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 Twelfth Edition
Lial
Hornsby
Beginning
Algebra
McGinnis

Beginning
Lial / Hornsby / McGinnis

ISBN-13: 978-0-321-96933-0
ISBN-10: 0-321-96933-2 Algebra
T w e l ft h
E d itio n
Pearson is the proud sponsor
of the International Conference on
Technology in Collegiate Mathematics. 9 780321 969330
www.pearsonhighered.com Please visit www.ictcm.com

SE-0321969332.indd 1 5/6/15 11:35 AM

 Contents
Contents
Preface  xi
study skills Using Your Math Textbook   xiv

R Prealgebra Review 1
R.1 Fractions 1 study skills Reading Your Math Textbook   26
R.2 Decimals and Percents 16

1 The Real Number System 27

1.1 Exponents, Order of Operations, and summary exercises  Performing Operations with Real
Inequality 28 Numbers  77
study skills Taking Lecture Notes   36 1.6 Properties of Real Numbers 78
1.2 Variables, Expressions, and Equations 36 1.7 Simplifying Expressions 88
1.3 Real Numbers and the Number Line 42 study skills Reviewing a Chapter   94
study skills Completing Your Homework   51 Chapter 1 Summary   95
1.4 Adding and Subtracting Real Numbers 52 Chapter 1 Review Exercises   98
study skills Using Study Cards   65 Chapter 1 Mixed Review Exercises   100
1.5 Multiplying and Dividing Real Numbers 66 Chapter 1 Test   101

2 Linear Equations and Inequalities in One Variable 103

2.1 The Addition Property of Equality 104 2.7 Further Applications of Linear Equations 162
study skills Managing Your Time   111 2.8 Solving Linear Inequalities 174
2.2 The Multiplication Property of Equality 112 study skills Taking Math Tests   188
2.3 More on Solving Linear Equations 117 Chapter 2 Summary   189
study sills Using Study Cards Revisited   127 Chapter 2 Review Exercises   193
summary exercises  Applying Methods for Solving Linear Chapter 2 Mixed Review Exercises   195
Equations  127 Chapter 2 Test   196
2.4 Applications of Linear Equations 128 Chapters R–2 Cumulative Review Exercises   197
2.5 Formulas and Additional Applications from
Geometry 142
2.6 Ratio, Proportion, and Percent 152

vii

A01_LIAL9453_12_AIE_FM_i-xiv.indd 7 8/13/14 5:18 PM

 viii Contents

Linear Equations and Inequalities in Two Variables;

3
Functions 199
3.1 Linear Equations and Rectangular Coordinates 200 3.7 Introduction to Functions 260
study skills Analyzing Your Test Results   211 Chapter 3 Summary   268
3.2 Graphing Linear Equations in Two Variables 212 Chapter 3 Review Exercises   271
3.3 The Slope of a Line 224 Chapter 3 Mixed Review Exercises   273
study skills Preparing for Your Math Final Exam   237 Chapter 3 Test   274
3.4 Slope-Intercept Form of a Linear Equation 238 Chapters R–3 Cumulative Review Exercises   275
3.5 Point-Slope Form of a Linear Equation and
Modeling 246
summary exercises  Applying Graphing and Equation-Writing
Techniques for Lines   253
3.6 Graphing Linear Inequalities in Two Variables 254

4 Systems of Linear Equations and Inequalities 277

4.1 Solving Systems of Linear Equations by 4.4 Applications of Linear Systems 301
Graphing 278 4.5 Solving Systems of Linear Inequalities 312
4.2 Solving Systems of Linear Equations by Chapter 4 Summary   317
Substitution 286 Chapter 4 Review Exercises   319
4.3 Solving Systems of Linear Equations by Chapter 4 Mixed Review Exercises   321
Elimination 294 Chapter 4 Test   322
summary exercises  Applying Techniques for Solving Chapters R–4 Cumulative Review Exercises   323
Systems of Linear Equations   300

5 Exponents and Polynomials 325

5.1 The Product Rule and Power Rules for 5.7 Dividing Polynomials 374
Exponents 326 Chapter 5 Summary   383
5.2 Integer Exponents and the Quotient Rule 334 Chapter 5 Review Exercises   386
summary exercises Applying the Rules for Exponents   343 Chapter 5 Mixed Review Exercises   389
5.3 Scientific Notation 344 Chapter 5 Test   390
5.4 Adding, Subtracting, and Graphing Polynomials 352 Chapters R–5 Cumulative Review Exercises   391
5.5 Multiplying Polynomials 362
5.6 Special Products 369

A01_LIAL9453_12_AIE_FM_i-xiv.indd 8 8/13/14 5:18 PM

 Contents ix

6 Factoring and Applications 393

6.1 The Greatest Common Factor; Factoring by 6.6 Applications of Quadratic Equations 437
Grouping 394 Chapter 6 Summary   448
6.2 Factoring Trinomials 403 Chapter 6 Review Exercises   451
6.3 More on Factoring Trinomials 409 Chapter 6 Mixed Review Exercises   453
6.4 Special Factoring Techniques 417 Chapter 6 Test   454
summary exercises  Recognizing and Applying Factoring Chapters R–6 Cumulative Review Exercises   455
Strategies  426
6.5 Solving Quadratic Equations Using the Zero-Factor
Property 429

7 Rational Expressions and Applications 457

7.1 The Fundamental Property of Rational 7.8 Variation 519
Expressions 458 Chapter 7 Summary   525
7.2 Multiplying and Dividing Rational Expressions 468 Chapter 7 Review Exercises   530
7.3 Least Common Denominators 474 Chapter 7 Mixed Review Exercises   532
7.4 Adding and Subtracting Rational Expressions 480 Chapter 7 Test   532
7.5 Complex Fractions 489 Chapters R–7 Cumulative Review Exercises   533
7.6 Solving Equations with Rational Expressions 498
summary exercises  Simplifying Rational Expressions vs.
Solving Rational Equations   509
7.7 Applications of Rational Expressions 511

8 Roots and Radicals 535

8.1 Evaluating Roots 536 Chapter 8 Summary   582
8.2 Multiplying, Dividing, and Simplifying Radicals 546 Chapter 8 Review Exercises   585
8.3 Adding and Subtracting Radicals 555 Chapter 8 Mixed Review Exercises   587
8.4 Rationalizing the Denominator 559 Chapter 8 Test   587
8.5 More Simplifying and Operations with Chapters R–8 C
 umulative Review Exercises   588
Radicals 566
summary exercises  Applying Operations
with Radicals  573
8.6 Solving Equations with Radicals 574

A01_LIAL9453_12_AIE_FM_i-xiv.indd 9 8/13/14 5:18 PM

 x Contents

9 Quadratic Equations 591

9.1 Solving Quadratic Equations by the Square Root 9.4 Graphing Quadratic Equations 614
Property 592 Chapter 9 Summary   619
9.2 Solving Quadratic Equations by Completing the Chapter 9 Review Exercises   622
Square 598 Chapter 9 Mixed Review Exercises   623
9.3 Solving Quadratic Equations by the Quadratic Chapter 9 Test   623
Formula 606 Chapters R–9 Cumulative Review Exercises   624
summary exercises  Applying Methods for Solving Quadratic
Equations  613

Answers to Selected Exercises A-1

Glossary G-1
Credits C-1
Index I-1

Additional topics available in : Using Rational Numbers as Exponents;

Complex Numbers; Sets; and Introduction to Calculators

A01_LIAL9453_12_AIE_FM_i-xiv.indd 10 8/13/14 5:18 PM

 Preface
It is with great pleasure that we offer the twelfth edition of Specific Content Changes include the following:
Beginning Algebra. We have remained true to the original ● New Chapter R provides a thorough review of frac-
goal that has guided us over the years—to provide the best
tions (Section R.1) as well as decimals and percents (all
possible text and supplements package to help students suc-
new Section R.2).
ceed and instructors teach. This edition faithfully continues
that process through enhanced explanations of concepts, ● Application Sections 2.4, 2.7, 4.4, and 6.6 include new
new and updated examples and exercises, student-oriented and/or updated problem-solving examples, exercises,
features like Vocabulary Lists, Pointers, Cautions, Problem- and hints.
Solving Hints, and Now Try Exercises, as well as an exten- ● Section 2.5 now covers solving a linear equation in two
sive package of helpful supplements and study aids.
variables x and y for y as preparation for Chapter 3 on
This text is part of a series that includes the following
forms of linear equations.
books, all by Lial, Hornsby, and McGinnis:
● The presentation of linear equations in two variables
● Intermediate Algebra, Twelfth Edition,
in Chapter 3 includes three new examples of graph-
● Beginning and Intermediate Algebra, Sixth Edition, ing and writing equations of lines, along with several
groups of new exercises that make connections between
● Algebra for College Students, Eighth Edition.
tables, equations, and graphs.
● Slope-intercept form and point-slope form are now
What’s New in This Edition? covered in separate Sections 3.4 and 3.5.

We are pleased to offer the following new features:

● Expanded Summary Exercises in Chapter 2 continue
our emphasis on the difference between simplifying ex-
Vocabulary Lists New vocabulary is now given at the pressions and solving equations. A new example in the
beginning of appropriate sections. The list format allows Chapter 6 Summary Exercises illustrates applying gen-
students to preview vocabulary that is introduced in the sec- eral factoring strategies.
tion and also to review and check-off words they are able to ● Presentations of the following topics have been en-
correctly define upon completing a section.
hanced and expanded:
Concept Check Exercises Each exercise set begins with Applying operations on real numbers (Sections 1.4
a set of Concept Check problems that facilitate students’ and 1.5)
mathematical thinking and conceptual understanding. Prob- Solving linear equations in one variable (Section 2.1)
lem types include multiple-choice, true/false, matching, Solving linear inequalities in one variable with frac-
completion, and What Went Wrong? exercises. Many em- tional coefficients (Section 2.8)
phasize new vocabulary. Understanding polynomial vocabulary and adding and
Extending Skills Exercises These problems, scattered subtracting polynomials (Section 5.4)
throughout selected exercise sets, expand on section objec- Factoring trinomials (Section 6.3)
tives. Some are challenging in nature. Factoring perfect square trinomials (Section 6.4)
Solving equations with rational expressions (Section 7.6)
Mixed Review Exercises Each chapter review has been Completing the square (Section 9.2)
expanded to include a dedicated set of Mixed Review Exer-
cises to help students further synthesize concepts.
Acknowledgments
Margin Answers to Review Components To provide
immediate reference and enable students to get the most out The comments, criticisms, and suggestions of users, nonus-
of review opportunities, answers are included in the margins ers, instructors, and students have positively shaped this
for Summary Exercises, Chapter Review Exercises, Mixed textbook over the years, and we are most grateful for the
Review Exercises, Chapter Tests, and Cumulative Review many responses we have received. The feedback gathered
Exercises. for this edition was particularly helpful.

xi

A01_LIAL9453_12_AIE_FM_i-xiv.indd 11 8/13/14 5:18 PM

 xii Preface

We especially wish to thank the following individuals Student Supplements

who provided invaluable suggestions.
Student’s Solutions Manual
Barbara Aaker, Community College of Denver ● Provides detailed solutions to the odd-numbered,
Kim Bennekin, Georgia Perimeter College section-level exercises and to all Now Try Exercises,
Dixie Blackinton, Weber State University Relating Concepts, Summary, Chapter Review, Mixed
Callie Daniels, St. Charles Community College Review, Chapter Test, and Cumulative Review Exercises
Cheryl Davids, Central Carolina Technical College
ISBNs: 0-321-96981-2, 978-0-321-96981-1
Robert Diaz, Fullerton College
Chris Diorietes, Fayetteville Technical Community College
Sylvia Dreyfus, Meridian Community College
Lial Video Library
Sabine Eggleston, Edison State College
The Lial Video Library, available in MyMathLab, pro-
LaTonya Ellis, Bishop State Community College
vides students with a wealth of video resources to help them
Beverly Hall, Fayetteville Technical Community College
navigate the road to success. All video resources in the
Sandee House, Georgia Perimeter College
library include optional subtitles in English. The Lial Video
Joe Howe, St. Charles Community College
Library includes the following resources:
Lynette King, Gadsden State Community College
Linda Kodama, Windward Community College ● Section Lecture Videos offer a new navigation menu
Carlea McAvoy, South Puget Sound Community College that allows students to easily focus on the key examples
James Metz, Kapi’olani Community College and exercises that they need to review in each section.
Jean Millen, Georgia Perimeter College Optional Spanish subtitles are available.
Molly Misko, Gadsden State Community College ● Solutions Clips show an instructor working through the
Jane Roads, Moberly Area Community College complete solutions to selected exercises from the text.
Melanie Smith, Bishop State Community College Exercises with a solution clip are marked in the text and
Erik Stubsten, Chattanooga State Technical Community e-book with a Play Button icon .
College ● Quick Review Lectures provide a short summary lec-
Tong Wagner, Greenville Technical College
ture of each key concept from the Quick Reviews at the
Rick Woodmansee, Sacramento City College
end of every chapter in the text.
Sessia Wyche, University of Texas at Brownsville
● The Chapter Test Prep Videos provide step-by-step
Over the years, we have come to rely on an extensive solutions to all exercises from the Chapter Tests. These
team of experienced professionals. Our sincere thanks go to videos provide guidance and support when students
these dedicated individuals at Pearson Arts & Sciences, who need it the most: the night before an exam. The Chapter
worked long and hard to make this revision a success: Chris Test Prep Videos are also available on YouTube (search-
Hoag, Maureen O’Connor, Michael Hirsch, Rachel Ross, able using author name and book title).
Beth Kaufman, Christine Whitlock, Chase Hammond, Kelly
Cross, and Shana Siegmund.
Additionally, Rachel Haskell did a great job helping us MyWorkBook
update real data applications. We are also grateful to Kathy ● Provides Guided Examples and corresponding Now Try
Diamond and Marilyn Dwyer of Cenveo, Inc., for their Exercises for each text objective
excellent production work; Bonnie Boehme for supplying ● Refers students to correlated Examples, Lecture Videos,
her copyediting expertise; Aptara for their photo research; and Exercise Solution Clips
and Lucie Haskins for producing another accurate, useful ● Includes extra practice exercises for every section of the
index. Callie Daniels, Perian Herring, Jack Hornsby, Paul
text with ample space for students to show their work
Lorczak, and Sarah Sponholz did a thorough, timely job
accuracy checking manuscript and page proofs and Lisa ● Lists the learning objectives and key vocabulary terms for
Collette checked the index. every text section, along with vocabulary practice problems
We particularly thank the many students and instructors ISBNs: 0-321-96979-0, 978-0-321-96979-8
who have used this textbook over the years. You are the rea-
son we do what we do. It is our hope that we have positively
impacted your mathematics journey. We would welcome
any comments or suggestions you might have via email to
[email protected].
John Hornsby
Terry McGinnis

A01_LIAL9453_12_AIE_FM_i-xiv.indd 12 8/13/14 5:18 PM

 Preface xiii

NEW MySlideNotes MyMathLab® Ready to Go Course (access code required)

● Provides a note-taking tool based on the Lecture Slides These new “Ready to Go” courses provide students with all
that accompany the text the same great MyMathLab features, but make it easier for
instructors to get started. Each course includes pre-assigned
● Includes extra examples so that students can apply the
homework and quizzes to make creating a course even sim-
concepts and procedures on the slides
pler. Ask your Pearson representative about the details for
● Features guided solutions that break problems into this particular course or to see a copy of this course.
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● Provides extra vocabulary practice to ensure that stu- MathXL ® Online Course (access code required)
dents have a firm grasp of new key terms MathXL® is the homework and assessment engine that runs
● Available electronically within MyMathLab MyMathLab. (MyMathLab is MathXL plus a learning man-
agement system.)
ISBNs: 0-13-393289-3, 978-0-13-393289-8
With MathXL, instructors can:
● Create, edit, and assign online homework and tests us-
Instructor Supplements ing algorithmically generated exercises correlated at the
Annotated Instructor’s Edition objective level to the textbook.
● Provides “on-page” answers to all text exercises in an ● Create and assign their own online exercises and import
easy-to-read margin format, along with helpful Teach- TestGen tests for added flexibility.
ing Tips and extensive Classroom Examples ● Maintain records of all student work tracked in
ISBNs: 0-321-96945-6, 978-0-321-96945-3 MathXL’s online gradebook.
Instructor’s Solutions Manual (Download only) With MathXL, students can:
● Provides complete answers to all text exercises, includ-
ing all Classroom Examples and Now Try Exercises
● Take chapter tests in MathXL and receive personalized
study plans and/or personalized homework assignments
ISBNs: 0-321-96977-4, 978-0-321-96977-4
based on their test results.
Instructor’s Resource Manual with Tests ● Use the study plan and/or the homework to link directly
(Download only) to tutorial exercises for the objectives they need to study.
● Contains two diagnostic pretests, four free-response and
● Access supplemental animations and video clips di-
two multiple-choice test forms per chapter, and two fi- rectly from selected exercises.
nal exams
● Includes a mini-lecture for each section of the text with
MathXL is available to qualified adopters. For more
objectives, key examples, and teaching tips information, visit our website at www.mathxl.com, or con-
tact your Pearson representative.
● Provides a correlation guide from the eleventh to the

twelfth edition TestGen ®

ISBNs: 0-321-96980-4, 978-0-321-96980-4 TestGen® (www.pearsoned.com/testgen) enables instructors
to build, edit, print, and administer tests using a computer-
ized bank of questions developed to cover all the objectives
Available for Students and Instructors of the text. TestGen is algorithmically based, allowing in-
MyMathLab® Online Course (access code required) structors to create multiple but equivalent versions of the
MyMathLab from Pearson is the world’s leading online same question or test with the click of a button. Instructors
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assessment, and media in a flexible, easy-to-use format. It The software and testbank are available for download from
provides engaging experiences that personalize, stimulate, Pearson Education’s online catalog.
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an experienced partner with educational expertise and an PowerPoint ® Lecture Slides
eye on the future. ● Present key concepts and definitions from the text
To learn more about how MyMathLab combines ● Available for download at www.pearsonhighered.com
proven learning applications with powerful assessment, visit ISBNs: 0-321-96944-8, 978-0-321-96944-6
www.mymathlab.com or contact your Pearson representative.

A01_LIAL9453_12_AIE_FM_i-xiv.indd 13 8/13/14 5:18 PM

 xiv Study Skills Using Your Math Textbook

STUDY Skills
88

Using Your Math Textbook

chapt er 1 The Real Number System

1.7 Simplifying Expressions

objec tives
Your textbook is a valuable resource. You will learn more if you fully 1 Simplify expressions.
objec tive 1 Simplify
expressions.
We use the properties of
make use of the features it offers. 2 Identify terms and
numerical coefficients
.
Section 1.6 to write expre
ssions in simpler form.
3 Identify like terms. Exam plE 1 Simplifying
Expression s
4 Combine like terms. Simplify each expression.

General Features
5 Simplify expressions
from word phrases.
(a) 4x + 8 + 9 simplifies
to 4x + 17.
To simplify, we clear
(b) 413m - 2n2 the parentheses.
voca bula ry
= 413m2 - 412n2
Locate each general feature and complete any blanks. term
numerical coefficient = 14 # 32m - 14 # 22n
Distributive property

(coefficient) Associative property

like terms = 12m - 8n
Table of Contents Find this at the front of the text. Mark the unlike terms Multiply.
● (c) 6 + 314k + 52
chapters and sections you will cover, as noted on your Now try
eXerc ise 1
Do not
start by
adding.
= 6 + 314k2 + 3152
Distributive property
= 6 + 13 # 42k + 3152
course syllabus. Simplify each expression.
(a) 312x - 4y2 = 6 + 12k + 15
Associative property

Multiply.
(b) -4 - 1-3y + 52
= 6 + 15 + 12k
● Answer Section Tab this section at the back of the book = 21 + 12k
Commutative property

Add.
so you can refer to it frequently when doing homework. (d) 5 - 12y - 82

Answers to odd-numbered section exercises are provided. = 5 - 112y - 82

-a = -1 # a
= 5 - 112y2 - 11 -82
Be careful Distributive property

Glossary Find this feature after the answer section at the

with signs.
= 5 - 2y + 8
● ▼ Terms and Their Multiply.
Coefficients = 5 + 8 - 2y
back of the text. It provides an alphabetical list of the key
Commutative property
Term Numerical = 13 - 2y
Coefficient Add.

terms found in the text, with definitions and section refer-

Now try
8 8
- 7y -7 Note The steps using the comm
ences. Using the glossary, an equation is a statement 34r 3
- 26 x 5yz 4
34 rest of the examples. Howe
utative and associative
ver, be aware that they
properties will not be shown
are usually involved.
in the
- 26

that . - k, or - 1k
r, or 1r
-1
objec tive 2 Identify
1
3x
terms and numerical coefficient
8,
3
or 8 x 3
A term is a number (cons s.
List of Formulas Inside the back cover of the text is a help- tant), a variable, or a produ
8
● x
=
1x 1 variables raised to powe
rs.
ct or quotient of numbers
and
3, or 1
3 3x 3

ful list of geometric formulas, along with review information 9x, 15y 2, -3, -8m 2
n,
2
,
p and k Terms
In the term 9x, the nume
on triangles and angles. Use these for reference throughout Now try aNswe rs
1. (a) 6x - 12y (b) 3y
-9
x is 9.
rical coefficient, or simpl
y the coefficient, of the
variab le

the course. The formula for finding the volume of a cube

is .
M01_LIAL9453_12_AIE_C
01_027-102.indd 88

Specific Features 5/28/14 5:54 PM

Look through Chapter 2 and give the number of a page that includes an example of each
of the following specific features.
● Objectives The objectives are listed at the beginning of each section and again within the
section as the corresponding material is presented. Once you finish a section, ask yourself
if you have accomplished them. See page .
● Vocabulary List Important vocabulary is listed at the beginning of each section. You
should be able to define these terms when you finish a section. See page .
● Now Try Exercises These margin exercises allow you to immediately practice the mate-
rial covered in the examples and prepare you for the exercises. Check your results using
the answers at the bottom of the page. See page .
● Pointers These small shaded balloons provide on-the-spot warnings and reminders,
point out key steps, and give other helpful tips. See page .
● Cautions These provide warnings about common errors that students often make or
trouble spots to avoid. See page .
● Notes These provide additional explanations or emphasize other important ideas. See
page .
● Problem-Solving Hints These boxes give helpful tips or strategies to use when you work
applications. See page .

A01_LIAL9453_12_AIE_FM_i-xiv.indd 14 8/13/14 5:18 PM

 R Prealgebra Review
R.1 Fractions
R.2 Decimals and Percents
Study Skills Reading Your Math Textbook

R.1 Fractions
OBJECTIVES In the study of elementary mathematics, the numbers used most often are the natural
(counting) numbers,
1 Learn the definition
of factor. 1, 2, 3, 4, c,
The three dots, or ellipsis points,
2 Write fractions in the whole numbers, indicate that each list of numbers continues
lowest terms. in the same way indefinitely.
3 Convert between
0, 1, 2, 3, 4, c,
improper fractions and and fractions, such as
mixed numbers.
1 2 11
4 Multiply and divide , , and .
fractions. 2 3 12
5 Add and subtract The parts of a fraction are named as shown.
fractions.
3 Numerator
6 Solve applied Fraction bar 
problems that 8 Denominator
involve fractions.
7 Interpret data in a
circle graph.
NOTE Fractions are a way to represent parts of a whole. In a fraction, the numerator gives
the number of parts being represented. The denominator gives the total number of equal
Vocabulary parts in the whole. See Figure 1.
natural (counting) numbers
whole numbers
fractions
numerator The shaded region represents
3
denominator 8 of the circle.
proper fraction
improper fraction
factors
Figure 1
product
prime number
composite number
lowest terms
greatest common factor (GCF)
mixed number A fraction is classified as being either a proper fraction or an improper fraction.
reciprocals
1 2 9 23 Numerator is less than denominator.
quotient Proper fractions , , ,
dividend 5 7 10 25 Value is less than 1.
divisor Numerator is greater than or equal to
sum
3 5 11 28
Improper fractions , , , denominator. Value is greater than or
(continued) 2 5 7 4 equal to 1.

M00_LIAL9453_12_AIE_C0R_001-026.indd 1 5/19/14 4:06 PM

 2 chapter R   Prealgebra Review

Vocabulary (continued) objective 1 Learn the definition of factor.

least common denominator
(LCD)
In the statement 3 * 6 = 18, the numbers 3 and 6 are factors of 18. Other factors of
difference 18 include 1, 2, 9, and 18. The result of the multiplication, 18, is the product. We can
circle graph (pie chart) represent the product of two numbers, such as 3 and 6, in several ways.
3 * 6, 3 # 6, 132162, 1326, 3162  Products
We factor a number by writing it as the product of two or more numbers.
Multiplication       Factoring
3 # 6 = 18     18 = 3 # 6
 actoring is the reverse of
F
multiplying two numbers
                   to get the product.
Factors Product    Product Factors

NOTE In algebra, a raised dot # is often used instead of the * symbol to indicate multipli-
cation because * may be confused with the letter x.

A natural number greater than 1 is prime if it has only itself and 1 as factors.
“Factors” are understood here to mean natural number factors.
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37   First dozen prime numbers
A natural number greater than 1 that is not prime is a composite number.
4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21   First dozen composite numbers
By agreement, the number 1 is neither prime nor composite.

NOW TRY Example 1 Factoring Numbers

EXERCISE 1
Write 60 as a product of Write each number as a product of prime factors.
prime factors.
(a) 35 Write 35 as the product of the prime factors 5 and 7.
35 = 5 # 7
(b) 24 We show a factor tree on the right, with prime factors circled.
24
Divide by the least prime
factor of 24, which is 2. 24 = 2 # 12 2 # 12
Divide 12 by 2 to find two
factors of 12. 24 = 2 # 2 # 6   2 #6
Now factor 6 as 2 # 3. 24 = 2 # 2 # 2 # 3    2 # 3
('')''*
All factors are prime. Now try

NOTE When factoring, we need not start with the least prime factor. No matter which
prime factor we start with, we will always obtain the same prime factorization. We verify this
in Example 1(b) by starting with 3 instead of 2.
Divide 24 by 3. 24 = 3 # 8
Divide 8 by 2. 24 = 3 # 2 # 4
Divide 4 by 2. 24 = 3 # 2 # 2 # 2
('')''*
NOW TRY ANSWER The same prime factors result.
1. 2 # 2 # 3 # 5

M00_LIAL9453_12_AIE_C0R_001-026.indd 2 5/19/14 4:06 PM

 section R.1 Fractions 3

objective 2 Write fractions in lowest terms.

The basic principle of fractions is used to write a fraction in lowest terms.

Basic Principle of Fractions

If the numerator and denominator of a fraction are multiplied or divided by the
same nonzero number, the value of the fraction is not changed.

A fraction is in lowest terms when the numerator and denominator have no fac-
tors in common (other than 1).

Writing a Fraction in Lowest Terms

Step 1 Write the numerator and the denominator in factored form.
Step 2 Divide the numerator and the denominator by the greatest common
factor (GCF), the product of all factors common to both.

NOW TRY Example 2 Writing Fractions in Lowest Terms

EXERCISE 2
Write each fraction in lowest Write each fraction in lowest terms.
10 2 # 5 2 # 1 2
terms.

15 3 # 5 3 # 1 3
30 10 72 (a) = = =
(a) (b) (c)
42 70 120
The factored form shows that 5 is the greatest common factor of 10 and 15.
10 2
Dividing both numerator and denominator by 5 gives 15 in lowest terms as 3 .
15
(b)
45
By inspection, the greatest common factor of 15 and 45 is 15.
15 15 1 1 Remember to write 1
= # = # = in the numerator.
45 3 15 3 1 3
If the GCF is not obvious, factor the numerator and denominator into prime factors.
15 3 #5 1 #1 1
= # # = # # =    The same answer results.
45 3 3 5 3 1 1 3

150 3 # 50 3 # 1 3
200 4 # 50 4 # 1 4
(c) = = =    50 is the greatest common factor of 150 and 200.

Another strategy is to choose any common factor and work in stages.

150 15 # 10 3 # 5 # 10 3 # 1 # 1 3
200 20 # 10 4 # 5 # 10 4 # 1 # 1 4
= = = =    The same answer results.
Now try

objective 3 Convert between improper fractions and mixed numbers.

A mixed number is a single number that represents the sum of a natural number and
a proper fraction.
NOW TRY ANSWERs 3 3
2. (a)
5
(b)
1
(c)
3 Mixed number 5 =5+
7 7 5 4 4

M00_LIAL9453_12_AIE_C0R_001-026.indd 3 5/19/14 4:06 PM

 4 chapter R   Prealgebra Review

NOW TRY Example 3 Converting an Improper Fraction to a Mixed Number

EXERCISE 3
92 59
Write 5
as a mixed number. Write 8 as a mixed number.
a
The fraction bar represents division. A b means a ÷ b. B Divide the numerator of
the improper fraction by the denominator.
7 Quotient
Denominator of fraction 8) 59 Numerator of fraction 59 3
    8 =7
56 8
3 Remainder

Now try

NOW TRY Example 4 Converting a Mixed Number to an Improper Fraction

EXERCISE 4
2 4
Write 11 3 as an improper Write 6 7 as an improper fraction.
fraction. Multiply the denominator of the fraction by the natural number and then add the
numerator to obtain the numerator of the improper fraction.
7 # 6 = 42 and 42 + 4 = 46
The denominator of the improper fraction is the same as the denominator in the
4 46
mixed number, which is 7 here. Thus, 6 7 = 7 . Now try

Multiplying Fractions objective 4 Multiply and divide fractions.

1
2
Figure 2 illustrates multiplying fractions.

Multiplying Fractions
a c a # c a #c
If and are fractions, then   = # .
b d b d b d
3 1 3 1
4 of 2 is equivalent to 4 ∙ 2 , That is, to multiply two fractions, multiply their numerators and then multiply
3
which equals 8 of the circle.
their denominators.
Figure 2

Example 5 Multiplying Fractions

Find each product, and write it in lowest terms.

(a)
3 #4
8 9
3 #4 Multiply numerators.
8 #9
  =
Multiply denominators.
3 #4
2 #4 #3 #3
  = Factor the denominator.

Remember to 1 Divide numerator and denominator

2 #3
NOW TRY ANSWERs
 
write 1 in the = 
numerator. by 3 and 4, or by 12.
2
3. 18 5
1 Make sure the product
4.
35   =    is in lowest terms.
3 6

M00_LIAL9453_12_AIE_C0R_001-026.indd 4 6/24/14 9:46 AM

 section R.1 Fractions 5

NOW TRY
EXERCISE 5 (b) 2
1 # 51
Find each product, and write
3 4
it in lowest terms.
4 # 5 =
7 # 21 Write each mixed number
(b) 3 # 6
2 2 3 4 as an improper fraction.
(a)
7 8 5 3
7 # 21 Multiply numerators.
3 #4
=
Multiply denominators.

7 #3 #7
3 #4
= Factor the numerator.

Think:
49
means 49 , 4. 49 1 W
 rite in lowest terms
4
= , or 12
4 4 and as a mixed number. Now try

NOTE Some students prefer to factor and divide out any common factors before multiplying.

3 # 4
Example 5(a)
8 9
3 # 4#
2 # 4
   = Factor.
▼ Reciprocals 3 3
Number Reciprocal 1
2 # 3
3 4
   = Divide out common factors. Multiply.
4 3
11 7 1
7 11    = The same answer results.
1 5
6
5
5, or 1

10 1
10, or 1 10

A number and its reciprocal Two numbers are reciprocals of each other if their product is 1. Because division
have a product of 1. For example,
is the inverse or opposite of multiplication, we use reciprocals to divide fractions.
3
4
# 43 = 12
12
, or 1. Figure 3 illustrates dividing fractions.

Dividing Fractions Dividing Fractions

1
2 Multiply

If
a c
and are fractions, then  
a c
÷ =
a # d.
b d b d b c

by the reciprocal.

1 1 1 That is, to divide by a fraction, multiply by its reciprocal.

2÷ 4 is equivalent to 2 ∙ 4 ,
1
which equals 8 of the circle.
Figure 3
As an example of why this procedure works, we know that

20 , 10 = 2 and also that 20 # 1

= 2.
10
a c a
NOW TRY ANSWERS The answer to a division problem is a quotient. In b
, d , the first fraction b
is the
5 68 2 c
5. (a) 14
(b) 3
, or 22 3 dividend, and the second fraction d is the divisor.

M00_LIAL9453_12_AIE_C0R_001-026.indd 5 6/24/14 9:46 AM

 6 chapter R   Prealgebra Review

NOW TRY Example 6 Dividing Fractions

EXERCISE 6
Find each quotient, and write Find each quotient, and write it in lowest terms.
it in lowest terms.
3 8
2 8 3 2 (a) ,
(a) , (b) 3 , 4 4 5
7 9 4 7
  =
3 #5 Multiply by the reciprocal of the divisor.
4 8
3 #5 Multiply numerators.
  = #
4 8

Multiply denominators.
15 Make sure the quotient
  =    is in lowest terms.
32
3 5 5
(b) , (c) , 10 Think of 10 as
10
1
here.
4 8 8

  =
3 #8 Multiply by the   =
5 # 1  ultiply by the
M
reciprocal.
4 5 reciprocal. 8 10
3 #4 #2 Multiply and 5 #1 Multiply and
4 #5 8 #2 #5
  =   = factor.
factor.

6 1 1 Remember to write 1
  = , or 1   = in the numerator.
5 5 16
2 1
(d) 1 ,4
3 2
5 9
 = , Write each mixed number as an improper fraction.
3 2

  =
5 #2 Multiply by the reciprocal of the divisor.
3 9
5 #2 Multiply numerators.
3 #9
  =
Multiply denominators.

10
 = The quotient is in lowest terms. Now try
27

Adding Fractions
objective 5 Add and subtract fractions.
1
8 +
3
8 The result of adding two numbers is the sum of the numbers. For example, 2 + 3 = 5,
=
4
8
so 5 is the sum of 2 and 3.
=
1 Figure 4 illustrates adding fractions.
2

Figure 4
Adding Fractions
a c a c a+c
If and are fractions, then   + = .
b b b b b

NOW TRY ANSWERS

That is, to find the sum of two fractions having the same denominator, add the
6. (a)
9
(b)
7 numerators and keep the same denominator.
28 8

M00_LIAL9453_12_AIE_C0R_001-026.indd 6 5/19/14 4:06 PM

 section R.1 Fractions 7

NOW TRY Example 7 Adding Fractions (Same Denominator)

EXERCISE 7
Find the sum, and write it in Find each sum, and write it in lowest terms.
lowest terms.
3 2 2 3
1 3 (a) + (b) +
+ 7 7 10 10
8 8
3+2  dd numerators.
A 2+3 Add numerators.
  = Keep the same   = 
Keep the same
7 10
denominator. denominator.
5 5
  =   =
7 10
1
  = Write in lowest terms.
2 Now try

If the fractions to be added do not have the same denominator, we must first
3
rewrite them with a common denominator. For example, to rewrite 4 as an equivalent
fraction with denominator 12, think as follows.
3 ?
=
4 12
We must find the number that can be multiplied by 4 to give 12. Because 4 # 3 = 12,
we multiply the numerator and the denominator by 3.
3 3 #3 9 3 9

4 4 # 3 12
= = 4
is equivalent to 12 .
See Figure 5.

3 9
4 and 12 are equivalent fractions.

Figure 5

NOTE The process of writing an equivalent fraction is the reverse of writing a fraction in
lowest terms.

Finding the Least Common Denominator (LCD)

To add or subtract fractions with different denominators, find the least common
denominator (LCD) as follows.
Step 1 Factor each denominator using prime factors.
Step 2 The LCD is the product of every (different) factor that appears in
any of the factored denominators. If a factor is repeated, use the
greatest number of repeats as factors of the LCD.
NOW TRY ANSWER
1 Step 3 Write each fraction with the LCD as the denominator.
7. 2

M00_LIAL9453_12_AIE_C0R_001-026.indd 7 5/19/14 4:06 PM

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