle.
d. Find the area of the rectangle shown. ÜÊÊnÊV“

Complete each table. Evaluate the expression for each value of x.

39. 40. 41.
x x + 12 x 10 x x x÷2
1 1 12

2 5 20

3 10 26
Astronomy
4 15 30

42. Astronomy An object’s weight on Mars can be found by multiplying 0.38 by the
object’s weight on Earth.
a. An object weighs p pounds on Earth. Write an expression for its weight on Mars.
b. Dana weighs 120 pounds, and her bicycle weighs 44 pounds. How much would
Dana and her bicycle together weigh on Mars?
A crater on Canada’s 43. Meteorology Use the bar graph to
Devon Island is write an expression for the average Average Annual Precipitation
geologically similar annual precipitation in New York, 58.53
to the surface of New York. 60
Mars. However, the 47.84
Rainfall (in.)

temperature on Devon a. The average annual precipitation 37.07

40
Island is about in New York is m inches more than
37 °F in summer, and the average annual precipitation in 16.84
the average summer 20
Houston, Texas. 8.29
temperature on Mars
is -85 °F.
b. The average annual precipitation
0
in New York is s inches less than
a, e–

FL
A
D
Z

W
N
A

,T

m ttl

i,

the average annual precipitation in

,
x,

m
on

co ea
ck
ni

ia
ar

Ta S
st
oe

Miami, Florida.
sm
ou
Ph

Bi

City

10 Chapter 1 Foundations for Algebra

44. Critical Thinking Compare algebraic expressions and numerical expressions.
Give examples of each.

Write an algebraic expression for each verbal expression. Then evaluate the
algebraic expression for the given values of x.

Verbal Algebraic x = 12 x = 14

x reduced by 5 x-5 12 - 5 = 7 14 - 5 = 9
45. 7 more than x

46. The quotient of x and 2

47. The sum of x and 3

48. Claire has had her driver’s license for 3 years. Bill has had his license for b fewer
years than Claire. Which expression can be used to show the number of years
Bill has had his driver’s license?
3+b b+3 3-b b-3

49. Which expression represents x? Ý x

12 - 5 12(5)
12 + 5 12 ÷ 5 £Ó

50. Which situation is best modeled by the expression 25 - x?

George places x more video games on a shelf with 25 games.
Sarah has driven x miles of a 25-mile trip.
Amelia paid 25 dollars of an x dollar lunch that she shared with Ariel.
Jorge has 25 boxes full of x baseball cards each.

CHALLENGE AND EXTEND

Evaluate each expression for the given values of the variables.
51. 2ab ; a = 6, b = 3 52. 2x + y ; x = 4, y = 5 53. 3x ÷ 6 y ; x = 6, y = 3
54. Multi-Step An Internet service provider charges $9.95/month for the first 20 hours
and $0.50 for each additional hour. Write an expression representing the charges
for h hours of use in one month when h is more than 20 hours. What is the charge
for 35 hours?

SPIRAL REVIEW
The sum of the angle measures in a triangle is 180°. Find the measure of the third
angle given the other two angle measures. (Previous course)
55. 45° and 90° 56. 120° and 20° 57. 30° and 60°

Write an equivalent fraction for each percent. (Previous course)

58. 25% 59. 50% 60. 75% 61. 100%

Find a pattern and use it to give the next three numbers. (Previous course)
62. 4, 12, 20, 28, … 63. 3, 9, 27, 81, 243, … 64. 2, 3, 5, 8, 12, …

1- 1 Variables and Expressions 11

 1-1
Create a Table to Evaluate
Expressions
You can use a graphing calculator to quickly evaluate expressions
for many values of the variable.

Use with Lesson 1-1

Activity 1
KEYWORD: MA7 Lab1

Evaluate 2x + 7 for x = 25, 125, 225, 325, and 425.

1 Press and enter 2X+7 for Y1.

2 Determine a pattern for the values of x.

The x-values start with 25 and increase by 100.

3 Press to view the Table Setup window.

Enter 25 as the starting value in TblStart=.
Enter 100 as the amount by which x changes in Tbl=.

4 Press to create a table of values.

The first column shows values of x starting with 25
and increasing by 100.
The second column shows values of the expression
2x + 7 when x is equal to the value in the first column.
You can use the arrow keys to view the table when
x is greater than 625.

Try This
1. Use the table feature of a graphing calculator to evaluate 5x - 7 for x = 4, 6, 8, 10,
and 12.
a. What value did you enter in TblStart=?
b. What value did you enter in Tbl=?
2. Use the table feature of a graphing calculator to evaluate 3x + 4 for x = -5, -1, 3,
7, and 11.
a. What value did you enter in TblStart=?
b. What value did you enter in Tbl=?

12 Chapter 1 Foundations for Algebra

You can also use a spreadsheet program to evaluate expressions.

Activity 2
Evaluate 2x + 7 for x = 3, 5, 7, 9, and 11.
1 In the first column, enter the values 3, 5, 7, 9,
and 11.

2 Enter the expression in cell B1.

To do this, type the following:
= 2 * A1 + 7

3 Press Enter.
The value of 2x + 7 when x = 3 appears in
cell B1.

4 Copy the formula into cells B2, B3, B4,

and B5.
Use the mouse to click on the lower
right corner of cell B1. Hold down
the mouse button and drag the
cursor through cell B5.
For each row in column B, the
number that is substituted for x is
the value in the same row of
column A.
You can continue the table by
entering more values in column A
and copying the formula from B1
into more cells in column B.

Try This
3. Use a spreadsheet program to evaluate -2x + 9 for x = -5, -2, 1, 4, and 7.
a. What values did you enter in column A?
b. What did you type in cell B1?
4. Use a spreadsheet program to evaluate 7x - 10 for x = 2, 7, 12, 17, and 22.
a. What values did you enter in column A?
b. What did you type in cell B1?

1-1 Technology Lab 13

 1-2 Adding and Subtracting
Real Numbers
Objectives Why learn this?
Add real numbers. The total length of a penguin’s
Subtract real numbers. dive can be determined by adding
real numbers. (See Example 4.)
Vocabulary
real numbers The set of all numbers that can be
absolute value represented on a number line are
opposites called real numbers . You can use a
additive inverse
number line to model addition and
subtraction of real numbers.

Addition
To model addition of a positive
number, move right. To model
addition of a negative number, move left.

Subtraction
To model subtraction of a positive number, move left.
To model subtraction of a negative number, move right.

EXAMPLE 1 Adding and Subtracting Numbers on a Number Line

Add or subtract using a number line.
A -3 + 6
È
Î
Start at 0. Move left to -3.

x { Î Ó £ ä £ Ó Î { x To add 6, move right 6 units.

-3 + 6 = 3

B -2 - (-9)
-(-9)
-2 Start at 0. Move left to -2.

To subtract -9, move right 9

-3 -2 -1 0 1 2 3 4 5 6 7
units.
-2 - (-9) = 7

Add or subtract using a number line.

1a. -3 + 7 1b. -3 - 7 1c. -5 - (-6.5)

The absolute value of a number is its distance from zero on a number line. The
absolute value of 5 is written as ⎪5⎥.
5 units 5 units
⎪5⎥ = 5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ⎪-5⎥ = 5

14 Chapter 1 Foundations for Algebra

 Adding Real Numbers

WORDS NUMBERS
Adding Numbers with the Same Sign
Add the absolute values and use the sign of the 3+6 -2 + (-9)
numbers. 9 -11
Adding Numbers with Different Signs
Subtract the absolute values and use -8 + 12 3 + (-15)
the sign of the number with the greater
absolute value. 4 -12

EXAMPLE 2 Adding Real Numbers

Add.
A -3 + (-16)
Same signs: add the absolute values.
(3 + 16 = 19)
Both numbers are negative, so the sum is negative.
-19

B -13 + 7
(13 - 7 = 6) Different signs: subtract the absolute values.
-6 Use the sign of the number with the greater
absolute value.
C 6.2 + (-4.9)
Different signs: subtract the absolute values.
(6.2 - 4.9 = 1.3)
1.3 Use the sign of the number with the greater
absolute value.

Add.
2a. -5 + (-7) 2b. -13.5 + (-22.3) 2c. 52 + (-68)

Two numbers are opposites if their sum is 0. A number and its opposite are
additive inverses and are the same distance from zero. They have the same
absolute value.

Inverse Property of Addition

Because adding 0 to WORDS NUMBERS ALGEBRA

a number does not
change the number’s The sum of a real number For any real number a,
6 + (-6) = (-6) + 6 = 0
value, 0 is called the and its opposite is 0. a + (-a) = (-a) + a = 0
additive identity.
Two numbers are
To subtract signed numbers, you can use additive inverses. Subtracting a
additive inverses
if their sum is the
number is the same as adding the opposite of the number.
additive identity.
Subtracting Real Numbers

WORDS NUMBERS ALGEBRA

To subtract a number, add its 3 - 8 = 3 + (-8)
opposite. Then follow the rules a - b = a + (-b)
for adding signed numbers. = -5

1- 2 Adding and Subtracting Real Numbers 15

 EXAMPLE 3 Subtracting Real Numbers
Subtract.
A 7 - 10
7 - 10 = 7 + (-10) To subtract 10, add -10.
(10 - 7 = 3) Different signs: subtract absolute values.
-3 Use the sign of the number with the greater
absolute value.
B -3 - (-12)
On many scientific -3 - (-12) = -3 + 12 To subtract -12, add 12.
and graphing (12 - 3 = 9) Different signs: subtract absolute values.
calculators, there 9 Use the sign of the number with the greater
is one button to
absolute value.
express the opposite
C -_
1 -_
3
of a number and a 8 8
different button to
express subtraction.
1 3
-_- =-_ _ 1 + -3
( _) 3 , add - _
To subtract _ 3 .
8 8 8 8 8 8

( )
Same signs: add absolute values.
1 3
_+_=_=_ 4 1
8 8 8 2 Both numbers are negative, so the sum is
1 negative.
-_
2
D 22.5 - (-4)
22.5 - (-4) = 22.5 + 4 To subtract -4, add 4.
(22.5 + 4 = 26.5) Same signs: add absolute values.
26.5 Both numbers are positive, so the sum is
positive.

Subtract.

3a. 13 - 21 3b. _
2 ( )
1 - -3 _
1
2
3c. -14 - (-12)

EXAMPLE 4 Biology Application

10 ft
An emperor penguin stands on an iceberg that
extends 10 feet above the water. Then the penguin 0 ft
dives to an elevation of -67 feet to catch a fish.
What is the total length of the penguin’s dive?

elevation of iceberg minus elevation of fish

10 - -67
To subtract -67, add 67.
10 - (-67) = 10 + 67
Same signs: add absolute
= 77 –67 ft
values.
The total length of the penguin’s dive is 77 feet.

4. What if…? The tallest known iceberg in the North Atlantic

rose 550 feet above the ocean’s surface. How many feet would it
be from the top of the tallest iceberg to the wreckage of the
Titanic, which is at an elevation of -12,468 feet?

16 Chapter 1 Foundations for Algebra

 THINK AND DISCUSS
1. The difference of -7 and -5 is -2. Explain
why the difference is greater than -7.
ä


2. GET ORGANIZED Copy and complete the *œˆ˜Ìà -Փ ˆvviÀi˜Vi

graphic organizer. For each pair of points,

]Ê
tell whether the sum and the difference
]Ê

of the first point and the second point are

]Ê
positive or negative.
]Ê

1-2
Exercises KEYWORD: MA11 1-2

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary The sum of a number and its ? is always zero. (opposite or
absolute value)

SEE EXAMPLE 1 Add or subtract using a number line.

p. 14 2. -4 + 7 3. -3.5 - 5 4. 5.6 - 9.2 ( )
1
5. 3 - -6 _
4
SEE EXAMPLE 2 Add.
p. 15
6. 91 + (-11) 7. 4 _
4 ( )
3 + -3 _
3
4
8. 15.6 + (-17.9) 9. - _
16 8
5
1 +_

SEE EXAMPLE 3 Subtract.

p. 16 10. 23 - 36 11. 4.3 - 8.4 1 - 2_
12. 1 _
5
4
5
13. _7 - -_
10
2
5 ( )
SEE EXAMPLE 4 14. Economics The Dow Jones Industrial Average (DJIA) DJIA 1987
p. 16 reports the average prices of stocks for 30 companies.
Use the table to determine the total decrease in the Friday, Oct. 16 -108.35
DJIA for the two days. Monday, Oct. 19 -507.99

PRACTICE AND PROBLEM SOLVING

Independent Practice Add or subtract using a number line.
For See
15. -2 + 6 16. 6 + (-2) 1 - 12
17. _ 2 +6
18. - _
Exercises Example 4 5
15–18 1
Add.
19–22 2
23–26 3 19. -18 + (-12) 20. -2.3 + 3.5 21. -15 + 29 22. -4.8 + (-5.4)
27 4
Subtract.
Extra Practice
Skills Practice p. S4
23. 12 - 22 24. - _
4 ( )
3 - -_
1
4
25. 38 - 24.6 2 - -_
26. _
3
1
2 ( )
Application Practice p. S28
27. Meteorology A meteorologist reported that the day’s high temperature was 17 °F
and the low temperature was -6 °F. What was the difference between the day’s high
and low temperatures?

1- 2 Adding and Subtracting Real Numbers 17

 Evaluate the expression n + (-5) for each value of n.
28. n = 312 29. n = 5.75 30. n = - _7 2
31. n = -7 _
12 5
Add or subtract.
32. -8 - 3 33. -9 + (-3) 34. 16 - (-16) 35. 100 - 63
36. 5.2 - 2.5 37. -4.7 - (-4.7) 2
38. _ - _7 2 -_
39. _ 3
5 8 5 10
40. Business A restaurant manager lost $415 in business during the month of January.
Business picked up in February, and he ended that month with a profit of $1580.
a. What was the manager’s profit after January and February?
b. What if…? The restaurant lost $245 in business during the month of March.
What was the manager’s profit after January, February, and March?

Compare. Write <, >, or =.

41. -4 - (-6) -7 - 3 42. ⎪-51⎥ ⎪0⎥ 43. 3 - (-3) 0 - (-3)
44. -3 - 8 -22 + 11 45. ⎪-10 + 5⎥ ⎪-15⎥ 46. 9 + (-8) -12 + 13
47. Travel Death Valley National Park is located in California. Use the table to
determine the difference in elevation between the highest and lowest locations.

Death Valley National Park

Location Elevation (ft)
Badwater -282
Emigrant Pass 5,318
Furnace Creek Airport -210
Telescope Peak 11,049

Critical Thinking Tell whether each statement is sometimes, always, or

never true. Explain.
48. The value of the expression -2 + n is less than the value of n.
49. When b is positive, the expression -b + (-b) is equal to 0.
50. When x is negative, the value of the expression x + 1 is negative.
51. /////ERROR ANALYSIS///// Which is incorrect? Explain the error.

! "
ž
ž
ž
ž
ž
ž

ž

ž

ž





ž 

52. This problem will prepare you for the Multi-Step Test Prep on page 38.
a. A plane flies at a height of 1800 feet directly over a 150-foot-tall building. How
far above the building is the plane? Draw a diagram to explain your answer.
b. The same plane then flies directly over a diver who is 80 feet below the surface
of the water. How far is the plane above the diver? Draw a diagram to explain
your answer.
c. Subtract the diver’s altitude of -80 feet from the plane’s altitude of 1800 feet.
Explain why this distance is greater than 1800 feet.

18 Chapter 1 Foundations for Algebra

53. Write About It Explain why addition and subtraction are called inverse
operations. Use the following examples in your explanation:
8 + (-2) = 8 - 2 8 - (-2) = 8 + 2

54. Which expression is equivalent to ⎥ -3 + 5⎥ ?

-3 - 5 -3 + 5 3-5 3+5

55. At midnight, the temperature was -12 °F. By noon, the temperature had risen
25 °F. During the afternoon, it fell 10 °F and fell another 3 °F by midnight. What
was the temperature at midnight?
0 °F 3 °F 12 °F 24 °F

56. The table shows the amounts Mr. Espinosa spent on lunch each day one week.
What is the total amount Mr. Espinosa spent for lunch this week?

Day Monday Tuesday Wednesday Thursday Friday

Amount ($) 5.40 4.16 7.07 5.40 9.52

$21.83 $22.03 $31.55 $36.95

CHALLENGE AND EXTEND

Simplify each expression.
1 + (-7.8)
57. -1 _
5
1 + 2.1
58. - _
5 ( )
3
59. 9.75 + -7 _
4
3 + 8.5
60. -2 _
10
For each pattern shown below, describe a possible rule for finding the next term.
Then use your rule to write the next 3 terms.
61. 14, 10, 6, 2, … 8, -_
62. -2, - _ 6, -_
4, …
5 5 5
63. Geography Sam visited two volcanoes, Cotapaxi and
Mexico
Sangay, and two caves, Sistema Huautla and Sistema Cheve.
Cotapaxi, in Ecuador, has an elevation of 19,347 ft. Sangay,
also in Ecuador, has an elevation of 17,159 ft. The main Central
entrance of Sistema Huautla, in Mexico, has an elevation America
of 5051 ft. The main entrance of Sistema Cheve, also in
Mexico, has an elevation of 9085 ft. What is the average Ecuador
elevation of these places?

SPIRAL REVIEW
Write each number as a terminating or repeating decimal. (Previous course)
64. _3 65. _2 15
66. _ 67. _ 4
16 9 12 11
Divide each polygon into triangles to find the sum of its angle measures.
(Hint: Remember that the sum of the angle measures in a triangle is 180°.) (Previous
course)
68. 69. 70.

1- 2 Adding and Subtracting Real Numbers 19

 1-3 Multiplying and Dividing
Real Numbers
Objectives Who uses this?
Multiply real numbers. Hot-air balloon pilots can determine how
Divide real numbers. far away from liftoff they will land by using
multiplication. (See Example 4.)
Vocabulary
reciprocal When you multiply or divide two numbers,
multiplicative inverse the signs of the numbers determine whether
the result is positive or negative.

Numbers Product/Quotient
Both positive Positive
One negative Negative
Both negative Positive

Multiplying and Dividing Real Numbers

WORDS NUMBERS
Multiplying and Dividing Numbers with the Same Sign
If two numbers have the same sign,
4 · 5 = 20 -15 ÷ (-3) = 5
their product or quotient is positive.
Multiplying and Dividing Numbers with Different Signs
If two numbers have different signs, 6 (-3) = -18 -18 ÷ 2 = -9
their product or quotient is negative. (-7)2 = -14 10 ÷ (-5) = -2

EXAMPLE 1 Multiplying and Dividing Signed Numbers

Find the value of each expression.
A -12 · 5
The product of two numbers with different
-60
signs is negative.
B 8 -_
5
( 4)
= (_
1 )( 4 )
8 -_ 5 = -_
40 Multiply.
4
= -10 The quotient of two numbers with different
signs is negative.

Find the value of each expression.

1a. 35 ÷ (-5) 1b. -11 (-4) 1c. -6(7)

20 Chapter 1 Foundations for Algebra

 Two numbers are reciprocals if their product is 1. A number and its reciprocal
are called multiplicative inverses .
Because multiplying
by 1 does not change
Inverse Property of Multiplication
a number’s value, 1
is the multiplicative WORDS NUMBERS ALGEBRA
identity. Two
The product of 1 =_
1 ·4=1
numbers are 4·_ For any real number a (a ≠ 0),
a nonzero real 4 4
multiplicative
( )
number and its a ·_1 _ 1
a =a ·a=1
inverses if their 1 = -_
-3 · - _ 1 · (-3) = 1
reciprocal is 1. 3 3
product is the
multiplicative
identity.
To divide by a number, you can multiply by its multiplicative inverse.

EXAMPLE 2 Dividing with Fractions

Divide.

A -_
4 ÷ -_
5
8
( )
15

( _) ( _)
You can write the
4 ÷ - 8 = -_
-_ 4 - 15
reciprocal of a To divide by - ___
8
, multiply by - __
15
.
number by switching 5 15 5 8 15 8

the numerator (-4 )(-15) Multiply the numerators and multiply

and denominator. = __
5 (8) the denominators.
A number written
without a 60
=_=_ 3 - __45 and - ___
8
have the same sign, so
15
denominator has a 40 2 the quotient is positive.
denominator of 1.
B -4 ÷ 9 _
1
4 Write 4 as a fraction with a denominator
-4 ÷ 9 _
1 = -_
4 ÷_
37
of 1. Write 9 __14 as an improper fraction.
4 1 4
4
_
=- · _4 To divide by __
37
, multiply by __
4
.
1 37 4 37

4 (4) 16 - 4 and 9 __14 have different signs, so the

= -_ = -_
1 (37) 37 quotient is negative.

Divide.
3 ÷ (-9)
2a. - _
4
2b. _
10
6
3 ÷ -_
5 ( ) 5 ÷ 1_
2c. - _
6
2
3

The number 0 has special properties for multiplication and division.

Properties of Zero

WORDS NUMBERS ALGEBRA

Multiplication by Zero
The product of any _1 · 0 = 0 0 (-17) = 0 a·0=0 0·a=0
number and 0 is 0. 3
Zero Divided by a Number
The quotient of 0 and any _0 = 0 _
0÷ 2 =0 _0 = 0 (a ≠ 0)
nonzero number is 0. 6 3 a
Division by Zero
Division by 0 is undefined. 12 ÷ 0 ✗ -5 ✗
_ a÷0✗ a ✗
_
0 0

1- 3 Multiplying and Dividing Real Numbers 21

 EXAMPLE 3 Multiplying and Dividing with Zero
Multiply or divide if possible.
A 0 ÷ 16.568 Zero is divided by a nonzero number.
0 The quotient of zero and any nonzero number is 0.

B 63 _
7
÷0 A number is divided by zero.
8
Division by zero is undefined.
undefined

C 1·0 A number is multiplied by zero.

0 The product of any number and 0 is 0.

Multiply or divide if possible.

( 1
3a. 0 ÷ - 8 _
6 ) 3b. 2.04 ÷ 0 3c. (-12,350) (0)

EXAMPLE 4 Recreation Application

A hot-air balloon is taken for a 2.5-hour trip.
The wind speed (and the speed of the balloon)
is 4.75 mi/h. The balloon travels in a straight
line parallel to the ground. How many miles
away from the liftoff site will the balloon land?
Find the distance traveled at a rate of
4.75 mi/h for 2.5 hours. To find distance,
multiply rate by time.

rate times time

4.75 · 2.5
4.75 · 2.5
11.875
The hot-air balloon will land 11.875 miles from the liftoff site.

4. What if…? On another hot-air balloon trip, the wind speed is

5.25 mi/h. The trip is planned for 1.5 hours. The balloon travels
in a straight line parallel to the ground. How many miles away
from the liftoff site will the balloon land?

THINK AND DISCUSS

1. Explain how to use mental math to find the missing value: __45 · ? = 1.
2. GET ORGANIZED Copy Տ̈«Þˆ˜}Ê>˜`ÊˆÛˆ`ˆ˜}Ê Õ“LiÀÃ
and complete the graphic
organizer. In each blank, Տ̈«ˆV>̈œ˜ ˆÛˆÃˆœ˜
write “pos” or “neg” to Ê«œÃʕÊÊÊÊ Ê«œÃ Ê«œÃʵÊÊÊÊ Ê«œÃ
indicate positive or negative. Ê«œÃʕÊÊÊÊÊ ʘi} Ê«œÃʵÊÊÊÊ ʘi}
˜i}ʕÊÊÊÊ ʘi} ˜i}ʵÊÊÊÊ ʘi}
˜i}ʕÊÊÊÊ Ê«œÃ ˜i}ʵÊÊÊÊ Ê«œÃ

22 Chapter 1 Foundations for Algebra

 1-3
Exercises KEYWORD: MA11 1-3

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary How do you find the reciprocal of __12 ?
SEE EXAMPLE 1 Find the value of each expression.
p. 20 2. -72 ÷ (-9) 3. 11(-11) 4. -7.2 ÷ 3.6

SEE EXAMPLE 2 Divide.

p. 21 5
5. 5 ÷ _
7
6. _
5
7
4 ÷ -_
5 ( ) 2 ÷ -_
7. -_
3
1
3 ( ) 16 ÷ -_
8. -_
25
4
5 ( )
SEE EXAMPLE 3 Multiply or divide if possible.
p. 22
9. 3.8 ÷ 0 10. 0 (-27) 2
11. 0 ÷ _ 7 ÷0
12. _
3 8

SEE EXAMPLE 4 13. Entertainment It is estimated that 7 million people saw off-Broadway shows in
p. 22 2002. Assume that the average price of a ticket was $30. How much money was spent
on tickets for off-Broadway shows in 2002?

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the value of each expression.
14. -30 ÷ (-6) 16. -25 (-12)
For See
Exercises Example 15. 8 (-4)
14–16 1
17–20 2 Divide.
21–24
25
3
4
17. -_3 ÷ -_
20
1
6 ( ) 3 ÷_
18. _
14
15
28
1 ÷ 1_
19. - 4 _
2
1
2
20. 2 _
4 ( )
3 ÷ -1 _
1
2

Extra Practice Multiply or divide if possible.

Skills Practice p. S4
Application Practice p. S28 21. 0 · 15 22. -0.25 ÷ 0 23. 0 ÷ 1 0 ÷3
24. _
1
25. Weather A cold front changes the temperature by -3 °F each day. If the
temperature started at 0 °F, what will the temperature be after 5 days?

Multiply or divide.
26. 21 ÷ (-3) 27. -100 ÷ 25 28. -6 ÷ (-14) 29. -6.2 (10)
1 ÷_
30. _
2
1
2
31. -3.75 (-5) 1 (-3)
32. -12 _
2
33. 17 _( )
1
17
34. Critical Thinking What positive number is the same as its reciprocal?

Evaluate each expression for a = 4, b = -3, and c = - 1 ._

2
35. ab 36. a ÷ c 37. bc 38. c ÷ a

Let p represent a positive number, n represent a negative number, and z represent

zero. Tell whether each expression is positive, negative, zero, or undefined.
39. pn 40. pnz 41. _n 42. -pz
p
p pn z
43. - _
n 44. -(pn) 45. _z 46. _
n

1- 3 Multiplying and Dividing Real Numbers 23

 Evaluate the expression y ÷ _3 for each value of y.
4
3
47. y = _ 48. y = - _9 3
49. y = _ 1
50. y = -2 _
4 16 8 4

_
Evaluate the expression 1 ÷ m for each value of m.
2
51. m = - 5
_ 52. m = _7 4
53. m = _ 54. m = -5
2 8 9
55. Education Benjamin must have 120 credit hours of instruction to receive his
college degree. Benjamin wants to graduate in 8 semesters without attending
Diving summer sessions. How many credit hours must Benjamin take on average each
semester to graduate in 8 semesters?

56. Diving An underwater exploration team is swimming at a depth of -20 feet.

Then they dive to an underwater cave that is at 7 times this depth. What is the
depth of the underwater cave?

Multiply or divide. Then compare using <, >, or =.

Florida is home to more

than 300 freshwater
( )
1
57. 10 - _
2
20 ÷ 4 58. 16 ÷ (-2) -2 (-4) 2 ÷3
59. -2 _
3
5(-2.4)

( ) ( )
springs, some of which 3 ÷ -_
1 3 1 ÷_
1
are explored by cave 60. 20 ÷ 4 _ 61. 2.1 (-3.4) -3.4(2.1) 62. 0 - _ _
4 2 5 2 2
divers.
63. Critical Thinking There is a relationship between the number of negative
factors and the sign of the product.
a. What is the sign of the product of an even number of negative factors?
b. What is the sign of the product of an odd number of negative factors?
c. Explain why the number of negative factors affects the sign of the product.
d. Does the number of positive factors affect the sign of the product? Explain.

Write each division expression as a multiplication expression.

64. 12 ÷ (-3) 65. 75 ÷ 15 66. _80 -121
67. _
-8 11

Determine whether each statement is sometimes, always, or never true. Explain.

t
68. When t is negative, the expression __
10
is negative.
69. When n is positive, the expression -6n is positive.
70. The value of the expression 4c is greater than the value of c.

71. Write About It The product of two factors is positive. One of the factors
is negative. Explain how you can determine the sign of the second factor.

72. This problem will prepare you for the Multi-Step Test Prep on page 38.
d
a. You swam 20 feet in 5 seconds. Use the formula r = __t
to determine how fast
you were swimming.
b. A diver descended at a rate of 15 feet per minute. Make a table to show the
diver’s depth after 1, 2, and 5 minutes.
c. Show two ways to find how far the diver descended in 5 minutes.
Remember that multiplication is repeated addition.

24 Chapter 1 Foundations for Algebra

73. A recipe for lemonade calls for 1__12 cups of lemon juice per batch. Berto estimates
that he can get about __14 cup of lemon juice from each lemon that he squeezes.
Lemons cost $0.45 each. What is the approximate amount Berto will need to spend
on lemons to make a batch of lemonade?
$0.70 $1.70 $2.70 $3.70

74. Robyn is buying carpet for her bedroom floor, which is a 15-foot-by-12-foot
rectangle. If carpeting costs $1.25 per square foot, how much will it cost Robyn to
carpet her bedroom?
$68 $144 $180 $225

75. Short Response In music notation, a half note is played __12 the length of a whole
note. A quarter note is played __14 the length of a whole note. In a piece of music, the
clarinets play 8 half notes. In the same length of time, the flutes play x quarter
notes. Determine how many quarter notes the flutes play. Explain your method.

CHALLENGE AND EXTEND

Find the value of each expression.

76. (-2)(-2)(-2) 5 ·_
77. _
7 7
5
( )( )
78. 5 - _
5
3
4 -_
4

81. ⎪- _
⎪ ⎥ 5⎥ ⎪2⎥
1 · ⎪20⎥
79. - _ 80. 5 · 4 · 3 · 2 · 1 5
2 · _
4
1 ·_
82. _ 3 ·_
2 ·_
2 3 4 5
4 83. (- _34 ) (- _34 ) (- _34 ) 84. ⎪(-4)(-4)(-4)⎥

For each pattern shown below, describe a possible rule for finding the next term.
Then use your rule to write the next 3 terms.
85. -1, 2, -4, 8, … 86. _1 , -_ 1 ,_1, -_3, …
63 21 7 7
87. -5, 10, -15, 20, -25, … 88. 0.5, 0.25, 0.125, 0.0625, …
89. A cleaning service charges $49.00 to clean a one-bedroom apartment. If the work
takes longer than 2 hours, the service charges $18.00 for each additional hour.
What would be the total cost for a job that took 4 hours to complete?

SPIRAL REVIEW
Find the surface area of each rectangular prism. (Previous course)
90. 91.
4 cm
21 in.
3 cm
12 cm
5 in.
25 in.

92. A prepaid phone card has a credit of 200 minutes. Write an expression for the
number of minutes left on the card after t minutes have been used. (Lesson 1-1)

Compare. Write <, >, or =. (Lesson 1-2)

93. -12 + 7 10 + (-5) 94. ⎪-14⎥ -2
95. ⎪- 7 + 11⎥ ⎪-4⎥ 96. -20 + (-35) -35 -20

1- 3 Multiplying and Dividing Real Numbers 25

 1-4 Powers and
Exponents
Objective Who uses this?
Simplify expressions Biologists use exponents to model the
containing exponents. growth patterns of living organisms.
Vocabulary
power When bacteria divide, their number increases
base exponentially. This means that the number of
exponent bacteria is multiplied by the same factor each
time the bacteria divide. Instead of writing
repeated multiplication to express a product,
you can use a power.

A power is an expression written with an

exponent and a base or the value of such an
expression. 32 is an example of a power.

The exponent, 2,
The base, 3, is the tells how many
number that is times the base, 3, is
used as a factor. used as a factor.

When a number is raised to the second power, we usually say it is

Ã
“squared.” The area of a square is s · s = s 2, where s is the side length.
Ã

When a number is raised to the third power, we usually say it is

“cubed.” The volume of a cube is s · s · s = s 3, where s is the side Ã
length.
Ã
Ã

EXAMPLE 1 Writing Powers for Geometric Models

Write the power represented by each geometric model.
A There are 3 rows of 3 dots. 3 × 3
The factor 3 is used 2 times.

32

B The figure is 4 cubes long, 4 cubes wide,

and 4 cubes tall. 4 × 4 × 4
The factor 4 is used 3 times.

43

Write the power represented by each geometric model.

1a. 1b.
x
x
x

26 Chapter 1 Foundations for Algebra

 There are no easy geometric models for numbers raised to exponents greater
than 3, but you can still write them using repeated multiplication or a base and
exponent.

Reading Exponents

Words Multiplication Power Value

1
3 to the first power 3 3 3
3 to the second power, or 3 squared 3·3 3 2
9
3 to the third power, or 3 cubed 3·3·3 3 3
27
3 to the fourth power 3·3·3·3 34 81
3 to the fifth power 3·3·3·3·3 3 5
243

EXAMPLE 2 Evaluating Powers

Simplify each expression.
A (-2)3
(-2)(-2)(-2) Use -2 as a factor 3 times.
-8
In the expression B -5 2
-5 2, 5 is the base -1 · 5 · 5 Think of a negative sign in front of a power as
because the negative
-1 · 25 multiplying by -1. Find the product of -1
sign is not in
-25 and two 5’s.
parentheses.
In the expression
(-2)3, -2 is the
(_2 )
2

base because of the C

3
parentheses.
2
_·_2 Use __23 as a factor 2 times.
3 3
2 ·_
_ 2 =_
4
3 3 9

Simplify each expression.

()
3
2a. (-5)3 2b. -6 2 3
2c. _
4

EXAMPLE 3 Writing Powers

Write each number as a power of the given base.
A 8; base 2
2·2·2 The product of three 2’s is 8.
23

B -125; base -5
(-5)(-5)(-5) The product of three -5’s is -125.
(-5)3

Write each number as a power of the given base.

3a. 64; base 8 3b. -27; base -3

1- 4 Powers and Exponents 27

 EXAMPLE 4 Problem-Solving Application
A certain bacterium splits into 2 bacteria every hour. There is 1 bacterium
on a slide. If each bacterium on the slide splits once per hour, how many
bacteria will be on the slide after 6 hours?

1 Understand the Problem

The answer will be the number of bacteria on the slide after 6 hours.
List the important information:
• There is 1 bacterium on a slide that divides into 2 bacteria.
• Each bacterium then divides into 2 more bacteria.

2 Make a Plan

Draw a diagram to show the number of bacteria after each hour.

First bacterium

After
1 hour
After
2 hours
After
3 hours

3 Solve
Notice that after each hour, the number of bacteria is a power of 2.
After 1 hour: 1 · 2 = 2 or 2 1 bacteria on the slide
After 2 hours: 2 · 2 = 4 or 2 2 bacteria on the slide
After 3 hours: 4 · 2 = 8 or 2 3 bacteria on the slide
So, after the 6th hour, there will be 2 6 bacteria.
2 6 = 2 · 2 · 2 · 2 · 2 · 2 = 64 Multiply six 2’s.
After 6 hours, there will be 64 bacteria on the slide.

4 Look Back

The numbers quickly become too large for a diagram, but a diagram helps
you recognize a pattern. Then you can write the numbers as powers of 2.

4. What if…? How many bacteria will be on the slide after 8

hours?

THINK AND DISCUSS

1. Express 8 3 in words two ways.
2. GET ORGANIZED Copy and
Ûi˜ "``
complete the graphic organizer. Ý«œ˜i˜Ì Ý«œ˜i˜Ì
In each box, give an example
and tell whether the expression *œÃˆÌˆÛiÊ >Ãi
is positive or negative. i}>̈ÛiÊ >Ãi

28 Chapter 1 Foundations for Algebra

 1-4
Exercises KEYWORD: MA7 1-4

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary What does the exponent in the expression 5 6 tell you?

SEE EXAMPLE 1 Write the power represented by each geometric model.

p. 26 2. 3. 4. ™

SEE EXAMPLE 2 Simplify each expression.

()
4
p. 27 5. 7 2 6. (-2)4 7. (-2)5 1
8. - _
2

SEE EXAMPLE 3 Write each number as a power of the given base.

p. 27 9. 81; base 9 10. 100,000; base 10 11. -64; base -4
12. 10; base 10 13. 81; base 3 14. 36; base -6

SEE EXAMPLE 4 15. Technology Jan wants to predict the number of hits she will get on her Web page.
p. 28 Her Web page received 3 hits during the first week it was posted. If the number
of hits triples every week, how many hits will the Web page receive during the
5th week?

PRACTICE AND PROBLEM SOLVING

Independent Practice Write the power represented by each geometric model.
For See
Exercises Example 16. x 17. 18.
16–18 1 Î
x
19–22 2 Î
Î
23–28 3
29 4 Simplify each expression.
(- _35 )
2

Extra Practice 19. 3 3 20. (-4)2 21. -4 2 22.

Skills Practice p. S4
Application Practice p. S28 Write each number as a power of the given base.
23. 49; base 7 24. 1000; base 10 25. -8; base -2
26. 1,000,000; base 10 27. 64; base 4 28. 343; base 7
29. Biology Protozoa are single-celled organisms.
Paramecium aurelia is one type of protozoan. The
number of Paramecium aurelia protozoa doubles
every 1.25 days. There was one protozoan on a slide
5 days ago. How many protozoa are on the slide now?
30. Write About It A classmate says that any number
raised to an even power is positive. Give examples to
explain whether your classmate is correct.

Compare. Write <, >, or =.

31. 3 2 33 32. 5 2 25 33. 4 2 24 34. 1 9 14
35. -2 3 (-2)3 36. -3 2 (-3)2 37. 10 2 26 38. 2 2 41

1- 4 Powers and Exponents 29

 Write each expression as repeated multiplication. Then simplify the expression.
39. 2 3 40. 1 7 41. (-4)3 42. -4 3

(_13 )
3
43. (-1)3 44. (-1)4 45. 46. -2.2 2

47. Geometry The diagram shows an ornamental tile design. Èʈ˜°

a. What is the area of the whole tile? Îʈ˜°
b. What is the area of the white square?
Èʈ˜°
c. What is the area of the two shaded regions?

Write each expression using a base and an exponent.

48. 3 · 3 · 3 · 3 49. 6 · 6 50. 8 · 8 · 8 · 8 · 8

51. (-1)(-1)(-1)(-1) 52. (-7)(-7)(-7) 53. (_19 )(_19 )(_19 )

5454. Art A painting is made of 3 concentric squares. The side length of the largest square
is 24 cm. What is the area of the painting?
55. Estimation A box is shaped like a cube with edges 22.7 centimeters long. What is
the approximate volume of the box?

Write the exponent that makes each equation true.

56. 2 = 4 57. 4 = 16 58. (-2) = 16 59. 5 = 625
60. -2 = -8 61. 10 = 100 62. 5 = 125 63. 3 = 81
64. Entertainment Mark and Becky play a coin toss game.
Coin Toss Results
Both start with one point. Every time the coin comes up
heads, Mark doubles his score. Every time the coin comes up Heads Tails
tails, Becky triples her score. The results of their game so far ✓ ✓
are shown in the table.
✓ ✓
a. What is Mark’s score?
✓ ✓
b. What is Becky’s score?
✓
c. What if…? If they toss the coin 50 more times, who do
you think will win? Why? ✓

65. Critical Thinking The number of zeros in powers of 10

follow a pattern.
a. Simplify each of the following: 10 2, 10 3, 10 4.
b. Explain what relationship you see between the exponent of a power of 10 and
the number of zeros in the answer.

66. This problem will prepare you for the Multi-Step Test Prep on page 38.
F
The formula p = _ A
shows that pressure p is the amount of force F exerted over an
area A in square units.
a. A 50-pound bag of flour sits on a block and exerts a force over an area of 100 in 2.
What is the pressure exerted on the block by the bag of flour?
b. A weight exerts 64 pounds on each square foot of a diver’s body. What force is
exerted on each square inch of the diver’s body? (Hint: Determine how many
square inches are in one square foot.)

30 Chapter 1 Foundations for Algebra

67. Which of the following is equal to 92?
9·2 27 34 -9 2

68. Which expression represents the same value as the product (-16)(-16)(-16)(-16)?
(-16)4 (-16)4 -16 4 -(16 · 4)

69. A number raised to the third power is negative. What is true about the number?
The number is positive. The number is even.
The number is negative. The number is odd.

70. A pattern exists as a result (-1)n (-1)1 (-1)2 (-1)3 (-1)4 (-1)5 (-1)6
of raising -1 to consecutive
whole numbers. Which is the Value -1 1 -1 1 -1 1
best representation of the
value of -1 raised to the 100th power?
-1 100 -1 1 0

CHALLENGE AND EXTEND

Simplify each expression.
71. (2 2)(2 2)(2 2) 72. (2 3)(2 3)(2 3) 73. (-4 2)(-4 2)(-4 2)(-4 2)
74. Design The diagram shows the layout of a pool and
the surrounding path. The path is 2.5 feet wide.
a. What is the total area of the pool and path?
b. What is the area of the pool? 30 ft
c. What is the area of the path?
d. One bag of pebbles covers 10 square feet. How many
bags of pebbles are needed to cover the path?
75. Exponents and powers have special properties. 30 ft
2 3
a. Write both 4 and 4 as a product of 4’s.
b. Write the product of the two expressions from part a. Write this product as a
power of 4.
c. Write About It Add the exponents in the expressions 4 2 and 4 3. Describe
any relationship you see between your answer to part b and the sum of the
exponents.

SPIRAL REVIEW
Find the mean of each data set by dividing the sum of the data by the number of
items in the data set. (Previous course)
76. 7, 7, 8, 8 77. 1, 3, 5, 7, 9 78. 10, 9, 9, 12, 12

Give two ways to write each algebraic expression in words. (Lesson 1-1)
79. 5 - x 80. 6n 81. c ÷ d 82. a + b

Multiply or divide if possible. (Lesson 1-3)

5
8
4 ÷_
83. _
25
6
84. 0 ÷ _
7
85. -20(-14) 1 -_
86. _
2
4
5( )

1- 4 Powers and Exponents 31

 1-5 Roots and Real Numbers

Objectives Why learn this?

Simplify expressions Square roots can be used to find the side length of a
containing roots. square garden when you know its area. (See Example 3.)
Classify numbers within
the real number system.
A number that is multiplied by itself to form a product is a square root of
Vocabulary that product. The radical symbol √ is used to represent square roots. For
square root nonnegative numbers, the operations of squaring and finding a square root
principal square root are inverse operations. In other words, for x ≥ 0, √
x · √
x = x.
perfect square
cube root Positive real numbers have two square roots. The principal square root of
natural numbers a number is the positive square root and is represented by √. A negative
whole numbers
square root is represented by - √. The symbol ± √ is used to represent
integers
both square roots.
rational numbers
terminating decimal
repeating decimal Positive square
irrational numbers root of 16

Negative square
root of 16

A perfect square is a number whose positive square root is a whole number.

Some examples of perfect squares are shown in the table.

0 1 4 9 16 25 36 49 64 81 100

02 12 22 32 42 52 62 72 82 92 10 2

A number that is raised to the third power to form a product is a cube root
of that product. The symbol √ indicates a cube root. Since 2 3 = 8, √
3 3
8 = 2.
Similarly, the symbol √ indicates a fourth root: 2 = 16, so √
4 4
4
16 = 2.

EXAMPLE 1 Finding Roots

Find each root.
A √
49
49 = √
√ 72 Think: What number squared equals 49?
The small number =7
to the left of the
root is the index. In B - √
36
a square root, the 36 = - √
- √ 62 Think: What number squared equals 36?
index is understood
= -6
to be 2. In other
words, √ is the C √
3
-125
2
same as √.
-125 = √
(-5 3) Think: What number cubed equals -125?
3
√ 
3

= -5 (-5)(-5)(-5) = 25(-5) = -125

Find each root.

1a. √ 1b. - √ 1c. √
4
4 25 81

32 Chapter 1 Foundations for Algebra

 EXAMPLE 2 Finding Roots of Fractions

Find √_14 .
√ 4 √(_12 )
1 = 
2

_ _
Think: What number squared equals 1 ?
4

√
_1 =_
4
1
2

Find each root.

2a. _√
4
9
2b. √_18
3
√

2c. - _4
49

Square roots of numbers that are not perfect squares, such as 15, are not whole
numbers. A calculator can approximate the value of √ 15 as 3.872983346…
Without a calculator, you can use the square roots of perfect squares to help
estimate the square roots of other numbers.

EXAMPLE 3 Gardening Application

Nancy wants to plant a square garden of wildflowers. She has enough
wildflower seeds to cover 19 ft 2. Estimate to the nearest tenth the side
length of a square with an area of 19 ft 2.
 ft.
Since the area of the square is 19 ft 2, then each side of the square is √19
19 is not a perfect square, so find the two consecutive perfect squares
that 19 is between: 16 and 25. √ 19 is between √ 16 and √ 25 , or 4 and 5.
Refine the estimate.
4.3: 4.3 2 = 18.49 too low √
19 is greater than 4.3.

4.4: 4.4 = 19.36

2
too high √
19 is less than 4.4.

4.35: 4.35 2 = 18.9225 too low √

19 is greater than 4.35.

Since 4.35 is too low and 4.4 is too high, √19 is between 4.35 and 4.4.
The symbol ≈ means Rounded to the nearest tenth, √ 19 ≈ 4.4.
“is approximately
equal to.” The side length of the plot is √
19 ≈ 4.4 ft.

3. Estimate to the nearest tenth the side length of a cube with a

volume of 26 ft3 .

Real numbers can be classified according to their characteristics.

Natural numbers are the counting numbers: 1, 2, 3, …
Whole numbers are the natural numbers and zero: 0, 1, 2, 3, …
Integers are the whole numbers and their opposites: …, -3, -2, -1, 0,
1, 2, 3, …

Rational numbers are numbers that can be expressed in the form __ab , where
a and b are both integers and b ≠ 0. When expressed as a decimal, a rational
To show that one or number is either a terminating decimal or a repeating decimal.
more digits repeat
continuously, write a • A terminating decimal has a finite number of digits after the decimal point
bar over those digits. (for example, 1.25, 2.75, and 4.0).
−
1.333333333… = 1.3
−− • A repeating decimal has a block of one or more digits after the decimal point
2.14141414… = 2.14
that repeat continuously (where all digits are not zeros).

1- 5 Roots and Real Numbers 33

 Irrational numbers are all real numbers that are not rational. They cannot be
expressed in the form __ab where a and b are both integers and b ≠ 0. They are
neither terminating decimals nor repeating decimals. For example:

0.10100100010000100000… After the decimal point, this number contains 1

followed by one 0, and then 1 followed by two
0’s, and then 1 followed by three 0’s, and so on.

This decimal neither terminates nor repeats, so it is an irrational number.

If a whole number is not a perfect square, then its square root is irrational.
For example, 2 is not a perfect square, and √
2 is irrational.

The real numbers are made up of all rational and irrational numbers.

,i>Ê ՓLiÀÃ

,>̈œ˜>Ê ՓLiÀÃÊ­ύ® ÀÀ>̈œ˜>Ê ՓLiÀÃ

Ü
ÊÚÚÚ
ÓÇ ä°ÊÎÊ

ÊÚÚÚ
ÊÊÊÊ ˜Ìi}iÀÃÊ­ϖ®
{ 棊
££
ÊÊÊ
Î ÊȖ£ÇÊ
е

е
Ê
7…œiÊ Õ“LiÀÃÊ­ϓ® Ó
Note the symbols for
the sets of numbers. ÊȖ££Ê
е

е
Ê
£ ä
: real numbers >ÌÕÀ>Ê ՓLiÀÃÊ­ϊ® ÊȖÓÊ
е


Ê
: rational numbers
£ Î
: integers

ÊÚÚ
: whole numbers Ó x
{°x ÊÊÊÊ û
: natural numbers ™

EXAMPLE 4 Classifying Real Numbers

Write all classifications that apply to each real number.
A 8 _
9
_8 is in the form _a , where a and b are integers and b ≠ 0.
9 b
8 ÷ 9 = 0.8888…
= 0.8
− _8 can be written as a repeating decimal.
9
rational, repeating decimal

B 18
18 can be written in the form _.
18 = _18 a
1 b
18 = 18.0 18 can be written as a terminating decimal.
rational, terminating decimal, integer, whole, natural

C √
20
irrational 20 is not a perfect square, so √
20 is irrational.

Write all classifications that apply to each real number.

4
4a. 7 _ 4b. -12
9
4c. √10 4d. √100

34 Chapter 1 Foundations for Algebra

 THINK AND DISCUSS
1. Write __23 and __35 as decimals. Identify what number classifications the two
numbers share and how their classifications are different.
2. GET ORGANIZED Copy the graphic organizer and use the flowchart to
classify each of the given numbers. Write each number in the box with
25 , 0, __13 , -15, -2.25, __14 ,
the most specific classification that applies. 4, √
√ 4 (
21 , 2 , -1) 2

,>̈œ˜>Ê˜Õ“LiÀ

Yes

ÀÀ>̈œ˜>Ê˜Õ“LiÀ No
Whole Yes Natural
Integer Yes
number number
No No No

1-5
Exercises KEYWORD: MA11 1-5

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary Give an example of a square root that is not a rational number.

Find each root.


2. √64 3. - √ 4. √ 5. √
3 4
SEE EXAMPLE 1 225 -64 625
p. 32 6. √
81 7. - √
27
3
8. - √
-27
3
9. - √
16

SEE EXAMPLE 2 10. √

_1
16
11. √
3
_8
27

1
12. - _
9 √ 13. √
_9
64
p. 33
14. √_

1
36
15. √_
3
1
64

16. - _4
81 √ 17. √
-_
3 1
125
SEE EXAMPLE 3 18. A contractor is told that a potential client’s kitchen floor is in the shape of a
p. 33 square. The area of the floor is 45 ft 2. Estimate to the nearest tenth the side length
of the floor.

SEE EXAMPLE 4 Write all classifications that apply to each real number.
p. 34 19. -27 20. _1 21. √33 22. -6.8
6

PRACTICE AND PROBLEM SOLVING

Find each root.
23. √ 24. √ 25. - √ 26. √
3 4
121 -1000 100 256

27. √_

1
25
28. √_
4
1
16
29. √
3 1
-_
8
30. - √_

25
36
31. An artist makes glass paperweights in the shape of a cube. He uses 68 cm3 of
glass to make each paperweight. Estimate to the nearest tenth the side length of a
paperweight.

1- 5 Roots and Real Numbers 35

Independent Practice Write all classifications that apply to each real number.
For See
32. _5 33. √ 49 34. -3 35. √
18
Exercises Example 12
23–26 1 36. Geometry The cube root of the volume of a cube
27–30 2 gives the length of one side of the cube.
31 3 a. Find the side length of the cube shown.
32–35 4
b. Find the area of each face of the cube.
Extra Practice 6œÕ“iÊÊÎ{ÎÊV“Î
Skills Practice p. S5 Compare. Write <, >, or =.
Application Practice p. S28
37. 8 
√63 38. √
88 9 39. 6 √
40 40. √_

9
25
0.61

Travel During a cross-country road trip,

Madeline recorded the distance between Portland
Portland
several major cities and the time it took Boise
her to travel between those cities.
Denver
Find Madeline’s average speed for each
leg of the trip and classify that number. Memphis

Madeline’s Cross-Country Road Trip

Distance (mi) Time (h) Speed (mi/h) Classification

41. Portland, ME, to Memphis, TN 1485 33

42. Memphis, TN, to Denver, CO 1046 27

43. Denver, CO, to Boise, ID 831 24

44. Boise, ID, to Portland, OR 424 9

Determine whether each statement is sometimes, always, or never true. If it is

sometimes true, give one example that makes the statement true and one example
that makes it false. If it is always true, explain. If it is never true, rewrite the
statement so that it is always true.
45. Mixed numbers are rational numbers.
46. The decimal form of an irrational number is a repeating decimal.
47. A terminating decimal is a rational number.
48. A negative number is irrational.
49. Critical Thinking A positive number has two square roots, one that is positive and
one that is negative. Is the same thing true for the cube root of a positive number?
What about the fourth root of a positive number? Explain.

50. This problem will prepare you for the Multi-Step Test Prep on page 38.
The equation a 2 + b 2 = c 2 relates the lengths of the sides of a
right triangle. Sides a and b make the right angle of the triangle.
a. What is the value of c 2 when a = 5 and b = 12? Determine V
L
the square root of c 2 to find the value of c.
b. A diver is a horizontal distance of 50 feet from a boat and
120 feet beneath the surface of the water. What distance >
will the diver swim if he swims diagonally to the boat?

36 Chapter 1 Foundations for Algebra

51. Entertainment In a board game, players
place different-colored stones on a grid.
Each player tries to make rows of 5 or more
stones in their color while preventing their
opponent(s) from doing the same. The
square game board has 324 squares on it.
How many squares are on each side of the
board?
52. Write About It Explain why you cannot
take the square root of a negative number
but you can take the cube root of a negative number.

3
?
53. Which point on the number line is closest to - √36
A B C D

-4 -3 -2 -1 0 1 2 3 4 5 6

A B C D

54. What is the area of the figure at right? ÊȖÎÈÊ

е

еÊ
V“
24 cm 2 104 cm 2
52 cm 2 576 cm 2 ÊȖ£ÈÊ
е

еÊV“

Ê

55. Which number is irrational?

- √9 4.0005
−−
2.17 
√40

56. The square root of 175 is between which two whole numbers?
11 and 12 12 and 13 13 and 14 14 and 15

CHALLENGE AND EXTEND

Find each root.
57. √ 58. √ 59. √ 60. √
3
0.81 0.25 -0.001 2.25

Evaluate each expression for a = 9 and b = 7.

61. √a 63. √ √
4
+b a-a
62. b √ b + a + ab 64. ab + 1
65. The Density Property of Real Numbers states that between any two real numbers,
there is another real number.
a. Does the set of integers have this property? Explain.
b. Use the Density Property to write a convincing argument that there are infinitely
many real numbers between 0 and 1.

SPIRAL REVIEW
Add or subtract. (Lesson 1-2)
66. -14 + (-16) 67. -_
4
3
1 - -_
4 ( ) 68. 25 - 17.6

Multiply or divide. (Lesson 1-3)

69. _
8 ( )
1 ÷ -_ 2
3
70. (-2.5)(-8) 21
71. -_
6
Simplify each expression. (Lesson 1-4)
72. -3 4 73. -_ ( )
2 3
5
74. 14 2 75. 4 3
1- 5 Roots and Real Numbers 37
SECTION 1A

The Language of Algebra

Under Pressure Atmospheric pressure is 14.7 pounds per
square inch (psi). Underwater, the water exerts additional
pressure. The total pressure on a diver underwater is the
atmospheric pressure plus the water pressure.

1. As a diver moves downward in the water, the water pressure

increases by 14.7 psi for approximately every 33 ft of water. Make
a table to show the total pressure on a diver at 0, 33, 66, and 99
ft below the surface of the water. At what depth would the total
pressure equal 73.5 psi? Explain your method.
2. A diver is 40 ft below the surface of the water when a hot-air balloon
flies over her. The hot-air balloon is 849 ft above the surface of the
water. Draw a diagram and write an expression to find the distance
between the diver and the balloon when
the balloon is directly
above her.
3. The diver swam 62.5 ft
in 5 minutes. How fast
was she swimming?
What total distance will
she have traveled after
an additional 4 minutes
if she maintains this
same speed?
4. The total pressure on
each square foot of the
diver’s body is given by the
expression 2116.8 + 64.145d,
where d is the depth in feet.
At a depth of 66 ft, what is
the total pressure on each square
foot of her body? What is the
total pressure on each square
inch of her body at this depth? How does
your answer compare to your results for part a?
5. The diver realizes that she has drifted horizontally
about 30 ft from the boat she left. She is at a
depth of 40 ft from the surface. What is the diver’s ÎäÊvÌ
diagonal distance from the boat?

{äÊvÌ
ÝÊvÌ

38 Chapter 1 Foundations for Algebra

 SECTION 1A
Quiz for Lessons 1-1 Through 1-5
1-1 Variables and Expressions
Give two ways to write each algebraic expression in words.
g
1. 4 + n 2. m - 9 3. _ 4. 4z
2
5. Bob earns $15 per hour. Write an expression for the amount of money he earns in h hours.
6. A soccer practice is 90 minutes long. Write an expression for the number of minutes
left after m minutes have elapsed.

Evaluate each expression for x = 3, y = 6, and z = 2.

7. y ÷ z 8. xy 9. x + y 10. x - z

1-2 Adding and Subtracting Real Numbers

Add or subtract.
1
11. 81 + (-15) 12. 27 - 32 13. 2 - -1_
4( ) 14. -7 + (-14)

15. Brandon’s bank statement shows a balance of -$45.00. What will the balance be
after Brandon deposits $70.00?

1-3 Multiplying and Dividing Real Numbers

Find the value of each expression if possible.

16. 9(-9) 17. 6 ÷ _3

5
18. 9.6 ÷ 0 19. -_ ( )( )
1 -_
2
1
2
20. Simon drove for 2 __12 hours to get from his house to the beach. Simon averaged
55 miles per hour on the trip. What is the distance from Simon’s house to the beach?

1-4 Powers and Exponents

Simplify each expression.
3 5
21. (-3)2 22. -3 2 23. (- _23 ) 24. (- _12 )
25. The number of bytes in a kilobyte is 2 to the 10th power. Express this number in two
ways.

1-5 Roots and Real Numbers

Find each root.
26. √
225 27. - √
49
3
28. √8 29. √
16
_
25
30. Mindy is building a patio that is in the shape of a square. The patio will cover
56 square yards. Find the length of a side of the patio to the nearest tenth of a yard.

Write all classifications that apply to each real number.

31. _1 32. √12 33. √
400 34. -6
11

Ready to Go On? 39
 1-6 Order of Operations

Objective Who uses this?

Use the order of Sports statisticians use the order of
operations to simplify operations to calculate data. (See Example 5.)
expressions.

Vocabulary
A baseball player must run to first, second, and third
order of operations bases before running back to home plate. In math,
some tasks must be done in a certain order.

When a numerical or algebraic expression contains

more than one operation symbol, the order of
operations tells you which operation to perform first.

Order of Operations
First: Perform operations inside grouping symbols.
Second: Simplify powers and roots.
Third: Perform multiplication and division from left to right.
Fourth: Perform addition and subtraction from left to right.

Grouping symbols include parentheses ( ), brackets [ ], and braces { }. If an

expression contains more than one set of grouping symbols, simplify the
expression inside the innermost set first. Follow the order of operations within
that set of grouping symbols and then work outward.

EXAMPLE 1 Simplifying Numerical Expressions

Simplify each expression.
A -4 2 + 24 ÷ 3 · 2
-4 2 + 24 ÷ 3 · 2 There are no grouping symbols.
-16 + 24 ÷ 3 · 2 Simplify powers. The exponent applies only to the 4.
The first letters of -16 + 8 · 2 Divide.
these words can help
-16 + 16 Multiply.
you remember the
order of operations. 0 Add.
Please Parentheses B 4⎡⎣25 - (5 - 2)2⎤⎦
Excuse Exponents
My Multiply/ 4⎣⎡25 - (5 - 2)2⎤⎦ There are two sets of grouping symbols.
Dear Divide
Aunt Add/ 4⎡⎣25 - 3 2⎤⎦ Perform the operation in the innermost set.
Sally Subtract
4⎣⎡25 - 9⎦⎤ Simplify powers within the brackets.
4 · 16 Subtract within the brackets.
64 Multiply.

Simplify each expression.

1 ·3
1a. 8 ÷ _ 1b. 5.4 - 3 2 + 6.2 1c. -20 ÷ ⎡⎣-2(4 + 1)⎤⎦
2

40 Chapter 1 Foundations for Algebra

 EXAMPLE 2 Evaluating Algebraic Expressions
Evaluate each expression for the given value of x.
A 21 - x + 2 · 5 for x = 7
21 - x + 2 · 5
21 - 7 + 2 · 5 First substitute 7 for x.
21 - 7 + 10 Multiply.
14 + 10 Subtract.
24 Add.

B 5 2(30 - x) for x = 24
5 2(30 - x)
5 2(30 - 24) First substitute 24 for x.
2( )
5 6 Perform the operation inside the parentheses.
25(6) Simplify powers.
150 Multiply.

Evaluate each expression for the given value of x.

2a. 14 + x 2 ÷ 4 for x = 2 2b. (x · 2 2) ÷ (2 + 6) for x = 6

Fraction bars, radical symbols, and absolute-value symbols can also be used
as grouping symbols. Remember that a fraction bar indicates division.

EXAMPLE 3 Simplifying Expressions with Other Grouping Symbols

Simplify each expression.
_
A -22 - 2
2

5-3
(-22 - 2 2)
__ The fraction bar acts as a grouping symbol. Simplify the
(5 - 3) numerator and the denominator before dividing.
-22 - 4
_ Simplify the power in the numerator.
You may need to add 5-3
grouping symbols to
simplify expressions -26
_ Subtract to simplify the numerator.
when using a 5-3
scientific or graphing
-26
_ Subtract to simplify the denominator.
calculator.
To simplify _____
2+3 2
5-4
with
a calculator, enter -13 Divide.
(2 + 3) ÷ (5 - 4).
B ⎪10 - 5 2⎥ ÷ 5
⎪10 - 5 2⎥ ÷ 5 The absolute-value symbols act as grouping symbols.
⎪10 - 25⎥ ÷ 5 Simplify the power.
⎪-15⎥ ÷ 5 Subtract within the absolute-value symbols.
15 ÷ 5 Write the absolute value of -15.
3 Divide.

Simplify each expression.

5 + 2(-8)
3a. _ 3b. ⎪4 - 7⎥2 ÷ (-3) 3c. 3 √
50 - 1
(-2)3 - 3

1- 6 Order of Operations 41
 You may need to use grouping symbols when translating from words to
numerical or algebraic expressions. Remember that operations inside grouping
symbols are performed first.

EXAMPLE 4 Translating from Words to Math

Translate each word phrase into a numerical or algebraic expression.
A one half times the difference of -5 and 3
Look for words that 1 (-5 - 3)
_ Use parentheses so that the difference is evaluated first.
imply mathematical 2
operations. B the square root of the quotient of -12 and n
difference → subtract
sum → add √_

-12
n Show the square root of a quotient.
product → multiply
quotient → divide
4. Translate the word phrase into a numerical or algebraic
expression: the product of 6.2 and the sum of 9.4 and 8.

EXAMPLE 5 Sports Application

Hank Aaron’s last season in
the Major Leagues was in 1976.
A player’s total number of
bases can be found using the
expression S + 2D + 3T + 4H.
Use the table to find Hank
Aaron’s total bases for 1976.
S + 2D + 3T + 4H
44 + 2(8) + 3(0) + 4(10) First substitute values for each variable.

44 + 16 + 0 + 40 Multiply.

60 + 0 + 40 Add from left to right.

100 Add.

Hank Aaron’s total number of bases for 1976 was 100.

5. Another formula for a player’s total number of bases is

Hits + D + 2T + 3H. Use this expression to find Hank Aaron’s
total bases for 1959, when he had 223 hits, 46 doubles, 7 triples,
and 39 home runs.

THINK AND DISCUSS

1. Explain whether you always perform addition before subtraction when
simplifying a numerical or algebraic expression.
2. GET ORGANIZED Copy and complete
ÓäÊ
ÎÊ
ÓÊˁÊx
the graphic organizer. In each box,
show how grouping symbols can be
placed so that the expression is equal
to the number shown.
™x ÓÇ x

42 Chapter 1 Foundations for Algebra

 1-6
Exercises KEYWORD: MA7 1-6

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary Explain why the order of operations is necessary for simplifying
numerical expressions.

SEE EXAMPLE 1 Simplify each expression.

p. 40 2. 5 - 12 ÷ (-2) 3. 30 - 5 · 3 4. 50 - 6 + 8
5. 12 ÷ (-4)(3) 6. (5 - 8)(3 - 9) 7. 16 + ⎡⎣5 - (3 + 2 2)⎤⎦

SEE EXAMPLE 2 Evaluate each expression for the given value of the variable.
p. 41 8. 5 + 2x - 9 for x = 4 9. 30 ÷ 2 - d for d = 14 10. 51 - 91 + g for g = 20
11. 2(3 + n) for n = 4 12. 4(b - 4) for b = 5 13. 12 + ⎡⎣20(5 - k)⎤⎦ for k = 1
2

SEE EXAMPLE 3 Simplify each expression.

p. 41 14. 24 ÷ ⎪4 - 10⎥ 15. 4.5 - √
2(4.5) 16. 5(2) + 16 ÷ ⎪-4⎥

0 - 24 2 + 3(6)
17. _ 18. _ 19. -44 ÷ √
12 ÷ 3
6+2 22
SEE EXAMPLE 4 Translate each word phrase into a numerical or algebraic expression.
p. 42 20. 5 times the absolute value of the sum of s and -2
21. the product of 12 and the sum of -2 and 6
ÀÊÊÎÊvÌ
22. 14 divided by the sum of 52 and -3

SEE EXAMPLE 5 23. Geometry The surface area of a cylinder can be found using
p. 42 the expression 2π r (h + r). Find the surface area of the cylinder …ÊÊÇÊvÌ
shown. (Use 3.14 for π and give your final answer rounded to the
nearest tenth.)

PRACTICE AND PROBLEM SOLVING

Independent Practice Simplify each expression.
For See
Exercises Example 24. 3 + 4(-5) 25. 20 - 4 + 5 - 2 26. 41 + 12 ÷ 2
24–32 1 27. 3(-9) + (-2)(-6) 28. 10 2 ÷ (10 - 20) 29. (6 + 2 · 3) ÷ (9 - 7)2
33–41 2
42–49 3
30. -9 - (-18) + 6 31. 15 ÷ (2 - 5) 32. 5(1 - 2) - (3 - 2)
50–53 4
54 5
Evaluate each expression for the given value of the variable.
33. -6(3 - p) for p = 7 34. 5 + (r + 2)2 for r = 4 35. 13 - ⎡⎣3 + (j - 12)⎤⎦ for j = 5
Extra Practice
36. (-4 - a)2 for a = -3 37. 7 - (21 - h) for h = 25 38. 10 + ⎡⎣8 ÷ (q - 3)⎤⎦ for q = 2
2
Skills Practice p. S5
Application Practice p. S28
39. (4r - 2) + 7 for r = 3 40. -2(11b - 3) for b = 5 41. 7x(3 + 2x) for x = -1

Simplify each expression.

8-8 3 + ⎪8 - 10⎥
42. -4 ⎪2.5 - 6⎥ 43. _ 44. __ 45. √
32 - 5 ÷ 8
2-1 2
-18 - 36 6 ⎪5 - 7 ⎥
46. _ 47. _ 48. √5

2
- 42 49. (-6 + 24) ÷ ⎪-3⎥
-9 14 - 2

1- 6 Order of Operations 43
 Translate each word phrase into a numerical or an algebraic expression.
50. the product of 7 and the sum of 2 and d
51. the difference of 3 and the quotient of 2 and 5
52. the square root of the sum of 5 and -4
53. the difference of 8 and the absolute value of the product of 3 and 5
54. Geometry The perimeter of a rectangle can be found
using the expression 2( + w). Find the perimeter of the ÜÊÊ{ʈ˜°
rectangle shown.
űÊÊnʈ˜°
55. Simplify each expression.
a. 50 + 10 ÷ 2 b. 50 · 10 - 2 c. 50 · 10 ÷ 2
d. 50 ÷ 10 · 2 e. 50 - 10 · 2 f. 50 + 10 · 2

Translate each word phrase into a numerical or algebraic expression.

56. the difference of 8 and the product of 4 and n
57. 2 times the sum of 9 and the opposite of x
Sports 58. two-thirds of the difference of -2 and 8
59. the square root of 7 divided by the product of 3 and 10

60. Sports At the 2004 Summer Olympics, U.S. gymnast Paul Hamm received the
scores shown in the table during the individual all-around competition.

2004 Summer Olympics Individual Scores for Paul Hamm

Pommel Parallel Horizontal
Event Floor Rings Vault
horse bars bar
Score 9.725 9.700 9.587 9.137 9.837 9.837

In 2004, Paul Hamm a. Write a numerical expression to show the average of Hamm’s scores. (Hint: The
became the first average of a set of values is the sum of the values divided by the number of values.)
American to win a gold b. Simplify the expression to find Hamm’s average score to the nearest thousandth.
medal in the men’s
all-around gymnastics 61. Critical Thinking Are parentheses required when translating the word phrase “the
competition at the sum of 8 and the product of 3 and 2” into a numerical phrase? Explain.
Olympics. He won by a
margin of 0.012 point. Translate each word phrase into a numerical expression. Then simplify.
62. the sum of 8 and the product of -3 and 5
63. the difference of the product of 3 and 5 and the product of 6 and 2
64. the product of _2 and the absolute value of the difference of 3 and -12
3

65. This problem will prepare you for the Multi-Step Test Prep on page 60.
a. Find the area of each face of the prism. Find the sum of
these areas to find the total surface area of the prism.
3 in.
b. The total surface area of a prism is described by the 4 in.
expression 2(w) + 2(h) + 2(wh). Explain how this 5 in.
expression relates to the sum you found in part a.
c. Use the expression above to find the total surface area of the prism.
Explain why your answers to parts a and c should be equal.

44 Chapter 1 Foundations for Algebra

66. Geometry The area of a trapezoid is equal to the average of its L£ÊÊ{ÊV“

( )
b 1 + b 2 h to determine
bases times its height. Use the expression ______
2
the area of the trapezoid. …ÊÊÈÊV“
67. Write About It Many everyday processes must be done in a
certain order to be completed successfully. Describe a process that LÓÊÊ£äÊV“
requires several steps, and tell why the steps must be followed in a
certain order.

68. Cara’s family rented a car for their 3-day vacation to the Grand Canyon. They paid
$29.00 per day and $0.12 for each mile driven. Which expression represents Cara’s
family’s cost to rent the car for 3 days and drive 318 miles?
29 + 0.12(318) 29(3) + 0.12(318)
29 + 3 + 0.12 + 318 3⎡⎣9 + 0.12(318)⎤⎦

69. The perimeter of the Norman window shown is approximated

by the expression 2(3 + 8) + 3.14(3). Which is the closest
approximation of the perimeter of the window?
23.4 feet 31.4 feet
28.4 feet 51.4 feet nÊvÌ

70. Gridded Response Simplify √( )( )

54 - -2 5
__________
20 - 4 2
. ÈÊvÌ

CHALLENGE AND EXTEND

Simplify each expression.

√
3+9·2 
8 + 10 2
72. ⎡⎣(-6 · 4) ÷ (-6) · 4⎤⎦
2
71. _ 73. __
2 - 32 13 + (-10)
74. Use the numbers 2, 4, 5, and 8 to write an expression that has a value of 5. You may
use any operations, and you must use each of the numbers at least once.
75. Use the numbers 2, 5, 6, and 9 to write an expression that has a value of 1. You may
use any operations, and you must use each of the numbers at least once.
76. If the value of (⊗ + 5)2 is 81, what is the value of (⊗ + 5)2 + 1?
77. If the value of (⊗ + 1)2 - 3 is 22, what is the value of (⊗ + 1)2 - 5?

SPIRAL REVIEW
Identify each angle as acute, right, obtuse, or straight. (Previous course)
78. 79. 80.

Add or subtract. (Lesson 1-2)

81. 51 - (-49) 1
82. -5 + -1_
3( ) 83. -3 + (-8) 84. 2.9 - 5.3

Find each square root. (Lesson 1-5)


85. √64 86. √324 87. √_

36
49
88. - √
121

1- 6 Order of Operations 45
 1-7 Simplifying Expressions

Objectives Who uses this?

Use the Commutative, Triathletes can use the Commutative,
Associative, and Associative, and Distributive Properties
Distributive Properties to
to calculate overall times mentally.
simplify expressions.
Combine like terms.
A triathlon is an endurance race that includes
swimming, biking, and running. The winner
Vocabulary
is determined by adding the times for each
term
of the three events.
like terms
coefficient The Commutative and Associative Properties
of Addition and Multiplication allow you to
rearrange an expression to simplify it.

Properties of Addition and Multiplication

WORDS NUMBERS ALGEBRA

Commutative Property
You can add numbers in 2+7=7+2 a+b=b+a
any order and multiply
numbers in any order. 3·9=9·3 ab = ba

Associative Property
When you are only
adding or only (6 + 8) + 2 = 6 + (8 + 2) (a + b) + c = a + (b + c)
multiplying, you can
group any of the (7 · 4) · 5 = 7 · (4 · 5) (ab)c = a(bc)
numbers together.

EXAMPLE 1 Using the Commutative and Associative Properties

Simplify each expression.
A 4 · 9 · 25
9 · 4 · 25 Use the Commutative Property of Multiplication.
9 · (4 · 25) Use the Associative Property of Multiplication to make
Compatible numbers
9 · 100 groups of compatible numbers.
help you do math
mentally. Try to 900
make multiples of
5 or 10. They are B 25 + 48 + 75
simpler to use when 25 + 75 + 48 Use the Commutative Property of Addition.
multiplying.
(25 + 75) + 48 Use the Associative Property of Addition to make
100 + 48 groups of compatible numbers.
148

Simplify each expression.

1 + 4 + 1_
1a. 15 _ 2 1b. 410 + 58 + 90 + 2 1 ·7·8
1c. _
3 3 2

46 Chapter 1 Foundations for Algebra

 Commutative and Associative Properties

I used to get the Commutative and Associative Properties mixed up.

To remember the Commutative For the Associative Property, I think

Property, I think of people commuting of associating with my friends.
back and forth from work. When They’re the group I hang out with.
people commute, they move. I can In math, it’s about how numbers
move the numbers around without are grouped.
Lorna Anderson changing the value of the expression.
Pearson High School

The Distributive Property is used with addition to simplify expressions.

Distributive Property

WORDS NUMBERS ALGEBRA

You can multiply a number by a
sum or multiply each addend by
3 (4 + 8) = 3 (4) + 3 (8) a (b + c) = ab + ac
the number and then add. The
result is the same.

The Distributive Property also works with subtraction because subtraction is the
same as adding the opposite.

EXAMPLE 2 Using the Distributive Property with Mental Math

Write each product using the Distributive Property. Then simplify.
A 15 (103)
15 (100 + 3) Rewrite 103 as 100 + 3.
Break the greater
factor into a sum 15 (100)+ 15 (3) Use the Distributive Property.
that contains a 1500 + 45 Multiply.
multiple of 10. 1545 Add.

B 6 (19)
6 (20 - 1) Rewrite 19 as 20 - 1.
6 (20) - 6(1) Use the Distributive Property.
120 - 6 Multiply.
114 Subtract.

Write each product using the Distributive Property. Then

simplify.
2a. 9 (52) 2b. 12 (98) 2c. 7 (34)

The terms of an expression are the parts to Like terms Constant

be added or subtracted. Like terms are terms
that contain the same variables raised to the
same powers. Constants are also like terms.

1- 7 Simplifying Expressions 47
 A coefficient is a number that is multiplied by a
variable. Like terms can have different coefficients.
A variable written without a coefficient
Coefficients
has a coefficient of 1.

Using the Distributive Property can help you combine like terms. You can factor
out the common factor to simplify the expression.

7x 2 - 4x 2 = (7 - 4) x 2 Factor out x 2 from both terms.

= (3) x 2 Perform operations in parentheses.
= 3x 2

Notice that you can combine like terms by adding or subtracting the coefficients
and keeping the variables and exponents the same.

EXAMPLE 3 Combining Like Terms

Simplify each expression by combining like terms.
A 12x + 30x
12x + 30x 12x and 30x are like terms.
42x Add the coefficients.

B 6.8y 2 - y 2
Add or subtract only 6.8y 2 - y 2 A variable without a coefficient has a coefficient of 1.
the coefficients.
2 6.8y 2 - 1y 2 6.8y 2 and 1y 2 are like terms.
6.8y - y 2 ≠ 6.8
5.8y 2 Subtract the coefficients.

C 4n + 11n 2
4n + 11n 2 4n and 11n 2 are not like terms. Do not combine.

Simplify each expression by combining like terms.

3a. 16p + 84p 3b. -20t - 8.5t 3c. 3m 2 + m 3

EXAMPLE 4 Simplifying Algebraic Expressions

Simplify 2(x + 6) + 3x. Justify each step with an operation or property.

Procedure Justification

1. 2(x + 6) + 3x
2. 2(x) + 2(6) + 3x Distributive Property
3. 2x + 12 + 3x Multiply.
4. 2x + 3x + 12 Commutative Property of Addition
5. (2x + 3x) + 12 Associative Property of Addition
6. 5x + 12 Combine like terms.

Simplify each expression. Justify each step with an operation or

property.
4a. 6 (x - 4) + 9 4b. -12x - 5x + 3a + x

48 Chapter 1 Foundations for Algebra

 THINK AND DISCUSS
1. Tell which property is described by this sentence: When adding three
numbers, you can add the first number to the sum of the second and
third numbers, or you can add the third number to the sum of the first
and second numbers.
2. GET ORGANIZED Copy and complete the graphic organizer below. In
each box, give an example to illustrate the given property.

ÃÜVˆ>̈Ûi
œ““ÕÌ>̈Ûi ˆÃÌÀˆLṎÛi

1-7 Exercises KEYWORD: MA7 1-7

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary The ? Property states the following:
(a + b) + c = a + (b + c). (Associative, Commutative, or Distributive)
SEE EXAMPLE 1 Simplify each expression.
p. 46
2. -12 + 67 + 12 + 23 1 + 4 + 1_
3. 16 + 2 _ 1 4. 27 + 98 + 73
2 2
1 · 8 · 21
5. _ 6. 2 · 38 · 50 7. 50 · 118 · 20
3

SEE EXAMPLE 2 Write each product using the Distributive Property. Then simplify.
p. 47 8. 14 (1002) 9. 16 (19) 10. 9 (38)
11. 8 (57) 12. 12 (112) 13. 7 (109)

SEE EXAMPLE 3 Simplify each expression by combining like terms.

p. 48 14. 6x + 10x 15. 35x - 15x 16. -3a + 9a
17. -8r - r 18. 17x 2 + x 19. 3.2x + 4.7x

SEE EXAMPLE 4 Simplify each expression. Justify each step with an operation or property.
p. 48 20. 5 (x + 3) - 7x 21. 9 (a - 3) - 4 22. 5x 2 - 2 (x - 3x 2)
23. 6x - x - 3x 2 + 2x 24. 12x + 8x + t - 7x 25. 4a - 2 (a - 1)

PRACTICE AND PROBLEM SOLVING

Simplify each expression.
26. 53 + 28 + 17 + 12 27. 5 · 14 · 20 28. 6 · 3 · 5 29. 4.5 + 7.1 + 8.5 + 3.9

Write each product using the Distributive Property. Then simplify.

30. 9 (62) 31. 8 (29) 32. 11 (25) 33. 6 (53)

1- 7 Simplifying Expressions 49
Independent Practice Simplify each expression by combining like terms.
For See
Exercises Example 34. 3x + 9x 35. 14x 2 - 5x 2 36. -7x + 8x 37. 3x 2 - 4
26–29 1
30–33 2 Simplify each expression. Justify each step with an operation or property.
34–37 3 38. 4 (y + 6) + 9 39. -7 (x + 2) + 4x 40. 3x + 2 - 2x - 1
38–43 4
41. 5x - 3x + 3x 2 + 9x 42. 8x + 2x - 3y - 9x 43. 7y - 3 + 6y - 7
Extra Practice 44. Estimation Tavon bought a binder, 3 spiral notebooks, and a pen. The binder cost
Skills Practice p. S5
$4.89, the notebooks cost $1.99 each, and the pen cost $2.11. About how much did
Application Practice p. S28
Tavon spend on school supplies?
45. Sports In a triathlon, athletes race in swimming, biking, and running events. The
athlete with the shortest total time to complete the events is the winner.

Times from Triathlon

Athlete Swim (min:s) Bike (min:s) Run (min:s)
Amy 18:51 45:17 34:13
Julie 17:13 40:27 23:32
Mardi 19:09 38:58 25:32
Sabine 13:09 31:37 19:01

a. Find the total time for each athlete. (Hint: 1 minute = 60 seconds)
b. Use the total times for the athletes to determine the order in which they finished
the triathlon.

Name the property that is illustrated in each equation.

46. 5 + x = x + 5 47. x - 2 = -2 + x 48. 2 + (3 + y) = (2 + 3) + y

49. 3 (2r - 7) = 3 (2r) - 3 (7) 50. (2 + g) + 3 = 2 + (g + 3) 51. 45x - 35 = 5 (9x) - 5 (7)

Geometry Give an expression in simplified form for the perimeter of each figure.
52. ÓÜ 53. {« 54. ÓÃÊÊÎ

Ü nÊÊ« ÓÃÊÊÎ
ΫÊÊ£

55. Critical Thinking Evaluate a - (b - c) and (a - b) - c for a = 10, b = 7, and

c = 3. Based on your answers, explain whether there is an Associative Property
of Subtraction.

56. Write About It Describe a real-world situation that can be represented by the
Distributive Property. Translate your situation into an algebraic expression. Define
each variable you use.

57. This problem will prepare you for the Multi-Step Test Prep on page 60.
a. The diagram shows a pattern of shapes that can be folded to
{ÊV“
make a cylinder. How is the length  of the rectangle related
to the circumference of (distance around) each circle?
b. An expression for the circumference of each circle is 2πr. £ÓÊV“
Ű
Write an expression for the area of the rectangle.
c. Write an expression for the total area of the figures. Leave
the symbol π in your expression.

50 Chapter 1 Foundations for Algebra

58. Ariel has 19 more CDs than her sister Tiffany has. Victor has 3 times as many CDs as
Ariel has. Tiffany has x CDs. Which expression can be used to show how many CDs
the three have in total?
19 + 3x 51 + 3x 76 + 3x 76 + 5x

59. Which expression can be used to represent the perimeter of the rectangle?
16k 3k + 13 ÎÊʎ
32k 6k + 26
Ó­ŽÊÊx®

60. Which equation is an example of the Distributive Property?

(25 + 18) + 33 = 25 + (18 + 33) 33 · 25 + 33 · 18 = 33 · (25 + 18)
33 + (25 · 18) = (25 · 18) + 33 3 + 25 · 33 + 18 = 18 + 33 · 25 + 33

CHALLENGE AND EXTEND

Simplify.
61. 4 ⎡⎣3(x + 9) + 2⎤⎦ 62. -3 ⎡⎣(x - 2) + 5 (x - 2)⎤⎦

(2b + 5) - (8b + 6) + 3 (b - 2) 1 ⎡ 10 - g + -6 + 3g ⎤
63. 64. _
2⎣
( ) ( )⎦
65. Fill in the missing justifications.

Procedure Justification

11e - 7 - 3e = 11e + (-7) + (-3e) Definition of subtraction

= 11e + (-3e) + ( -7) a. ?
= ⎡⎣11e + (-3e)⎤⎦ + (-7) b. ?
= ⎡⎣11 + (-3)⎤⎦e + (-7) c. ?
= 8 e + (-7) d. ?
= 8e - 7 Definition of subtraction

66. Fill in the missing justifications.

Procedure Justification
a+b
_ 1( _ )
c = c a+b Definition of division
1 _ _
= (a) + 1 (b) a. ?
c c
a
= + _ _
b b. ?
c c

SPIRAL REVIEW
Give the area of the figure described. (Previous course)
67. square; s = 6 ft 68. parallelogram; b = 7 mm, h = 13 mm

Simplify each expression. (Lesson 1-4)

() (-_12 )
3 2
69. 2 6 70. 18 2 1
71. - _ 72.
2
Simplify each expression. (Lesson 1-6)
73. 3 + 4 - 10 ÷ 2 + 1 82 - 62
74. _ 75. 2 - ⎡⎣6 - 8 ÷ (3 + 1)⎤⎦
82 + 62

1- 7 Simplifying Expressions 51
 Perimeter
Geometry The distance around a geometric figure is called the perimeter.
You can use what you have learned about combining like
terms to simplify expressions for perimeter.

A closed figure with straight sides is called a polygon. To find the

perimeter of a polygon, add the lengths of the sides.

Example 1

A Write an expression for the perimeter of the quadrilateral.

a-1 a+3
Add the lengths of the four sides.
2a - 8
P = (a + 3) + (2a - 8) + (3a - 3) + (a - 1)
3a - 3
Combine like terms to simplify.
P = (a + 2a + 3a + a) + (3 - 8 - 3 - 1)

= 7a - 9 This is a general expression for the perimeter.

B Find the perimeter of this quadrilateral for a = 5.

Substitute 5 for a.
P = 7(5) - 9 Multiply; then subtract.

= 35 - 9
= 26 This is the perimeter when a = 5.

Try This
Write and simplify an expression for the perimeter of each figure.
1. 2. b + 1 b-1 3. m+1
ÝÊÊÓ

ÎÝ
2m - 1
b+3 2b

ÓÝÊÊ£

Find the perimeter of each figure for the given value of the variable.
4. k = 3 5. n = 10 6. y = 4
k-2 2y - 1
3n - 1
k-1 y+1 y+1
n
k+1
3n - 1
k-1 y+1 y+1
k-2
2y - 1

52 Chapter 1 Foundations for Algebra

Combining like terms is one way to explore what happens to the perimeter
when you double the sides of a triangle or other polygon.

Example 2
What happens to the perimeter of this triangle when you double the length of
each side?

Write an expression for the perimeter of the smaller triangle.

Combine like terms to simplify the expression. ÓÝÊÊ£
(x - 1) + (2x - 1) + (x + 3)
ÝÊÊ£
(x + 2x + x) + (-1 - 1 + 3) ÝÊÊÎ

4x + 1 Perimeter of small triangle

Double the length of each side of the triangle. Ó­ÓÝÊÊ£®

2 (x - 1) = 2x - 2
Ó­ÝÊÊ£®
2 (2x - 1) = 4x - 2
Ó­ÝÊÊή
2 (x + 3) = 2x + 6

Find the perimeter of the larger triangle.

Combine like terms to simplify.
(2x - 2) + (4x - 2) + (2x + 6) Add the lengths of the sides.
(2x + 4x + 2x) + (-2 - 2 + 6) Use the Associative and Commutative Properties of Addition and
combine like terms.
8x + 2 Perimeter of large triangle

Use the Distributive Property to show that the new perimeter is

twice the original perimeter.
8x + 2 = 2 (4x + 1)

Try This
Each set of expressions represents the side lengths of a triangle. Use the
Distributive Property to show that doubling the side lengths doubles the perimeter.
7. 2p + 1 8. c - 1 9. w + 5 10. h - 2
3p + 2 2c + 1 w+5 3h
5p 3c - 1 3w - 1 2h + 3

Solve each problem.

11. Use the triangles in Example 2. Find the side lengths and perimeters for x = 5.
12. The sides of a quadrilateral are 2x - 1, x + 3, 3x + 1, and x - 1. Double the length
of each side. Then find an expression for the perimeter of the new figure.
>
13. What happens to the perimeter of this trapezoid when you triple the
length of each side? Use the variables a, b, b, and c for the lengths
of the sides. Explain your answer using the Distributive Property. L L

Connecting Algebra to Geometry 53

 1-8 Introduction to Functions

Objectives Why learn this? އ>݈Ã

Graph ordered pairs in You can use functions to determine how
the coordinate plane. the cost of a caricature is affected by the +Õ>`À>˜ÌÊ +Õ>`À>˜ÌÊ
Graph functions from number of people in the picture. (See
ordered pairs. Example 3.) œÀˆ}ˆ˜
Vocabulary The coordinate plane is formed by the ä
coordinate plane intersection of two perpendicular number
axes ݇>݈Ã
lines called axes . The point of intersection,
origin
called the origin , is at 0 on each number +Õ>`À>˜ÌÊ +Õ>`À>˜ÌÊ6
x-axis
y-axis
line. The horizontal number line is called
ordered pair the x-axis , and the vertical number line is
x-coordinate called the y-axis .
y-coordinate
quadrant
Points on the coordinate plane are described using ordered pairs. An ordered
input pair consists of an x-coordinate and a y-coordinate and is written (x, y).
output Points are often named by a capital letter.

EXAMPLE 1 Graphing Points in the Coordinate Plane 4

y M(3, 4)

Graph each point. 2

A M (3, 4) N(-2, 0) x
The x-coordinate Start at the origin. -4 -2 0 2 4
tells how many units Move 3 units right and 4 units up. -2
to move left or right
from the origin. The B N (-2, 0) -4
y-coordinate tells
Start at the origin. Move 2 units left.
how many units to
move up or down.
Graph each point.
1a. R (2, -3) 1b. S (0, 2) 1c. T (-2, 6)

Look at the graph at the top of this lesson. The axes divide the coordinate plane
into four quadrants . Points that lie on an axis are not in any quadrant.
y
W 4 U
EXAMPLE 2 Locating Points in the Coordinate Plane T
Name the quadrant in which each point lies. 2
Q R x
A P B Q
-4 -2 0 2 4
Quadrant III Quadrant II
V P -2
C R D S -4 S
no quadrant (x-axis) Quadrant IV

Name the quadrant in which each point lies.

2a. T 2b. U 2c. V 2d. W

54 Chapter 1 Foundations for Algebra

 An equation that contains two variables can be
Output Input
used as a rule to generate ordered pairs. When you
substitute a value for x, you generate a value for y.
The value substituted for x is called the input , and
the value generated for y is called the output .

In a function, the value of y (the output) is determined by the value of x (the

input). All of the equations in this lesson represent functions.

EXAMPLE 3 Art Application

A caricature artist charges his clients a $5
setup fee plus $10 for every person in a
picture. Write a rule for the artist’s fee.
Write ordered pairs for the artist’s fee when
there are 1, 2, 3, and 4 people in the picture.
Let y represent the artist’s fee and
x represent the number of people
in a picture.
The artist’s fee is
determined by the
number of people in Artist’s fee is $5 plus $10 for each person.
the picture, so the
number of people y = 5 + 10 · x
is the input and the
artist’s fee is the
y = 5 + 10x
output.
Number of People in Picture Rule Fee Ordered Pair

x (input) y = 5 + 10x y (output) (x, y)

1 y = 5 + 10 (1) 15 (1, 15)
2 y = 5 + 10 (2) 25 (2, 25)
3 y = 5 + 10 (3) 35 (3, 35)
4 y = 5 + 10 (4) 45 (4, 45)

3. What if…? The artist increased his fees to a $10 setup fee
plus $20 for every person. Write a rule for the new fee. Write
ordered pairs for the fee when there are 1, 2, 3, and 4 people.

When you graph ordered pairs generated by a function, they may create a pattern.

EXAMPLE 4 Generating and Graphing Ordered Pairs

Generate ordered pairs for each function using the given values for x.
Graph the ordered pairs and describe the pattern.
A y = 4x - 3; x = -1, 0, 1, 2
y
Input Output Ordered Pair 8
x y (x, y)
4
-1 4(-1) - 3 = -7 (-1, -7) x
0 4(0) - 3 = -3 (0, -3) -8 -4 0 4 8
1 4(1) - 3 = 1 (1, 1) -4
2 4(2) - 3 = 5 (2, 5)
The points form a straight line.

1- 8 Introduction to Functions 55
 Generate ordered pairs for each function using the given values for x.
Graph the ordered pairs and describe the pattern.

B y = 2x 2 + 1; x = -2, -1, 0, 1, 2
y
Input Output Ordered Pair
8
x y (x, y)
-2 2 (-2) 2 + 1 = 9 (-2, 9) 6

-1 2 (-1) 2 + 1 = 3 (-1, 3) 4
0 2 (0) + 1 = 1
2
(0, 1)
1 2 (1) + 1 = 3
2
(1, 3) x
0
2 2 (2) + 1 = 9
2
(2, 9) -2 2

The points form a U shape.

C y = ⎪x + 3⎥; x = -5, -4, -3, -2, -1

y
Input Output Ordered Pair 4
x y (x, y)
-5 ⎪-5 + 3⎥ = ⎪-2⎥ = 2 (-5, 2) x
-4 ⎪-4 + 3⎥ = ⎪-1⎥ = 1 (-4, 1) -4 -2 0
-2
-3 ⎪-3 + 3⎥ = ⎪0⎥ = 0 (-3, 0)
-2 ⎪-2 + 3⎥ = ⎪1⎥ = 1 (-2, 1) -4

-1 ⎪-1 + 3⎥ = ⎪2⎥ = 2 (-1, 2)

The points form a V shape.

Generate ordered pairs for each function using the given values
for x. Graph the ordered pairs and describe the pattern.
1 x - 4; x = -4, -2, 0, 2, 4
4a. y = _
2
4b. y = 3x 2 + 3; x = -3, -1, 0, 1, 3
4c. y = ⎪x - 2⎥; x = 0, 1, 2, 3, 4

In Chapter 4, you will learn more about functions. You will study the relationship
between the shape of a graph and the rule that generates the ordered pairs.

THINK AND DISCUSS

1. Describe how to graph the ordered pair (-3, 6).
2. Give an example of a point that lies on the y-axis.
3. GET ORGANIZED Copy and complete Ê+Õ>`À>˜Ìʏ Ê+Õ>`À>˜Ìʏ
the graphic organizer. In each blank, Ê ÝʈÃÊ
¶
° Ê ÝʈÃÊ
¶
°
write “positive” or “negative.” Ê ÞʈÃÊ
¶
° /…iÊ ÞʈÃÊ
¶
°
Ê

œœÀ`ˆ˜>Ìi
Ê ÝʈÃÊ
¶
° *>˜iÊ ÝʈÃÊ
¶
°
Ê ÞʈÃÊ
¶
° Ê ÞʈÃÊ
¶
°
+Õ>`À>˜Ìʏ +Õ>`À>˜Ìʏ6

56 Chapter 1 Foundations for Algebra

 1-8
Exercises KEYWORD: MA7 1-8

KEYWORD: MA7 Parent

GUIDED PRACTICE
1. Vocabulary Explain why the order in an ordered pair is important.

SEE EXAMPLE 1 Graph each point.

p. 54 2. J (4, 5) 3. K (-3, 2) 4. L (6, 0) 5. M (1, -7)

SEE EXAMPLE 2 Name the quadrant in which each point lies. Þ 

{
p. 54 6. A 7. B 8. C
Ó
9. D 10. E 11. F  Ý
{ Ó ä Ó {
SEE EXAMPLE 3 12. Multi-Step The number of counselors at a summer camp
Ó
p. 55 must be equal to __14 the number of campers. Write a rule for

the number of counselors that must be at the camp. Write {

ordered pairs for the number of counselors when there are
76, 100, 120, and 168 campers.

SEE EXAMPLE 4 Generate ordered pairs for each function for x = -2, -1, 0, 1, and 2. Graph the
p. 55 ordered pairs and describe the pattern.
13. y = x + 2 14. y = -x 15. y = -2 ⎪x⎥ 1 x2
16. y = _
2

PRACTICE AND PROBLEM SOLVING

Independent Practice Graph each point.
17. D (2, 8) 18. E (-2, -7) 19. F (0, -5) 20. G (4, -4)
For See
Exercises Example
17–20 1
21–26 2 Name the quadrant in which each point lies. Þ
{
27 3 21. X 22. Y 23. Z /
28–31 4 - Ó
24. R 25. S 26. T < Ý
Extra Practice 27. Multi-Step Jeremy’s wages include a $500 base salary { Ó ä Ó {
Skills Practice p. S5 9
Application Practice p. S28
plus __
1
10
of his sales. Write a rule for the total amount of Ó
Jeremy’s paycheck. Write ordered pairs for the amount of ,
{ 8
Jeremy’s paycheck when his sales are $500, $3000, $5000,
and $7500.

Generate ordered pairs for each function for x = -2, -1, 0, 1, and 2. Graph the
ordered pairs and describe the pattern.
28. y = 6 - 2x 29. y = - (x 2) 30. y = 3 ⎪x⎥ 31. y = x 2 + 3

Geometry Graph each point and connect them in the order they are listed.
Connect the last point to the first. Describe the figure drawn.
32. (-1, 1), (4, 1), (4, -4), (-1, -4) 33. (-6, 3), (2, -2), (-7, -3)
34. (4, 4), (6, 2), (5, -1), (3, -1), (2, 2) 35. (-6, 5), (4, 5), (4, 7), (-6, 7)
36. Multi-Step The salary at Beth’s company is $32,000 for someone with no
experience and increases by $2700 per year of experience. Write a rule for the salary
at Beth’s company. Write ordered pairs for the salaries for employees with 0, 2, 5, and
7 years of experience.

1- 8 Introduction to Functions 57
 37. This problem will prepare you for the Multi-Step Test Prep on page 60.
a. A room decorator wants to purchase fabric. Each yard of fabric costs $2.90. Write
a rule for the cost of the fabric. Let c equal the total cost and f equal the number
of yards of fabric.
b. Which variable is the input and which variable is the output?
c. Make a table showing the cost of 1, 2, 3, 4, and 5 yards of fabric.
d. How many whole yards can the decorator purchase if she has $21.00?

Write an equation for each rule. Use the given values for x to generate ordered pairs.
Graph the ordered pairs and describe the pattern.
38. y is equal to 3 more than the absolute value of x; x = -2, -1, 0, 1, and 2.
39. y is equal to the sum of one half of x and -3; x = -4, -2, 0, 2, and 4.

Math History 40. y is equal to the sum of x squared and 1; x = -5, -3, -1, 1, 3, and 5.
41. Business An events planner is preparing for a 5K race. She will buy enough water
bottles for 50 volunteers, plus 1 __12 times the number of runners who preregister for
the race.
a. Write an equation for the number of water bottles the planner should buy.
b. Generate ordered pairs for the number of water bottles the event planner will buy
for the following numbers of preregistered runners: 100, 150, 200, 250, and 300.

Give the coordinates of three points that fit the given description. Graph the points
and describe the pattern.
The coordinate plane is
also called the Cartesian 42. The x-coordinate is 1 less than the y-coordinate.
plane. This name comes 43. The sum of the x-coordinate and y-coordinate is 5.
from the mathematician
Rene Descartes (1596– 44. The x-coordinate is 2 times the y-coordinate.
1650), who is credited
with developing the 45. The quotient of the x-coordinate and y-coordinate is 3.
coordinate system. 46. Critical Thinking Lance wrote five ordered pairs for which the y-coordinate was
the opposite of the x-coordinate. Then he graphed the ordered pairs. What pattern
did the points make?

47. Write About It Graph the point (4, 2).

a. How is graphing the point (4, 2) different from graphing the point (2, 4)?
b. How is graphing the point (4, 2) different from graphing the point (-4, -2)?
48. /////ERROR ANALYSIS///// Two students graphed the point (4, 6). Which is incorrect?
Explain the error.

! Z " Z
 

 

 
Y Y
       

49. Generate ordered pairs for y = x, graph the points, and connect them to make a line.
Do the same for y = x + 2 using the same values for x. How is the line for y = x + 2
different from the line for y = x?

58 Chapter 1 Foundations for Algebra

50. Which equation could be used to generate the ordered pairs (2, 7) and (6, 9)?

y=9-x 3 x2 + 1
y=_ 1x + 6
y=_ y=x+5
2 2
51. Which table of ordered pairs is generated when the values 1, 2, 3, and 4 are
substituted for x in the equation y = 2x - 4?
x y x y x y x y

1 -3 1 -2 1 -2 1 -3
2 -2 2 0 2 0 2 -1
3 -1 3 2 3 1 3 2
4 0 4 4 4 2 4 4

8?
7 and y < _
52. For which point on the graph is x > _ Þ

2 3 {

A C
Ó
B D
Ý

53. Which ordered pair describes the point (2, 5) shifted { Ó ä Ó {

3 units right and 2 units down? Ó

(0, 8) (5, 3)

{
(2, 3) (5, 5)

CHALLENGE AND EXTEND

Graph each point.
54. W (x + 4, y - 8) for x = 5 and y = 2 55. X (5 - x, y 2) for x = -1 and y = 3
56. Y (x + y, y - x) for x = 6 and y = 3 57. Z (xy, x 2y) for x = -1 and y = 4
58. Graph several ordered pairs that have an x-coordinate of 3. Describe the pattern.
59. Graph several ordered pairs that have a y-coordinate of 6. Describe the pattern.
60. Find the perimeter of a rectangle whose vertices have the coordinates A (3, 6),
B (3, -2), C (-1, -2), and D (-1, 6).
61. Multi-Step The coordinates of three vertices of a rectangle are J (-4, -2), K (2, -2),
and L (2, 5). Find the coordinates of the fourth vertex. What is the area of the rectangle?

SPIRAL REVIEW
Give the name of each figure. (Previous course)
62. 63. 64. 65.

Write all classifications that apply to each real number. (Lesson 1-5)
66. √36 67. √ 6 68. _1 69. -32
9

Simplify each expression. (Lesson 1-7)

1 · 18 · 25
70. _ 71. x 2 + 3x 72. 2a - b + a + 4b
5

1- 8 Introduction to Functions 59
SECTION 1B

The Tools of Algebra

Design Time Lori’s family and Marie’s family are redecorating a
room in each other’s home. They have three days for the decorating
project, which will be filmed for a local TV show.

1. Lori decides to paint Marie’s

room a shade of blue. She
measures the height and
width of each wall in the
rectangular room. She finds
that two walls have a width of
12 feet and the other two have
a width of 14 feet. The ceiling
is 9 feet high. Find the area
of each wall. Find the total
area of all four walls plus the
ceiling.
2. One gallon of paint covers 400 square
feet. How many gallons are needed if
Lori wants to apply 2 coats of paint to
all the walls and the ceiling?
3. Lori decided to build a bedside table
in the shape of a cylinder and cover all
of its surfaces except the bottom with
yellow fabric. The fabric
costs $2.50 per square £ÊvÌ
yard. The table has a
radius of 1 foot and a
height of 2 feet. What ÓÊvÌ
is the cost to cover the
table? Use 3.14 for π.
4. Lori will fill a vase with
multicolored beads and
place it on the bedside table. The vase is in the Îʈ˜°
approximate shape of a cone. The height of the
vase is 10 inches, and the radius of
the vase at the top is 3 inches. Find the volume
£äʈ˜°
of the vase. Use 3.14 for π. (Hint: The formula
for the volume of a cone is V = __13 πr 2 h, where r
is the radius of the cone and h is the height
of the cone.)
5. Lori wants to create a border around the room using stickers. She can
purchase a package of 5 stickers for $6.00. Make a table to show the cost
of 1, 2, 3, 4, and 5 packages of stickers. Make another table to show the
cost based on the number of stickers (not the number of packages).
How many stickers can Lori purchase if she has $32 left in her budget?

60 Chapter 1 Foundations for Algebra

 SECTION 1B
Quiz for Lessons 1-6 Through 1-8
1-6 Order of Operations
Simplify each expression.
1. -6 + 12 ÷ (-3) 2. 30 - 9 + 4 3. (6 - 8) · (7 - 5)
4. 8 · ⎡⎣8 - (4 - 2)⎤⎦ 23 - 3 · 5
5. _ 6. ⎪3 - 9⎥ ÷ 2 + 5
4
Translate each word phrase into a numerical expression. L£ÊÊÎÊV“
7. the quotient of 16 and the difference of 9 and -7
8. the product of 5 and the sum of 6 and 4
…ÊÊ{ÊV“
9. The area of a trapezoid can be found using the expression
2 ( 1
__
1
b + b 2) h. Find the area of the trapezoid shown.

LÓÊÊxÊV“
1-7 Simplifying Expressions
Simplify each expression.
10. 75 + 32 + 25 11. 5 · 18 · 20 1 · 19 · 8
12. _
4
Write each product using the Distributive Property. Then simplify.
13. 7 (67) 14. 9(29) 15. 17 (18) 16. 8 (106)

Simplify each expression by combining like terms.

17. 4k + 15k 18. x 2 + 22x 2 19. -2g + 5g

Simplify each expression. Justify each step with an operation or property.

20. 3 (x + 2) - 3x 21. x - 6x 2 + 3x + 4x 2 22. -2 (3x + 2y + 4x - 5y)

1-8 Introduction to Functions

Graph each point. y
4
B
23. A (0, -3) 24. B (-2, -3) 25. C (1, 4) A C
2
Name the quadrant in which each point lies. F x
26. A 27. B 28. C -4 -2 0 2 4
D
29. D 30. E 31. F
E
-4
Generate ordered pairs for each function for x = -2, -1, 0, 1,
and 2. Graph the ordered pairs and describe the pattern.
32. y = x 2 + 1 33. y = x - 1 34. y = - ⎪x⎥ 35. y = 3x + 3
36. A swimming pool contains 30,000 gallons of water. The pool is drained at a rate of
100 gallons per minute. Write a rule for the amount of water in the pool when
x minutes have gone by. Write ordered pairs for the amount of water in the pool
when 30, 60, 90, and 120 minutes have gone by.

Ready to Go On? 61
 Vocabulary
absolute value . . . . . . . . . . . . . . . 14 like terms . . . . . . . . . . . . . . . . . . . 47 real numbers . . . . . . . . . . . . . . . . 33
additive inverse . . . . . . . . . . . . . 15 multiplicative inverse . . . . . . . . 21 reciprocal . . . . . . . . . . . . . . . . . . . 21
algebraic expression . . . . . . . . . . 6 natural numbers . . . . . . . . . . . . 33 repeating decimal . . . . . . . . . . . 34
axes . . . . . . . . . . . . . . . . . . . . . . . . 54 numerical expression . . . . . . . . . 6 square root . . . . . . . . . . . . . . . . . . 32
base . . . . . . . . . . . . . . . . . . . . . . . . 26 opposites . . . . . . . . . . . . . . . . . . . 15 term . . . . . . . . . . . . . . . . . . . . . . . . 47
coefficient . . . . . . . . . . . . . . . . . . 48 order of operations . . . . . . . . . . 40 terminating decimal . . . . . . . . . 33
constant . . . . . . . . . . . . . . . . . . . . . 6 ordered pair . . . . . . . . . . . . . . . . . 54 variable . . . . . . . . . . . . . . . . . . . . . . 6
coordinate plane . . . . . . . . . . . . 54 origin . . . . . . . . . . . . . . . . . . . . . . . 54 whole numbers . . . . . . . . . . . . . . 33
cube root . . . . . . . . . . . . . . . . . . . 32 output . . . . . . . . . . . . . . . . . . . . . . 55 x-axis . . . . . . . . . . . . . . . . . . . . . . . 54
evaluate . . . . . . . . . . . . . . . . . . . . . 7 perfect square . . . . . . . . . . . . . . . 32 x-coordinate . . . . . . . . . . . . . . . . 54
exponent. . . . . . . . . . . . . . . . . . . . 26 power . . . . . . . . . . . . . . . . . . . . . . . 26 y-axis . . . . . . . . . . . . . . . . . . . . . . . 54
input . . . . . . . . . . . . . . . . . . . . . . . 55 principal square root . . . . . . . . 32 y-coordinate . . . . . . . . . . . . . . . . 54
integers . . . . . . . . . . . . . . . . . . . . . 33 quadrant . . . . . . . . . . . . . . . . . . . . 54
irrational numbers . . . . . . . . . . 33 rational numbers . . . . . . . . . . . . 34

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? is a value that does not change.
−−−−−−
2. The ? include the natural numbers and zero.
−−−−−−
3. A(n) ? is the numerical factor of a term that contains a variable.
−−−−−−
4. The ? is the point where the axes of a coordinate plane intersect.
−−−−−−

1-1 Variables and Expressions (pp. 6–11)

EXAMPLES EXERCISES
■ Barbara has saved d dollars for a $65 sweater. 5. Grapes cost $1.99 per pound. Write an expression
Write an expression for the amount of money for the cost of g pounds of grapes.
she still needs to buy the sweater.
6. Today’s temperature is 3 degrees warmer than
65 - d Think: d dollars less than yesterday’s temperature t. Write an expression for
the price of the sweater. today’s temperature.
■ Evaluate b - a for a = 7 and b = 15.
b - a = 15 - 7 Substitute the values for Evaluate each expression for p = 5 and q = 1.
=8 the variables. 7. qp 8. p ÷ q 9. q + p
10. Each member of the art club will make the same
number of posters to advertise their club. They
will make 150 posters total. Write an expression
for how many posters each member will make
if there are m members. Find how many posters
each member will make if there are 5, 6, and 10
members.

62 Chapter 1 Foundations for Algebra

 1-2 Adding and Subtracting Real Numbers (pp. 14 –19)
EXAMPLES EXERCISES
Add or subtract. Add or subtract.
■ -4 + (-9)
-4 + (-9) The signs are the same.
11. -2 + (-12) 12. -6 + 1.4 13. 9 _
4 ( )
3
1 + -4 _
4
(4 + 9 = 13) Add the absolute values and use 3
1 -_
-13 the sign of the numbers. 14. _ 15. -8 - 16 16. 6.7 - (-7.6)
2 2
17. A trail starts at an elevation of 2278 feet. It
■ -8 - (-3) descends 47 feet to a campsite. What is the
-8 + 3 To subtract -3, add 3. elevation of the campsite?
-5

1-3 Multiplying and Dividing Real Numbers (pp. 20–25)

EXAMPLES EXERCISES
Multiply or divide. Multiply or divide if possible.
■ -12(9) ■ -_
6( )
5 ÷ -_
3
4
18. -5(-18) 19. 0 · 10 20. -4(3.8)
21. -56 ÷ 7 22. 0 ÷ 0.75 23. 9 ÷ 0
5 ÷ -_ 5 -_
6 ( 4) 6 ( 3)
3 4
-12(9) = -108 -_ = -_
Divide.
(-5)(-4)
=_ 4
24. 4 ÷ _ 3
1 ÷_
25. - _ 6 ÷_
26. _ 2
6(3) 9 2 4 7 5
20 = _
=_ 10 27. An exercise program recommends that a person
18 9 walk at least 10,000 steps every day. At this rate,
how many steps would the person walk in 1 year?

1-4 Powers and Exponents (pp. 26–31)

EXAMPLES EXERCISES
■ Simplify -3 4. Write each expression as repeated multiplication.
-3 4 = -1 · 3 · 3 · 3 · 3 Find the product of -1 Then simplify the expression.
= -81 and four 3’s. 28. 4 3 29. (-3) 3 30. (-3) 4

() ( )
3 2
■ Write -216 as a power of -6. 31. -5 2 2
32. _ 4
33. -_
3 5
-216 = (-6)(-6)(-6) The product of three
= (-6) 3 -6’s is -216.
Write each number as a power of the given base.
34. 16; base 2 35. -1000; base -10
36. 64; base -8 37. 12; base 12
38. The interior of a safe is shaped like a cube with
edges 9 inches long. What is the volume of the
interior of the safe?

Study Guide: Review 63

 1-5 Roots and Real Numbers (pp. 32–37)
EXAMPLES EXERCISES
Find each root. Find each root.
39. √ 41. - √
3
40. √
√ 
16
_ 36 64 49
■ - √
64 ■
81
42. - √
144 43. √
25
_
36
44. √_
3 1
27


(_49 ) = _94 · _94 = _

2
8 2 = 64 16
81
Write all the classifications that apply to each real
- √
64 = -8 √ 
16 = _
_
81
4
9
number.
45. 21 46. 0 47. -13

■ Write all classifications that apply to -7. 48. 0.8 49. √

3 5
50. _
6
-7 = -7.0
-7 = _
1 51. A tabletop is shaped like a square with an area of
13 square feet. Find the length of one side of the
rational number, terminating decimal, integer table to the nearest tenth of a foot.

1-6 Order of Operations (pp. 40–45)

EXAMPLES EXERCISES
(_) .
2
15 - 7
■ Simplify 18 - 3 Simplify each expression.
4
52. 5 · 4 + 3 53. 17 + 3(-3)
( )
2
15
18 - 3 _ - 7
4
54. [8 + (2 - 6) 2] ÷ 4 4 2 - 11
55. _
()
2 10
8
18 - 3 _ Simplify the numerator.
4 56. ⎪12 - 3 · 7⎥ · (-2) 57. √
4·5+5-5
18 - 3(2) 2 Simplify inside parentheses.
Evaluate each expression for the given value of x.
18 - 3 · 4 Simplify powers.
58. 48 - x + 29 for x = 15
18 - 12 Multiply.
59. x + 4 · 6 - 10 for x = -4
6 Subtract.
60. 8(x - 8) 3 for x = 9
■ Evaluate -5 √
40 - x + 12 for x = 4. 61. [(3 - x) 2 + 4] ÷ 2 for x = 7
-5 √
40 - 4 + 12 Substitute the value for x.
Translate each word phrase into a numerical or
-5 √
36 + 12 Simplify inside the square algebraic expression.
root symbol.
62. the sum of 8 and the product of 7 and -2
-5(6) + 12 Find the square root.
63. the quotient of 12 and the sum of 8 and 3
-30 + 12 Multiply.
64. 4 times the square root of x less than 20
-18 Add.
65. The expression 16t 2 + vt can be used to find the
distance in feet traveled by a falling object. The
initial speed is v (ft/s), and time is t (s). Find the
distance traveled in 3 s by a falling object with an
initial speed of 8 ft/s.

64 Chapter 1 Foundations for Algebra

 1-7 Simplifying Expressions (pp. 46–51)
EXAMPLES EXERCISES
Simplify each expression. Simplify each expression.
■ -6f 2 - 8f + 3f 2 66. 18 + 26 - 8 + 4 1
67. 60 · 27 · _
6
-6f 2 + 3f 2- 8f Commutative Property
-3f 2 - 8f Combine like terms. Write each product using the Distributive Property.
Then simplify.
■ 3x - 4y 68. 13(103) 69. 18(99)
3x - 4y There are no like terms.
It cannot be simplified. Simplify each expression.
■ 5x 2 - 3 (x - 2 ) - x 70. 20x - 16x 71. 2y 2 + 5y 2
5x 2 - 3x - 3(-2) - x Distributive Property
5x 2 - 3x + 6 - x Multiply. 72. 6(x + 4) - 2x 73. -2(x 2 - 1) + 4x 2
5x 2 - 3x - x + 6 Commutative Property 74. -2y + 3y 2 - 3y + y 75. 7y + 3y - a - 2y
5x 2 - 4x + 6 Combine like terms.
76. Rita bought a sandwich, 2 bottles of water, and
an apple for lunch. The sandwich cost $4.99, the
bottles of water cost $1.48 each, and the apple
cost $0.89. About how much did Rita spend on
lunch?

1-8 Introduction to Functions (pp. 54 –59)

EXAMPLES EXERCISES
■ Generate ordered pairs for the function using Graph each point.
the given values for x. Graph the ordered 77. A (2, 3) 78. B (-1, 4)
pairs and describe the pattern.
79. C (0, 8) 80. D (5, -3)
y = x + 2; x = -4, -3, -2, -1, 0

Input Output Ordered Pair Name the quadrant in which each point lies.
81. R {
Þ /
x y (x, y )
82. S ,
-4 -4 + 2 = -2 (-4, -2) 1 Ó

-3 -3 + 2 = -1 (-3, -1) 83. T Ý

{ Ó ä
-2 -2 + 2 = 0 (-2, 0) 84. U Ó {
6Ó -
85. V 7
-1 -1 + 2 = 1 (-1, 1)
{
0 0+2=2 (0, 2) 86. W
87. The price of an item with tax is equal to the price
Þ
{ of the item plus __
1
20
of the price. Write a rule for
the price with tax. Write ordered pairs for the
Ó
price with tax of items that cost $2, $15, $30,
Ý
and $40.
{ Ó ä Ó {
Ó 88. Generate ordered pairs for the function y = __14 x 2
for x = -4, -1, 0, 1, and 4. Graph the ordered
{ pairs and describe the pattern.

The points form a straight line.

Study Guide: Review 65

 Evaluate each expression for a = 2, b = 3, and c = 6.
1. c - a 2. ab 3. c ÷ a c
4. _ 5. b - a
b
6. Give two ways to write n - 5 in words.
7. Nate runs 8 miles each week. Write an expression for the number of miles he runs in
n weeks. Find the number of miles Nate runs in 5 weeks.

Add or subtract.
8. -5 + 8 9. -3 - 4 10. 4 + (-7) 11. 7 - (-2)

The table shows the lowest temperatures Lowest Temperatures in Four States
recorded in four states.
Location Temperature (°F)
12. How much greater is the lowest temperature in
Prospect Creek, Alaska -80
Hawaii than the lowest temperature in Alaska?
Camp Clarke, Nebraska -47
13. How much greater is the lowest temperature
in Texas than the lowest temperature in Nebraska? Mauna Kea, Hawaii 12
Seminole, Texas -23
Multiply or divide if possible.
14. (-3)(-6) 1 ÷_
15. - _ 1 16. 12 ÷ (-3) 17. 0 ÷ (-4)
2 4

Simplify each expression.

( )
3
18. 5 4 4
19. - _ 20. 2 5 21. -6 2
5

Write all classifications that apply to each real number.

22. 30 23. √
6 24. -12 1
25. _
2

Evaluate each expression for the given value of x.

-2 - 6 for x = 2
26. _ 27. 8(x - 1) 2 for x = 11 28. 22 + [-2(19 - x)] for x = 7
x2
29. Does the phrase “2 times the sum of a number and 5” represent the same expression
as the phrase “the sum of 2 times a number and 5”? Explain why or why not.

Simplify each expression.

30. 5 _ 3
1 + 7 + 2_ 31. -2(x + 5) + 4x 32. 3x + 2x 2 - x
4 4

Graph each point.

33. W (1, -3) 34. X (-3, 0) 35. Y (5, 3) 36. Z (0, -2)
37. Generate ordered pairs for y = 2x - 1 for x = -2, -1, 0, 1, 2. Graph the ordered pairs
and describe the pattern.

66 Chapter 1 Foundations for Algebra

FOCUS ON SAT*
The SAT is often used to predict academic success at the In each section of SAT questions, the
college level. SAT scores are used to compare the math easier questions are at the beginning
and verbal reasoning skills of students from all over the of the section and harder questions
world. come later. Answer as many of the easy
questions as you can first, and then move
on to the more challenging questions.
You may want to time yourself as you take this practice test.
It should take you about 8 minutes to complete.

1. The number 0 is NOT an example of which of 4. Which of the following is equal to -34?
the following?
(A) 81
(A) Real numbers
(B) 12
(B) Rational numbers
(C) -12
(C) Whole numbers
(D) -64
(D) Integers
(E) -81
(E) Natural numbers

5. What is the result after applying the following

2. A clothing store opens with 75 pairs of jeans on sequence of operations to a number n in the
a sale table. By noon, 10 pairs have been sold. As given order?
of 2:00, another 8 pairs have been sold. A clerk 1. Subtract 2. 3. Add 7.
then restocks with 12 pairs. Receipts show that
2. Divide by 3. 4. Multiply by -1.
18 pairs of jeans were sold after 2:00. How many
pairs of jeans are left at the end of the day? (A) _n - 2 + 7(-1)
3
(A) 23 (__
-n - 2) + 7
(B)
(B) 27 3
(C) 36
( )
2 +7 n
(C) - - _
3
(D) 51
(E) 123 (D) -( _
n-2 +7
)
3
2 + 7(-1)
(E) n - _
3
3. If Jack is three times as old as his sister Judy,
which of the following expressions represents
Jack’s age if Judy is j years old? 6. Which expression is equivalent to 8(6 + x)?
(A) 3 ÷ j (A) 48x
(B) 3j (B) 8x + 14
(C) j + 3 (C) 8x + 48
(D) 3 - j (D) x + 14
1j
(E) _ (E) x + 48
3
*SAT is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.

College Entrance Exam Practice 67

 Gridded Response: Fill in Answer Grids Correctly
When responding to a test item that requires you to place your answer in a grid, you
must fill out the grid on your answer sheet correctly, or the item will be marked as
incorrect.

Gridded Response: Simplify the expression 12 2 - 3(10 + 4).

1 0 2 12 2 - 3(10 + 4)
12 2 - 3(14)
144 - 3(14)
0 0 0 0 0 144 - 42
1 1 1 1 1 102
2 2 2 2 2
3 3 3 3 3 The expression simplifies to 102.
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
• Write your answer in the answer boxes at the top of the grid.
• Put only one digit in each box. Do not leave a blank box in the middle
7 7 7 7 7
of an answer.
8 8 8 8 8
• Shade the bubble for each digit in the same column as the digit in the
9 9 9 9 9
answer box.

Gridded Response: Evaluate the expression ba ÷ c for a = -7, b = 2, and c = -6.

7 / 3 ba ÷ c
(2)(-7) ÷ (-6)
-14 ÷ (-6)
0 0 0 0 0 _ 1 = 2.−
7 = 2_ 3
1 1 1 1 1 3 3
2 2 2 2 2 1 , or 2.−
7, 2_
The expression simplifies to _ 3.
3 3 3 3 3 3 3
4 4 4 4 4
5 5 5 5 5 • Mixed numbers and repeating decimals cannot be gridded, so you
6 6 6 6 6 must grid the answer as __73 .
7 7 7 7 7 • Write your answer in the answer boxes at the top of the grid.
8 8 8 8 8 • Put only one digit or symbol in each box. On some grids, the fraction
9 9 9 9 9 bar and the decimal point have a designated box. Do not leave a blank
box in the middle of an answer.
• Shade the bubble for each digit or symbol in the same column as the
digit in the answer box.

68 Chapter 1 Foundations for Algebra

 On many grids you cannot grid a negative
number because the grid does not include the Sample C
negative sign. If you get a negative answer to A student correctly 6 5 / 8
a test item, you may need to recalculate the simplified the expression
problem. 2 __
1
8
+ 3 __
5
8
+ __
7
8
. Then the
student filled in the grid 0 0 0 0 0
1 1 1 1 1
as shown. 2 2 2 2 2
Read each sample and then answer the questions
3 3 3 3 3
that follow.
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
Sample A 7 7 7 7 7
A student correctly 8 / 1 5 8 8 8 8 8
evaluated an expression 9 9 9 9 9
and got ___
8
15
as a result.
Then the student filled 0 0 0 0 0
1 1 1 1 1
in the grid as shown.
2 2 2 2 2
3 3 3 3 3
5. What answer does the grid show?
4 4 4 4 4 6. Explain why you cannot fill in a mixed
5 5 5 5 5
6 6 6 6 6
number.

7. Write the answer 6 __

7 7 7 7 7 5
8 8 8 8 8 8
in two forms that could
9 9 9 9 9 be entered in the grid correctly.

1. What error did the student make when

Sample D
filling in the grid?
A student added -10 and – 1 5
2. Explain how to fill in the answer correctly. 25 and got an answer of 15.
Then the student filled in
the grid as shown. 0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
Sample B 3 3 3 3 3
The square root of 6.25 4 4 4 4 4
2 . 5 5 5 5 5 5
is 2.5. This answer is 6 6 6 6 6
displayed in the grid. 7 7 7 7 7
0 0 0 0 0 8 8 8 8 8
1 1 1 1 1 9 9 9 9 9
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6 8. What error does the grid show?
7 7 7 7 7
8 8 8 8 8 9. Another student got an answer of -15.
9 9 9 9 9 Explain why the student knew this answer
was wrong.

3. What error did the student make when

filling in the grid?
4. Explain how to fill in the answer correctly.

Test Tackler 69
 KEYWORD: MA7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTERS 1

Multiple Choice 5. Which equation is NOT true?
1. Eric is collecting gifts for a charity event. He needs 55 + 27 + 45 = 100 + 27
150 gifts. So far he has collected x gifts. Which 5·7·_ 2 =2·7
expression represents how many gifts Eric still 5
needs to collect? 14(126) = 14(100) + 14(26)
150 + x x - 150 31(152) = 30(150) + 1(2)
150 - x 150 ÷ x

3
2. An online store sells birdhouses for $34.95 each. 6. The volume of a sphere with radius r is ____
4πr
3
.
For each order, there is a one-time shipping The radius of a ball is 4 inches. What is the
and handling fee of $7.50. Which expression volume of the ball in cubic inches?
can be used to represent the cost of ordering x 16π in3
birdhouses?
x + 34.95 + 7.50 64π in3
_
3
(34.95 + 7.50)x 256π in3
_
7.50x + 34.95 3
4096π in3
_
34.95x + 7.50
3

3. Which equation could have generated the table?

7. Which of the following real numbers is a
terminating decimal?
x y π
-2 5
3
_
-1 2 2

0 1 4
_
9
1 2 1
_
2 5 3

y = -2x + 1 8. At one time, a U.S. dollar had the same value as

y=x+1 11.32 Mexican pesos. To the nearest hundredth,
how many Mexican pesos were equal to 16 U.S.
y = ⎪2x⎥ + 1 dollars at that time?
y = x2 + 1 1.41 pesos
4.68 pesos
4. The equation C = __59 (F - 32) relates the Celsius
27.32 pesos
temperature C to the Fahrenheit temperature F.
What is the Celsius temperature if the Fahrenheit 181.12 pesos
temperature is -13 degrees?
-45 °C -25 °C
-39.2 °C -10.6 °C

70 Chapter 1 Foundations for Algebra

 Read each question carefully. Be sure you Short Response
understand what the question is asking before
looking at the answer choices or beginning your 14. Dee is using a coordinate plane to make a map
calculations. of her town. Each square on the grid represents
1 square mile. She plots her house at the origin.
Her school is 3 miles east and 2 miles north of her
9. Tickets to a festival cost $5.00 each, and lunch house.
costs $8.50 per person. Renting a bus to and from North
the festival costs $47.00. Which expression gives y
the cost of x people going to the festival? 4
School
5.00 + 8.50 + 47.00 2
5.00x + 8.50 + 47.00 House x
West East
5.00 + 8.50x + 47.00 -4 -2 0 2 4
5.00x + 8.50x + 47.00 -2

-4
10. Tariq cut a rectangular piece of paper in half to
make two triangles, as shown. South
a. Write an ordered pair to show where Dee
plotted the point for her school.
b. The post office is 4 miles east of Dee’s house.
12 in. 12 in. Write an ordered pair to show where Dee
should plot a point for the post office.
c. The bank is 3 miles north and 3 miles west of
9 in. 9 in. the school. Which is closer to Dee’s house, the
post office or the bank? Explain your answer.
What was the area of the rectangle?
42 inches 15. As part of a challenge problem, a math teacher
54 square inches writes the following expression on the board:
72 inches -(-x).
108 square inches a. If x is 12, what is the value of the expression?
b. If x is a negative number, is the value of the
Gridded Response expression positive or negative? Explain how
11. A scientist prepares 4 beakers of an acid solution. you found your answer.
Each beaker contains 70.9 milliliters of the c. Simplify the expression.
solution. How many milliliters of acid solution did
the scientist prepare in all?
Extended Response
12. At an accident scene, an insurance inspector 16. Fatima enrolled in a traveler rewards program.
finds a skid mark 60 feet long. The inspector can She begins with 10,000 bonus points. For every
determine how fast the car was going in miles per trip she takes, she collects 3000 bonus points.
hour when the driver applied the breaks by using a. Write a rule for the number of bonus points
the expression √
21d , where d is the length of the Fatima has after x trips.
skid mark in feet. To the nearest tenth, what was
the speed of the car that left the skid mark?
b. Make a table showing the number of bonus
points Fatima has after 0, 1, 2, 3, 4, and 5 trips.

13. The area of a circle with radius r is πr 2. What is c. Graph the ordered pairs from the table.
the area in square meters of the robot Describe the pattern formed by the points.
sumo-wrestling ring shown below? Use 3.14 for π. d. When Fatima has collected 20,000 bonus
Round to the nearest tenth. points, she gets a free vacation. How many
trips does Fatima need to take to get a free
vacation?

0.76 m

Cumulative Assessment, Chapter 1 71