LESSON

1 Arithmetic with Whole Numbers

and Money
Variables and Evaluation

Power Up 1 Building Power

facts Power Up A

mental A score is 20. Two score and 4 is 44. How many is

math a. Measurement: 3 score
b. Measurement: 4 score
c. Measurement: 4 score and 7
d. Measurement: Half a dozen
e. Measurement: 2 dozen
f. Measurement: 4 dozen
g. Probability: What is the probability of rolling a 3 on a number
cube?
h. Calculation/Measurement: Start with a score. Add a dozen;
divide by 4; add 2; then divide by 2. What is the answer?

problem A sequence is a list of terms arranged according to a certain rule. We must

solving find the rule of a sequence in order to extend it. Finding a sequence’s rule is
also called finding a pattern. The first four triangular numbers can be shown
as a sequence of diagrams or as a sequence of numbers:

1, 3, 6, 10,

Problem: What are the next three terms in the sequence of triangular
numbers?
Understand We are given 1, 3, 6, and 10 as the first four triangular
numbers. We are asked to extend the sequence an additional three terms.
Plan We will find the pattern in the first four terms of the sequence, then
use the pattern to extend the sequence an additional three terms.
Solve We examine the differences between the terms to see if we notice a
pattern:
+2 +3 +4 +? +? +?
1 3 6 10 ? ? ?

1
For Instructions on how to use the Power-Up activities, please consult the preface.

6 Saxon Math Course 2

 We notice that each term in the sequence can be found by adding the term’s
position in the sequence to the previous term. So, to find the fifth term, we
add 5 to the fourth term. To find the sixth term, we add 6 to the fifth term,
and so on.
+2 +3 +4 +5 +6 +7
1 3 6 10 15 21 28
Check We found the next three terms in the sequence of triangular
numbers: 15, 21, and 28. Our answers are reasonable, and we can verify
them by drawing the next three diagrams in the list shown at the beginning
of the problem and counting the dots in each diagram.

New Concepts Increasing Knowledge

arithmetic The numbers we say when we count are called counting numbers or
with whole natural numbers. We can show the set of counting numbers this way:
numbers and {1, 2, 3, 4, 5, . . .}
money
Reading Math Including zero with the set of counting numbers forms the set of whole
Use braces, { }, to numbers.
enclose items in {0, 1, 2, 3, 4, . . .}
a set.
Use an ellipsis, …, The set of whole numbers does not include any numbers less than zero,
to indicate a list between 0 and 1, or between any consecutive counting numbers.
that is infinite
The four fundamental operations of arithmetic are addition, subtraction,
(goes on without
end). multiplication, and division. In this lesson we will review the operations of
arithmetic with whole numbers and with money. Amounts of money are
sometimes indicated with a dollar sign ($) or with a cent sign (¢), but not
both. We can show 50 cents either of these two ways:
$0.50 or 50¢
Occasionally we will see a dollar sign or cent sign used incorrectly.

Soft Drinks
0.50¢ Saxdoan
each So

This sign is incorrect because it uses a decimal point with a cent sign. This
incorrect sign literally means that soft drinks cost not half a dollar but half
a cent! Take care to express amounts of money in the proper form when
performing arithmetic with money.
Numbers that are added are called addends, and the result of their addition
is the sum.
addend + addend = sum

Lesson 1 7
 Example 1
Add:
a. 36 + 472 + 3614
b. $ 1.45 + $ 6 + 8 ¢

Solution

a. We align the digits in the ones place and 111

36
add in columns. Looking for combinations of
472
digits that total 10 may speed the work.
⫹ 3614
4122
b. We write each amount of money with a 1
$1.45
dollar sign and two places to the right of the
$6.00
decimal point. We align the decimal points
⫹ $0.08
and add.
$7.53

In subtraction the subtrahend is taken from the minuend. The result is

the difference.
minuend − subtrahend = difference

Example 2
Subtract:
a. 5207 − 948
b. $ 5 − 25 ¢

Solution

a. We align the digits in the ones place. We 4 11 9 1

5207
must follow the correct order of subtraction
⫺ 948
by writing the minuend (first number) above
4259
the subtrahend (second number).
b. We write each amount in dollar form. 4 91
$ 5.0 0
We align decimal points and subtract.
⫺ $ 0.2 5
$ 4.7 5

Numbers that are multiplied are called factors. The result of their
multiplication is the product.
factor × factor = product
We can indicate the multiplication of two factors with a times sign, with
a center dot, or by writing the factors next to each other with no sign
between them.
4×5 4⋅5 4(5) ab
The parentheses in 4(5) clarify that 5 is a quantity separate from 4 and that
the two digits do not represent the number 45. The expression ab means
“a times b.”

8 Saxon Math Course 2

Example 3
Multiply:
a. 164 ∙ 23 b. $ 4.68 × 20 c. 5(29 ¢)

Solution

a. We usually write the number with the most 164

digits on top. We first multiply by the 3 of 23. ⫻ 23
Then we multiply by the 20 of 23. We add the 492
partial products to find the final product. 328
3772
b. We can let the zero in 20 “hang out” to the $4.68
right. We write 0 below the line and then ⫻ 20
multiply by the 2 of 20. We write the product $93.60
with a dollar sign and two decimal places.
c. We can multiply 29¢ by 5 or write 29¢ as $0.29 29¢
first. Since the product is greater than $1, we ⫻ 5
use a dollar sign to write the answer. 145¢ = $1.45

In division the dividend is divided by the divisor. The result is the quotient.
We can indicate division with a division sign (÷), a division box ( 冄 ), or a
division bar (−).
dividend ÷ divisor = quotient
quotient dividend
⫽ quotient
divisor 冄 dividend divisor

Example 4
Divide:
a. 1234 ÷ 56
$12.60
b.
5

Solution

a. In this division there is a remainder. Other 22 R 2

methods for dealing with a remainder will be 56 冄 1234
considered later. 112
114
Analyze Should the remainder be greater
112
than, equal to, or less than the divisor? Why? 2
b. We write the quotient with a dollar sign. The $2.52
decimal point in the quotient is directly above 5 冄 $12.60
the decimal point in the dividend. 10
2.6
2.5
10
10
0

Lesson 1 9
variables and In mathematics, letters are often used to represent numbers—in formulas
evaluation and expressions, for example. The letters are called variables because
their values are not constant; rather, they vary. We evaluate an expression
by calculating its value when the variables are assigned specific numbers.

Example 5
Evaluate each expression for x = 10 and y = 5:
a. x + y b. x − y
x
c. xy d. y

Solution

We substitute 10 for x and 5 for y in each expression. Then we perform

the calculation.
a. 10 + 5 = 15 b. 10 − 5 = 5
10
c. 10 ⋅ 5 = 50 d. ⫽2
5

Practice Set a. This sign is incorrect. Show two ways

to correct the sign. Lemonade
0.45¢
b. Name a whole number that is not per glass
a counting number.

c. Justify When the product of 4 and 4 is divided by the sum of 4 and 4,

what is the quotient? Explain how you found the answer.

Simplify by adding, subtracting, multiplying, or dividing as indicated:

d. $1.75 + 60¢ + $3 e. $2 − 47¢

f. 5(65¢) g. 250 ⋅ 24
234
h. $24.00 ÷ 5 i.
18
Evaluate each expression for a = 20 and b = 4:
j. a + b k. a − b
a
l. ab m.
b
Connect Write equations using the number 15, where 15 is:
n. an addend o. the product

p. the quotient q. the subtrahend

r. the dividend s. the minuend

10 Saxon Math Course 2

Written Practice Strengthening Concepts

* 1. When the sum of 5 and 6 is subtracted from the product of 5 and 6,

what is the difference?

* 2. If the subtrahend is 9 and the difference is 8, what is the minuend?

3. If the divisor is 4 and the quotient is 8, what is the dividend?

* 4. Justify When the product of 6 and 6 is divided by the sum of 6 and 6,

what is the quotient? Explain.

* 5. Name the four fundamental operations of arithmetic.

* 6. Evaluate each expression for n = 12 and m = 4:

a. n + m b. n − m
n
c. nm d. m

Simplify by adding, subtracting, multiplying, or dividing, as indicated:

7. $43.74 8. 64 9. 7
⫺ $16.59 ⫻ 37 8
.7 .9

4
10. 364 + 52 + 867 + 9 6
9
11. 4000 − 3625
3
12. (316)(18) 5
⫹7
13. $43.60 ÷ 20

14. 300 ⋅ 40 15. 8 ⋅ 12 ⋅ 0

16. 3708 ÷ 12 17. 365 × 20

18. 252747 19. 30(40)

20. $10 − $2.34 21. 4017 − 3952

22. $2.50 × 80 23. 20($2.50)

560 $10.00
24. 25.
14 8
* 26. What is another name for counting numbers?

27. Write 25 cents twice,

a. with a dollar sign, and
b. with a cent sign.

* Asterisks indicate exercises that should be completed in class with teacher support as needed.

Lesson 1 11
 * 28. Conclude Which counting numbers are also whole numbers?

* 29. What is the name for the answer to a division problem?

* 30. Connect The equation below shows the relationship of addends and
their sum.
addend + addend = sum
Using the vocabulary we have learned, write an equation to show the
relationships in subtraction.

Early Finishers Sasha had $500.00. She purchased four shirts that cost a total of $134.00.
Real-World
a. If each shirt cost the same amount, what is the cost of one shirt? Show
Application
your work.

b. The next day, Sasha returned one of the shirts. After she returned it,
how much of the $500 did she have left? Show your work.

12 Saxon Math Course 2