Elementary Algebra

The reading is broken into small segments by using boxes around Examples, definitions, and rules, and flags including Caution, Look Closer, and Look Ahead.

We want students to learn how to read a math book, so we have included Reading Questions that mirror the content of the lesson. For example, the first Reading Question is "A numerical quantity that changes over time or in different situations is called a \(\fillinmath{XXXXXX}\text{.}\)" Ideally, students would answer these questions before class, perhaps through an on-line homework system.

Each section ends with a Skills Warm-Up (with answers) for students to complete on their own. The Skills Warm-Up problems review an arithmetic or algebraic technique needed for the Lesson that follows.

Because choosing appropriate scales for the axes is a time-consuming task for beginning students, the text includes labeled grids for most of the graphing exercises. Ready-made grids allow students to consider a wider range of examples (with "harder" numbers) and to focus on the properties of the graphs, such as intercepts and slope, and on interpreting the information given by the graph. If students are using technology to create graphs, the grids can help them choose an appropriate window.

Develop the concepts and skills of algebra in context. Use applications to motivate and illustrate techniques. Don’t frontload with "theory" or general principles.

Keep reading sections short and keep terminology to a minimum.

A solid understanding of basic algebra is more important than facility with complicated algorithms and procedures.

Include graphing from the beginning. The ability to read and analyze graphs is just as important as mastering algebraic skills. Emphasize the connection between equations and their graphs.

Present material by increasing levels of sophistication, not by taxonomy. In other words, don’t have one chapter on simplifying expressions, and then a separate chapter on solving all kinds of equations, and so on. Instead, develop algebraic skills (writing expressions, solving equations, modeling) simultaneously and incrementally.

Review arithmetic skills "just-in-time" as needed (and often).

Some more advanced topics can be left for later courses, e.g. factoring sums of cubes.

We begin with writing algebraic expressions instead of manipulating expressions. We use tables and graphs to motivate expressions.

Graphing appears in Chapter 1 and is continued throughout the book. Graphs are not restricted to \(10 \times 10\) grids.

We solve equations both algebraically and graphically.

Standard word problems are de-emphasized in favor of modeling.

Quadratic expressions and equations are treated before polynomials. We start with quadratic equations that can be solved by extracting roots.

We try to minimize factoring in the study of algebraic fractions.