Must Know High School Algebra

Christopher Monahan
Visit to download the full and correct content document:
https://ebookmass.com/product/must-know-high-school-algebra-christopher-monahan
/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Must Know High School Algebra, 2nd Edition Christopher

Monahan

https://ebookmass.com/product/must-know-high-school-algebra-2nd-
edition-christopher-monahan/

Must Know High School ESL Danielle Pelletier

https://ebookmass.com/product/must-know-high-school-esl-danielle-
pelletier/

Must Know High School Vocabulary Jane R. Burstein

https://ebookmass.com/product/must-know-high-school-vocabulary-
jane-r-burstein/

Must Know High School ESL Danielle Pelletier Depinna

https://ebookmass.com/product/must-know-high-school-esl-danielle-
pelletier-depinna/
Must Know High School Pre-Calculus (EDUCATION/ALL
OTHER) Chris Monahan

https://ebookmass.com/product/must-know-high-school-pre-calculus-
education-all-other-chris-monahan/

Must Know High School Geometry, 2nd Edition Amber Kuang

https://ebookmass.com/product/must-know-high-school-geometry-2nd-
edition-amber-kuang/

Must Know High School Biology 2nd Edition Kellie

Ploeger Cox

https://ebookmass.com/product/must-know-high-school-biology-2nd-
edition-kellie-ploeger-cox/

Must Know High School Chemistry, Second Edition John T.

Moore

https://ebookmass.com/product/must-know-high-school-chemistry-
second-edition-john-t-moore/

Must Know High School Grammar and Composition 1st

Edition Rosemary Scalera

https://ebookmass.com/product/must-know-high-school-grammar-and-
composition-1st-edition-rosemary-scalera/
Copyright © 2022, 2019 by McGraw Hill. All rights reserved. Except
as permitted under the United States Copyright Act of 1976, no part
of this publication may be reproduced or distributed in any form or
by any means, or stored in a database or retrieval system, without
the prior written permission of the publisher.

ISBN: 978-1-26-428640-9
MHID: 1-26-428640-6

The material in this eBook also appears in the print version of this
title: ISBN: 978-1-26-428639-3, MHID: 1-26-428639-2.

eBook conversion by codeMantra

Version 1.0

All trademarks are trademarks of their respective owners. Rather

than put a trademark symbol after every occurrence of a
trademarked name, we use names in an editorial fashion only, and
to the benefit of the trademark owner, with no intention of
infringement of the trademark. Where such designations appear in
this book, they have been printed with initial caps.

McGraw-Hill Education eBooks are available at special quantity

discounts to use as premiums and sales promotions or for use in
corporate training programs. To contact a representative, please visit
the Contact Us page at www.mhprofessional.com.

TERMS OF USE

This is a copyrighted work and McGraw-Hill Education and its

licensors reserve all rights in and to the work. Use of this work is
subject to these terms. Except as permitted under the Copyright Act
of 1976 and the right to store and retrieve one copy of the work,
you may not decompile, disassemble, reverse engineer, reproduce,
modify, create derivative works based upon, transmit, distribute,
disseminate, sell, publish or sublicense the work or any part of it
without McGraw-Hill Education’s prior consent. You may use the
work for your own noncommercial and personal use; any other use
of the work is strictly prohibited. Your right to use the work may be
terminated if you fail to comply with these terms.

THE WORK IS PROVIDED “AS IS.” McGRAW-HILL EDUCATION AND

ITS LICENSORS MAKE NO GUARANTEES OR WARRANTIES AS TO
THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS
TO BE OBTAINED FROM USING THE WORK, INCLUDING ANY
INFORMATION THAT CAN BE ACCESSED THROUGH THE WORK VIA
HYPERLINK OR OTHERWISE, AND EXPRESSLY DISCLAIM ANY
WARRANTY, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED
TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
A PARTICULAR PURPOSE. McGraw-Hill Education and its licensors do
not warrant or guarantee that the functions contained in the work
will meet your requirements or that its operation will be
uninterrupted or error free. Neither McGraw-Hill Education nor its
licensors shall be liable to you or anyone else for any inaccuracy,
error or omission, regardless of cause, in the work or for any
damages resulting therefrom. McGraw-Hill Education has no
responsibility for the content of any information accessed through
the work. Under no circumstances shall McGraw-Hill Education
and/or its licensors be liable for any indirect, incidental, special,
punitive, consequential or similar damages that result from the use
of or inability to use the work, even if any of them has been advised
of the possibility of such damages. This limitation of liability shall
apply to any claim or cause whatsoever whether such claim or cause
arises in contract, tort or otherwise.
 Contents

Author’s Note
Introduction
The Flashcard App

1 Putting Numbers Together and Taking

Them Apart
The Order of Operations
Variables and Expressions
Bases and Exponents
Evaluating Algebraic Expressions
Solving Two-Step Linear Equations
Exercises

2 Relations and Functions

Cartesian Coordinate Plane
Relations
Functions
Function Notation
Exercises
3 Linear Equations
Solving Multistep Linear Equations
Solving Linear Equations with Variables on Each Side of the
Equation
Literal Equations
Writing Equations
Ratios and Proportions
Percent of Change
Weighted Averages
Two-Way Tables
Exercises

4 Equations of Linear Functions

Rate of Change and Slope
Graphing Equations in Slope-Intercept Form
Writing Equations in Slope-Intercept Form
Writing Equations in Point-Slope Form
Writing Equations in Standard Form
Graphing Equations in Standard Form
Parallel and Perpendicular Lines
Inverse Linear Functions
Exercises

5 Applications of Linear Functions

 Word Problems: Coins, Geometry, and Motion
Coin Problems
Geometry Problems
Motion Problems
Direct Variation
Sequences
Arithmetic Sequences as Linear Functions
Arithmetic Series
Absolute Value
Exercises

6 Linear Inequalities
Solving Inequalities with the Four Operations
Solving Multistep Inequalities
Solving Compound Inequalities
Inequalities Involving Absolute Value
Graphing Inequalities in Two Variables
Exercises

7 Systems of Linear Equations and

Inequalities
Graphing Systems of Equations
Algebraic Solutions
Substitution
Elimination Using Addition and Subtraction
 Solution Using Matrices
Applying Systems of Linear Equations
Currency
Motion
Mixture
Systems of Inequalities
Exercises

8 Exponents and Exponential Functions

Multiplication Properties of Exponents
Division Properties of Exponents
Rational Exponents
Scientific Notation
Exponential Functions
Growth and Decay
Geometric Sequences as Exponential Functions
Recursive Formulas
Exercises

9 Quadratic Expressions and Equations

Adding and Subtracting Polynomials
Multiplying a Polynomial by a Monomial
Multiplying Polynomials
Multiplying Binomials
Multiplying Polynomials
 Special Products
Differences of Squares
Perfect Squares
Factoring Polynomials
First Step: Always look for a common factor.
Second Step: Is the polynomial one of the special
polynomials?
Trial and Error: Part 1
Trial and Error: Part 2
Solving x2 + bx + c = 0
Exercises

10 Quadratic Functions and Equations

Completing the Square
Graphing Quadratic Functions
The Standard Form of the Parabola
The Vertex Form of the Parabola
Solving Quadratic Equations by Graphing
Transformations of Quadratic Functions
Solving Quadratic Equations by Using the Quadratic Formula
Special Functions
Exercises

11 Rational Expressions and Equations

Inverse Variation
 Rational Functions
Simplifying Rational Expressions
Multiplying and Dividing Rational Expressions
Adding and Subtracting Rational Expressions
Mixed Expressions and Complex Fractions
Rational Equations
Dividing Polynomials
Exercises

12 Radical Functions and Geometry

Simplifying Radical Expressions
Operations with Radical Expressions
Radical Equations
The Pythagorean Theorem
Trigonometric Ratios
Exercises

13 Probability and Statistics

Statistics and Parameters
Measures of Central Tendency
Distributions of Data
Scatter Plots and Lines of Fit
Exercises

Answer Key
Teacher’s Guide
 Author’s Note

Must Know High School Algebra continues to build on the skills and
concepts learned in your middle school math classes. Much of the
work done in this book concentrates on a formal process for solving
equations and inequalities (including graphical approaches). In
addition, you will learn about the arithmetic of polynomials,
functions and function notation, solving quadratic equations, solving
exponential equations, and dig a little deeper into the study of
probability and statistics.
As a student, I used to hate the questions that started with
“Kathy has 60 coins in her purse” and then go on to ask how many
coins of each type she has in her purse. I always wanted to tell
Kathy to dump the contents of her purse on the table and count the
coins. As a teacher, I understood the importance of learning the
process of clearly defining the meaning of the variables used and the
relationships described in each of the equations and inequalities
written about those variables. I hope you will be patient as you work
through the book’s problems and remember that they will help you
understand how to analyze problems in real life.
Mathematics, in general, and this book in particular are not meant
for you to read only. You should always have a pencil, paper, and
your calculator with you when doing math. There are plenty of
examples in the book with explanations that will guide you through
the steps involved. I encourage you, though, to try to do the
problems before you read the explanations. This will give you a
reasonable measure of how much you understand when you first
read the problem. Did you get stuck at some point? That’s fine. The
reason you bought this book was to help you get over whatever may
have been causing you trouble. Read through the explanations.
Make sure they seem logical to you. Go back and try the problem
again. There are more problems for you to try in the exercise
sections of each chapter, with the answers and explanations
available to you in the back of the book. There is also a flashcard
app for you in each of these sections.
This book begins each chapter with statements about what it is
you must know when you have completed the chapter. If you do
not feel that you have a good grasp of the items described at the
beginning of the chapter, please take the time to go back through
the chapter until you do. You will be glad that you did.
 Introduction

Welcome to your new algebra book! Let us try to explain why we

believe you’ve made the right choice with this new edition. This
probably isn’t your first go-round with either a textbook or other kind
of guide to a school subject. You’ve probably had your fill of books
asking you to memorize lots of terms. This book isn’t going to do
that—although you’re welcome to memorize anything you take an
interest in. You may also have found that a lot of books make a lot
of promises about all the things you’ll be able to accomplish by the
time you reach the end of a given chapter. In the process, those
books can make you feel as though you missed out on the building
blocks that you actually need to master those goals.
With Must Know High School Algebra, we’ve taken a different
approach. When you start a new chapter, you will immediately see
one or more must know ideas. These are the essential concepts
behind what you are going to study, and they will form the
foundation of what you will learn throughout the chapter. With these
must know ideas, you will have what you need to hold it together
as you study, and they will be your guide as you make your way
through each chapter.
To build on this foundation you will find easy-to-follow discussions
of the topic at hand, accompanied by comprehensive examples that
show you how to apply what you’re learning to solving typical
algebra questions. Each chapter ends with review questions—more
than 400 throughout the book—designed to instill confidence as you
practice your new skills.
 This book has other features that will help you on this algebra
journey of yours. It has a number of “sidebars” that will both help
provide helpful information or just serve as a quick break from
your studies. The sidebars (“by the way”) point out
important information as well as study tips and exceptions to the
rule. Every once in a while, an sidebar (“in real life”)

will tell you what you’re studying has to do with the real world;
other IRLs may just be interesting factoids.
But that’s not all—this new edition has taken it a step further.
We know our algebra students well and we want to make sure
you’re getting the most out of this book. We added new
sidebars that point out common mistakes and things not to do. For
those needing a little assistance, we have our
feature, where more challenging concepts,
topics, or questions are given some more explanation. And finally,
one special note for the teachers (because we didn’t forget about
you!)—a Teacher’s Guide section at the back of the book is a
place where you can go to find tips and strategies on teaching the
material in the book, a behind-the-scenes look at what the authors
were thinking when creating the material, and resources curated
specifically to make your life easier!

In addition, this book is accompanied by a flashcard app that will

give you the ability to test yourself at any time. The app includes
more than 100 “flashcards” with a review question on one “side” and
the answer on the other. You can either work through the flashcards
by themselves or use them alongside the book. To find out where to
get the app and how to use it, go to the next section, The Flashcard
App.
We also wanted to introduce you to your guides throughout this
book. Chris Monahan and Laura Favata have decades of experience
teaching students at multiple levels. They know what you should get
out of an algebra course and the strategies that will help get you
there. They have seen the typical kinds of problems that students
can have with algebra. In this book, they use their experience to
show you not only the most effective way to learn a given concept
but how to get yourself out of traps you might have fallen into. We
are confident that we’re leaving you in good hands.

Before we leave you to the authors’ surefooted guidance, let us

give you one piece of advice. While we know that something “is
the worst” is a cliché, we might be inclined to say that the
quadratic formula is the worst. Don’t try to see if you can get
away with going through the motions; instead, let the authors
introduce you to the concept and show you how to apply it
confidently to your algebra work. If you’ll take our word for it,
mastering the quadratic formula will leave you in good stead for
the rest of your math career.

Good luck with your studies!

The Editors at McGraw Hill
 The Flashcard App

This book features a bonus flashcard app. It will help you test
yourself on what you’ve learned as you make your way through the
book (or in and out). It includes 100-plus “flashcards,” both “front”
and “back.” It gives you two options as to how to use it. You can
jump right into the app and start from any point that you want. Or
you can take advantage of the handy QR Codes near the end of
each chapter in the book; they will take you directly to the
flashcards related to what you’re studying at the moment.
To take advantage of this bonus feature, follow these easy steps:
1 Putting Numbers Together
and Taking Them Apart

MUST KNOW
The order of operations is our guide to working
clearly and accurately—in algebra as well as
arithmetic.

The order of operations dictates how we combine numbers

when computing a total from a set of numbers including evaluating
an algebraic expression. You’ve heard this in earlier grades. The
order of operations also dictates how we solve equations.

The Order of Operations

You have already learned that Please Excuse My Dear Aunt Sally
(PEMDAS) has been the mnemonic that most students have learned
for remembering the order of operations. Parentheses (or any
grouping symbols) have the top priority followed by exponents,
multiplication and division as they occur from left to right, and
addition and subtraction as they occur from left to right. The order
of operations is important in the evaluation of algebraic expressions
Another random document with
no related content on Scribd:
 25. such royal majesty as had not been on any king before him in
Israel] Strictly speaking, the comparison is limited to Solomon on the
one side, and his predecessors, David and Saul (Ishbosheth is
ignored in Chronicles) on the other, but we may suppose that the
Chronicler is writing somewhat loosely from his own standpoint, and
really means to say that Solomon was surpassed in glory by no king
of Israel. It is just possible (compare Job xxxiv. 19) to render the
Hebrew royal majesty which was not on any king more than on
him in Israel.

In Chronicles the character of Solomon is idealised somewhat in

the same fashion as that of David. He is depicted as the monarch
who attained the ideal of inspired wisdom and of royal splendour,
and whose piety was supremely manifested in the privilege permitted
him of building and dedicating the Temple. In this last fact the
Chronicler doubtless felt that Solomon had a claim to the praises of
posterity which completely outweighed any sinister traits of his
character revealed in Kings. Elsewhere he refers to Solomon’s
failings in order to point a moral; “Did not Solomon, king of Israel, sin
by these things?... Even him did strange women cause to sin”
(Nehemiah xiii. 26). But here, where he relates his reign as a whole,
the darker aspects—his many wives and his tolerance of their
idolatrous worship—are passed over and only the king’s zeal for
Jehovah and the glories of Israel in his day are allowed to appear.

26‒30.
A Summary of David’s Reign.

²⁶Now David the son of Jesse reigned over

all Israel. ²⁷And the time that he reigned over
Israel was forty years; seven years reigned he
in Hebron, and thirty and three years reigned
he in Jerusalem. ²⁸And he died in a good old
age, full of days, riches, and honour: and
Solomon his son reigned in his stead.
 27. forty years] Compare 2 Samuel v. 4, 5; 1 Kings ii. 11.

²⁹Now the acts of David the king, first and last,

behold, they are written in the history ¹ of
Samuel the seer, and in the history ¹ of Nathan
the prophet, and in the history ¹ of Gad the
seer;
¹ Hebrew words.

29. On the “histories” cited in this verse, see the Introduction, § 5,

pp. xxx‒xxxii. Compare 2 Chronicles ix. 29.

in the history] literally words. The Book of Chronicles itself is

called in Hebrew, The words (or the acts) of the days.

Samuel the seer] Compare 1 Samuel ix. 9, 19.

Nathan the prophet] See 2 Samuel vii. 2 (= 1 Chronicles xvii. 1);

2 Samuel xii. 1; 1 Kings i. 8‒39.

Gad the seer] See 2 Samuel xxiv. 11 (= 1 Chronicles xxi. 9), Gad
the prophet, David’s seer.

In the Hebrew Samuel is called rōeh (seer), Nathan, nābī

(prophet), and Gad, ḥōzeh (gazer or seer of visions).

³⁰with all his reign and his might, and the times
that went over him, and over Israel, and over
all the kingdoms of the countries.
30. the times] i.e. the changes, vicissitudes. Compare xii. 32,
note.
 THE SECOND BOOK OF
THE CHRONICLES

Chapters I.‒IX.
Solomon.

Chapter I.
1‒6.
Solomon’s great Sacrifice at Gibeon.

Verses 1‒5 are the composition of the Chronicler; for verse 6

compare 1 Kings iii. 4.

¹A ND Solomon the son of David was

strengthened in his kingdom, and the
Lord his God was with him, and magnified
him exceedingly.
1. was strengthened] or, strengthened himself, a favourite
expression of the Chronicler; compare xii. 13, xiii. 21 (waxed mighty),
xvii. 1, xxiii. 1, etc.

magnified] compare 1 Chronicles xxix. 25.

 ²And Solomon spake unto all Israel, to the
captains of thousands and of hundreds, and to
the judges, and to every prince in all Israel,
the heads of the fathers’ houses.
2. unto all Israel] The impression, conveyed in the preceding
chapter, that Solomon’s accession was marred by no internal discord
in the nation, is again emphasised.

³So Solomon, and all the congregation with

him, went to the high place that was at
Gibeon; for there was the tent of meeting of
God, which Moses the servant of the Lord
had made in the wilderness.
3. the high place ... at Gibeon] Compare 1 Chronicles xvi. 39, xxi.
29; 1 Kings iii. 4. The passage in Kings naïvely states that Solomon
offered his sacrifice at Gibeon (6 miles north-west of Jerusalem)
because that was the great high place. The Chronicler regarded the
worship of the high-places as an illegal act, and sought to justify
Solomon’s action in this undeniable instance by the theory that the
tent of meeting and the brasen altar (verse 5) were at the high-place
of Gibeon (see the head-note to 1 Chronicles xiii.). Without doubt the
high-place at Gibeon had been used by the Canaanites for worship
from a very early date.

in the wilderness] See Exodus xxv. 1 ff., xxxv. 4 ff.

⁴But the ark of God had David brought up from

Kiriath-jearim to the place that David had
prepared for it: for he had pitched a tent for it
at Jerusalem.
 4. Kiriath-jearim] Compare 1 Chronicles xiii. 5.

pitched a tent] compare 1 Chronicles xv. 1.

⁵Moreover the brasen altar, that Bezalel the

son of Uri, the son of Hur, had made, was
there ¹ before the tabernacle of the Lord: and
Solomon and the congregation sought unto it.
¹ Or, as otherwise read, he had put.

5. Bezalel] See Exodus xxxi. 2, xxxviii. 1‒7, and compare 1

Chronicles ii. 20.

was there] margin he had put. In the Hebrew the position of a

point makes the difference between these two translations.

sought unto it] See 1 Chronicles xxviii. 8, note.

⁶And Solomon went ¹ up thither to the brasen

altar before the Lord, which was at the tent of
meeting, and offered a thousand burnt
offerings upon it.
¹ Or, offered there, upon ... yea, he offered.

6. went up thither] or, as margin, offered there, upon. It is to be

noted that the Chronicler does not ignore the exercise of priestly
functions by Solomon, although such exercise must have seemed
wrong in his eyes, but follows his authority (1 Kings iii. 4) without
adding any explanation.

7‒13 (= 1 Kings iii. 5‒15).

Solomon’s Vision, and Return to Jerusalem.
 ⁷In that night did God appear unto Solomon,
and said unto him, Ask what I shall give thee.
⁸And Solomon said unto God, Thou hast
shewed great kindness unto David my father,
and hast made me king in his stead.
7. did God appear] In Kings, the Lord appeared in a dream.

⁹Now, O Lord God, let thy promise unto David

my father be established: for thou hast made
me king over a people like the dust of the
earth in multitude.
9. thy promise] i.e. that Solomon would be king after David, that
he would build the Temple, and that his house would reign over
Israel for ever (1 Chronicles xxii. 9 ff.). Part of this promise had come
true, and Solomon now prays for the fulfilment of the remainder. It is,
however, possible that the particular reference is to the first words of
1 Chronicles xxii. 12, which may be translated as a promise, Surely
the Lord will give thee wisdom and understanding.

¹⁰Give me now wisdom and knowledge, that I

may go out and come in before this people: for
who can judge this thy people, that is so
great? ¹¹And God said to Solomon, Because
this was in thine heart, and thou hast not
asked riches, wealth, or honour, nor the life of
them that hate thee, neither yet hast asked
long life; but hast asked wisdom and
knowledge for thyself, that thou mayest judge
my people, over whom I have made thee king:
 10. go out and come in] The phrase denotes the transaction of
business of all kinds.

judge] Although every village by its headmen dispensed its own

justice to its inhabitants, yet enough cases too hard for local decision
remained over to make the king’s judicial functions of very great
importance; compare 2 Samuel xiv. 4 ff., xv. 2‒4.

¹²wisdom and knowledge is granted unto thee;

and I will give thee riches, and wealth, and
honour, such as none of the kings have had
that have been before thee, neither shall there
any after thee have the like.
12. wisdom and knowledge is granted unto thee] The incident
illustrates the truth that To him that hath shall be given; Solomon had
wisdom enough to offer a wise prayer; increase of wisdom followed
as the answer to the prayer.

¹³So Solomon came from his journey ¹ to the

high place that was at Gibeon, from before the
tent of meeting, unto Jerusalem; and he
reigned over Israel.
¹ The Septuagint and Vulgate have, came from the high place.

13. from his journey to the high place that was at Gibeon] This
clause yields no sense in the Hebrew and is probably a misplaced
gloss. Read simply, Then Solomon came to Jerusalem (compare 1
Kings iii. 15), or, as margin following LXX., came from the high
place....

14‒17 (= 1 Kings x. 26‒29).

Solomon’s Horses and Chariots.
 ¹⁴And Solomon gathered chariots and
horsemen: and he had a thousand and four
hundred chariots, and twelve thousand
horsemen, which he placed in the chariot
cities, and with the king at Jerusalem.
14. a thousand and four hundred chariots] See note on ix. 25.

the chariot cities] The greater part of Palestine is unsuitable for

the evolutions of chariots, but flat country is found along the coast of
the Mediterranean, in the plain of Esdraelon, and east of Jordan, and
in these three districts the chariot cities were probably situated.
Compare G. A. Smith, Historical Geography of the Holy Land, p. 667,
Appendix v.

¹⁵And the king made silver and gold to be in

Jerusalem as stones, and cedars made he to
be as the sycomore trees that are in the
lowland, for abundance.
15. to be in Jerusalem as stones] In Kings this is asserted of
silver only. Jerusalem is one of the stoniest places in the world. See
Kelman, Holy Land, pp. 9‒11.

the sycomore trees] See 1 Chronicles xxvii. 28, note.

lowland] Literally the Shephelah; i.e. essentially the stretch of low

hills separating the maritime plain from the hill country of Judah, yet
perhaps also including the Philistine plain. See Hastings, Dictionary
of the Bible III. 893‒894.

¹⁶And the horses which Solomon had were

brought out of Egypt; the king’s merchants
 received them in droves, each drove at a
price.
16. And the horses which Solomon had were brought out of
Egypt] Egypt is an agricultural not a pastoral country; it lacks the
broad plains suitable for the rearing of large numbers of horses. But
the Arabs of the Sinai peninsula stood in close political and
mercantile relations with Egypt, and it may be that though the horses
were raised in Arabia and Central Asia they passed through
Egyptian hands (Barnes on 1 Kings x. 28). It is possible, however,
that the reading Egypt is a mistake—see the following note.

in droves, each drove at a price] The word “droves” is incorrectly

translated “linen yarn” in the Authorized Version The rendering
droves is just possible; but it is probable that, on the basis of some
versions, we should read from Ku‘i (or Kuë) at a price. Kuë is a
district mentioned in Assyrian inscriptions and generally identified
with Cilicia. It is further proposed that, instead of Egypt (Hebrew
Miṣraim), we should read Muṣri, a name applied (1) to Egypt, and
(2) extended beyond it to the area south of Palestine, and (3) also
denoting a district in north Syria, south of the Taurus, and named in
Assyrian inscriptions. In this case, in connection with Kuë, we should
identify it with the last mentioned.

¹⁷And they fetched up, and brought out of

Egypt a chariot for six hundred shekels of
silver, and an horse for an hundred and fifty:
and so for all the kings of the Hittites, and the
kings of Syria, did they bring them out by their
means.
17. out of Egypt] Hebrew Miṣraim. If the suggestion mentioned in
the previous note be adopted, then here also read Muṣri, the north
Syrian district.
 and so ... by their means] i.e. by means of Solomon’s merchants
horses were exported for the kings of the Hittites and of Syria.

Hittites] Settlements of Hittites seem to have existed here and

there in Canaan, but in the regions north-east of Syria they formed a
powerful state, able for many centuries to contend on equal terms
with the Assyrians and Egyptians. Their chief cities were Carchemish
on the Euphrates and Kadesh on the Orontes. They were subdued in
the eighth century by the Assyrians.
 Chapter II.
Solomon’s Preparations for Building
the Temple.
1, 2 [i. 18, ii. 1, Hebrew] (= verses 17, 18 below; 1 Kings v. 15).
Bearers and Hewers.

¹Now Solomon purposed to build an house

for the name of the Lord, and an house for
his kingdom.
1. for the name] compare 1 Chronicles xxii. 7, 10, 19, xxviii. 3,
xxix. 16.

an house for his kingdom] See 1 Kings vii. 1‒8.

²And Solomon told out threescore and ten

thousand men to bear burdens, and fourscore
thousand men that were hewers in the
mountains, and three thousand and six
hundred to oversee them.
2. told out] i.e. counted. The 150,000 bearers and hewers
mentioned here are said to have been aliens (verse 17). This agrees
with 1 Kings v. 15, which distinguishes them from a levy of 30,000
hewers raised out of all Israel (1 Kings v. verse 13). The 30,000
Israelites were subject to a corvée of one month in every three, the
150,000 aliens were presumably supposed to have been
continuously engaged on the work. The Chronicler makes no
mention of the levy of 30,000 Israelites, recorded in Kings, for no
doubt he thought it unfitting that compulsory labour should be laid on
the Israelites themselves. On the other hand he holds that the
150,000 were all aliens (see verses 17, 18), whereas the writer in
Kings, not having that scruple before his mind, does not make any
such sweeping assertion (compare, however, 1 Kings ix. 20).

3‒10 (compare 1 Kings v. 2‒6).

Solomon’s Message to Huram.

This passage is much fuller in Chronicles than in 1 Kings, which

offers no parallel to Solomon’s language with regard to the Temple;
verses 4‒6. Again, verse 7 (the request for a “cunning man”) has no
nearer parallel than 1 Kings vii. 13. For verse 10 also there is no
strict parallel in 1 Kings.

³And Solomon sent to Huram ¹ the king of Tyre,

saying, As thou didst deal with David my
father, and didst send him cedars to build him
an house to dwell therein, even so deal with
me.
¹ In 1 Kings v. 1, Hiram.

3. Huram] Another form of Hiram (1 Kings v. 1 [15, Hebrew])

which is a shortened form of Ahiram (Hebrew Āḥ, “brother” and rām,
“exalted”). Yet another form is Hirom (1 Kings v. 10; see Revised
Version margin). The Phoenician language is written with even fewer
vowel signs than are found in ancient Hebrew; hence the uncertainty
in the form of this name.

didst send him cedars] See 1 Chronicles xiv. 1 = 2 Samuel v. 11.

⁴Behold, I build an house for the name of the

Lord my God, to dedicate it to him, and to
 burn before him incense of sweet spices, and
for the continual shewbread, and for the burnt
offerings morning and evening, on the
sabbaths, and on the new moons, and on the
set feasts of the Lord our God. This is an
ordinance for ever to Israel. ⁵And the house
which I build is great; for great is our God
above all gods.
4. the continual shewbread] See 1 Chronicles ix. 32, notes;
Leviticus xxiv. 5‒9.

on the set feasts] Compare 1 Chronicles xxiii. 31, note.

⁶But who is able ¹ to build him an house,

seeing the heaven and the heaven of heavens
cannot contain him? who am I then, that I
should build him an house, save only to burn
incense before him?
¹ Hebrew retaineth strength.

6. is able] Literally retaineth strength] 1 Chronicles xxix. 14.

cannot contain him] verses 4‒6 are carefully framed to guard

against the careless imagination that the Temple is God’s dwelling:
to the Chronicler it is only the spot where worship is offered.
Compare vi. 2, 18.

⁷Now therefore send me a man cunning to

work in gold, and in silver, and in brass, and in
iron, and in purple, and crimson, and blue, and
 that can skill to grave all manner of gravings,
to be with the cunning men that are with me in
Judah and in Jerusalem, whom David my
father did provide.
7. can skill to grave] Literally knoweth how to grave. To “grave” is
to “carve”; compare 1 Kings vi. 29.

my father did provide] See 1 Chronicles xxii. 15.

⁸Send me also cedar trees, fir ¹ trees, and

algum ² trees, out of Lebanon: for I know that
thy servants can skill to cut timber in Lebanon;
and, behold, my servants shall be with thy
servants, ⁹even to prepare me timber in
abundance: for the house which I am about to
build shall be wonderful great.
¹ Or, cypress. ² In 1 Kings x. 11, almug trees.

8. cedar trees] See 1 Chronicles xxii. 4.

fir trees] margin, cypress trees (which however are not now
indigenous on Lebanon).

algum trees] called almug trees in 1 Kings x. 11, 12 and there

described as coming from Ophir. According to 1 Kings v. 8 Solomon
asked for cedar and “fir” only; so that the mention of algum trees
here is probably incorrect. Algum is perhaps sandal-wood.

¹⁰And, behold, I will give to thy servants, the

hewers that cut timber, twenty thousand
measures ¹ of beaten wheat, and twenty
 thousand measures ¹ of barley, and twenty
thousand baths of wine, and twenty thousand
baths of oil.
¹ Hebrew cors.

10. measures] Hebrew cors. A cor was the same as a homer =

about 11 bushels.

beaten wheat] 1 Kings v. 11, wheat for food. The text is doubtful,
and the phrase beaten wheat occurs nowhere else and is uncertain
in meaning.

of barley] The barley and wine are not mentioned in 1 Kings v. 11;
there wheat and oil only are mentioned.

twenty thousand baths of oil] In 1 Kings v. 11 (Hebrew) twenty

cors of pure oil. In liquid measure the bath = about 8¼ gallons. As
ten baths went to a cor, the amount stated in Chronicles is a hundred
times as much as the amount given in 1 Kings.

11‒16 [10‒15, Hebrew] (compare 1 Kings v. 7‒9).

Huram’s Answer to Solomon.

Like the preceding verses 3‒10, these verses show considerable

variations from the parallel in Kings.

¹¹Then Huram the king of Tyre answered in

writing, which he sent to Solomon, Because
the Lord loveth his people, he hath made
thee king over them. ¹²Huram said moreover,
Blessed be the Lord, the God of Israel, that
made heaven and earth, who hath given to
David the king a wise son, endued with
 discretion and understanding, that should
build an house for the Lord, and an house for
his kingdom.
12. The sequence is greatly improved if this verse is read before
verse 11. Probably the transposition should be made.

God of Israel] The Chronicler feels no incongruity in making

Huram use the language of a worshipper of Jehovah.

¹³And now I have sent a cunning man, endued

with understanding, of Huram ¹ my father’s,
¹ Or, even Huram my father See chapter iv. 16.

13. I have sent] According to 1 Kings vii. 13 Solomon himself sent

and fetched Hiram the artificer.

of Huram my father’s] Render either literally as margin, even

Huram my father, or better, even Huram my trusted counsellor.
Huram the king calls Huram the artificer my father as a title of
honour. Compare iv. 16.

¹⁴the son of a woman of the daughters of Dan,

and his father was a man of Tyre, skilful to
work in gold, and in silver, in brass, in iron, in
stone, and in timber, in purple, in blue, and in
fine linen, and in crimson; also to grave any
manner of graving, and to devise any device:
that there may be a place appointed unto him
with thy cunning men, and with the cunning
men of my lord David thy father. ¹⁵Now
 therefore the wheat and the barley, the oil and
the wine, which my lord hath spoken of, let
him send unto his servants:
14. of Dan] in 1 Kings vii. 14, of Naphtali. The reading of
Chronicles may have arisen from Exodus xxxi. 6 (Oholiab one of the
artificers of the tabernacle was of the tribe of Dan).

¹⁶and we will cut wood out of Lebanon, as

much as thou shalt need: and we will bring it
to thee in floats by sea to Joppa ¹; and thou
shalt carry it up to Jerusalem.
¹ Hebrew Japho.

16. Joppa] Hebrew Japho, modern Jaffa (Yāfā).

17, 18 [16, 17, Hebrew] (compare verse 2 above).

Bearers and Hewers.

¹⁷And Solomon numbered all the strangers

that were in the land of Israel, after the
numbering wherewith David his father had
numbered them; and they were found an
hundred and fifty thousand and three
thousand and six hundred.
17. David his father] See 1 Chronicles xxii. 2.

¹⁸And he set threescore and ten thousand of

them to bear burdens, and fourscore thousand
that were hewers in the mountains, and three
 thousand and six hundred overseers to set the
people awork.
18. As the separate numbers given in this verse equal the total
(150,000) given in verse 17, evidently the Chronicler thought that all
the aliens in the land were forced to take part in the work!

three thousand and six hundred overseers] In 1 Kings v. 16, three

thousand and three hundred. Three in Hebrew (which may be
represented in English by the letters SLS) is easily corrupted into six
(= SS in English letters). Compare also viii. 10 (= 1 Kings ix. 23).

awork] i.e. on work, to work.

Chapter III.
1, 2.
The Temple Begun.

Verse 1 has no parallel in Kings; for verse 2 compare 1 Kings vi.

1.

¹Then Solomon began to build the house of

the Lord at Jerusalem in mount Moriah,
where the Lord appeared unto David his
father, which he made ready ¹ in the place that
David ² had appointed, in the threshing-floor of
Ornan ³ the Jebusite.
 ¹ The Septuagint and Vulgate have, in the place which David
had prepared, in the threshing-floor &c.

² Hebrew in the place of David.

³ In 2 Samuel xxiv. 16, &c., Araunah.

1. in mount Moriah] Genesis xxii. 2.

which he made ready in the place that David had appointed]

Read rather, as margin, in the place which David had prepared
(so LXX.).

Ornan the Jebusite] See 1 Chronicles xxi. 15 ff.

²And he began to build in the second day of

the second month, in the fourth year of his
reign.
2. in the second day] The words are absent from 1 Kings and
should probably be omitted here. The year according to 1 Kings was
the four hundred and eightieth after the Exodus.

3 (= 1 Kings vi. 2).

The Measurements of the Temple.

³Now these are the foundations which

Solomon laid for ¹ the building of the house of
God. The length by cubits after the first
measure was threescore cubits, and the
breadth twenty cubits.
¹ Or, these are the things wherein Solomon was instructed for
&c.
 3. these are the foundations] i.e. the measurements which follow
state the ground-plan of the Temple.

cubits after the first measure] The cubit was the length of the
forearm from the elbow to the extremity of the middle finger, about
17½ inches. A difficult verse in Ezekiel (xl. 5) seems to have given
rise to the idea that in early times the cubit was a somewhat longer
measure, and that may be what the Chronicler intended by the
present phrase “cubits after the first (or former) measure.” Exact
measurements on the site of the Temple have now demonstrated
that about 17½ inches was at all times the standard length of the
cubit (see Palestine Exploration Fund Statement October, 1915, pp.
186 f.).

4 (= 1 Kings vi. 3).

The Porch.

⁴And the porch that was before the house, the

length of it, according to the breadth of the
house, was twenty cubits, and the height an
hundred and twenty: and he overlaid it within
with pure gold.
4. And the porch that was before the house] The Hebrew text is
corrupt, but the sense of the original reading has probably been
correctly guessed by the Revised Version.

the height an hundred and twenty] So also LXX. As the Temple

was only 30 cubits in height, this building was rather a tower than a
porch. In 1 Kings nothing is said about height. Most probably the true
reading was “twenty,” not “an hundred and twenty”; the “hundred”
being a marginal gloss added by someone who was thinking of
Herod’s Temple of which the porch was 100 cubits in height.

5‒7 (compare 1 Kings vi. 15, 21, 29, 30).

The Temple.