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MCDOUGAL LITTELL
1^ [\^©CilOCMjDD^XS®©
BOOK 1
Passport
hematicsto at
BOOK 1
Reteaching
Copymasters
by Rita M. Bro\A/ning and
Barbara L. Poxwer
^McDougal Littell
A HOUGHTON MIFFLIN COMPANY
Evanston, Illinois • Boston • Dallas
Copyright © 1999 by McDougal Littell Inc.
ISBN: 0-395-89625-8
123456789-BEI-02 01 00 99 98
Reteach Name
Chapter 1
a. Find a pattern, describe it, and write the next three numbers:
The numbers increase by 2 and are even. The next three numbers are
48, 50, and 52.
315,310,305,
ABBACAABBACAABBA n
Notice the letters repeat ABBACA. The next three letters are CAA.
2. Devise a plan.
EXERCISES
In Exercises 1-4, find the pattern and write the next three numbers or
letters.
1. 1,3,6, 10, ,,
,,
2.
3.
4.
6, 12,
5,6,9,
18,24,
,,
10, 13, 14,
CDDCACDDCACD
5. Suppose you saved money you earned babysitting during the
all the
past three months.You earned $25.25 in January, $26.50 in February,
and $28.00 in March. If the pattern continues, what would you earn
during the month of June?
a. Find the perimeter of a chain of 10 squares that are side by side. Each side is
1 unit.
Number of Squares 1 2 3 4 5
Perimeter 4 6 8 10 12
Notice the perimeter increases by 2 for every added square. The perimeter
for a chain of 10 squares is 22 units.
b. Suppose your stereo needs repair.At Repair Shop A, the part costs $35 and
labor costs $25 per hour. At Repair Shop B, the part costs $50 and labor is
$20 per hour. The repair will take six hours. At which shop will the repair
cost you the least amount?
Repair Shop A $35 $25 $50 $75 $100 $125 $150 $185
Repair Shop B $50 $20 $40 $60 $80 $100 $120 $170
At Repair Shop B, the repair would cost you only $50 + $120 or $170. At
Repair Shop A, it would cost $35 + $150 or $185.
EXERCISES
1. Use the information in Example (a) to find the perimeter of a 20 square chain.
2. What would the perimeter of a 15 square chain be if each side were 3 units?
3. The table at the right shows how the average baseball player has grown
during the past 100 years. {Source: Richard Topp, Society of America Year Height Weight
Baseball Research) 5'8"
1880-89 171
Mid-Chapter Chapter
1 .3 How to solve problems by making and using lists
Assessment (p. 21) Assessment (p. 52)
Exercises/, 10 Exercise 11
6, 12, 18,24.30,36,42,48
Since 12, 24, 36, and 48 are on both lists, they are the multiples of 4 and 6
and are less than 50.
b. Suppose for your birthday you received the following: red shorts, blue
and white shorts; a white shirt and a yellow shirt; and blue
shorts,
sneakers and white sneakers. How many different outfits can you wear?
Shorts
Red
^
^c:-^
Shirts
lA,^,*
-White ^
^—
-=r^
Sneakers
White
Blue
w „
Yellow -=r^ White
Blue
,„^.. White
<C^_^ -=::^Z
White
Blue
—^^
-
,,
Yellow «=^
Blue
White
Bl^jg
>A,u
White . —
__^-
^=rl White
White ^^ .
____^
Blue
White
^ „
Yellow -=ri Blue
EXERCISES
1. Determine how many times between 12:00-6:00 a digital clock shows two
or more 3's.
2. If one bus leaves a bus station every hour on the hour from 7 a.m. to 7 p.m.,
Mid-Chapter Chapter
1 .4 How to use a graph to solve problems
Assessment (p. 21) Assessment (p. 52)
Exercises 8. 9 Exercises 15-17
a. What is the greatest difference between age groups? Under 5 5-19 20-44 45-64 65+
Age Group
People in the 20-44 age group make up 38% of the
population, while people under the age of 5 make up
only 8%. The difference is 30%.
b. What two age groups consist of approximately the same number of people?
Those people in the 5-19 age group and those in the 45-64 age group are
approximately equal.
EXERCISES
In Exercises 1 and 2, use the graph at the right to
_ ^° 34
answer the questions. The graph shows the estimated § 30
17
age distribution for the U.S. in the year 2020. {Source: l ^q
f°°°1
U.S. Department of Commerce) 18-44 45-64 65+
Under 5 5-17
Age Group
Chapter
1 .5 How to use a diagram to solve real-life problems
Assessment (p. 52)
Exercise 12
EXERCISES
In Exercises 1-4, draw the figure on a grid of dot paper.
5. If you wanted to paint the four walls and the ceiling of your bedroom,
how much surface would you have to paint if all walls are 8.5 feet high
and 1 5 feet wide?
Chapter
1 .6 How to use mental math to solve equations Assessment (p. 52)
Exercises 5-8
Examples Math
Solving Equations Using Mental
13 + r = 22
81 - ^ = 9
C. If you walk your dog 30 minutes every day, how many minutes do you
spend walking your dog every 2 weeks?
EXERCISES
1. 41 + Z? = 55 2. 38 - 17 = f
3. n- k = l 4. /2 •
12 = 60
5. 110 - g = 2 6. r - 14 = 6
In Exercises 7 and 8, write an equation that can be used to solve the problem.
Then solve the problem.
8. You have 14 CDs and your brother gives you some of his. You now
have 28 CDs. How many CDs did your brother give you?
Chapter
1 .7 How to work backward to solve equations Assessment (p. 52)
Exercises 9, 10
Examples
Working Backward to Solve an Equation
a. Rewrite the equation as a question and solve.
/ - 4 = 5
-7 +5 x9 +2 -7 ^5 x9 +2
— • -^ ^
17
B 20
^ EXERCISES
V)
In Exercises 1 and 2, rewrite the equation as a question. Then solve and check the solution.
I
S 1. z + 13 = 37 2. ^ • 17 = 153
ci
In Exercises 3 and 4, write an equation that represents the question. Then solve and check the solution.
I
% 3. What number can be subtracted from 102 to get 78?
@
if 4. What number can be divided by 6 to get 12?
H H H H S
.
m m H m
Passport to Mathematics Book 1 Chapter 1 7
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Chapter 1
Examples
Solving a Simpler Problem
a. How many triangles can be formed in an octagon if diagonals are
drawn from the same vertex?
Sides 3 4 5 6
Triangles 1 2 3 4
b. Pentagonal dot numbers are named by the number of dots used to form
a 5-sided figure. The same number of dots are on each side. For the
pentagonal dot number 35. determine the number of dots on each side
of its dot figure.
Number 5 12 22
For pentagonal dot number 35, the number of dots per side would be 5.
EXERCISES
1. Nine teams have to play each other during a basketball tournament.
How many games will be played?
Chapter
1 .9 How to choose a strategy to solve a problem
Assessment (p. 52)
Exercise 14
b. A book is lying open and the sum of the two facing page numbers is
Use the Guess, Check, and Revise strategy to solve the problem.
Divide 383 by 2 to get 191.5. Try adding 191 and 192. The sum is 383!
EXERCISES
1. How many house numbers contain at least one 6, if the houses are
numbered from 1 to 148?
2. You went shopping and spent 5 of your money. Then you bought lunch
which cost $4.50. You are left with $2.50. How much money did you
start with?
4. On a farm live some cows and geese. If there are a total of 58 legs and
16 heads, how many geese live on the farm?
5. A certain bacteria doubles in size each day and takes 25 days to com-
pletely cover the bottom of a petri dish. How many days did it take half
the bottom to be covered?
6. Half the students in your class are girls. Half of the girls have brown
hair. Half of the brown-haired girls have brown eyes. There are 4 girls
with brown hair and brown eyes. How many students are in your class?
Examples
Using Place-Value System to Solve Real-life Problems
a. Write the number in expanded notation.
4376
= 4 X 1000 + 3 X 100 + 7 X 10 + 6 X 1
Expanded notation
7 X 10,000 = 70,000
5 X 1000 = 5000
9x 100 = 900
3 X 10 30
6 X 1 6
75,936
EXERCISES
In Exercises 1-4, write the number in expanded notation.
1. 478 2. 6453
3. 690,125 4. 98,061
A A How to add and subtract using regrouping and find Mid-Chapter Chapter
the perimeter of a geometric figure Assessment (p. 83) Assessment (p. 104)
Exercises 7, 8, 13-15,19-21 Exercises 5-8, 23-25
Examples
Adding and Subtracting Using Regrouping and Finding
Perimeter of a Geometric Figure
I 1
376
+ 545
921
1+7 + 4= 12 6 + 5 = 11
13 - 5 = 12 - 8 = 4
/
7 13 1
- 58
784
I EXERCISES
I 1. 63 - 39 2. 119 + 87 3. 621 - 78
19ft 8 cm
8ft.
12m '8 ft
7 cm 9 cm
19ft
15 cm
b. You are tiling your bathroom and laundry floors using 1-foot square
tiles. Find the number of tiles you will need to cover the floors.
6 X 8 = 48 sq ft Area of bathroom
15tt
The total area of the rooms is 93 square feet. You will need
93 tiles.
EXERCISES
In Exercises 1-3, write the multiplication problem that is represented by the
area model.
1. 2. 3.
4. 4 • m = 36 5. g •
6 = 66
6. 7 • r = 49 7. Z? •
8 = 48
Mid-Chapter Chapter
2.4 How to use division to solve real-life problems
Assessment (p. 83) Assessment (p. 104)
Exercises 10, 12, 18 Exercises 11-14
Examples
Using Division to Problem Solve
12 51 ^ 4 = 1 2 R3 With a remainder
5J43^
-40
3
EXERCISES
In Exercises 1-4, write the quotient two ways.
1. 49 - 6 2. 75 -
3. 107 - 5 4. 96 - 7
In Exercises 5-7, match the division problem with its area model.
b. c
5. 9 - 2 6. 10-4 7. 17 - 3
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Chapter 2
Examples
Using Order of Operations Wlien Evaluating Expressions
= 1 Add 8 + 3.
When e\ aluating, first multiply and divide in order from left to right.
24 X 7 - (30 + 9) = 24 X 7 - 39 Add 30 + 9.
= 168 - 39 Multiply 24 x 7.
(4 + 5) X 10 = 9 X 10 Add 4 + 5.
= 90 Multiply 9 X 10.
EXERCISES
In Exercises 1-4, evaluate the expression.
1. 5 + 7 X 11 2. 72 - 8 + 12
5. Subtract 5 from 17. Then multiply the 6. Divide the sum of 12 and 4 by 8.
difference by 3.
28 feet
9 X 28 = 9(20 + 8) Rewrite 28 a^ 20 + 8.
This solution uses the Distributive Property which allows each addend
to be multiplied by 4.
EXERCISES
1. 5(6 + 7) 2. 9(8 + 9)
5. You buy 3 sweaters for $16.00 each and your friend buys 4 sweaters for $16.00
each. Write an expression for the total amount the two of you spent. Evaluate
the expression.
Chapter
2.7 How to read and write numbers in other bases
Assessment (p. 104)
Exercises 19-22
Examples
| [^QQding and Writing Numbers in Oftier Bases
a. Write the base-tlve number for 137.
: a
Show the expanded notation for the base-five place value. Multiply
each digit by its value. Then add the terms.
1 IOIOO2 = 1 X 32 + 1 X 16 + 1 X 4 = 32 + 16 + 4 = 52
Show the expanded notation for the base-two number. Multiply each
digit by its place value. Then add the terms.
EXERCISES
1. 68 2. 174
3. 10100 4. 11001
Mid-Chapter Chapter
3.1 How to write decimals in expanded notation
Assessment (p. 133) Assessment (p. 156)
Exercises 1-6 Exercises 1-6
Examples
Writing Decimals in Expanded Notation
a. Use base-ten to write 3.45 in expanded notation.
q
:
3
n
D
EXERCISES
In Exercises 1-4, write the number.
5. 7.43 6. 10.01
7. 3.406 8. 36.438
: :D
9. Name the number represented : :D
D
by the base-ten pieces. - -D
: :d
It is 6000 meters from your house to the store. Because 000 meters = 1
EXERCISES
1. 4000 mm = m 2. 7km = m
3. 2 m = cm 4. 30 m = 3000
5. A women's world record for the high jump was 2.09 meters.
Change 2.09 meters to centimeters.
6. A men's shot put world record was 2312 centimeters. Change this
from centimeters to meters. o
Examples
[jsing Models to Represent Decimals and Solve Problems
a. The part of the number line shaded is 0.6 or 6 tenths.
I
1 1 1- ~v 1
0.6 1.0
l^l^l^l^l^
0.5
The model shows 0.5. The whole would have 10 stars because each
star represents one tenth.
oooooooooo^
oooooooooc
oooooooooo y 0.39
ooooooooo
The whole would have 100 dots because the model has 39 dots and
each represents one hundredth.
EXERCISES
1. Sketch a set model and a number-line model to show 0.7.
© In Exercises 2 and 3, you are shown a model for a portion of a whole. Describe
t
Q.
a model of the whole.
OO
2. 0.2 3. 0.17
• • •
• • •
• • •
• • •
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Chapters
Mid-Chapter Chapter
3.4 How to write decimals as fractions and percents
Assessment (p. 133) Assessment (p. 156)
Exercises 13-18 Exercises 8,
Examples
Writing Decimals as Fractions and Percents
a. Write each decimal as a fraction and a percent.
0.47 = 47 = 47%
100
47
Forty-seven hundredths can be written as jqq and 47%.
0.63 = = 63%
100
63
Sixty-three hundredths can be written as jqo ^^<^ 63%.
5. If63 out of 100 families have a dog as a pet, what percent of families
does this represent?
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Chapters Name
Examples
Ordering Decimals to Solve Real-life Problems
a. Order the decimals from least to greatest.
4.53
4.06
—4.35
•
4.6
4 1
playing is: CD 3. CD 1 . CD 2. CD 4. CD 5.
10 20 30 40 50 60 70
Time (in minutes)
EXERCISES
In Exercises 1-4, order the numbers from greatest to least.
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Chapters \
Chapter
3.6 How to round decimals
Assessment (p. 156)
Exercises 14, 15
eight IS m .u .u
the thousandths place.
1
i i
'^
4.348
EXERCISES I
OO
In Exercises 1-4, round to the nearest given place value. I
1. 3.408 (hundredths) 48.369 (tenths)
2.
|
o
3. 21.41 (tenths) 4. 3.098 (ones)
In Exercises 5-7, draw a number line and round 9.379 to the nearest:
^
5. tenths 6. hundredths 7. ones
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Chapter 3
Chapter
3.7 How to evaluate expressions with exponents
Assessment (d 1 56)
Exercises 16-18
Examples
|
(j^/^g Exponents to Write Powers and Evaluate Expressions
a. A power has a base of 2 and an exponent of 3. What is the number?
Base Exponent
2-^ = 2x2x2 = 8
The power is written 2^ and read "2 to the 3rd power" or "2 cubed."
49 = 7 X 7 = 72
The power is 7- and is read "7 to the 2nd power" or "7 squared."
= 8 + 32 A^^4 + 4.
When evaluating, make sure to evaluate inside the grouping symbols first.
EXERCISES
In Exercises 1-4, evaluate the power.
24
1- 2. 4^ 3. 63 4. _L
10^
§-
o
In Exercises 5-8, evaluate the expression.
5. (7 + 9) X 2^ 6. (8 + 2'^) + 9 7. 9^ - 7^ + 5 8. 30 - 5- + 4-^
Examples
Using Fractions and Percents to Solve Problems
a. Use a set model to answer the question. "What is 30% of 20 apples?'
50% of 600
EXERCISES
In Exercises 1 and 2, use the set model to answer the question.
I
V TJ
In Exercises 3 and 4, use the area model to help you find the number.
Mid-Chapter Chapter
4.1 How to solve problems using decimal addition
Assessment (p. 187) Assessment (p. 212)
Exercises 1,3, 6, 16,23 Exercises 1,3,9
Examples
Using Decimal Addition to Solve Problems
a. Complete the base-ten model. Then write the problem in vertical form and solve.
The large square (10 small squares by 10 small squares) equals unit. 1
Group all units together and all tenths together. Then add.
1 >
3.7
+ 1.5
5.2
12.4
b. Add the following using the vertical form. 12.4 + 10.67 + 6.09 = [3
10.67
6.09
Line up the decimal points.
29.16
EXERCISES
1. Complete the following base-ten model. Then write and solve the
problem in vertical form to check your answer.
_ " DD ~ " ~ ~
— - - - DD
an
: _:_::::" on nn
:::::::":: :._:: + ~
on
6. You are in a gymnastics competition and the leader has a score of 26.75
after three events. If your first two scores are 9.6 and 9.55, what score
must you attain to tie the leader?
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Chapter 4
Mid-Chapter Chapter
4.2 How to subtract decimals
Assessment (p. 187) Assessment (p. 212)
Exercises 2, 4, 5, 10-13 Exercises 2,
Examples
Using Decimal Subtraction to Solve Real-life Problems
3.40 D a
- 2.37
^^
:
~
:
D ^
:
~
4
1.03 :
The base-ten model shows how taking away 2.37 from 3.4 will result in
1 Using the vertical form, a zero can be added
.03. to 3.4 without
changing the number.
b. If you buy a pair of roller blades for $76.43 and give the sales clerk
$100.00, how much change will you get?
$100.00
- 76.43
$ 23.57
You will receive $23.57. If you add $76.43 + $23.57 = $100.00, the
answer checks correctly.
C. To check the amount of change for Example (b). you could also count
the change.
"76.45'W
"77.00
"76.50" 100.00"
EXERCISES
In Exercises 1 and 2, write the decimal problem shown by the model and solve
3. 9-3.79 4. 0.781-0.43
5. 8.2-0.62 6. 4.8-3.84
Mid-Chapter
4.3 How to estimate sums and differences
Assessment (p. 187)
Exercises 7-9, 22
b. You are packing for a week long backpacking Exact Weight Front-End Estimate
trip.You can only take with you 50 pounds of
Tent 1 1 lbs 6 oz 11?
materials. You are planning to take the items
listed in this table. Can you do it? Cooking Utensils 8 lbs 8?
Clothes 5 lbs 5?
From the estimate, you would have a little Food 20 lbs 20?
more than 47 pounds of materials. You would Sleeping Bag 31bs 2 oz 3?
be able to take what is listed.
EXERCISES
In Exercises 1-4, estimate each answer by rounding and by front-end estimation.
5. The perimeter of the triangle below is 18.3 units. Estimate the length of side x.
Examples
Multiplying Decimals and Finding a Percent of a Number
a. Multiply 4.4 x 3.21. 3.21
X 4.4
1284
12840
14.124
Multiply 321 by 44. Since there is a total of three decimal places in the
factors, the product must also have three decimal places.
b. What is il of 12?
There is one decimal place in the factors, so the product must have one
decimal place.
EXERCISES
In Exercises 1-3, place the decimal point in the product.
Chapter
4.5 l^ow to divide a decimal by a whole number
Assessment (p. 212)
Exercise 6
Examples
\Js\nQ Decimal Division to Solve Reol-life Problems
a. Use base-ten pieces to divide 3.6 ^ 3.
1.2
3)3.6
-3
06
- 6
b. Divide 5.4 ^ 3.
1.8
—— Quotient
/3)5.4\
)ivisor
/ -3
24
Dividend
-24
f EXERCISES
aoo
I In Exercises 1-4, use a vertical form to solve.
I 1. 0.56 - 8 2. 4.24 - 8
o
3. 15.6 - 4 4. 27.9 - 9
Chapter
4_g How to multiply and divide by a power of 1
Assessment (p. 212)
Exercises 12-15
Examples
Multiplying and Dividing by Powers of 10
a. Multiply 59 X 100.
59 X 100 = 5900
100 has two zeros. Move the decimal point two places to the right.
Remember 10 equals 1000. 1000 has three zeros. Move the decimal
point three places to the right.
C. Divide 28 ^ 10.
28 ^ 10 = 2.8
10 has one zero. Move the decimal point one place to the left.
EXERCISES
In Exercises 1-4, multiply or divide.
3. 32.9 - 10 4. 4756 ^ 10
£
Chapter
4.7 How to divide decimals by decimals
Assessment (p. 212)
Exercises 8, 11
Examples
Using Decimal Division
EXERCISES
In Exercises 1-8, divide. Check your answer by multiplying.
Examples
| [j^ip^g Percents and Decimals to Solve Real-life Problems
a. Find 60% of 250.
b. If 70% of the students in your school have a pet of their own, how
many students is this if there are 450 students in the school?
C. A store is having a 30% off sale. You find a jacket regularly priced at
S79.90. What is the discount and the sale price?
The sale price is $55.93, which is the amount you will pay for the jacket.
EXERCISES
In Exercises 1-4, find the number.
5. The regular price of a book is $16.40. A store is having a 20% off sale.
How much is the discount? What is the sale price?
Name
Mid-Chapter Chapter
5.1 How to draw and interpret line plots
Assessment (p. 241) Assessment (p. 260)
Exercises 1-3,4-9 Exercises 1 ,
Examples
| QfQ^jf^g Qf^^ Interpreting Line Plots
a. Make a line plot to show how many vowels are in the following quote
made by Benjamin Franklin:
"All the education and all the knowledge in the world can't help the
poor soul who has no common sense."
X X
X X
XX
XX
XX
X
X
X
X
X
XX
X
X
X
X
X
X
X
X
X
X
X
X
X
b. A class has taken a math quiz with 20 questions. The scores show the
number correct. The scores were:
20, 18, 19, 20, 17, 16, 15, 16, 18, 20, 19, 19, 17, 18, 18
15 16 17 18 19 20
EXERCISES
In Exercises 1 and 2, make a line plot of the data. Find the range and the most
common number.
1. 28,24,26,26,27,25,26,25 2. 98, 97, 95, 95. 94, 93, 93, 91. 96, 93
3. Make a line plot to show the number of letters (d, 1, n, s, t) there are in the
Mid-Chapter Chapter
5.2 How to draw and use stem-and-leaf plots
Assessment (p. 241) Assessment (p. 260)
Exercises 1-3, 4-9 Exercise 3
Examples
Drawing and Using Sfem-and-Leaf Plots
a. Use a stem-and-leaf plot to order the number of stories in the following
buildings: 36, 38, 46, 54, 71, 62, 51, 75, 65, 30, 28, 25, 49, 36, 47, 52.
2 8,5 5,8
Write the digits 3 6, 8, 0, 6 Then order the 0, 6, 6. 8
to form the 4 6,9,7 digits in the
6,7,9
stems and 5 4,1,2
leaves.
1,2,4
leaves.
6 2,5 2,5
7 1,5 1,5
Key 4 [6 = 46 stories
b. Use a stem-and-leaf plot to order the point spreads for a girls basketball team this
season. A point spread is the difference between the winning and losing scores.
6,4,7,9, 10, 14,26,30, 12, 15, 1,3,31,22,8,4,7,5, 11
Notice that more games had a point spread of under ten points.
EXERCISES
In Exercises 1 and 2, make a stem-and-leaf plot to order the data.
1. 28, 26, 32, 48, 36, 58, 44, 25, 37, 35, 42, 51, 50, 41
Examples
Finding the Average or Mean of Two or More Numbers
a. Find the average or mean of these numbers.
B 18 _ c
9 + 7 + 2 = 18
Divide the stacks into three equal stacks. Notice each has six. Six is
78 + 94 + 65 + 87
= 324 = 81
C. The low temperatures for the past five days were 35, 39, 43, 46, 40
degrees F. What is the mean temperature for these days? Add the five
temperatures together and divide by 5.
35 + 39 + 43 + 46 + 40 203
= — = — 40.6 degrees F
it is reasonable.
Mid-Chapter Chapter
5.4 How to find median and mode
Assessment (p. 241 Assessment (p. 260)
Exercises 1-3, 6, 13 Exercises 6, 7
Examples
Finding Median and Mode for a Set of Numbers
a. Find the median and mean. 48, 49, 5 1 , 53, 59
less than 5 1 . The mean of the above data is - —= 52. Notice the median
and mean are not the same.
Notice the median and mean are the same number in this example.
96, 82, 84, 89, 88, 89, 93, 90, 91, 90, 94, 90
82, 84, 88, 89, 89, 90, 90, 90, 91, 93, 94, 96
The mode is 90. This is the grade you earned most. The median is also
90 + 90 = 180
90 because = 90
2 2
EXERCISES
In Exercises 1 and 2, find the median and mode of the data.
Chapter
5.5 How to draw a bar graph
Assessment (p. 260)
Exercises 4, 8
Examples
Drawing Bar Graphs
a. You record what activities you usually do on an average day. A bar
graph can organize the information: sleep 8 hours, school Ij hours,
study 22 hours, eat h hours, recreation 4^ hours.
Average Daily Activities
Sleep
School 1
Study 1
Eat 1
Recreation
0123456789 1
The data on the bar graph clearly shows your daily activities.
b. You and your friends count the color of cars in a section of the mall
parking lot. The data collected is: red 246, white 203, blue — 383, — —
black — 341 . green — 233, other colors — 197.
By reading the graph, you can see that blue is the most popular color car in
the lot.
EXERCISES
In Exercises 1-3, match the data with the scale that fits best.
Chapter
5.6 ^ow ^° ^'^w a line graph
Assessment (p. 260)
Exercise 9
Example
Drawing and Using Line Grapins
The number of students who partici- Students Who Participated in Music
400
pated in music at your school is shown
M 350
at the right for the years 1988 through
© 300
1997. Draw a line graph to organize T3
B 250
CO
this information. .- i :
-_i .^—^^— T
j
150 , \ i . .
i . - ,
1 =
The greatest increase was between 1990 and 1991. The greatest decrease
was between 1994 and 1995. The number of students who participated in
music remained steady for the years 1991-1994.
EXERCISES
In Exercises 1 and 2, use the line graph to answer the questions. The graph shows
the monthly average temperature for Washington, D.C.
1. Estimate the difference in degrees between the warmest and coolest months.
80
70
60
3 W
2 <D
50
i
I
j j
I
^Ny i
^ i
40
9- © 30
E T3
.© r- 20
10
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
Month
Chapter
5.7 How to draw a pictograph
Assessment (p. 260)
Exercise 1
Examples
Drawing Picfographs
a. Forty people were surveyed and asked to name their favorite fruit. They were
given a list which included apples, oranges, grapes, bananas, pineapples.
Oranges
Apples
• •• ••
Bananas S^VwS^S^
Grapes t t
Pineapples M M One Fruit = Two People
The pictograph shows that oranges are the favorite fruit for this group of
people.
b. Students were given a list of team sports and asked what their favorite
was to play. The list included: soccer, basketball, baseball, softball,
football, volleyball.
Soccer
Basketball
Volleyball
This pictograph shows that soccer is the favorite sport to play for these
people.
EXERCISES
1. Make a pictograph to show the weather for one month: 10 days were sunny;
8 days were cloudy; 7 days were rainy; and 5 days were stormy.
o
The maximum life-span for the following animals is: elephant —77 years;
— 36
toad years; blue whale— 80 years; coyote — 15 years; swallow —9 years;
mouse — 3 years; crocodile —60 years. Choose an appropriate graph to
show this data.
How to write fractions and use them to solve real- Mid-Chapter Chapter
6.1 Assessment
life problems (p. 287) Assessment (p. 310)
Exercises 1-4 Exercises 1-3
Examples
Writing and Using Fractions to Solve Real-life Problems
a. Each shape represents a portion of a circle.
The denominator represents how many pieces in the whole. The numerator
shows how many pieces are represented. For example, f means two parts out
of three.
b. You have a rectangular pizza with 20 slices. If four people are to share the
pizza, how many slices does each person receive?
I
o o| I
o o I I
o o I I
o o I
lo o ]
oOoOoOqOoo
^[^[^Ega o o o o o °
I I I I
Using the diagram above, each person would receive five slices of the pizza.
C. You have a rectangular pizza with 20 slices and five people to share the
pizza. How many slices would each person receive?
SS
ra ra ra
s
IiZ] EZ] EZ] EZJ
o HsH [ZZ]
Using the diagram above, each person would receive four slices of pizza.
EXERCISES
In Exercises 1-4, draw a diagram to represent each fraction.
,2-
1- 2.
5
- 3.
—4 4.
-
7 9 11 6
40 Passport fo Mathematics Book 1 Chapter 6
5
ReteachT' Name
Chapters
Mid-Chapter Chapter
6.2 How to write ratios
Assessment (p. 287) Assessment (p. 310)
Exercises 5-10, 14-16 Exercises 4,
Examples
Writing Ratios and Relating Fractions to Division
Mm_j™ra
Each of 4 parts has 4 or 2^ pans.
1 foot ^ 1
4 feet 4
d. You help the Physical Education teacher organize the equipment room.
You notice there are 15 soccer balls and 19 basketballs. Write the ratio
of soccer balls to the basketballs as a fraction.
19 basketballs 19
3. What is the ratio of the width to the length for this rectangle?
2 units
4 units
Mid-Chapter Chapter
6.3 *^ow ^0 determine equivalent fractions and ratios
Assessment (p. 287) Assessment (p. 310)
Exercises 10-17 Exercises 10-12
Examples
Finding Equivalent Fractions and Ratios
a. The fractions 5 and jq are equivalent.
4 _ 4 • 2 _ _8_
5
~ 5 • 2
~ 10
showing! = jq.
7 inches
~ 7
~ 7 •
3
~ 21 7 inches 21 inches
7 = 21-
? inches
7 inches
7 inches 1 •
7 1_
4 •
7 28
The length would be 28 inches.
EXERCISES
In Exercises 1-3, write two equivalent fractions and tell why they are equal.
@
2.^ 3.
2
In Exercises 4-7, is the statement true or false? If false, change the number In
Mid-Chapter Chapter
6.4 How to simplify a fraction and solve a proportion
Assessment (p. 287) Assessment (p. 310)
Exercises 18-20 Exercises 6-9, 10-12
Examples
Simplifying Fractions and Solving Proportions
oooooo 8_ _ 2 • 4 oopopo
oooooo 12
~ 3^ oobaoo
8 out of 12 circles are shaded. Two thirds of the circles are shaded.
Looking at the models, you can see that 72 and 5 have the same number
of circles shaded. Therefore, 72 3-
24 3-8
Factor the numerator and denominator.
1 • 8
_ 3
Simplify the fraction.
~ 1
3
C. Solve the proportion 4=8-
3 _ 3_^ _ 6
4
~ 4 2 ~ •
8
3 6
4 is equivalent to g . By using a factor of the denominator, you can find
EXERCISES
In Exercises 1-4, simplify the fraction.
30 36
2. 3.
15 28 *-ii
2 10
6.1 = - 7. 8.
5 15 49 22
Chapter
6.5 How to compare and order fractions
Assessment (p. 310)
Exercises 13-16, 19
Examples
Comporing and Ordering Fractions to Solve Real-life Problems
7 and 7
These fractions have the same denominator, so the fraction with the
greater numerator is larger. Therefore, 7 > 7.
_9_ 11
5 and I 15 20
_6_ 10
12 16 20
C. Use the number line to order the fractions from least to greatest. 20' 24' T6' 4
K) 5 2 6
20 5
•
• 4 24
6_
6
•
•
1
4
11
16 ! = i
1 2. 3
4 4 4
J.
24 20 16
Find the equivalent fractions and place them on the number line. The
fractions can now be ordered from least to greatest: 24 *^
20 *^
tI
"^ 4-
EXERCISES
In Exercises 1-4, complete the statement using > or <.
1.1 2. i 3* 4
^' ^
24
o
5. Use this number line to compare 75. ^» TI' 20' ^^d ^.
4-^
Reteach'^ Name
Chapter 6
Examples
Rewriting improper Fractions and Mixed Numbers
a. Rewrite the improper fraction as a mixed number.
9
Each rectangle is divided into four parts. Nine parts are shaded. You can
see that two full rectangles and 4 of another are shaded. This shows 4 = 2^.
b. The recipe below makes about 48 ginger snaps. If you only have a
4 measuring cup, how many 5 cups would you need to measure the flour?
cup cup
EXERCISES
In Exercises 1-3, draw a model to represent the improper fraction. Use the model to
write the fraction as a mixed number.
10 25
1. 2. 3.
In Exercises 4 and 5, write the mixed number and the improper fraction represented by
the model.
6. Use the recipe in Example (b). If you only have a 4 teaspoon, how many
4 teaspoons would you need to measure the baking soda?
Chapter
I
Examples
Using Ratios and Interpreting Probabilities
a. Your teacher puts all the names of your class in a bag. A name will
Number of girls _ 13
Total number of students 25
What is the probability a boy's name will be picked?
Number of boys _ 12
Total number of students 25
What is the probability your name will be picked?
Number of slips with your name _ 1
25 and 23 are about equal to t- It is not very likely for your name to be picked
because 25 is close to 0.
What is the probability the coin will land heads side up?
Heads side _ 1
What is the probability the coin will land on the heads or tails side?
The coin will always land on either the heads or tails side because the
probability is equal to one.
QiA^Mtihi^: • The closer the probability is to one, the more likely the event
will occur. M
o
• The closer the probability is to zero, the less likely the event
Will occur. 5
EXERCISES
1. In using Example (b), what is the probability the coin will land on its edge?
2. What is the probability that your birthday in the year 2020 will be on a Thursday?
Examples
Measuring Lengths and Rewriting Lengttis in tine Customary System
a.
pencil ^^
Write the length of each object.
\-^^^"
stick of gum
pin
^^^^^^^B
1
1
1
1
1
1
1
1
1
1
1
1
M 1
1
1 M 1
1
1
1
M 1
1 I'M 1
1
1 2 3 4 5
The pencil is 44 inches long, the stick of gum is 2g inches long, and the pin
is 2 inch long.
^
b. The ceiling in the room is 10' 3 4 high. How many inches is the height?
12 yd 2 ft = 36 ft + 2ft = 38 ft
EXERCISES
In Exercises 1-4, complete the sentence.
1. ft = 24 in.
2. ift = m.
3. 7 yd = ft
4. yd = 54 in.
Reteach
Chapter 7 Name
Examples
finding Common ond Least Common Denominators
2 _ 2 • 5 _
~
10 2 _ 2 • 10 _ 20
3
~ 3 •
5 15 3
~ 3 • 10
~ 30
4 4 •
3 12 4 4 •
6 24
5 5 •
3 15 5 5-6 30
Multiply by 3.
4 4-3 12
5 5-2 10
6
~ 6 •
2
~ 12
Multiply by 2.
EXERCISES
In Exercises 1-3, list the first seven multiples of each number. Then circle the
In Exercises 4-7. find the least common denominator and rewrite the fractions.
^^^"^P'^^ \
Adding and Subtracting Fractions
2
a. Add - and .
9 9
"^ ^
1 z - ^
Add numerators.
9 9
~ 9
_ 3
~ 9
Simplify numerator.
_ J_
~ 3
Simplify fraction.
b. Subtract — and —
10 10
- 4
Subtract numerators.
10 10 10
_ 4_
~ To Simplify numerator
_ 2
~ 5 Simplify fraction.
4 1
C. Add - and -.
7 3
4 }_ _ }2 1_
~ 21 Least common denominator is 21.
7 3 21
12 + 7
Add numerators.
21
]1
Simplify numerator
21
EXERCISES
In Exercises 1-4, add or subtract the fractions.
i.A_A 2. - + - o
3.
3 2
- + - 4.Z_£
11 11 6 5 6 6 9 7
Mid-Chapter Chapter
7.4 How to add and subtract mixed numbers
Assessment (p. 341) Assessment (p. 362)
Exercises 8-13, 20-22 Exercises 7-9
Examples
Adding and Subtracting Mixed Numbers
a. Add 3^ and Ig.
3i
+ li
4 4 + 6 i ^ 5i
3. Simplify mixed number.
/
V Add fractions.
2. Add whole numbers.
b. Subtract 7-fo
and Sjq.
^lo
~ 4t < — 3. Simplify mixed number.
/ 1 . Subtract fractions.
2. Subtract whole numbers.
/
V 2. Add fractions.
EXERCISES
In Exercises 1-4, add or subtract the mixed numbers.
1.
16i
- 12= 2. 3\ - li 3. 2I7 + 27 4. lltR + 9
Chapter
7.5 ^^ow ^0 subtract with regrouping
Assessment (p. 362)
Exercises 16-21
Examples
Regrouping to Solve Subtraction Problems
X
X
! X
X
X
g
5 ,9 5
o3
26 - 6 = l6 - 6 = ,4
U'Or
,2
I3
6i
- 4| = 5f
- 4 Regroup 65 as 5-^.
C. It takes you I5 hours to complete your science project. Your friend uses 5
1:
14 6 4
Regroup 1^ as-^.
Subtract fractions.
EXERCISES
In Exercises 1-4, regroup the mixed numbers.
1. 4 = 3| 2.
7f
= 6| 3. 12f
= II9 4. 5! = 4i
Examples
Regrouping to Solve Subtraction Problems: Different Denominators
- A20 Subtract.
Rename. Regroup.
6g 69 5-9"
— J^ — Jg — Jg
6
9 ~ 3 Simplify.
C. You are pruning a bush. A branch is 43 feet long and you need to cut
off I2 feet. How much of the branch would remain on the bush?
-) 3
43
1
— I2
I
= \ — \% Regroup 4% as 3^.
= 2% Subtract.
EXERCISES
In Exercises 1-4, subtract the mixed numbers.
1-4-i 2. 3. 3^ - 1: 4. 10^ - 8f
Examples
Adding and Subtracting Fractions and Decimals to Solve Problems
a. You are sewing a small tablecloth. The fabric you are using is 24| inches
wide and 2O2 inches long. You must sew a hem on all sides that is
I4 inches wide. Once the hem is sewn, how wide is the cloth?
>2
1-
I4 -r+ 1-
I4 = 2=
Z4 The hem will he 2-^
.
inches.
b. The diagram below shows driving times in hours for a vehicle traveling
an average speed of 55 mph.
22.14 hr
Idaho Falls
6.82 hr
Approximately how long will it take to drive from Boise to Idaho Falls?
Find the total amount of time known and subtract it from the total time
The approximate time from Boise to Idaho Falls would be 5.16 hours.
EXERCISES
1. Use the information in Example (a) to answer this question. After sewing
the hem, how long is the fabric?
ReteaclT^ Name
Chapter 8
Mid-Chapter Chapter
8.1 How to multiply whole numbers and fractions
Assessment (p. 395) Assessment (p. 41 4)
Examples
Multiplying Whole Numbers and Fractions and Solving Real-life Problems
a. Multiply 4 x -
7
4x6
4 X Multiply 4x6.
7 7
_ 24 _ 3
~ 7 ~ ^7 Simplify.
b. There are 20 players on the soccer team. Three-fourths of the team members
played soccer last year. How many players played soccer last year?
T X 7D X X Tf K7C •
3 3
- of 20 = - X 20 "Of" means "times."
4 4
3 X 20
Multiply 3 X 20.
4
60
Simplify' the numerator.
4
= 15 Simplify- he fraction.
EXERCISES
In Exercises 1-4, multiply.
5 ]0
1. - X 4 2. 5 X 3. - X 2 4. 4 X
9 11
Reteach Name
Chapters
Examples
Multiplying Fractions and Solving Real-life Problems
a. To multiply fractions, multiply the numerators and multiply the
denominators.
4 2 _ 4x2
5
^
3
~ 5 X 3
Multiply numerators and denominators.
1 111 1
6
Check
D. - X
h
7
-
'
4 7x4
15
this result
6 X 1
Evaluate the products.
Multiply numerators
at the right.
and denominators.
11 1
zj.\-.j^smmsi 1
Evaluate products.
28
3
Simplify fraction.
14
C. You made a pizza with f cup of sauce. You cut the pizza into
3 2 _ 3x2 _ ^_
8^3~8x3~24~4
1
EXERCISES
In Exercises 1-4, find the product and simplify, if necessary.
1. - X - 2. - X - o
3.
4
- 3
X - 4. —X-
5 4 8 6 9 8 12 5
5. The pizza in Example (c) had one half cup of mushrooms. What
amount of mushrooms did you eat?
Mid-Chapter Chapter
8.3 How to multiply mixed numbers
Assessment (p. 395) Assessment (p. 414)
Exercises 5, 6, 17,20,25 Exercises 8, 9
Examples
| [\/i,jifjpiyji-,g Mixed Numbers and Solving Reol-life Problems
Multiply 1- X 2-.
a.
^^4 3
3
1- X 2-
17
= - X
7
- Rewrite as improper fractions
4 3 4 3
7x7
~ Multiply fractions.
4 X 3
1
Simplify.
12 12
Tom: Christy:
3 X 25- =
3
3 X
103
5 X 15-
1
= 5 X —
31
4 4 2 2
3 X 103 5x31
4 2
_ 309 _ 255
4 2
1 1
= 77- minutes = 77-mmutes
4 2
EXERCISES
In Exercises 1-4, multiply the mixed numbers
1. 1^ X 4I 2. 3 X 4- 3. 2- X 3 4. 2- X 1-
5 2 3 7 6 5
Mid-Chapter Chapter
8.4 How to divide fractions with a common denominator
Assessment (p. 395) Assessment (p. 41 4)
Exercises 7, 8, 13, 14, 21-23, 27 Exercises 10, 18
Examples
Dividing Fractions with Common Denominators
a. Divide g ^ |.
6 ^ 5 _ 6
8 • 8 ~ 5 Divide numerators.
= 1^ Simplify.
b. Divide^ - ^.
_8_
10 Rewrite with common denominator
Divide numerators.
C. You are planting ferns along a border that is 2O4 feet long. The ferns
need 2^ feet of space to grow. How many ferns can you plant?
EXERCISES
« 3 1
2. 6- ^ 1—
8 8 5 10 4 8
5. Using the border length of 2O4 feet in Example (c), how many ferns
Reteach Name
Chapters
Chapter
8.5 ^°^ ^° ^^® reciprocals to divide fractions
Assessment (p. 414)
Exercises 5, 11, 18, 19
a. Divide z6 -;-
• 3-
5 ^ 2 _ 5 3
Multiply by reciprocal.
6 •
3 "" 6 ^ 2
_
~ ]5
Multiply numerators and denominators.
12
= ^
4
= 1-
M Simplify.
b. Divide -^
«
Multiply by reciprocal.
28
Multiply numerators and denominators.
= - = 3 Simplify.
Exercises
3. 4. 4- - 3-
3 4 9 5 11 8 2 4
5. How many servings will you get from a 242 ^^ ^^" ^^ cocoa if you
need 2^ oz for each serving?
Examples
Dividing IVlixed Numbers. Fractions, and Wliole Numbers
a. Divide 2 ^ 3^.
= 2 X J3 Multiply by reciprocal.
8
~ 13
Multiply whole number by fraction
b. Divide 3^ "^62.
^1 ^1 7 13
^2 ~
.
Ot — 2
.
7 2
~ 2 ^ 13
Multiply by reciprocal.
14
~ 26 Multiply numerators and denominc
7
~ 13 Simplify.
EXERCISES
In Exercises 1-4, divide the fractions and simplify.
1 1
1. 5^ . 3^ 2. 10- - 4- 3. 5 - 2- 4. 4- - 3
6 7 5 4 2
1 2 2
5. Find the average of these numbers: 3^ feet, 4^ feet, I5 feet.
Chapter
8.7 How to find the area of a right triangle
Assessment (p. 414)
Exercises 14-16
Examples
Finding the Area of a Right Triangle
ol ^1 9 63 ol5 7
.
Area =2x32x24=2^2^4~T6~3-[6sqcm
1 I
The figure above consists of 4 right triangles. The area of one triangle
is I2 sq units. The area of the entire figure is four times Ij sq units. The
area is 30 sq units.
EXERCISES
In Exercises 1-4, find the area of each right triangle.
1. Base: 3 in.
2. Base: 32 mm 3. Base: 6.2 ft 4. Base: 8.2 m
Height: 9 in.
Height: I3 mm
Height: 4 ft Height: 0.6 m
9 in.
8.2 m
0.6 m
3 in.
Mid-Chapter Chapter
9. 1 How to describe and identify geometric figures
Assessment (p. 443) Assessment (p. 466)
Exercises 1-4 Exercises 1-4
Examples
Describing and Identifying Geometric Figures
a. How can you move from point D to point F on triangle DEF by staying on the
grid Imes?
D —» - 8 —-^ E
vN Sv
\\ ^ T
If you move 8 units to the right and 6 units down, you will move from point
D to point F.
b. In the pattern below, identify the different shapes and name them.
In the pattern, there are triangles, squares, a hexagon, and a 12-sided figure.
EXERCISES
In Exercises 1-6, sketch a polygon of the given name.
7. Sketch the described figure on the grid below by connecting the points. Write
its name. Start at M. Move right 4 and up 1 to A^. Move right 1 and down 3 to O.
Move left 5 to P. Move up 2 to M.
M
1 1
^
i 1
Mid-Chapter Chapter
9.2 How to identify and measure angles
Assessment (p. 443) Assessment (p. 466)
Exercises 5-7 Exercises 5-7
Examples
Identifying and Measuring Angles
a. Identify the types of the 5 angles in pentagon SMILE.
L- -^ Angle Type
AS Obtuse
AM Right
Obtuse
AL Acute
LE Obtuse
EXERCISES
In Exercises 4-6, estimate the measure of the given angle. Choose from 30, 45,
60,90,120.
4. A 5. ^ 6. 4
7. < 1
8. A 9.
Mid-Chapter Chapter
9.3 t^ow to identify congruent and similar shapes
Assessment (p. 443) Assessment (p. 466)
Exercises 8-1 Exercises 8, 9
Examples
Identifying Congruent and Similor Shiapes
a. The rectangles below are congruent. What are the missing angle
measures and side lengths?
Angles A and G are 90°. Sides DC and EF are 5 units in length, and sides BC
and EH are 3 units in length.
Triangles 1 and 3 are similar. Both triangles have the same shape.
Cji^i^tiihCt: • Two shapes are congruent if tlney liave the same size
and shape.
• Two shapes are similar if they have the same shape.
EXERCISES
1. The two triangles at the right are congruent.
Find the missing side lengths and angle
measures.
4.3 cm
C 2.5 cm B G
a. I 1
b.
Yes. If you folded this paper on line a, the two parts of the quadrilateral
would overlap exactly.
No. There is not a place to draw a straight line to divide the triangle into
two equal parts.
Yes, the leaf is symmetrical. The drawing shows the line of symmetry.
EXERCISES
In Exercises 1-4, draw a line or lines of symmetry.
1. I 1 2. 3.
I
Reteach
— Name
Chapters
I
Examples
Plotting Points and Identifying Slides in o Coordinate Plane
a. Plot the points represented by the ordered pairs (1,5), (2, 2), and (4, 3).
st .(1.5)
4--
3" .(4.3)
2-- .(2,2)
1--
-\—\—5^ 1->-
1 2 3 4
b. Plot the points represented by the ordered pairs A (5, 5), B (4, 2), and
C (2, 2). Then connect the points to form triangle ABC.
|y
5--
A
4--
3--
2-
1--
1 2 3 4 5'
C. Use the ordered pairs for triangle ABC in Example (b) and slide the
figure 5 units to the right and 1 unit down.
PointA(5, 5) Point £(10, 4) 5F
Point 5 (4, 2) Point F (9,1) t"
Point C (2, 2) Point G (7,1) 2--
1--
< H— — — — — —
(-H I I I
>
tl 23456789
\ \ I I I
10^
Each point was moved 5 units to the right and 1 unit down.
EXERCISES
Chapter
9.6 How to identify triangles by their sides and angles
Assessment (p. 466)
Exercises 13, 14
b. Use the diagram below to identify acute, right, and obtuse triangles.
A^^ ^B
Triangles ABD, ADC, ABC and BDC are right triangles. Triangles BFC and
AFD are acute triangles. Triangles ABF and DFC are obtuse triangles.
EXERCISES
In Exercises 1-3, use a centimeter ruler. Classify the triangle by the length of its sides
1.
^=^^ 1 2. A 3.
In Exercises 4-6, use a protractor. Classify the triangle by the measure of its angles.
4. 5.
Chapter
9.7 How to measure the angles of a triangle
Assessment (p. 466)
Exercises 13, 14
Examples
Measuring the Angles of a Triangle
a. Find the measure of ^M in the triangle below.
b. Could a triangle have three angles with measures of 45°, 55°, and 85°?
o
the sum of the measures is 1 85 The sum of the measures of the angles
.
Yes, a triangle could have angle measures of 95°, 25°, and 60°, because
the sum of these measures is 180°.
EXERCISES
In Exercises 1-3, use a protractor to measure each angle of the triangle. Find
the sum of the measures.
1. A_ _e 2. D E 3.
C F
In Exercises 4-6, find the measure of the angle marked y.
4. A 5.
a. In the diagram below, which lines appear to be parallel and which appear to be
intersecting?
Line p clearly intersects lines s, t, and r. Lines 5 and t are parallel because the
distance between them remains the same.
b. The diagram below shows a street map. Which of these streets are perpendicular?
Washington
The streets that form a 90° angle are perpendicular. Main Street and 1st Street are
EXERCISES
In Exercises 1-3, use the figure at the right to name each of the following
a. Solve for v.
b. Solve for /.
Quidltip'^4,: Two angles that form a 90° angle are called complementary
angles.
1. V 2. I 3. I
x\l10^
Examples
identifying and Using Properties of Parallelograms
a. Classify the quadrilaterals as a parallelogram, a rectangle, and a square.
-»
1. / 7
1. Parallelogram
2. Parallelogram, rectangle, square
b. Find the sum of the measures of the angles of the parallelogram GAME.
GAME is a parallelogram and opposite angles are equal. /LA and /-E
are opposite, so /LE = /LG and /LM are opposite, so
60°. ^M = 120°.
Add 120° + 60° + 120° + 60°. The sum is 360°.
2cm
QuiActifyC/j,: • A parallelogram is a quadrilateral whose
opposite sides are parallel.
• The sum of the measures of the angles
of a quadrilateral is 360'.
EXERCISES
In Exercises 1-4, find the missing measures.
1. 7m 2. 3. 195^ 4.
3 m 1 cm
120^
85=
Mid-Chapter Chapter
10.4 How to find the area of a triangle
Assessment (p. 497) Assessment (p. 524)
Exercises 11-13, 19,20 Exercises 9-11
Examples
Finding ffie Area of a Triangle
a. Each small square in the grid is one unit by one unit. Find the area of
the triangle.
Area = 5 x 9 x 4
'.
I J i I I i I I ! L
base =9 units
height =4 units
Area = 2 x 12 x 5
base = 2m 1
height = 5 m
EXERCISES
In Exercises 1-4, find the area of the triangle
1.
6 2.
Examples
Finding the Circumference of a Circle
Circumference = tt x diameter
Circumference = 3.14 x 6
Circumference = 18.84 cm
diameter = 6 cm
Yokohama City. Japan. The diameter is 328 ft. What is the circumference?
Circumference = tt x diameter
Circumference = 3.14 x 328
^ 328 ft
EXERCISES
In Exercises 1-4, find the circumference of the circle.
1. ^ ^^ 2.
Reteach Name
Chapter 10
I
Chapter
1 0.6 How to find the area of a circle
Assessment (p. 524)
Exercises 12-14
Examples Area of a
Finding the Circle
Area = tt x r^
Area = 3. 14 x 6-
Area = 3.14 x 36
Area = 1 13.04 square meters
diameter = 12 m
b. The center of the field of play in soccer has a radius of 10 yards. What is
Area = tt x r
Area = 3. 14 x 10-
Q 1
10 yd
1
^
Area = 3.14 x 100
Area = 314 square yards
radius = 10 yd
Exercises
1. ^^ ^-^ 2.
Chapter
1 0.7 How to make and use a circle graph
Assessment (p. 524)
Exercise 15
Example
Making and Using Circle Graphs
A group of 24 students were asked to name their favorite color. Make a
circle graph of the resuhs.
The 6 students who like red best make up 24 or 4 of the total. The
students who like blue also make up 4 of the total. The 4 students who
like yellow make up 94 or ^ of the total. Green and black also make up
I of the total.
i
X 360° Yellow, Green, Black
EXERCISES
In Exercises 1 and 2, name the fraction and degree measures of each part.
1. 2.
Reteach
Chapter 10 Name
I
Exercise 16
The front and back each have an area of 8. The top and bottom each
have an area of 16. The two sides each have an area of 8. The surface
area is
Bottom
5 cm
EXERCISES
In Exercises 1-3, find the surface area and volume of the rectangular prism.
1. 2.
5 m
2 in. 3 in.
9 cm
7 in.
9 cm 9 cm
Reteach
Chapter 11
Name
Mid-Chapter Chapter
"I "I
.
"I
How to graph integers on a number line
Assessment (p. 551) Assessment (p. 572)
Exercises1-12, 23, 25 Exercises 1-3
Examples
Graphing Integers on a Number Line
a. Graph -6, -2, 0, 3, 4 on the number hne.
-4 -3
Draw a number hne with evenly spaced tic marks and label. Place a dot
at the tic mark of each number to be graphed. Notice that the negative
integers are to the left of zero and the positive integers are to the right.
-7 -4 -2
-4 -2 -1
8 < -2 because integers to the right are greater than those to the left.
QuiActih^ Positive integers are greater than negative integers and are found
to the right of zero on a number line.
EXERCISES
In Exercises 1-4, use a number line to help complete the statement.
1. -5 -1 2. -3
3. -8 4. 3
In Exercises 5 and 6, use a number line to help you order the integers
from least to greatest.
I
ReteachT' Name
Chapter 11
I
Mid-Chapter Chapter
11.2 How to use the number line to add integers
Assessment (p. 551 Assessment (p. 572)
Exercises 1 3-1 5, 21 . 22, 24, 25 Exercises 4-6
Examples
Using a Number Line to Add Integers
a. Use a number line to solve -3 + 4.
-4-3-2-1 1
C. You have $25.00 in savings. You withdraw $9.00. How much money
do you now have in savings?
-4
$14 $15 $16 $17 $18 $19 $20 $21 $22 $23 $24 $25
EXERCISES
In Exercises 1-6, use a number line to solve the problem.
Reteach Name
Chapter 11
Mid-Chapter Chapter
11.3 How to use a number line to subtract integers
Assessment (p. 551) Assessment (p. 572)
Exercises 16-22, 24, 25 Exercises 7-11, 19
Examples
Using a Number Line to Subtract Integers
12 3 4 5 6
3 4 5 6 7 10
-5-4-3-2-1 1 2 3
EXERCISES
In Exercises 1-6, use a number line to solve the problem.
4. 3 - 4 5. -8 - (-2) 6.-5-4
Chapter
1 "j
.4 How to plot points in a coordinate plane
Assessment (p. 572)
Exercises 12-15,20
Examples
Plotting Points in a Coordinate Piane
a. Plot the points K (5, -2), L (-2, 4), M (-3. -1 ), /V (0, -5).
/.(-2,4).
3--
1--
< l I I I I I I I I l >
-5 • _1-|- 1 3 5^
/W(-3, -1) -- K{5,-2)»
-3--
_5^>(0,-5)
T
b. Slide the figure below 3 units to the left and 1 unit up. What are the
new coordinates?
,y
(-2,4) 5-
> -
-5.2)^X/ 3-
-
J, /, ,^1 1 1 1 w
:5\y :,. - 1 3 5^
Y -3: -
(-4, -3)
-H '
The coordinates of the new figure are (-2, 4), (-5, 2), (^, -3).
EXERCISES
Ay
5--
In Exercises 1-4, match the ordered pair with the corresponding letter
to the right. Name the quadrant that contains the ordered pair. 3-
1. (-3,4) 2. (3,4) 1--
<i I I I I I I I I i>
(-3,-4) -5 -3 _i| 1 3 5^
3. 4. (3,-4)
-3-
0* _5--
In Exercises 5 and 6, plot the points. Connect the sides of the polygon
and name the type of polygon.
5. (1, -2), (^, -!),(-!, 5) 6. (4, 5), (3, -6), (-3, -2), (-4, 2)
Reteach Name
Chapter 11
Example
Evaluating Integer Expressions and Using a Coordinate Plane
to Represent Data
Make a table of the solutions to the equation y = a — 2 for the integers
-3 through 3. Graph the data.
-3 -3 - 2 -3 - 2 = -5
-2 -2-2 -2 - 2 = ^
-1 -1-2 -1 - 2 = -3
0-2 - 2 = -2
1 1
- 2 1 - 2 = -1
2 2-2 2-2 =
3 3-2 3-2=1
-V -3 -1 1 2 3
A" -5 -4 -3 -2 -1 1
<i I I I I
-5 -3 -1 --
EXERCISES
In Exercises 1 and 2, make a table of the solutions to the given equations for
the integers -3 through 3. Graph the data and describe the pattern.
1. V = 5 + .V 2. v =
Exercises 16-18,20
Examples
Finding the Area of a Figure and flie Midpoint of a Line Segment
a. Find the area of the triangle.
The base of the triangle is 5 units long and the height is 8 units.
Ay (2 5)
=2x5x8
= 20 square units
3--
1--
(-4, 2) .
/
\
3
\
-
> (2, 2)
-5
I I I
i 3
I I >
l
5^
^ 1
5 I
1 \l 1
1-
/ 3
1 1 1
5-^
w
-5-- -5^ f
EXERCISES
In Exercises 1 and 2, plot the ordered pairs. Connect them to form a polygon.
Find the area of the polygon.
1. (-4, -3), (1,-3), (-2, 3) 2. (2, 2), (-2, 2), (-2, -2), (2, -2)
X = 4 ^• - -6
y + 5 = -1 Original equation.
4 + 5 = -1 Substitute 4fory.
The solution for this equation is not y = 4. because both sides are not
the same.
+y 5 = -1 Original equation.
-6 + 5 = -1 Substitute -6fory.
-1 = -1 Both sides are the same.
The solution for this equation is y = -6. because both sides of the
equation are the same.
b. You have $30 in savings. How much would you have to deposit so
you would have $55 in savings?
Equation: + d = 55
30 Original equation.
-30 = -30 Subtract 30 from both sides.
d = 25 Solution.
EXERCISES
In Exercises 1-4, solve the equation and check the solution.
1. 31 + .V = 46 2. .r + 4 = 3. -11 = A- + 5 4. A- + 5 = -1
Examples
Solving Subtraction Equations
a. Solve n — 3 = ^.
Solution: /? — 3 = — 4 Original equation.
*
n = -1 Solution.
-1 - 3 = -4 Substitute -J for n.
b. Solve -S =p - 4.
• Solution:
+ 4 =
-8 = /?
- 4
+4
Original equation.
-4 = p Solution.
EXERCISES
In Exercises 1-6, solve the equation and check the solution.
1. 14 = /? - 5 2. 2\ = b - 2
3. .r - 4 = -2 4. -3 = a - 2
5. g - 2 = 5 6. fl-7 = -8
Solution.
Check: 7 "^ 7 ~ 7
Substitute 7 for b.
5 _ 5
7 ~ 7
Both sides are the same.
b. You spent $47.26 and have $29.34 left. How much money did you
begin with?
X = 76.60 Solution.
W'*'*^'^^^'*^^^- • When solving equations witli fractions and decimals use tlie same
steps used when solving equations with whole numbers.
EXERCISES
Chapter
1 2.4 How to evaluate a function
Assessment (p. 615)
Exercises 10-12
To make an input-output table, substitute the a' values into the equation.
The solution to the equation is the output.
X V = A - 3 y
3 y = 3 - 3
4 >• = 4 - 3 1
5 >• = 5 - 3 2
6 y = 6 - 3 3
7 y = 7 - 3 4
8 y = 8 - 3 5
Here are two patterns that you can see from the table:
EXERCISES
In Exercises 1-4, complete the table.
Input Output
1. y = A - 5
A y
2. y = 4 + A 1
3. y = A - 1 2
4. V = 3 •
A 3
Exercise 15
Example |
^^/^g q jj-qq oiagram and the Counting Principle
A list can show there are six possibilities for ice cream cones.
Strawberry
Chocolate
Strawberry
Count the branches to determine there are six possible ice cream cones.
Qi/tX^-ctiiU^: Counting Principle: tfie product of the number of items in each list
EXERCISE
Reteach
Chapter 12 Name
Examples
Finding the Probability of Two Independent Events
a. You have 4 red chips and 3 green chips in a bag. You have 2 red chips
and green chip in another bag.
1 If you choose a chip from each bag,
what is the probability that both will be green?
means that in about one out of seven choices, you will pick a green
chip from each bag.
the students names Each bag stands for one job. What is the
in both.
Solution: The probability of your name being chosen from the first
bag is 20- The probability your name will be chosen from
the second bag is 20- Multiply the probabilities.
1 •
1
J_ J_
20 ^ 20 20 • 20 400
The probability of your name being chosen from both bags is :^. This
means that in about one out of 400 times, your name would be chosen
from both bags.
EXERCISES
2. A town is hit by a blizzard about once every 20 years. What are the
chances of the town being hit by a blizzard next year on a Monday?
1. 15.21.28 2. 30.36,42 3. 17, 18.21 1. What number can be added to 13 to get 37?
z = 24
4. DCA 5. S34.00
2. What number can be multiplied by 17 to get
I Lesson 1.2 (page 2)
153? k = 9
1. 42 2. 96
3. 102-/; =78. /2-24
3. a. 17 1b
4. 5- 6= 12.5-72
b. Between 1880 and 1930. an increase of
5. 5.20.22. 14 6. 15,30,26,33
4 inches.
I Lesson 1.8 (page 8)
I Lesson 1.3 (page 3)
1. 36 2. 6
1. 20 2. 13 busses
I Lesson 1 .9 (page 9)
I Lesson 1 .4 (page 4)
1. 24 numbers 2. $14.00 3. 28 games
1. 27 '^ between the under 5 and the 18^44 age
groups 4. 3 geese 5. 24 days 6. 32 students
2. The 5-17 and 65+ age groups I Lesson 2.1 (page 10)
1. 2.
•
2. 6 X 1000 + 4 X 100 + 5 X 10 + 3 X 1
4. 9 X 10.000 + 8 X 1000 + 6 x 10 + 1 x 1
5. 58.732 6. 1.438.726
7. 2 X 10,000 + 3 X 100 + 2 X 10
8. 4 X 1000 + 1 X 100 + 6 X 10
9. 3 X 1000 + 3 X 100 + 6 X 10 + 3 X 1
1. 24 2. 206 3. 543 4. 25 m
5. 54 ft 6. 39 cm
4.
1. 6 X 9 = 54 2. 5 X 14 = 70
3. 13 X 13 = 169 4. m = 9
5. g = 1 1 6. r = 7 7. /? - 6
I :
I Lesson 2.4 (page 13)
5. 735 square feet
1. 8R1 or 8^ 2. 9 R3 or 9f
I Lesson 1.6 (page 6)
3. 21 R2or2U 4. 13R5or 13f
1. 14 2. 21 3. 5 4. 5 5. 55
5. c 6. a 7. b
6. 20 7. 5 mph •
3 hr = d. d=\5 miles
8. 14 + r = 28. r= 14
5. (17 - 5) X 3 = 36 2. 4.62,4.53,4.3,4.23
1. 5 • 6 + 5 • 7 = 65: 5 •
13 = 65 5. < 6. = 7. < 8. >
2. 9 • 8 + 9 • 9 = 153; 9 •
17 = 153 1 Lesson 3.6 (page 22)
3. 3 •
13 + 3 • 14 = 81; 3 • 27 = 81 1. 3.41 2. 48.4 3. 21.4 4. 3
4. 7 • 11 + 7 • 9 = 140: 7 •
20 = 140 5. y^-^
+ 4 = $112
<\ ———I I
H —
\
5. 3 •
$16 •
S16 9.3 9.379 9.4
1. 2335 2. 11443 3. 20 4. 25
-\———— \
I I
9.37 9.38
1
6. 1 X 10 + 1 X 0.01 16 2. 256 3. 216 4.
10,000
7. 3 X 1 + 4 X 0.1 + 6 X 0.001
128 6. 49 7. 37 8. 69
8. 3 X 10 + 6 X 1 + 4 X 0.1 Lesson 3.8 (page 24)
+ 3 X 0.01 + 8 X 0.001
20 2. 8 3. 50 4. 165
9. 5.26
Lesson 4.1 (page 25)
I Lesson 3.2 (page 18)
D'DD
1. 4 m 2. 7000 m 3. 200 cm 4. 3000 cm D'DD
a,
Di
5. 209 cm 6. 23.12 m 7. 24 cm D'
D'
d!
8. 6.4 m 9. 12 km D,
o>
1. I ——————
I I I I I
0.7 1.0
+ 0.78
3.34
1 Lesson 3.4 (page 20) 1. 2.5 - 1.9 = 0.6 2. 3.2 - 1.8 = 1.4
Lesson
3. Z - 49% 4. ,^ - 9% I 4.3 (page 27)
4. 16, 15 5. about 5 or 6
4. P = 2 5. k = 5 6. t
== 12.3 5. 29 students
5. $3.28, S13.12 6. 14 1.
1. X
X
24
X
X
25
XXX
X
26 27 28
Range is 4, most common number is 26.
2. X
X X
X X X X X X X
3.
91 93 94 95 96 97 98
Range is 7, most common number is 93.
3. d = 4J = S,n = S,s = 4. t = 6
1. 2 5 6 8
3 2 5 6 7
4 12 4 8
5 18
2. 12 4 7 8 9 I Lesson 6.2 (page 41)
2 3 5 7
1. or I3
12 6 8 9
3
J- ^-^ 13
^ 2 units 2 2 3.1
= - or -
1
^' 4.
3.
11 15 63
4 units 4 2
Lesson 7.4 (page 50)
1.
Lesson 8.3 (page 56)
3!
8]i3
2. 13 3. 67 4.2
f 2. 6 3. 2 4. 5. 1 6 ferns
1. li 2. Ti
27 3.
**• Yi
33
4. 1-^ 5. 10^ servings
4.
'
5 3^^5 6. 8
1. 1
30 2.
•• 2|
^5 3.
"•
2t
^4 4. H 5. 35 feet
2i,
2' 2 »*• -^5'
1. = 2. I
1, 13^sqin. 2. 2^ sq mm 3. 12.4 sq ft
?
P Quadrilateral ^ line/and/
2. line ^ and /? 3.
4. 15.7 mm
Lesson 10.6 (page 73)
4. 254.34 sq in.
1.-^. Ay
6-- . (3, 6)
(0,4) 5-
4^ .(1,4)
3 . (3, 3)
2-- . (5, 2)
1--
<: H —2 3
-
4
— —h^
(4,0)
I
5 6
I Lesson 10.8 (page 75)
t 1
1. 82 sq in., 42cu in.
6. -8.-4.-1,4.5.6
1. -5 2. -3 3. 1 4. -13 5. 6. -10
1. -7 2. 11 3. 4. -1 5. -6 6. -9
The points lie in a line; a- and y-coordinates
Lesson 11.4 (page 79)
increase.
1. B, Quadrant 2 2. C, Quadrant 1
Lesson 11.6 (page 81)
3. D. Quadrant 3 4. A, Quadrant 4 1,
5. triangle (-2, 3)
(-1.5) Ay
4 ^
2. Ay Area =
4--
16 sq units
(-2. 2) ^ -^ (2, 2)
6. quadrilateral
-4 4 ^
* * -2)
(-2, -2) (2,
(-4,2)
-4--
1. ;/ = 19 2. b = 23 3. A = 2
Lesson 11.5 (page 80)
4. « = -1 5. g = 7 6. fl = -1
1. X -3 -2 -1 1 2 3
Lesson 12.3 (page 84)
y 2 3 4 5 6 7 8
1. m = -0.6 2. /? = -8 3. / = i 4. a- = ^
1. _4,-3,_2,-l 2. 5.6,7.8
3. 0, 1.2.3 4. 3.6.9. 12
18 possible combinations