LESSON

4 Number Line
Sequences

Power Up Building Power

facts Power Up A

mental a. Measurement: Five score

math b. Measurement: Ten dozen
c. Number Sense: Half of 500
d. Number Sense: 350 + 400
e. Number Sense: 50 × 50
f. Number Sense: 400 ÷ 10
g. Measurement: Convert 2 gallons to quarts
h. Calculation: Start with the number of feet in a yard. Multiply by 12;
divide by 6; add 4; double that number; add 5; double that number;
then double that number. What is the answer?

problem Lawrence drew a closed shape with a wide

solving gray marker. Then Marta drew a closed
shape with a thin black pen. Marta’s shape
crosses Lawrence’s shape exactly eight
times. Is it possible for Marta to draw a
closed shape that crosses Lawrence’s
shape only seven times?

New Concepts Increasing Knowledge

number line A number line can be used to help us arrange numbers in order. Each
number corresponds to a unique point on the number line. The zero point
of a number line is called the origin. The numbers to the right of the origin
are called positive numbers, and they are all greater than zero. Every
positive number has an opposite that is the same distance to the left of the
origin. The numbers to the left of the origin are called negative numbers.
Thinking Skill The negative numbers are all less than zero. Zero is neither positive nor
Connect negative.
Which are less greater
the counting
numbers? –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
Which are their negative numbers positive numbers
opposites?

26 Saxon Math Course 2

 On this number line the tick marks indicate the location of integers.
Integers include all of the counting numbers as well as their opposites—their
negatives—and the number zero. Integers do not include fractions or any
other numbers between consecutive tick marks on the number line.
Integers
{. . ., −3, −2, −1, 0, 1, 2, 3, . . .}
The ellipses to the left and the right indicate that the number of negative and
positive integers is infinite. Notice that the negative numbers are written with
a negative sign. For −5 we say “negative five.” Positive numbers may be
written with or without a positive sign. Both +5 and 5 are positive and equal
to each other.
As we move to the right on a number line, the numbers become greater and
greater. As we move to the left on a number line, the numbers become less
and less. A number is greater than another number if it is farther to the right
on a number line.
Thinking Skill We compare two numbers by determining whether one is greater than the
Generalize other or whether the numbers are equal. We place a comparison symbol
What will always between two numbers to show the comparison. The comparison symbols are
be true when the equal sign (=) and the greater than/less than symbols (> or <). We write
you compare a the greater than and less than symbols so that the smaller end (the point)
positive and a points to the number that is less. Below we show three comparisons.
negative number?
−5 < 4 3+2=5 5 > −6
−5 is less than 4 3 plus 2 equals 5 5 is greater than −6

Example 1
Arrange these numbers in order from least to greatest:
0, 1, −2

Solution

We arrange the numbers in the order in which they appear on a number line.
−2, 0, 1

Example 2
Rewrite the expression below by replacing the circle with the correct
comparison symbol. Then use words to write the comparison.
−5 3

Solution

Since −5 is less than 3, we write

−5 ⬍ 3
Negative five is less than three.

Lesson 4 27
 We can use a number line to help us add and subtract. We will use arrows to
show addition and subtraction. To add, we let the arrow point to the right. To
subtract, we let the arrow point to the left.

Example 3
Show this addition problem on a number line: 3 + 2

Solution

We start at the origin (at zero) and draw an arrow 3 units long that points
to the right. From this arrowhead we draw a second arrow 2 units long that
points to the right.

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

The second arrow ends at 5; 3 + 2 = 5.

Example 4
Show this subtraction problem on a number line: 5 − 3

Solution

Starting at the origin, we draw an arrow 5 units long that points to the right.
To subtract, we draw a second arrow 3 units long that points to the left.
Remember to draw the second arrow from the first arrowhead.

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

The second arrow ends at 2. This shows that 5 − 3 = 2.

Example 5
Show this subtraction problem on a number line: 3 − 5

Solution

We take the numbers in the order given. Starting from the origin, we draw
an arrow 3 units long that points to the right. From this arrowhead we draw
a second arrow 5 units long that points to the left. The second arrow ends
to the left of zero, which illustrates that the result of this subtraction is a
negative number.

28 Saxon Math Course 2

 5

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

The second arrow ends at −2. This shows that 3 − 5 = −2.

Together, examples 4 and 5 show graphically that subtraction is not

commutative; that is, the order of the numbers affects the outcome in
subtraction. In fact, notice that reversing the order of subtraction results in
opposite differences.
5−3=2
3 − 5 = −2
We can use this characteristic of subtraction to help us with subtraction
problems like the next example.

Example 6
Simplify: 376 − 840

Solution

We see that the result will be negative. We reverse the order of the numbers
to perform the subtraction.
840
⫺ 376
464
The answer to the original problem is the opposite of 464, which is −464.
Discuss How do we know that the answer is the opposite of 464, and
not 464?

sequences A sequence is an ordered list of terms that follows a certain pattern or rule.
A list of the whole numbers is an example of a sequence.
0, 1, 2, 3, 4, . . .
If we wish to list the even or odd whole numbers, we could write the
following sequences:
Evens: 0, 2, 4, 6, 8, . . . Odds: 1, 3, 5, 7, 9, . . .
These sequences are called arithmetic sequences because the same
number is added to each term to find the next term. Thus the numbers in the
sequence are equally spaced on a number line.
Even Whole Numbers

0 1 2 3 4 5 6 7 8 9 10 11 12

Odd Whole Numbers

0 1 2 3 4 5 6 7 8 9 10 11 12

Lesson 4 29
 Here is a different sequence:
1, 2, 4, 8, 16, . . .
This sequence is called a geometric sequence because each term is
multiplied by the same number to find the next term. Terms in a geometric
sequence are not equally spaced on a number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

To continue a sequence, we study the sequence to understand its pattern or

rule; then we apply the rule to find additional terms in the sequence.

Example 7
The first four terms of a sequence are shown below. Find the next three
terms in the sequence.
1, 4, 9, 16, . . .

Solution

This sequence is neither arithmetic nor geometric. We will describe two

solutions. First we see that the terms increase in size by a larger amount as
we move to the right in the sequence.
+3 +5 +7
1, 4, 9, 16, . . .
The increase itself forms a sequence we may recognize: 3, 5, 7, 9, 11, . . . .
We will continue the sequence by adding successively larger odd numbers.
⫹3 ⫹5 ⫹7 ⫹9 ⫹11 ⫹13
1, 4, 9, 16, 25, 36, 49, . . .
We find that the next three numbers in the sequence are 25, 36, and 49.
Another solution to the problem is to recognize the sequence as a list of
perfect squares. When we multiply a counting number by itself, the product
is a perfect square.
1⋅1=1 2⋅2=4 3⋅3=9 4 ⋅ 4 = 16
Here we use figures to illustrate perfect squares.

1 4 9 16

Continuing this pattern, the next three terms are

5 × 5 = 25 6 × 6 = 36 7 × 7 = 49

30 Saxon Math Course 2

 The rule of a sequence might be expressed as a formula. A formula for the
sequence of a perfect square is
k=n⋅n
Visit www.
SaxonPublishers. The variable n represents the position of the term (first, second, third, . . .) and
com/ActivitiesC2 k represents the value of the term (1, 4, 9, . . .). To find the eighth term of the
for a graphing sequence, we write 8 in place of n and find k.
calculator activity.
k=8⋅8
Since 8 ⋅ 8 is 64, the eighth term is 64.

Example 8
The rule of a certain sequence is k = 2n. Find the first four terms of the
sequence.

Solution

We substitute 1, 2, 3, and 4 for n to find the first four terms.

First term Second term Third term Fourth term
k = 2(1) k = 2(2) k = 2(3) k = 2(4)
=2 =4 =6 =8
The first four terms of the sequence are 2, 4, 6, and 8.

Practice Set Model For problems a– c, draw a number line and use arrows to represent
the addition or subtraction.
a. 4 + 2 b. 4 − 2 c. 2 − 4

d. Arrange these numbers in order from least to greatest:

0, −1, −2, −3

e. Use digits and other symbols to write “The sum of 2 and 3 is less than
the product of 2 and 3.”

Replace each circle with the proper comparison symbol:

f. 3 − 4 4−3 g. 2 · 2 2+2

h. What is the first step you take before comparing the

Justify
expressions in exercises f and g?

i. Where is the origin on the number line?

j. Simplify: 436 − 630

k. Predict Find the next three numbers in this sequence:

. . ., 3, 2, 1, 0, −1, . . .

l. Find the next three terms of this sequence:

1, 4, 9, 16, 25, 36, 49, . . .

Lesson 4 31
 m. Use words to describe the rule of the following sequence. Then find the
next three terms.
1, 2, 4, 8, . . .

n. The rule of a certain sequence is k = (2n) − 1. Find the first four terms
of the sequence.

Written Practice Strengthening Concepts

1. What is the difference when the sum of 5 and 4 is subtracted from the
(1)
product of 3 and 3?

* 2. If the minuend is 27 and the difference is 9, what is the subtrahend?

(1, 3)

* 3. What is the name for numbers that are greater than zero?
(4)

* 4. Evaluate each expression for n = 6 and m = 24:

(1)
a. m − n b. n − m
m
c. n d. mn

* 5. Use digits and other symbols to write “The product of 5 and 2 is greater
(4)
than the sum of 5 and 2.”

* 6. Analyze Arrange these numbers in order from least to greatest:

(4)
−2, 1, 0, −1

* 7. Explain If you know the divisor and the quotient, how can you find the
(3)
dividend? Write a complete sentence to answer the question.

* 8. Show this subtraction problem on a number line: 2 − 3

(4)

Find the value of each variable.

* 9. 12x = 12 * 10. 4 + 8 + n + 6 = 30
(3) (3)

* 11. z − 123 = 654 * 12. 1000 − m = 101

(3) (3)

13. p + $1.45 = $4.95

(3)
r
* 14. 32k = 224 * 15. = 24
(3) (3) 8
* 16. Justify Look at the first and second steps of solving this equation.
(2, 3)
Justify each of these steps.
Step: Justification:
4 + (n + 9) = 20 Given equation
4 + (9 + n) = 20 a.
(4 + 9) + n = 20 b.
13 + n = 20 4 + 9 = 13
n= 7 13 + 7 = 20

32 Saxon Math Course 2

 * 17. Replace each circle with the proper comparison symbol:
(4)
a. 3 ⋅ 4 2(6) b. −3 −2
c. 3 − 5 5 −3 d. xy yx

Simplify:
18. $100.00 − $36.49 19. 48(36¢)
(1) (1)

20. 5 ⋅ 6 ⋅ 7 21. 9900 ÷ 18

(1) (1)

22. 30(20)(40) 23. (130 − 57) + 9

(1) (2)

24. 1987 − 2014 25. $68.60 ÷ 7

(1) (1)

26. 46¢ + 64¢ 27. 4640

(1) (1) 80
28. $3.75
(1)
⫻ 30

* 29. Represent Use the numbers 2, 3, and 6 to illustrate the Associative

(2)
Property of Multiplication.

* 30. Generalize Use words to describe the rule of the following sequence.
(4)
Then find the next two terms.
1, 10, 100, . . .

Early Finishers The supply budget for the school play is $150. The manager has already
Real-World spent $34.73 on costumes and $68.98 on furniture and backdrops.
Application
a. How much money is left in the supply budget?

b. Is there enough money left to buy two lamps for $16.88 each and a vase
for $12.25? Support your answer.

Lesson 4 33