Welcome to *Elementary Algebra*, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

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#### Customization

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#### Format

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### About *Elementary Algebra*

*Elementary Algebra* is designed to meet the scope and sequence requirements of a one-semester elementary algebra course. The book’s organization makes it easy to adapt to a variety of course syllabi. The text expands on the fundamental concepts of algebra while addressing the needs of students with diverse backgrounds and learning styles. Each topic builds upon previously developed material to demonstrate the cohesiveness and structure of mathematics.

#### Coverage and Scope

*Elementary Algebra* follows a nontraditional approach in its presentation of content. Building on the content in *Prealgebra*, the material is presented as a sequence of small steps so that students gain confidence in their ability to succeed in the course. The order of topics was carefully planned to emphasize the logical progression through the course and to facilitate a thorough understanding of each concept. As new ideas are presented, they are explicitly related to previous topics.

**Chapter 1: Foundations**

Chapter 1 reviews arithmetic operations with whole numbers, integers, fractions, and decimals, to give the student a solid base that will support their study of algebra.**Chapter 2: Solving Linear Equations and Inequalities**

In Chapter 2, students learn to verify a solution of an equation, solve equations using the Subtraction and Addition Properties of Equality, solve equations using the Multiplication and Division Properties of Equality, solve equations with variables and constants on both sides, use a general strategy to solve linear equations, solve equations with fractions or decimals, solve a formula for a specific variable, and solve linear inequalities.**Chapter 3: Math Models**

Once students have learned the skills needed to solve equations, they apply these skills in Chapter 3 to solve word and number problems.**Chapter 4: Graphs**

Chapter 4 covers the rectangular coordinate system, which is the basis for most consumer graphs. Students learn to plot points on a rectangular coordinate system, graph linear equations in two variables, graph with intercepts, understand slope of a line, use the slope-intercept form of an equation of a line, find the equation of a line, and create graphs of linear inequalities.**Chapter 5: Systems of Linear Equations**

Chapter 5 covers solving systems of equations by graphing, substitution, and elimination; solving applications with systems of equations, solving mixture applications with systems of equations, and graphing systems of linear inequalities.**Chapter 6: Polynomials**

In Chapter 6, students learn how to add and subtract polynomials, use multiplication properties of exponents, multiply polynomials, use special products, divide monomials and polynomials, and understand integer exponents and scientific notation.**Chapter 7: Factoring**

In Chapter 7, students explore the process of factoring expressions and see how factoring is used to solve certain types of equations.**Chapter 8: Rational Expressions and Equations**

In Chapter 8, students work with rational expressions, solve rational equations, and use them to solve problems in a variety of applications.**Chapter 9: Roots and Radical**

In Chapter 9, students are introduced to and learn to apply the properties of square roots, and extend these concepts to higher order roots and rational exponents.**Chapter 10: Quadratic Equations**

In Chapter 10, students study the properties of quadratic equations, solve and graph them. They also learn how to apply them as models of various situations.

All chapters are broken down into multiple sections, the titles of which can be viewed in the **Table of Contents**.

#### Key Features and Boxes

**Examples** Each learning objective is supported by one or more worked examples that demonstrate the problem-solving approaches that students must master. Typically, we include multiple Examples for each learning objective to model different approaches to the same type of problem, or to introduce similar problems of increasing complexity.

All Examples follow a simple two- or three-part format. First, we pose a problem or question. Next, we demonstrate the solution, spelling out the steps along the way. Finally (for select Examples), we show students how to check the solution. Most Examples are written in a two-column format, with explanation on the left and math on the right to mimic the way that instructors “talk through” examples as they write on the board in class.

**Be Prepared!** Each section, beginning with Section 2.1, starts with a few “Be Prepared!” exercises so that students can determine if they have mastered the prerequisite skills for the section. Reference is made to specific Examples from previous sections so students who need further review can easily find explanations. Answers to these exercises can be found in the supplemental resources that accompany this title.

Try It

The Try It feature includes a pair of exercises that immediately follow an Example, providing the student with an immediate opportunity to solve a similar problem. In the PDF and the Web View version of the text, answers to the Try It exercises are located in the Answer Key.

How To

How To feature typically follows the Try It exercises and outlines the series of steps for how to solve the problem in the preceding Example.

Media

The Media icon appears at the conclusion of each section, just prior to the Self Check. This icon marks a list of links to online video tutorials that reinforce the concepts and skills introduced in the section.

Disclaimer: While we have selected tutorials that closely align to our learning objectives, we did not produce these tutorials, nor were they specifically produced or tailored to accompany *Elementary Algebra*.

**Self Check** The Self Check includes the learning objectives for the section so that students can self-assess their mastery and make concrete plans to improve.

#### Art Program

*Elementary Algebra* contains many figures and illustrations. Art throughout the text adheres to a clear, understated style, drawing the eye to the most important information in each figure while minimizing visual distractions.

#### Section Exercises and Chapter Review

**Section Exercises** Each section of every chapter concludes with a well-rounded set of exercises that can be assigned as homework or used selectively for guided practice. Exercise sets are named *Practice Makes Perfect* to encourage completion of homework assignments.

- Exercises correlate to the learning objectives. This facilitates assignment of personalized study plans based on individual student needs.
- Exercises are carefully sequenced to promote building of skills.
- Values for constants and coefficients were chosen to practice and reinforce arithmetic facts.
- Even and odd-numbered exercises are paired.
- Exercises parallel and extend the text examples and use the same instructions as the examples to help students easily recognize the connection.
- Applications are drawn from many everyday experiences, as well as those traditionally found in college math texts.
**Everyday Math**highlights practical situations using the concepts from that particular section**Writing Exercises**are included in every exercise set to encourage conceptual understanding, critical thinking, and literacy.

**Chapter Review** Each chapter concludes with a review of the most important takeaways, as well as additional practice problems that students can use to prepare for exams.

**Key Terms**provide a formal definition for each bold-faced term in the chapter.**Key Concepts**summarize the most important ideas introduced in each section, linking back to the relevant Example(s) in case students need to review.**Chapter Review Exercises**include practice problems that recall the most important concepts from each section.**Practice Test**includes additional problems assessing the most important learning objectives from the chapter.**Answer Key**includes the answers to all Try It exercises and every other exercise from the Section Exercises, Chapter Review Exercises, and Practice Test.

### Additional Resources

#### Student and Instructor Resources

We’ve compiled additional resources for both students and instructors, including Getting Started Guides, manipulative mathematics worksheets, and an answer key to Be Prepared Exercises. Instructor resources require a verified instructor account, which can be requested on your openstax.org log-in. Take advantage of these resources to supplement your OpenStax book.

#### Partner Resources

OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.

### About the Authors

#### Senior Contributing Authors

Lynn Marecek and MaryAnne Anthony-Smith have been teaching mathematics at Santa Ana College for many years and have worked together on several projects aimed at improving student learning in developmental math courses. They are the authors of *Strategies for Success: Study Skills for the College Math Student*.

**Lynn Marecek, Santa Ana College**

Lynn Marecek has focused her career on meeting the needs of developmental math students. At Santa Ana College, she has been awarded the Distinguished Faculty Award, Innovation Award, and the Curriculum Development Award four times. She is a Coordinator of Freshman Experience Program, the Department Facilitator for Redesign, and a member of the Student Success and Equity Committee, and the Basic Skills Initiative Task Force. Lynn holds a bachelor’s degree from Valparaiso University and master’s degrees from Purdue University and National University.

**MaryAnne Anthony-Smith, Santa Ana College**

MaryAnne Anthony-Smith was a mathematics professor at Santa Ana College for 39 years, until her retirement in June, 2015. She has been awarded the Distinguished Faculty Award, as well as the Professional Development, Curriculum Development, and Professional Achievement awards. MaryAnne has served as department chair, acting dean, chair of the professional development committee, institutional researcher, and faculty coordinator on several state and federally-funded grants. She is the community college coordinator of California’s Mathematics Diagnostic Testing Project, a member of AMATYC’s Placement and Assessment Committee. She earned her bachelor’s degree from the University of California San Diego and master’s degrees from San Diego State and Pepperdine Universities.

#### Reviewers

Jay Abramson, Arizona State University

Bryan Blount, Kentucky Wesleyan College

Gale Burtch, Ivy Tech Community College

Tamara Carter, Texas A&M University

Danny Clarke, Truckee Meadows Community College

Michael Cohen, Hofstra University

Christina Cornejo, Erie Community College

Denise Cutler, Bay de Noc Community College

Lance Hemlow, Raritan Valley Community College

John Kalliongis, Saint Louis Iniversity

Stephanie Krehl, Mid-South Community College

Laurie Lindstrom, Bay de Noc Community College

Beverly Mackie, Lone Star College System

Allen Miller, Northeast Lakeview College

Christian Roldán-Johnson, College of Lake County Community College

Martha Sandoval-Martinez, Santa Ana College

Gowribalan Vamadeva, University of Cincinnati Blue Ash College

Kim Watts, North Lake College

Libby Watts, Tidewater Community College

Allen Wolmer, Atlantic Jewish Academy

John Zarske, Santa Ana College