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Student Support Edition

Elementary and Intermediate

Algebra: A Combined Course
F O U R T H E D I T I O N

Ron Larson
The Pennsylvania State University
The Behrend College

Robert Hostetler
The Pennsylvania State University
The Behrend College

With the assistance of

Patrick M. Kelly
Mercyhurst College

Houghton Mifflin Company Boston New York

Publisher: Richard Stratton
Sponsoring Editor: Cathy Cantin
Development Manager: Maureen Ross
Development Editor: Yen Tieu
Editorial Associate: Jeannine Lawless
Supervising Editor: Karen Carter
Senior Project Editor: Patty Bergin
Editorial Assistant: Jill Clark
Art and Design Manager: Gary Crespo
Executive Marketing Manager: Brenda Bravener-Greville
Senior Marketing Manager: Katherine Greig
Marketing Assistant: Naveen Hariprasad
Director of Manufacturing: Priscilla Manchester
Cover Design Manager: Anne S. Katzeff

Cover art © by Dale Chihuly

We have included examples and exercises that use real-life data as well as technology output
from a variety of software. This would not have been possible without the help of many people
and organizations. Our wholehearted thanks go to them for all their time and effort.

Trademark acknowledgment: TI is a registered trademark of Texas Instruments, Inc.

Copyright © 2008 by Houghton Mifflin Company. All rights reserved.

This book was originally published in slightly different form as ELEMENTARY AND
INTERMEDIATE ALGEBRA, FOURTH EDITION ©2005 by Houghton Mifflin Company.

No part of this work may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopying and recording, or by any information storage or retrieval
system, without the prior written permission of Houghton Mifflin Company unless such copy-
ing is expressly permitted by federal copyright law. Address inquiries to College Permissions,
Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764.

Printed in the U.S.A.

Library of Congress Catalog Card Number: 2006929488

Instructor’s Exam copy:

ISBN 13: 978-0-618-75477-9
ISBN 10: 0-618-75477-6

For orders, use Student text ISBNs:

ISBN 13: 978-0-618-75354-3
ISBN 10: 0-618-75354-0

123456789–DOW– 09 08 07 06
Contents
Your Guide to Academic Success S1
Your Guide to the Chapters S18
Your Guide to Your Book S44
A Word from the Authors S49

Motivating the Chapter 1

1 The Real Number System 1
1.1 Real Numbers: Order and Absolute 1.5 Exponents, Order of Operations, and
Value 2 Properties of Real Numbers 48
1.2 Adding and Subtracting Integers 12
What Did You Learn? (Chapter Summary) 60
1.3 Multiplying and Dividing Integers 20
Review Exercises 61 Chapter Test 65
Mid-Chapter Quiz 33
1.4 Operations with Rational Numbers 34

Motivating the Chapter 66

2 Fundamentals of Algebra 67
2.1 Writing and Evaluating Algebraic 2.4 Introduction to Equations 105
Expressions 68
What Did You Learn? (Chapter Summary) 116
2.2 Simplifying Algebraic Expressions 78
Review Exercises 117 Chapter Test 121
Mid-Chapter Quiz 90
2.3 Algebra and Problem Solving 91

Motivating the Chapter 122

3 Equations, Inequalities, and Problem Solving 123
3.1 Solving Linear Equations 124 3.6 Linear Inequalities 182
3.2 Equations That Reduce to Linear Form 135 3.7 Absolute Value Equations and
3.3 Problem Solving with Percents 145 Inequalities 196
3.4 Ratios and Proportions 157
What Did You Learn? (Chapter Summary) 206
Mid-Chapter Quiz 168
Review Exercises 207 Chapter Test 211
3.5 Geometric and Scientific Applications 169
Cumulative Test: Chapters 1–3 212

Motivating the Chapter 214

4 Graphs and Functions 215
4.1 Ordered Pairs and Graphs 216 4.5 Equations of Lines 263
4.2 Graphs of Equations in Two Variables 228 4.6 Graphs of Linear Inequalities 275
4.3 Relations, Functions, and Graphs 238
What Did You Learn? (Chapter Summary) 284
Mid-Chapter Quiz 248
Review Exercises 285 Chapter Test 291
4.4 Slope and Graphs of Linear Equations 249

iii
iv Contents

Motivating the Chapter 292

5 Exponents and Polynomials 293

5.1 Integer Exponents and Scientific Notation 294 5.4 Dividing Polynomials and Synthetic
5.2 Adding and Subtracting Polynomials 304 Division 328
Mid-Chapter Quiz 314
What Did You Learn? (Chapter Summary) 338
5.3 Multiplying Polynomials: Special Products 315
Review Exercises 339 Chapter Test 343

Motivating the Chapter 344

6 Factoring and Solving Equations 345

6.1 Factoring Polynomials with Common Factors 346 6.5 Solving Polynomial Equations by Factoring 382
6.2 Factoring Trinomials 354
What Did You Learn? (Chapter Summary) 392
6.3 More About Factoring Trinomials 362
Review Exercises 393 Chapter Test 396
Mid-Chapter Quiz 371
6.4 Factoring Polynomials with Special Forms 372 Cumulative Test: Chapters 4–6 397

Motivating the Chapter 398

7 Rational Expressions, Equations, and Functions 399
7.1 Rational Expressions and Functions 400 7.5 Solving Rational Equations 439
7.2 Multiplying and Dividing Rational 7.6 Applications and Variation 447
Expressions 412
What Did You Learn? (Chapter Summary) 460
7.3 Adding and Subtracting Rational
Review Exercises 461 Chapter Test 465
Expressions 421
Mid-Chapter Quiz 430
7.4 Complex Fractions 431

Motivating the Chapter 466

8 Systems of Equations and Inequalities 467

8.1 Solving Systems of Equations by Graphing 8.5 Determinants and Linear Systems 521
and Substitution 468 8.6 Systems of Linear Inequalities 533
8.2 Solving Systems of Equations by Elimination 485
What Did You Learn? (Chapter Summary) 543
8.3 Linear Systems in Three Variables 495
Review Exercises 544 Chapter Test 549
Mid-Chapter Quiz 507
8.4 Matrices and Linear Systems 508
 Contents v

Motivating the Chapter 550

9 Radicals and Complex Numbers 551
9.1 Radicals and Rational Exponents 552 9.6 Complex Numbers 595
9.2 Simplifying Radical Expressions 563
What Did You Learn? (Chapter Summary) 604
9.3 Adding and Subtracting Radical Expressions 570
Review Exercises 605 Chapter Test 609
Mid-Chapter Quiz 576
9.4 Multiplying and Dividing Radical Expressions 577 Cumulative Test: Chapters 7–9 610
9.5 Radical Equations and Applications 585

Motivating the Chapter 612

10 Quadratic Equations, Functions, and Inequalities 613
10.1 Solving Quadratic Equations: Factoring and 10.5 Applications of Quadratic Equations 652
Special Forms 614 10.6 Quadratic and Rational Inequalities 663
10.2 Completing the Square 623
What Did You Learn? (Chapter Summary) 673
10.3 The Quadratic Formula 631
Review Exercises 674 Chapter Test 677
Mid-Chapter Quiz 641
10.4 Graphs of Quadratic Functions 642

Motivating the Chapter 678

11 Exponential and Logarithmic Functions 679
11.1 Exponential Functions 680 11.5 Solving Exponential and Logarithmic
11.2 Composite and Inverse Functions 693 Equations 728
11.3 Logarithmic Functions 707 11.6 Applications 738
Mid-Chapter Quiz 718
What Did You Learn? (Chapter Summary) 749
11.4 Properties of Logarithms 719
Review Exercises 750 Chapter Test 755

Motivating the Chapter 756

12 Conics 757
12.1 Circles and Parabolas 758 What Did You Learn? (Chapter Summary) 800
12.2 Ellipses 770 Review Exercises 801 Chapter Test 805
Mid-Chapter Quiz 780 Cumulative Test: Chapters 10–12 806
12.3 Hyperbolas 781
12.4 Solving Nonlinear Systems of Equations 789
vi Contents

Motivating the Chapter 808

13 Sequences, Series, and the Binomial Theorem 809

13.1 Sequences and Series 810 What Did You Learn? (Chapter Summary) 849
13.2 Arithmetic Sequences 821 Review Exercises 850 Chapter Test 853
Mid-Chapter Quiz 830
13.3 Geometric Sequences and Series 831
13.4 The Binomial Theorem 841

Appendices
Appendix A Review of Elementary Algebra Topics A1
A.1 The Real Number System A1
A.2 Fundamentals of Algebra A6
A.3 Equations, Inequalities, and Problem Solving A9
A.4 Graphs and Functions A16
A.5 Exponents and Polynomials A24
A.6 Factoring and Solving Equations A32
Appendix B Introduction to Graphing Calculators A40
Appendix C Further Concepts in Geometry*
C.1 Exploring Congruence and Similarity
C.2 Angles
Appendix D Further Concepts in Statistics*
Appendix E Introduction to Logic*
E.1 Statements and Truth Tables
E.2 Implications, Quantifiers, and Venn Diagrams
E.3 Logical Arguments
Appendix F Counting Principles*
Appendix G Probability*

Answers to Reviews, Odd-Numbered Exercises, Quizzes, and Tests A47

Index of Applications A145
Index A150

*Appendices C, D, E, F, and G are available on the textbook website and Eduspace®.

To access the appendices online, go to college.hmco.com/pic/larsonEIASSE4e.
Your Guide to
Success in Algebra
Your Guide to Success in Algebra is designed to help you to
effectively prepare, plan, and track your progress in your algebra course.
It includes:

Your Guide to Academic Success

Review your math study skills, discover your own learning style, develop
strategies for test-taking, studying and time management, track your
course progress, and get the most out of your textbook and study aids.

Your Guide to the Chapters

Track your progress in each chapter’s topics and learning objectives.
A checklist is provided for you to monitor your use of the study aids
available for that chapter.

Your Guide to Your Book

Take a look at the tools your text offers, including examples, study and
technology tips, graphics, and end of chapter material.

Removable Study Cards

Check out these convenient cards within your text for quick access to
common formulas, algebraic properties, conversions, geometric formula
study sheets, and more.
 Your Guide to
Academic Success
Hello and welcome! The purpose of this Student Support Edition is to provide
you with the tools you need to be successful in your algebra course. Along with
general tips on good study habits, you will find information on the best way to
use this textbook program based on your individual strengths. Take time to
work through these pages, and you will learn how to succeed in your algebra
course and other math courses that may follow.

“There are no secrets to success. It is the result of preparation, hard

work, and learning from failure.” — Colin Powell

Math is no different. You will be successful in math—and in any other course,

for that matter—if you prepare for class, do your homework, and study for your
tests. Shortcuts simply don’t work! Plan to attend class, ask questions, do your
homework, study regularly, and manage your time appropriately. Give yourself
the chance to learn!

Review the Basics of Your Algebra Course

Before you head off to class, make sure you know the name of the instructor,
where the class is located, and when the class is held. If you haven’t been to the
classroom or building before, make a practice run before the first day of class.

Course Name and Number: _____________________________________

Course Location:______________________________________________

Course Time: _________________________________________________

Instructor: ___________________________________________________

Email: ______________________________________________________

Office Location: ______________________________________________

Office Hours: ________________________________________________

Make use of any resources on campus, such as computer labs, video labs, and
tutoring centers. If there is a tutoring center available, find out where it is
located and when it is open.

S2
 Your Guide to Academic Success S3

Tutoring Center Location: ______________________________________

Tutoring Center Hours:_________________________________________

Are you planning to take an online course? If so, do you know how to access
the course? What are the minimum requirements for a computer? Be sure to
address these questions before the first day of class.
Next, familiarize yourself with the textbook before going to class. Look at
the following items.

Get to Know Your Textbook

Assignment Log
The assignment log is located opposite the inside front cover of the textbook.
Use this log to record each homework assignment along with any relevant
notes or page numbers.

Your Guide to the Chapters

Located after Your Guide to Academic Success are detailed guides to each chapter.
On these pages, you will find a summary of the topics (objectives)
covered in each chapter, along with relevant key terms that you can use to help
study for quizzes and tests. There is also a place to record when you have
completed your assignments, the Mid-Chapter Quiz, the Chapter Review, the
Chapter Test, and the Cumulative Test, all of which are important steps in the
process of studying and preparing for exams. Remember: In order to succeed
in your algebra course, you must keep up with your assignments.

Your Guide to Your Textbook

Look through the textbook to get a feel for what it looks like and what types of
features are included. Notice the four Algebra Study Cards—in the middle
of the book—with the key definitions, formulas, and equations that are
fundamental to this course.Tear these out of the book and use them as a quick
reference whenever and wherever you study.

Discover Your Learning Style

The following, “Claim Your Multiple Intelligences” is an excerpt from Becoming a
Master Student by Dave Ellis. The article will help you discover your particular
learning styles and give you tips on how best to utilize them when studying.

Claim Your Multiple Intelligences*

People often think that being smart means the same thing as having a high
IQ, and that having a high IQ automatically leads to success. However,
psychologists are finding that IQ scores do not always foretell which students
will do well in academic settings—or after they graduate.
S4 Your Guide to Academic Success

Howard Gardner of Harvard University believes that no single measure of

intelligence can tell us how smart we are. Instead, Gardner identifies many
types of intelligence, as described below. Gardner’s theory of several types of
intelligence recognizes that there are alternative ways for people to learn and
assimilate knowledge. You can use Gardner’s concepts to explore additional
methods for achieving success in school, work, and relationships. People using
verbal/linguistic intelligence are adept at language skills and learn best by
speaking, writing, reading, and listening. They are likely to enjoy activities such
as telling stories and doing crossword puzzles.
Those using mathematical/logical intelligence are good with numbers,
logic, problem solving, patterns, relationship, and categories. They are generally
precise and methodical, and are likely to enjoy science.
When people learn visually and by organizing things spatially, they display
visual/spatial intelligence.They think in images and pictures, and understand
best by seeing the subject. They enjoy charts, graphs, maps, mazes, tables,
illustrations, art, models, puzzles, and costumes.
People using bodily/kinesthetic intelligence prefer physical activity. They
enjoy activities such as building things, woodworking, dancing, skiing, sewing,
and crafts. They generally are coordinated and athletic, and would rather
participate in games than just watch.
Those using musical/rhythmic intelligence enjoy musical expression
through songs, rhythms, and musical instruments. They are responsive to
various kinds of sounds, remember melodies easily, and might enjoy
drumming, humming, and whistling. People using intrapersonal intelligence
are exceptionally aware of their own feelings and values. They are generally
reserved, self-motivated, and intuitive.
Evidence of interpersonal intelligence is seen in outgoing people.They do
well with cooperative learning and are sensitive to the feelings, intentions, and
motivations of others. They often make good leaders.
Those using naturalist intelligence love the outdoors and recognize
details in plants, animals, rocks, clouds, and other natural formations. These
people excel in observing fine distinctions among similar items.
Each of us has all of these intelligences to some degree. And each of us can
learn to enhance them. Experiment with learning in ways that draw on a
variety of intelligences—including those that might be less familiar. When we
acknowledge all of our intelligences, we can constantly explore new ways of
being smart. The following chart summarizes the multiple intelligences
discussed in this article and suggests ways to apply them. This is not an
exhaustive list or a formal inventory, so take what you find merely as points of
departure. You can invent strategies of your own to cultivate different
intelligences.
 Your Guide to Academic Success S5

Type of intelligence Possible characteristics Possible learning strategies

Verbal/linguistic ■ You enjoy writing letters, ■ Highlight, underline, and write
stories, and papers. other notes in your textbooks.
■ You prefer to write directions ■ Recite new ideas in your own
rather than draw maps. words.
■ You take excellent notes from ■ Rewrite and edit your class
textbooks and lectures. notes.
■ You enjoy reading, telling ■ Talk to other people often about
stories, and listening to them. what you’re studying.

Mathematical/logical ■ You enjoy solving puzzles. ■ Analyze tasks into a sequence of

■ You prefer math or science class steps.
over English class. ■ Group concepts into categories
■ You want to know how and why and look for underlying
things work. patterns.
■ You make careful step-by-step ■ Convert text into tables, charts,
plans. and graphs.
■ Look for ways to quantify
ideas—to express them in
numerical terms.

Visual/spatial ■ You draw pictures to give ■ When taking notes, create

an example or clarify an concept maps, mind maps, and
explanation. other visuals.
■ You understand maps and ■ Code your notes by using
illustrations more readily than different colors to highlight
text. main topics, major points, and
■ You assemble things from key details.
illustrated instructions. ■ When your attention wanders,
■ You especially enjoy books focus it by sketching or drawing.
that have a lot of illustrations. ■ Before you try a new task,
visualize yourself doing it well.

Bodily/kinesthetic ■ You enjoy physical exercise. ■ Be active in ways that support

■ You tend not to sit still for long concentration; for example, pace
periods of time. as you recite, read while stand-
ing up, and create flash cards.
■ You enjoy working with your
hands. ■ Carry materials with you and
practice studying in several
■ You use a lot of gestures when
different locations.
talking.
■ Create hands-on activities
related to key concepts; for
example, create a game based
on course content.
■ Notice the sensations involved
with learning something well.
S6 Your Guide to Academic Success

Type of intelligence Possible characteristics Possible learning strategies

Musical/rhythmic ■ You often sing in the car or ■ During a study break, play music
shower. or dance to restore energy.
■ You easily tap your foot to the ■ Put on background music that
beat of a song. enhances your concentration
■ You play a musical instrument. while studying.
■ You feel most engaged and ■ Relate key concepts to songs
productive when music is you know.
playing. ■ Write your own songs based on
course content.

Intrapersonal ■ You enjoy writing in a journal ■ Connect course content to your

and being alone with your personal values and goals.
thoughts. ■ Study a topic alone before
■ You think a lot about what you attending a study group.
want in the future. ■ Connect readings and lectures
■ You prefer to work on individual to a strong feeling or significant
projects over group projects. past experience.
■ You take time to think things ■ Keep a journal that relates your
through before talking or taking course work to events in your
action. daily life.

Interpersonal ■ You enjoy group work over ■ Form and conduct study groups
working alone. early in the term.
■ You have planty of friends and ■ Create flash cards and use them
regularly spend time with them. to quiz study partners.
■ You prefer talking and listening ■ Volunteer to give a speech or
over reading or writing. lead group presentations on
■ You thrive in positions of course topics.
leadership. ■ Teach the topic you’re studying
to someone else.

Naturalist ■ As a child, you enjoyed collect- ■ During study breaks, take walks
ing insects, leaves and other outside.
natural objects. ■ Post pictures of outdoor scenes
■ You enjoy being outdoors. where you study, and play
■ You find that important insights recordings of outdoor sounds
occur during times you spend while you read.
in nature. ■ Invite classmates to discuss
■ You read books and magazines course work while taking a hike
on nature-related topics. or going on a camping trip.
■ Focus on careers that hold the
potential for working outdoors.
 Your Guide to Academic Success S7

Form a Study Group

Learning math does not have to be a solitary experience. Instead of going it
alone, harness the power of a study group. Find people from your class who
would make an effective study group. Choose people who take good notes, ask
thoughtful questions, and do well in class.
At your study sessions, you may want to:
1. Discuss goals and set up weekly meetings.
2. Work on homework assignments together.
3. Talk about the material the tests may cover.
4. Predict test questions.
5. Ask each other questions.
6. Make flashcards and practice tests.
Keep in mind that although you may feel more comfortable in a study group
made up of friends, this may not be your best option. Groups of friends often
end up socializing instead of studying.

Write the information of the members of your study group below.

Name __________________________________ Name __________________________________

Phone Number __________________________ Phone Number __________________________

Email address____________________________ Email address____________________________

Name __________________________________ Name __________________________________

Phone Number __________________________ Phone Number __________________________

Email address____________________________ Email address____________________________

S8 Your Guide to Academic Success

Manage Your Time Well

Create a Weekly Schedule**
To give yourself the best chance for success in your algebra course, it is
important that you manage your time well. When creating a schedule, you can
use a planner that shows each month, each week, or each day at a glance,
whatever works best for you. Look at the back of the book for sample weekly
and monthly planners to get you started. In your planner, record anything that
will take place on a specific date and at a specific time over the next seven
days, such as the following.
■ Meetings
■ Appointments

■ Due dates for assignments

■ Test dates

■ Study sessions

Carry your planner with you during the school day so that you can jot down
commitments as they arise.
Daily planners show only one day at a time. These can be useful, especially
for people who need to schedule appointments hour by hour. But keep in mind
the power of planning a whole week at a time. Weekly planning can give you
a wider perspective on your activities, help you spot different options for
scheduling events, and free you from feeling that you have to accomplish
everything in one day.
As you use your weekly planner to record events, keep the following
suggestions in mind.
■ Schedule fixed blocks of time first. Start with class time and work time,
for instance. These time periods are usually determined in advance. Other
activities must be scheduled around them. As an alternative to entering
your class schedule in your calendar each week, you can simply print out
your class schedule, store it in your weekly planner, and consult it as
needed.
■ Study two hours for every hour you spend in class. In college, it is
standard advice to allow two hours of study time for every hour spent in
class. If you spend 15 hours each week in class, plan to spend 30 hours a
week studying. The benefits of following this advice will be apparent at
exam time.
Note: This guideline is just that—a guideline, not an absolute rule. Note how
many hours you actually spend studying for each hour of class. Then ask
yourself how your schedule is working. You may want to allow more study
time for some subjects. Re-evaluate your study time periodically through-
out the semester.
■ Avoid scheduling marathon study sessions. When possible, study in
shorter sessions.Three 3-hour sessions are usually far more productive than
one 9-hour session. When you do study in long sessions, stop and rest for a
few minutes every hour. Give your brain a chance to take a break.
 Your Guide to Academic Success S9
■ Include time for errands and travel. The time spent buying toothpaste,
paying bills, and doing laundry is easy to overlook. These little errands can
destroy a tight schedule and make you feel rushed and harried all week.
Plan for errands and remember to allow for travel time between locations.
■ Schedule time for fun. Fun is important. Brains that are constantly stimu-
lated by new ideas and new challenges need time off to digest it all. Take
time to browse aimlessly through the library, stroll with no destination, ride
a bike, listen to music, socialize, or do other things you enjoy.
■ Allow flexibility in your schedule. Recognize that unexpected things will
happen and allow for them. Leave some holes in your schedule. Build in
blocks of unplanned time. Consider setting aside time each week marked
"flex time" or "open time." These are hours to use for emergencies, sponta-
neous activities, catching up, or seizing new opportunities.
■ Set clear starting and stopping times. Tasks often expand to fill the time
we allot for them. An alternative is to plan a certain amount of time for an
assignment, set a timer, and stick to it. Rushing or sacrificing quality is not
the aim here. The point is to push yourself a little and discover what your
time requirements really are.
■ Plan beyond the week. After you gain experience in weekly planning,
experiment with scheduling two weeks at a time. Planning in this way can
make it easier to put activities in context—to see how your daily goals relate
to long-range goals.

Here are some strategies on how to use your study time effectively.

Learn How to Read a Math Textbook***

Read Actively
Picture yourself sitting at a desk, an open book in your hands. Your eyes are
open, and it looks as though you're reading. Suddenly your head jerks up. You
blink. You realize your eyes have been scanning the page for 10 minutes. Even
so, you can't remember a single thing you have read.
Contrast this scenario with the image of an active reader. This is a person
who:
■ Stays alert, poses questions about what he/she reads, and searches for the
answers.
■ Recognizes levels of information within the text, separating the main points
and general principles from supporting details.
■ Quizzes himself/herself about the material, makes written notes, and lists
unanswered questions.
■ Instantly spots key terms, and takes the time to find the definitions of
unfamiliar words.
■ Thinks critically about the ideas in the text and looks for ways to apply them.
S10 Your Guide to Academic Success

Read Slowly
To get the most out of your math textbook, be willing to read each sentence
slowly and reread it as needed. A single paragraph may merit 15 or 20 minutes
of sustained attention.

Focus on Three Types of Material

Most math textbooks—no matter what their subject matter or level of
difficulty—are structured around three key elements.
1. Principles. These are the key explanations, rules, concepts, formulas, and
proofs. Read these items carefully, in the order in which they are presented.
2. Examples. For each general principle, find at least one application, such as
a sample problem with a solution. See if you can understand the reason for
each step involved in solving the problem.Then cover up the solution, work
the problem yourself, and check your answer against the text.
3. Problems. In your study schedule for any math course, build in extra time
for solving problems—lots of them. Solve all the assigned problems, then
do more. Group problems into types, and work on one type at a time. To
promote confidence, take the time to do each problem on paper and not
just in your head.

Read with Focused Attention

It's easy to fool yourself about reading. Just having an open book in your hand
and moving your eyes across a page doesn't mean you are reading effectively.
Reading textbooks takes energy, even if you do it sitting down.
As you read, be conscious of where you are and what you are doing. When
you notice your attention wandering, gently bring it back to the task at hand.
One way to stay focused is to avoid marathon reading sessions. Schedule
breaks and set a reasonable goal for the entire session. Then reward yourself
with an enjoyable activity for 5 or 10 minutes every hour or two.
For difficult reading, set shorter goals. Read for a half-hour and then take
a break. Most students find that shorter periods of reading distributed
throughout the day and week can be more effective than long sessions.
You can use the following techniques to stay focused during these sessions.
■ Visualize the material. Form mental pictures of the concepts as they are

presented.
■ Read the material out loud. This is especially useful for complicated

material. Some of us remember better and understand more quickly when

we hear an idea.
■ Get off the couch. Read at a desk or table and sit up, on the edge of your

chair, with your feet flat on the floor. If you're feeling adventurous, read
standing up.
■ Get moving. Make reading a physical as well as an intellectual experience.

As you read out loud, get up and pace around the room. Read important
passages slowly and emphatically, and make appropriate gestures.
 Your Guide to Academic Success S11

Take Notes
Another way to stay focused during a study session is to take notes. You can
write notes in a notebook or jot them down directly in the textbook. When
making notes in a textbook, try the following:
■ Underline the main points—phrases or sentences that answer your
questions about the text.
■ Place an asterisk (*) in the margin next to an especially important sentence
or term.
■ Circle key terms and words to review later.
■ Write a "Q" in the margin to highlight possible test questions or questions
to ask in class.
■ Write down page numbers of topics that you need to review in order to
understand the current topic.
■ Draw diagrams, pictures, tables, or maps to translate straight text into
visual terms.
■ Number the steps of a solution as you work through them.

Find a Place to Study

You should find a place to study that is effective for you. Consider the
following when choosing a place to study.
■ Lighting

■ Comfortable seating

■ Foot traffic
■ Music or talking

■ Smells

As you study in one location, identify any distractions and any features that
make it a good place to study for you. If there are too many distractions, choose
a different place to study. Continue this process until you find a study place
that is right for you.

Prepare for Exams

Preparing for an exam can be easy if you review your notes each day, read
actively, and complete your homework regularly. This is because you will have
learned the material gradually, over time.
A few days before the exam, you should go back and review all of your
notes. Rework some problems from each section, particularly those that were
difficult for you. Be sure to complete the Mid-Chapter Quiz, the Chapter Review
Exercises, the Chapter Test, and the Cumulative Test. These self-tests give you
the opportunity to see where you may need additional help or practice.
S12 Your Guide to Academic Success

Cope with Test Anxiety

To perform well under the pressure of exams, put as much effort into
preventing test anxiety as you do into mastering the content of your courses.
Think of test-taking as the "silent subject" on your schedule, equal in
importance to the rest of your courses.

Get Past the Myths About Test Anxiety

Myth Reality
All nervousness relating to testing Up to a certain point, nervousness can promote alertness and
is undesirable. help you prevent careless errors.
Test anxiety is inevitable. Test anxiety is a learned response—one that you can also learn
to replace.
Only students who are not prepared Anxiety and preparation are not always directly related. Students
feel test anxiety. who are well prepared may experience test anxiety, and students
who do not prepare for tests may be free of anxiety.
Successful students never feel nervous Anxiety, intelligence, and skill are not always directly related.
about tests. Gifted students may consistently feel stressed by tests.
Resisting feelings of test anxiety is the Freedom from test anxiety begins with accepting your feelings as
best way to deal with them. they exist in the present moment—whatever those feelings are.

As you prepare for tests, set aside a few minutes each day to practice one of the
following techniques. You will achieve a baseline of relaxation that you can
draw on during a test.
■ Breathe. If you notice that you are taking short, shallow breaths, begin to
take longer and deeper breaths. Fill your lungs to the point where your
abdomen rises, then release all the air. Imagine the air passing in and out of
your lungs.
■ Tense and relax. Find a muscle that is tense; make it even more tense. If
your shoulders are tense, pull them back, arch your back, and tense your
shoulder muscles even more tightly; then relax.The net result is that you can
be aware of the relaxation and allow yourself to relax more.You can use the
same process with your legs, arms, abdomen, chest, face, and neck.
■ Use guided imagery. Relax completely and take a quick fantasy trip. Close
your eyes, relax your body, and imagine yourself in a beautiful, peaceful,
natural setting. Create as much of the scene as you can. Be specific. Use all
your senses.
■ Focus. Focus your attention on a specific object. Examine details of a
painting, study the branches on a tree, or observe the face of your watch
(right down to the tiny scratches in the glass). During an exam, take a few
seconds to listen to the hum of the lights in the room. Touch the surface
of your desk and notice the texture. Concentrate all your attention on
one point.
 Your Guide to Academic Success S13
■ Exercise aerobically. This is one technique that won't work in the
classroom or while you're taking a test. Yet it is an excellent way to reduce
body tension. Do some kind of exercise that will get your heart beating at
twice your normal rate and keep it beating at that rate for 15 to 20 minutes.
Aerobic exercises include rapid walking, jogging, swimming, bicycling,
basketball, or anything else that elevates your heart rate and keeps
it elevated.
■ Adopt a posture of confidence. Even if you can't control your feelings, you
can control your posture. Avoid slouching. Sit straight, as if you're ready to
sprint out of your seat. Look like someone who knows the answers. Notice
any changes in your emotional state.
■ Show up ready to perform. Show up just a few minutes before the test
starts. Avoid talking to other students about how worried you are, which
may only fan the fire of your fear. If other people are complaining or
cramming at the last minute, tune them out. Look out a window and focus
on neutral sights and sounds. You don't have to take on other people's
nervous energy.
■ Avoid negative self-talk. Be positive. DO NOT put yourself down. Use
statements that affirm your ability to succeed in math: “I may learn math
slowly, but I remember it”; “Learning math is not a competition. I have to
make sure that I understand it.”

✓ Checklist
What to Do Right Before the Test
The actions you take in the 24 hours before a test can increase your
worries—or reduce them. To manage stress:
During the day before a test, review only the content that you
already know; avoid learning facts and ideas that are entirely
unfamiliar.
On the night before a test, do a late review and then go directly
to bed.
Set up conditions so that you sleep well during the night before
a test. On the morning of the test, wake up at your usual time and
immediately do a quick review.
Before a test, eat a nutritious breakfast. Go easy on caffeine, which
can increase nervousness (and send you to the bathroom) during
an exam.
S14 Your Guide to Academic Success

Use Your Test Time Efficiently

Taking a test is very different from studying for a test. While studying, the only
time constraints are those that you place on yourself. You can take breaks for a
nap or a walk. If you forget a crucial fact or idea, you can go back to your
textbook or your notes and look it up.
During a test, you usually can't do such things. There is far less leeway, and
the stakes are higher. Even so, test conditions are predictable, and you can
prepare for them. There are strategies you can use to succeed on any type
of test.

Proceed with a Plan

At test time, instead of launching into the first question, take a few seconds
to breathe deeply and clear your mind. Then take one minute to plan your
test-taking strategy. Doing this can save you time during the test, enabling you
to answer more questions.

Mentally “download” key material

As a test is handed out, you may find that material you studied pops into your
head. Take a minute to record key items that you've memorized, especially if
you're sure they will appear on the test. Make these notes before the sight of
any test questions shakes your confidence.
Items you can jot down include:
■ formulas

■ equations

■ definitions
Make these notes in the margins of your test papers. If you use a separate sheet
of paper, you may appear to be cheating.

Do a test reconnaissance
Immediately after receiving it, scan the entire test. Make sure you have all the
test materials: instructions, questions, blank paper, answer sheet, and anything
else that has been passed out.
Check the reverse sides of all sheets of paper you receive. Don't get to the
"end" of a test and then discover questions you have overlooked.
Next, read all the questions. Get a sense of which ones will be easier for you
to answer and which ones will take more time.
 Your Guide to Academic Success S15

Decode the directions

Read the test directions slowly. Then reread them. It can be agonizing to
discover that you lost points on a test only because you failed to follow the
directions.
Pay particular attention to verbal directions given as a test is distributed.
Determine:
■ Exactly how much time you have to complete the test.

■ Whether all the questions count equally or, if not, which count the most.

■ Whether you can use resources, such as a calculator, class handout, or

textbook.
■ Whether there are any corrections or other changes in the test questions.

Budget your time

Check the clock and count up the number of questions you need to answer.
With these two figures in mind, estimate how much time you can devote to
each question or section of the test. Adjust your estimate as needed if certain
questions or sections are worth more than others.
After quickly budgeting your time, tackle test items in terms of priority.
Answer the easiest, shortest questions first. This gives you the experience of
success. It also stimulates associations and prepares you for more difficult
questions. Then answer longer, more complicated questions. Pace yourself.
Watch the time; if you are stuck, move on. Follow your time plan.

Avoid Common Errors in Test-Taking

If you think of a test as a sprint, then remember that there are at least two ways
that you can trip. Watch for errors due to carelessness and errors that result
from getting stuck on a question.
S16 Your Guide to Academic Success

Errors due to carelessness

These kinds of errors are easy to spot. Usually you'll catch them immediately
after your test has been returned to you—even before you see your score or
read any comments from your instructor.
You can avoid many common test-taking errors simply through the power of
awareness. Learn about them up front and then look out for them. Examples
are:
■ Skipping or misreading test directions.
■ Missing several questions in a certain section of the test—a sign that you
misunderstood the directions for that section or neglected certain topics
while studying for the test.
■ Failing to finish problems that you know how to answer, such as skipping
the second part of a two-part question or the final step of a problem.
■ Second-guessing yourself and changing correct answers to incorrect
answers.
■ Spending so much time on certain questions that you fail to answer others.
■ Making mistakes in copying an answer from scratch paper onto your
answer sheet.
■ Turning in your test and leaving early, rather than taking the extra time to
proofread your answers.

Errors due to getting stuck

You may encounter a test question and discover that you have no idea how
to answer it. This situation can lead to discomfort, then fear, then panic—
a downward spiral of emotion that can undermine your ability to answer even
the questions you do know.
To break the spiral, remember that this situation is common. If you under-
take 16 or more years of schooling, then the experience of getting utterly stuck
on a test is bound to happen to you at some point.
When it occurs, accept your feelings of discomfort. Take a moment to apply
one of the stress management techniques for test anxiety explained earlier.
This alone may get you "unstuck." If not, continue with the ideas explained in
the following checklist.
 Your Guide to Academic Success S17

✓ Checklist
What to Do When You Get Stuck on a Test Question
Read it again. Eliminate the simplest source of confusion, such as
misreading the question.
Skip the question. Let your subconscious mind work on the answer
while you respond to other questions.The trick is to truly let go of
answering the puzzling question—for the moment. If you let this
question nag at you in the back of your mind as you move on to
other test items, you can undermine your concentration and interfere
with the workings of your memory. A simple strategy, but it works.
If possible, create a diagram for the problem. Write down how
things in the diagram are related. This may trigger knowledge of
how to solve the problem.
Write a close answer. If you simply cannot think of an accurate
answer to the question, then give it a shot anyway. Answer the
question as best as you can, even if you don't think your answer is
fully correct. This technique may help you get partial credit.

Learn from Your Tests

Be sure to review a test when it is returned. Double check the score that you
were given. Then work through any questions that you missed. This material
may appear on a later test or on the final. Think about how you studied for the
test and how you can improve that process.
We hope you will find "Your Guide to Academic Success" helpful.You should
refer to this guide frequently and use these ideas on a regular basis. Doing this
can improve your planning and study skills and help you succeed in this
course. Good luck with this course and those that may follow!

* Material, pp. S3, S4, S5, and S6, modified and reprinted with permission from Dave Ellis, Becoming
a Master Student, Eleventh Edition, pp. 37-39. Copyright © 2006 by Houghton Mifflin Company.

** Material, pp. S8 and S9, modified and reprinted with permission from Master Student's Guide to
Academic Success, pp. 77-79. Copyright © 2005 by Houghton MIfflin Company.

*** Material, pp. S9-S17 modified and reprinted with permission from Master Student's Guide to
Academic Success, pp. 111, 114-116, 210, 212, 213, 215-218, 311, 312, and 321. Copyright © 2006
by Houghton Mifflin Company.
Your Guide to Chapter 1
The Real Number System
Use these two pages to stay organized as you work through this chapter.
Check items off as you complete them. For additional resources, visit the
Online Study Center at college.hmco.com/pic/larsonEIASSE4e. Record
For additional help, refer to the Houghton Mifflin Instructional DVDs and assignme your
n
assignme ts in the
n
SMARTHINKING®–Live, Online Tutoring.* the front ot log at
book. (p. Sf the
3)
Key Terms to Know
real numbers, p. 2 inequality symbol, p. 5 factor, p. 24
natural numbers, p. 2 opposites, p. 7 prime number, p. 24
integers, p. 2 absolute value, p. 7 greatest common factor,
rational numbers, p. 3 expression, p. 8 p. 35
irrational numbers, p. 3 evaluate, p. 8 reciprocal, p. 40
real number line, p. 4 additive inverse, p. 13 exponent, p. 48

1.1 Real Numbers: Order and Absolute Value 2

1 Define sets and use them to classify numbers as natural, integer,
rational, or irrational.
2 Plot numbers on the real number line.
3 Use the real number line and inequality symbols to order real
numbers.
4 Find the absolute value of a number.
Assignment Completed

1.2 Adding and Subtracting Integers

1 Add integers using a number line.
12

2 Add integers with like signs and with unlike signs.

3 Subtract integers with like sign and with unlike signs.
Assignment Completed

* Available for purchase. Visit college.hmco.com/pic/larsonEIASSE4e.

S18
 Your Guide to the Chapters S19

1.3 Multiplying and Dividing Integers

1
20
Multiply integers with like signs and with unlike signs.
2 Divide integers with like signs and with unlike signs.
3 Find factors and prime factors of an integer.
4 Represent the definitions and rules of arithmetic symbolically.
Assignment Completed
Mid-Chapter Quiz (p. 33) Completed

1.4 Operations with Rational Numbers

1 Rewrite fractions as equivalent fractions.
34

2 Add and subtract fractions.

3 Multiply and divide fractions.
4 Add, subtract, multiply, and divide decimals.
Assignment Completed

1.5 Exponents, Order of Operations, and Properties

of Real Numbers 48
1 Rewrite repeated multiplication in exponential form and evaluate
exponential expressions.
2 Evaluate expressions using order of operations.
3 Identify and use the properties of real numbers.
Assignment Completed

To prepare for a test on this chapter, review:

Your class notes Technology Tips: 4, 16, 38, 41
Your assignments Chapter Review, p. 61
Key Terms Chapter Test, p. 65
Chapter Summary, p. 60
Study Tips: 2, 3, 21, 23, 35, 36, 37, 50
Notes: ___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Your Guide to Chapter 2
Fundamentals of Algebra
Use these two pages to stay organized as you work through this chapter.
Check items off as you complete them. For additional resources, visit the
Online Study Center at college.hmco.com/pic/larsonEIASSE4e. Use plan
For additional help, refer to the Houghton Mifflin Instructional DVDs and like those ners
back of th in the
e
schedule e book to
SMARTHINKING®–Live, Online Tutoring.*
vent
(p. S8) s.
Key Terms to Know
variables, p. 68 expanding an algebraic equation, p. 105
constants, p. 68 expression, p. 79 solutions, p. 105
algebraic expression, p. 68 like terms, p. 80 satisfy, p. 105
terms, p. 68 simplify an algebraic equivalent equations,
coefficient, p. 68 expression, p. 82 p. 107
evaluate an algebraic verbal mathematical
expression, p. 71 model, p. 92

2.1 Writing and Evaluating Algebraic Expressions 68

1 Define and identify terms, variables, and coefficients of algebraic
expressions.
2 Define exponential form and interpret exponential expressions.
3 Evaluate algebraic expressions using real numbers.
Assignment Completed

2.2 Simplifying Algebraic Expressions

1 Use the properties of algebra.
78

2 Combine like terms of an algebraic expression.

3 Simplify an algebraic expression by rewriting the terms.
4 Use the Distributive Property to remove symbols of grouping.
Assignment Completed
Mid-Chapter Quiz (p. 90) Completed

* Available for purchase. Visit college.hmco.com/pic/larsonEIASSE4e.

S20
 Your Guide to the Chapters S21

2.3 Algebra and Problem Solving

1
91
Define algebra as a problem-solving language.
2 Construct verbal mathematical models from written statements.
3 Translate verbal phrases into algebraic expressions.
4 Identify hidden operations when constructing algebraic
expressions.
5 Use problem-solving strategies to solve application problems.
Assignment Completed

2.4 Introduction to Equations 105

1 Distinguish between an algebraic expression and an algebraic
equation.
2 Check whether a given value is a solution of an equation.
3 Use properties of equality to solve equations.
4 Use a verbal model to construct an algebraic equation.
Assignment Completed

To prepare for a test on this chapter, review:

Your class notes Technology Tips: 72, 73
Your assignments Chapter Review, p. 117
Key Terms Chapter Test, p. 121
Chapter Summary, p. 116
Study Tips: 70, 71, 78, 79, 80, 81, 83, 91, 94, 96, 97, 106, 108, 110
Notes: ___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Your Guide to Chapter 3
Equations, Inequalities, and Problem Solving
Use these two pages to stay organized as you work through this chapter.
Check items off as you complete them. For additional resources, visit the
Online Study Center at college.hmco.com/pic/larsonEIASSE4e.
Learn abo
For additional help, refer to the Houghton Mifflin Instructional DVDs and eight diffut the
e
SMARTHINKING®–Live, Online Tutoring.* intelligen rent
ces
(p. S3) .
Key Terms to Know
linear equation, p. 124 unit price, p. 159 compound inequality,
consecutive integers, p. 130 proportion, p. 160 p. 187
cross-multiplication, p. 140 mixture problems, p. 173 intersection, p. 188
markup, p. 150 work-rate problems, p. 175 union, p. 188
discount, p. 151 linear inequality, p. 185 absolute value equation,
ratio, p. 157 p. 196

3.1 Solving Linear Equations 124

1 Solve linear equations in standard form.
2 Solve linear equations in nonstandard form.
3 Use linear equations to solve application problems.
Assignment Completed

3.2 Equations That Reduce to Linear Form 135

1 Solve linear equations containing symbols of grouping.
2 Solve linear equations involving fractions.
3 Solve linear equations involving decimals.
Assignment Completed

3.3 Problem Solving with Percents 145

1 Convert percents to decimals and fractions and convert decimals
and fractions to percents.
2 Solve linear equations involving percents.
3 Solve application problems involving markups and discounts.
Assignment Completed

* Available for purchase. Visit college.hmco.com/pic/larsonEIASSE4e.

S22
 Your Guide to the Chapters S23

3.4 Ratios and Proportions

1
157
Compare relative sizes using ratios.
2 Find the unit price of a consumer item.
3 Solve proportions that equate two ratios.
4 Solve application problems using the Consumer Price Index.
Assignment Completed
Mid-Chapter Quiz (p. 168) Completed

3.5 Geometric and Scientific Applications

1 Use common formulas to solve application problems.
169

2 Solve mixture problems involving hidden products.

3 Solve work-rate problems.
Assignment Completed

182
3.6 Linear Inequalities
1 Sketch the graphs of inequalities.
2 Identify the properties of inequalities that can be used to create
equivalent inequalities.
3 Solve linear inequalities.
4 Solve compound inequalities.
5 Solve application problems involving inequalities.
Assignment Completed

3.7 Absolute Value Equations and Inequalities

1 Solve absolute value equations.
196

2 Solve inequalities involving absolute value.

Assignment Completed

To prepare for a test on this chapter, review:

Your class notes Technology Tips: 127, 137, 171, 186, 201
Your assignments Chapter Review, p. 207
Key Terms Chapter Test, p. 211
Chapter Summary, p. 206 Cumulative Test: Chapters 1–3, p. 212
Study Tips: 127, 128, 129, 131, 135, 138, 139, 141, 145, 146,
152, 169, 176, 183, 185, 186, 196, 198, 200
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