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1 2 3 4 5 6 7 8 9 10 113 11 10 09 08 07 06
Contents
4-4 Simplifying Algebraic Fractions . . . 91
4-5 Multiplying and Dividing
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Monomials . . . . . . . . . . . . . . . . . . . 93
Vocabulary Builder . . . . . . . . . . . . . . . . . . . 2 4-6 Negative Exponents . . . . . . . . . . . . 95
1-1 Using a Problem-Solving Plan . . . . . 4 4-7 Scientific Notation . . . . . . . . . . . . . 97
1-2 Numbers and Expressions . . . . . . . . 7 Study Guide . . . . . . . . . . . . . . . . . . . . . . . 99
1-3 Variables and Expressions . . . . . . . 10
1-4 Properties . . . . . . . . . . . . . . . . . . . . 14
1-5 Variables and Equations . . . . . . . . 16
1-6 Ordered Pairs and Relations . . . . . 19 Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 103
1-7 Scatter Plots . . . . . . . . . . . . . . . . . . 23 Vocabulary Builder . . . . . . . . . . . . . . . . . 104
Study Guide . . . . . . . . . . . . . . . . . . . . . . . 27 5-1 Writing Fractions as Decimals . . . 106
5-2 Rational Numbers . . . . . . . . . . . . . 109
5-3 Multiplying Rational Numbers . . 111
5-4 Dividing Rational Numbers . . . . . 114
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . . 31 5-5 Adding and Subtracting Like
Vocabulary Builder . . . . . . . . . . . . . . . . . . 32 Fractions . . . . . . . . . . . . . . . . . . . . 117
2-1 Integers and Absolute Value . . . . . 34 5-6 Least Common Multiple . . . . . . . . 119
2-2 Adding Integers . . . . . . . . . . . . . . . 37 5-7 Adding and Subtracting Unlike
2-3 Subtracting Integers . . . . . . . . . . . . 41 Fractions . . . . . . . . . . . . . . . . . . . . 122
2-4 Multiplying Integers . . . . . . . . . . . . 43 5-8 Solving Equations with Rational
2-5 Dividing Integers . . . . . . . . . . . . . . 45 Numbers . . . . . . . . . . . . . . . . . . . . 124
2-6 The Coordinate System . . . . . . . . . 47 5-9 Measures of Central Tendency . . 126
Study Guide . . . . . . . . . . . . . . . . . . . . . . . 50 Study Guide . . . . . . . . . . . . . . . . . . . . . . 129
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . . 81
Vocabulary Builder . . . . . . . . . . . . . . . . . . 82 Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 165
4-1 Powers and Exponents . . . . . . . . . . 84 Vocabulary Builder . . . . . . . . . . . . . . . . . 166
4-2 Prime Factorization . . . . . . . . . . . . 87 7-1 Functions . . . . . . . . . . . . . . . . . . . . 168
4-3 Greatest Common Factor . . . . . . . . 89 7-2 Representing Linear Functions . . 170
iv Glencoe Pre-Algebra
Organizing Your Foldables
Make this Foldable to help you organize and
store your chapter Foldables. Begin with one
sheet of 11" × 17" paper.
Fold
Fold the paper in half lengthwise. Then unfold.
Foldables Organizer
Reading and Taking Notes As you read and study each chapter, record
notes in your chapter Foldable. Then store your chapter Foldables inside
this Foldable organizer.
Glencoe Pre-Algebra v
This note-taking guide is designed to help you succeed in
Pre-Algebra. Each chapter includes:
APTER
CH
3 Equations
APTER
Label the tabs with
>«ÌiÀÊÎ CH
µÕ>ÌÃ
3
«iÀÌÞ
£°ÊÃÌÀLÕÌÛiÊ*À
ÀiÃÃÃ
Ó°Ê-«vÞ}Ê
Ý«
\Ê
ΰÊ
µÕ>ÌÃ
{°Ê
µÕ>ÌÃ\ÊX
µÕ>ÌÃ
x°Ê/Ü-Ìi«Ê
Õ>ÌÃ
È°Ê7ÀÌ}Ê
µ
µÕ>ÌÃ
Ç°Ê-iµÕiViÃÊÊ
n°ÊÀÕ>Ã
°Ê,iÛiÜ
This is an alphabetical list of new vocabulary terms you will learn in Chapter 3.
NOTE-TAKING TIP: When you take notes, include As you complete the study notes for the chapter, you will see Build Your
definitions of new terms, explanations of new Vocabulary reminders to complete each term’s definition or description on
concepts, and examples of problems. these pages. Remember to add the textbook page number in the second
column for reference when you study.
area
on Page Example
constant
54 Glencoe Pre-Algebra
vi Glencoe Pre-Algebra
Lessons cover the content of
3–5 Solving Two-Step Equations
TEKS 8.2 The student selects and uses appropriate operations to solve problems and justify
the lessons in your textbook.
solutions. (A) Select appropriate operations to solve problems involving rational numbers
and justify the selections. (B) Use appropriate operations to solve problems involving rational
numbers in problem situations.
As your teacher discusses each
BUILD YOUR VOCABULARY (page 55) example, follow along and
MAIN IDEA
• Solve two-step
equations.
A two-step equation contains operations. complete the fill-in boxes.
Each lesson is correlated Take notes as appropriate.
EXAMPLE Solve Two-Step Equations
to the Texas Essential a. Solve 3x - 4 = 17.
= Simplify.
_
Examples parallel the
ORGANIZE IT 3x
= _
21
Undo .
Under Two-Step
Equations tab, write a
examples in your textbook.
two-step equation. Then Divide each side by .
write the order of the
steps you would use to
solve that equation. = Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
>«ÌiÀÊÎ
b. 3 = _
µÕ>ÌÃ
n
£°ÊÃÌÀLÕÌÛiÊ*À
«iÀÌÞ
ÀiÃÃÃ
+8
Ó°Ê-«vÞ}Ê
Ý«
\Ê
3
ΰÊ
µÕ>ÌÃ
{°Ê
µÕ>ÌÃ\ÊX
µÕ>ÌÃ
3–6
=_
x°Ê/Ü-Ìi«Ê
Õ>ÌÃ
È°Ê7ÀÌ}Ê
µ n
Ç°Ê-iµÕiViÃÊÊ
µÕ>ÌÃ
3- +8- Subtract from each side.
n°ÊÀÕ>Ã
°Ê,iÛiÜ
3 EXAMPLE Write and Solve a Two-Step Equation
-5 = _
n
Simplify. EARNINGS Ms. Parsons earns $48,400 per year. This is
3
$4150 more than three times as much as her daughter
(-5) = _
n
( ) Multiply each side by . earns. How much does her daughter earn?
3
= $4150 +
= Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
APTER = Simplify.
CH
1. 5(4 + 7) a. 5 · 7 + 4 · 7
2. (5 + 4)7
c. 5 · 4 + 5 · 7
3. -4(5 + 7) d. (-4) · 5 + (-4) · 7
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
e. -5 · 7 + (-5) · 4
4. (5 - 7)4
f. 5 · 4 + (-7) · 4
5. -4(5 - 7)
3-2
Simplifying Algebraic Expressions
Bringing It All Together
Underline the term that best completes each statement. Study Guide reviews
7. A term without a variable is a (coefficient, constant).
Glencoe Pre-Algebra 77
Symbol or Symbol or
Word or Phrase Word or Phrase
Abbreviation Abbreviation
for example e.g. not equal ≠
such as i.e. approximately ≈
with w/ therefore ∴
without w/o versus vs
and + angle ∠
Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes as they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.
Chapter 1
The Tools of Algebra
four tabs.
$HECK 4OLVE
Glencoe Pre-Algebra 1
APTER
CH
1
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 1.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
algebra
algebraic expression
[al-juh-BRAY-ihk]
conjecture
[cuhn-JEHK-shoor]
coordinate plane or
counterexample
deductive reasoning
domain
equation
evaluate
inductive reasoning
[in DUHK-tihv]
2 Glencoe Pre-Algebra
Chapter 1 BUILD YOUR VOCABULARY
Found Description or
Vocabulary Term Definition
on Page Example
numerical expression
open sentence
order of operations
ordered pair
properties
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
range
relation
scatter plot
simplify
solution
variable
Glencoe Pre-Algebra 3
1–1 Using a Problem-Solving Plan
MAIN IDEAS PIZZA The price of a large cheese pizza at Paul’s Pizza
• Use a four-step plan
is $9.25. You receive a $0.50 discount for each additional
to solve problems. pizza ordered, up to 10. So, one pizza costs $9.25, two
pizzas cost $8.75 each, three pizzas cost $8.25, and so
• Choose an appropriate on. If you need 8 pizzas for a party, what is the cost
method of computation.
per pizza?
EXPLORE The problem gives the cost for the first pizza and
the discount for each additional pizza ordered. Find
TEKS 8.14 The
student applies the cost per pizza for 8 pizzas.
Grade 8 mathematics to
solve problems connected PLAN Look for a pattern in the costs. Extend the pattern
to everyday experiences,
investigations in other
to find the cost per pizza for 8 pizzas.
disciplines, and activities in
and outside of school. (B) SOLVE First, find the pattern.
Use a problem-solving
model that incorporates
understanding the
1 pizza:
problem, making a
plan, carrying out the
plan, and evaluating
2 pizzas: - or
the solution for
reasonableness. Also
3 pizzas: - or
4 pizzas: - or
5 pizzas: - or
6 pizzas: - or
7 pizzas: - or
8 pizzas: - or
4 Glencoe Pre-Algebra
1–1
&XPLORE 1LAN
BUILD YOUR VOCABULARY (page 2)
A conjecture is an guess.
$HECK 4OLVE
× × × × ×
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Glencoe Pre-Algebra 5
1–1
Mercury 36.00
Venus 67.24
Earth 92.90
Mars 141.71
to the .
HOMEWORK
Check Your Progress SCHOOL ENROLLMENT East
ASSIGNMENT
Elementary School has 792 students enrolled. West Elementary
Page(s):
School has 518 students enrolled. About how many more
Exercises:
students does East Elementary have than West Elementary?
6 Glencoe Pre-Algebra
1–2 Numbers and Expressions
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations.
• Translate verbal When you evaluate an expression, you find its numerical
phrases into
numerical expressions.
value.
24 ÷ 8 × 3 = ×3 Divide 24 by 8.
=9 Multiply 3 and .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b. 5(4 + 6) - 7 · 7
REVIEW IT 5(4 + 6) - 7 · 7 = 5 ( )-7·7 Evaluate (4 + 6).
Explain how to simplify
expressions inside
grouping symbols. = -7·7 Multiply 5 and .
(Prerequisite Skill)
= - Multiply 7 and 7.
= Subtract.
c. 3[(18 - 6) + 2(4)]
=3 ( + ) Multiply 2 and 4.
= 3( ) Add.
= Multiply.
Glencoe Pre-Algebra 7
1–2
d. __
49 + 31
19 - 14
__
49 + 31
REMEMBER IT 19 - 14
Grouping symbols
include parentheses, = (49 + 31) (19 - 14) Rewrite as a division
brackets, and fraction expression.
bars.
= ÷ Evaluate each expression.
= Divide by .
a. 63 ÷ 7 + 2
b. 3(12 - 10) + 14 ÷ 2
c. 4[(3 + 8) - 2(4)]
d. __
(21 - 3)
4(2) + 1
Key Word
Expression
Key Word
Expression
8 Glencoe Pre-Algebra
1–2
5+4×6= Multiply.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Add.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Glencoe Pre-Algebra 9
1–3 Variables and Expressions
6y - 4x = 6 ( ) - 4( ) y= ,x= .
= Multiply.
= Subtract.
10 Glencoe Pre-Algebra
1–3
b. __
(z - x)
y
__
(z - x)
y = ( )÷ Rewrite as a division
expression.
= ( - )÷ Replace z with 7,
x with 3, and y with 4.
= ÷4 Subtract.
= Divide.
c. 5z + (x + 4y) - 15
5z + (x + 4y) - 15
=5 + ( + ) - 15 Multiply and .
=5 + - 15 Add and .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= + - 15 Multiply and .
= - 15 Add and .
= Subtract.
a. 5p - 3m
b. _
mn
p
c. p + (8n - 3m)
Glencoe Pre-Algebra 11
1–3
The expression is .
12 Glencoe Pre-Algebra
1–3
The expression is .
3a + 1s = 3 ( ) + 1( ) a = 70, s = 85.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Multiply.
= Add.
Glencoe Pre-Algebra 13
1–4 Properties
TEKS 8.16 The student uses logical reasoning to make conjectures and verify
conclusions. (B) Validate his/her conclusions using mathematical properties and
relationships. Also addresses TEKS 8.2(B), 8.15(A).
• Use properties
of addition and EXAMPLE Identify Properties
multiplication to
simplify algebraic Name the property shown by each statement.
expressions. a. 3 · 10 · 2 = 3 · 2 · 10
The order of the numbers changed. This is the
b. (2 + 5) + m = 2 + (5 + m)
The way in which numbers are grouped changed.
KEY CONCEPTS
Commutative Properties
Multiplicative Identity
(18 · 20) · 5 = 18 · ( ) Associative Property of
Multiplication
When any number is
multiplied by 1, the
= 18 · Multiply and
product is the number.
14 Glencoe Pre-Algebra
1–4
or reach valid
b. 12 + (x + 18)
12 + (x + 18)
b. (6 · a) · 4
Glencoe Pre-Algebra 15
1–5 Variables and Equations
open sentence.
TEKS 8.4 The
student makes
connections among A for the variable that makes an
various representations
of a numerical true is called a solution.
relationship. (A) Generate
a different representation
of data given another
representation of data
(such as a table, graph, EXAMPLE Solve an Equation
equation, or verbal
description). Find the solution of 44 + p = 53. Is it 11, 9, or 7?
8.5 The student uses
graphs, tables, and
algebraic representations Replace p with each value.
7 44 + 53
16 Glencoe Pre-Algebra
1–5
EXAMPLE
4( ) - 1 = 11 4 ( ) - 1 = 11
19 11 15 11
4x - 1 = 11 4x - 1 = 11
4( ) - 1 = 11 4 ( ) - 1 = 11
11 11 7 11
EXAMPLE
45 1
90 2
135 3
180 4
Let m = .
Variables
Let t = .
Equation =
The equation is
t = 45 ( )
t=
1 4
2 8
3 12
4 6
HOMEWORK b. How many quarts of oil are needed if the service shop needs
ASSIGNMENT to change the oil in 18 automobiles during the day?
Page(s):
Exercises:
18 Glencoe Pre-Algebra
1–6 Ordered Pairs and Relations
b. (0, 2)
Step 1 Start at the origin. y
4
3
Step 2 Since the (0, 2)
2
1
is , you will not need to O 1 2 3 4 x
Glencoe Pre-Algebra 19
1–6
20 Glencoe Pre-Algebra
1–6
x y
y
4 (1, 4)
4
3
2 (2, 2)
2
(0, 2)
1
3 (3, 0)
O 1 2 3 4 x
2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
REMEMBER IT The domain is . The range is .
When stating the
domain and range of a
relation, each value is
listed only once, even if Check Your Progress Express the relation {(4, 1), (3, 2),
it occurs more.
(0, 1), (2, 3)} as a table and as a graph. Then determine the
domain and range.
y
7
6
5
4
3
2
1
O 1 2 3 4 5 6 7x
Glencoe Pre-Algebra 21
1–6
EXAMPLE
b. Graph the
ordered pairs. 10
9
8
Cups of Sugar
7
6
5
4
HOMEWORK 3
ASSIGNMENT 2
1
Page(s): 0
Exercises: 1 2 3 4 5
Batches of Cookies
22 Glencoe Pre-Algebra
1–7 Scatter Plots
TEKS 8.7 The student uses geometry to model and describe the physical world. (D) Locate
and name points on a coordinate plane using ordered pairs of rational numbers. 8.12
The student uses statistical procedures to describe data. (B) Draw conclusions and make
predictions by analyzing trends in scatterplots.
• Analyze trends in
scatter plots. between two sets of data. The two
coordinate system.
Year 1920 1930 1940 1950 1960 1970 1980 1990 2000
Cents 12 9 8 14 20 24 52 72 99
Cost (cents)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
60
Let the vertical axis, or
50
40
y-axis, represent the . 30
20
Then graph ordered 10
x
O '20'30'40'50'60'70'80'90'00
pairs .
Year
Babies 12 21 17 9 15 26 18 11
Number of Babies
30 y
25
20
15
10
5
x
Jan Mar May July
Month
Glencoe Pre-Algebra 23
1–7
10
As the height , the
Rebounds
8
6
4 number of rebounds .
2
66 68 70 72 74 relationship
Height (in.)
$60
$40
°F 32 41 50 59 68 77 86
°C 0 5 10 15 20 25 30
24 Glencoe Pre-Algebra
1–7
so do .
Hours 3 2 5 1 4 2 6
Score 72 75 90 68 85 70 92
100 y
90
Score
80
70
60
x
O 1 2 3 4 5 6
Hours
Glencoe Pre-Algebra 25
1–7
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
26 Glencoe Pre-Algebra
APTER
CH
STUDY GUIDE
1-1
Using a Problem-Solving Plan
1-2
Numbers and Expressions
operations.
Glencoe Pre-Algebra 27
Chapter 1 BRINGING IT ALL TOGETHER
1-3
Variables and Expressions
1-4
Properties
1-5
Variables and Equations
28 Glencoe Pre-Algebra
Chapter 1 BRINGING IT ALL TOGETHER
1-6
Ordered Pairs and Relations
For Exercises 18–20, use the relation {(2, 1), (4, 7), (3, 2), (5, 4)}.
18. Express the relation as 19. Express the relation as
a table. a graph.
y
8
7
6
5
4
3
2
1
O 1 2 3 4 5 6 7 8 x
1-7
Scatter Plots
The scatter plot compares the weights and heights Heights of Football Players
of the players on a high school football team.
6'1"
23. What type of relationship exists, if any? 6'0"
5'11"
5'10"
Height
5'9"
5'8"
5'7"
5'6"
Glencoe Pre-Algebra 29
APTER
CH
ARE YOU READY FOR
1 THE CHAPTER TEST?
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
Teacher Signature
30 Glencoe Pre-Algebra
APTER
CH
2 Integers
Fold in half.
Chapter 2
Fold the top to the
bottom twice.
Glencoe Pre-Algebra 31
APTER
CH
2
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 2.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
absolute value
additive inverse
coordinate
inequality
32 Glencoe Pre-Algebra
Chapter 2 BUILD YOUR VOCABULARY
Found Description or
Vocabulary Term Definition
on Page Example
integer
mean
negative number
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
opposites
quadrants
Glencoe Pre-Algebra 33
2–1 Integers and Absolute Value
TEKS 8.1 The student understands that different forms of numbers are appropriate
for different situations. (A) Compare and order rational numbers in various forms
including integers, percents, and positive and negative fractions and decimals. Also
addresses TEKS 8.15(B).
The integer is .
c. a loss of 6 pounds
The integer is .
a. a loss of 12 yards
34 Glencoe Pre-Algebra
2–1
⫺4 ⫺2 0 2 4 6 8
Since -4 is to the of 7, -4 7.
So, -2 3.
n È { Ó ä Ó { È n
⫺12⫺10 ⫺8 ⫺6 ⫺4 ⫺2 0 2 4 6 8 10
Glencoe Pre-Algebra 35
2–1
KEY CONCEPT
Absolute Value The
absolute value of a BUILD YOUR VOCABULARY (page 32)
number is the distance
the number is from zero Two numbers have the same absolute value if they are on
on the number line.
The absolute value of a sides of zero, and are the same
number is always greater
than or equal to zero. from zero.
5 =
b. -8 + -1
36 Glencoe Pre-Algebra
2–2 Adding Integers
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations. Also addresses TEKS 8.2(A).
Start at .
3+4=
KEY CONCEPT
Adding Integers with
the Same Sign To add EXAMPLE Add Integers with the Same Sign
integers with the same
sign, add their absolute Find -5 + (-4).
values. Give the result the
same sign as the integers. -5 + (-4) = Add and .
so the sum is .
ORGANIZE IT
Under the ”+“ tab,
write a sum of integers
with different signs, and
Check Your Progress Find -3 + -8.
explain how to add them
on a number line.
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
Glencoe Pre-Algebra 37
2–2
Find 7 + (-11).
⫺11
⫹7
⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4 5 6 7
Start at .
7 + (-11) =
a. -5 + 8 b. 3 + (-6)
a. -6 + 11 b. 4 + (-7)
38 Glencoe Pre-Algebra
2–2
EXAMPLE
Variable Let = .
Equation + =
< .
Glencoe Pre-Algebra 39
2–2
a. Find -8 + (-4) + 8.
-8 + (-4) + 8 = -8 + Commutative
Property
KEY CONCEPT
= + -4 Additive Inverse
Additive Inverse Property
Property
The sum of any number
and its additive inverse is
zero. = Identity Property
of Addition
= [6 + 2] + Associative Property
=8+ or Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
40 Glencoe Pre-Algebra
2–3 Subtracting Integers
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations. Also addresses TEKS 8.2(A).
= Simplify.
b. -10 - 8
KEY CONCEPT
-10 - 8 = -10 + To subtract 8, add .
Subtracting Integers To
subtract an integer, add
its additive inverse. = Simplify.
a. 6 - 8 b. -9 - 13
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6 b. -11 - (-7)
-11 - (-7) = -11 + To subtract -7, add .
= Simplify.
Glencoe Pre-Algebra 41
2–3
a. Evaluate m - (-2) if m = 4.
= Add and .
y with .
= Add and .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
42 Glencoe Pre-Algebra
2–4 Multiplying Integers
a. -4(12) b. -3(-8)
TEKS 8.2 The
student selects
and uses appropriate
operations to solve
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The answer is .
Glencoe Pre-Algebra 43
2–4
a. Simplify 8a(-5b).
8a(-5b) = (8)(a)(-5)(b)
= (8 · -5)(ab) Commutative Property of
Multiplication
= 8 · -5 = ,
a·b=
and is positive.
= The product of
a. Simplify 5m(-7n).
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
44 Glencoe Pre-Algebra
2–5 Dividing Integers
student selects
and uses appropriate
operations to solve EXAMPLE Divide Integers with Different Signs
problems and justify
solutions. (B) Use a. Find 54 ÷ (-3).
appropriate operations
to solve problems
involving rational 54 ÷ (-3) = The signs are different. The
numbers in problem
situations. 8.12 The quotient is .
student uses statistical
procedures to describe
data. (A) Select the b. Find _
-42
.
6
appropriate measure of
central tendency or range
_
-42
= -42 ÷ 6 The signs are different. The
6
to describe a set of data
and justify the choice for quotient is .
a particular situation. Also
addresses TEKS 8.2(A).
= Simplify.
a. 72 ÷ (-8) b. _
-36
4
Glencoe Pre-Algebra 45
2–5
6x ÷ y = 6 ÷ x = -4 and y = -8
= ÷ (-8) 6(-4) =
= The quotient is .
_____
89 + 98 + 96 + 97 + 95
Find the sum of the scores.
Then divide by the number
of scores.
= or Simplify.
HOMEWORK Check Your Progress Kyle had test scores of 89, 82, 85, 93,
ASSIGNMENT and 96. Find the average (mean) of his test scores.
Page(s):
Exercises:
46 Glencoe Pre-Algebra
2–6 The Coordinate System
MAIN IDEAS Write the ordered pair that names each point.
• Graph points on a a. P 4
y
coordinate plane.
3
• Graph algebraic The x-coordinate is . 2
relationships. 1
R
⫺4 ⫺3 ⫺2 ⫺1 O1 2 3 4 x
⫺1
The y-coordinate is . Q ⫺2
⫺3
P
⫺4
The ordered pair is .
b. Q
REMEMBER IT
The coordinates in an The x-coordinate is .
ordered pair (x, y) are
listed in alphabetical
order. The y-coordinate is .
student makes
connections among
various representations of Check Your Progress Write the ordered pair that
a numerical relationship. names each point.
(A) Generate a different
representation of y
data given another 4
representation of data a. M 3
(such as a table, graph, 2
equation, or verbal 1
description). 8.7 The ⫺4 ⫺3 ⫺2 ⫺1 O1 2 3 4 x
student uses geometry to ⫺1
b. N ⫺2
P N
model and describe the M ⫺3
physical world. (D) Locate
and name points on a ⫺4
coordinate plane using
ordered pairs of rational
numbers. c. P
Glencoe Pre-Algebra 47
2–6
b. U(-2, 3) y
3
U 2
Start at the origin.
1
⫺4 ⫺3 ⫺2 ⫺1 O 1 2 3 4 x
Move units . ⫺1
⫺2
⫺3
⫺4
Then move units ⫺5
c. T(0, -3) y
3
2
Start at the origin. 1
y
4
3
2
1
⫺4 ⫺3 ⫺2 ⫺1 O1 2 3 4 x
⫺1
⫺2
⫺3
⫺4
48 Glencoe Pre-Algebra
2–6
-1
-2
y
4
3
2
1
⫺4 ⫺3 ⫺2 ⫺1 O1 2 3 4 x
⫺1
HOMEWORK ⫺2
⫺3
ASSIGNMENT ⫺4
Page(s):
Exercises:
Glencoe Pre-Algebra 49
APTER
CH
STUDY GUIDE
2-1
Integers and Absolute Value
1. Order the integers {21, -1, 9, 7, 0 -4, -11} from least to greatest.
2. t - 6 3. 12 - s - 5
2-2
Adding Integers
6. -52 + 9 7. 7 + (-31) + 4
2-3
Subtracting Integers
50 Glencoe Pre-Algebra
Chapter 2 BRINGING IT ALL TOGETHER
14. q - 16 15. r - 4
16. p - q - r 17. q - r - p
2-4
Multiplying Integers
2-5
Dividing Integers
24. _
-49
25. _
-144
-7 18
2-6
The Coordinate System
Glencoe Pre-Algebra 51
APTER
CH
ARE YOU READY FOR
2 THE CHAPTER TEST?
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
Teacher Signature
52 Glencoe Pre-Algebra
APTER
CH
3 Equations
Stack 5 sheets of
paper _
3
inch apart.
4
Chapter 3
Label the tabs with
>«ÌiÀÊÎ
µÕ>ÌÃ
topics from the chapter. £°ÊÃÌÀLÕÌ
ÛiÊ*À«iÀÌÞ
Ã
}Ê
Ý«ÀiÃÃ
Ó°Ê-«vÞ
Ã\Ê
ΰÊ
µÕ>Ì
>ÌÃ \ÊX
{°Ê
µÕ
µÕ>ÌÃ
x°Ê/Ü-Ìi«Ê
µÕ>ÌÃ
È°Ê7ÀÌ}Ê
Vià ÊÊ
µÕ>ÌÃ
Ç°Ê-iµÕi
n°ÊÀÕ>Ã
°Ê, iÛ iÜ
Glencoe Pre-Algebra 53
APTER
CH
3
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 3.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
area
coefficient
[koh-uh-FIHSH-ehnt]
equivalent equations
equivalent expressions
formula
54 Glencoe Pre-Algebra
Chapter 3 BUILD YOUR VOCABULARY
Found Description or
Vocabulary Term Definition
on Page Example
inverse operations
like terms
perimeter
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
sequence
simplest form
term
two-step equation
Glencoe Pre-Algebra 55
3–1 The Distributive Property
(6 + 9)2 = +
TEKS 8.2 The
student selects
and uses appropriate = + Multiply.
operations to solve
problems and justify
solutions. (A) Select = Add.
appropriate operations
to solve problems
involving rational numbers
and justify the selections. Check Your Progress Use the Distributive Property to
8.16 The student uses
logical reasoning to write each expression as an equivalent expression. Then
make conjectures and evaluate the expression.
verify conclusions.
(B) Validate his/her a. 3(9 + 2)
conclusions using
mathematical properties
and relationships. Also
addresses TEKS 8.1(B),
8.2(B).
b. (7 + 3)5
56 Glencoe Pre-Algebra
3–1
EXAMPLE
people.
( ) + ( )
cost of classes cost of food for people
4($80 + $39) = +
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= +
Glencoe Pre-Algebra 57
3–1
2x + 4 = + Property
= Simplify.
= + Property
= Definition of subtraction
b. -2(n - 3)
-2(n - 3)
= -2 Rewrite n - 3 as .
= + Property
= Simplify.
HOMEWORK
ASSIGNMENT
Check Your Progress Use the Distributive Property
Page(s):
Exercises: to write each expression as an equivalent algebraic
expression.
a. 2(a - 9) b. -7(b - 3)
58 Glencoe Pre-Algebra
3–2 Simplifying Algebraic Expressions
TEKS 8.16 The student uses logical reasoning to make conjectures and verify
conclusions. (B) Validate his/her conclusions using mathematical properties and
relationships.
The constant is .
Glencoe Pre-Algebra 59
3–2
and no parentheses.
>«ÌiÀÊÎ
µÕ>ÌÃ = Simplify.
ÛiÊ*À«iÀÌÞ
£°ÊÃÌÀLÕÌ Ã
}Ê
Ý«ÀiÃÃ
Ó°Ê-«vÞ
Ã\Ê
ΰÊ
µÕ>Ì
\ÊX
{°Ê
µÕ>ÌÃ
µÕ>ÌÃ
x°Ê/Ü-Ìi«Ê
È°Ê7ÀÌ}Ê
µÕ>ÌÃ
Ã
b. 6x + 4 - 5x - 7
ÊÊ
µÕ>Ì
Ç°Ê-iµÕiViÃ
= 6x + 4 + + Definition of subtraction
= Simplify.
WRITE IT
What does it mean for Check Your Progress Simplify each expression.
two expressions to be
equivalent?
a. 5x + 3 + 7x
b. 3m + 9 - m - 6
c. 7b + 3(c - 2b)
60 Glencoe Pre-Algebra
3–2
= +4 Distributive Property
= Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Glencoe Pre-Algebra 61
3–3 Solving Equations by Adding or Subtracting
TEKS 8.2 The student selects and uses appropriate operations to solve problems and
justify solutions. (A) Select appropriate operations to solve problems involving
rational numbers and justify the selections. (B) Use appropriate operations to solve
problems involving rational numbers in problem situations.
CHECK + 4 = -3
+ 4 = -3
= -3
£ä n Ç È x {
62 Glencoe Pre-Algebra
3–3
y= Identity Property
Glencoe Pre-Algebra 63
3–3
= Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
64 Glencoe Pre-Algebra
3–4 Solve Equations by Multiplying or Dividing
TEKS 8.2 The student selects and uses appropriate operations to solve problems and justify
solutions. (A) Select appropriate operations to solve problems involving rational numbers
and justify the selections. (B) Use appropriate operations to solve problems involving rational
numbers in problem situations. Also addresses TEKS 8.2(D).
EXAMPLE Solve Equations by Dividing
• Solve equations by _
7x
=_
-56
Divide each side by .
using the Multiplication
Property of Equality.
= 7÷ = , -56 ÷ =
cost number
Equation per box times of boxes equals total
· =
Glencoe Pre-Algebra 65
3–4
>«ÌiÀÊÎ
µÕ>ÌÃ = Simplify.
ÛiÊ*À«iÀÌÞ
£°ÊÃÌÀLÕÌ Ã
}Ê
Ý«ÀiÃÃ
Ó°Ê-«vÞ
Ã\Ê
ΰÊ
µÕ>Ì
µÕ >ÌÃ \ÊX
{°Ê
µÕ>ÌÃ
x°Ê/Ü-Ìi«Ê
µÕ>ÌÃ Îä {ä xä Èä Çä nä
È°Ê7ÀÌ}Ê
Ã
Õi Vià ÊÊ
µÕ>Ì
Ç°Ê-iµ
n°ÊÀÕ>Ã
°Ê, iÛ iÜ
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
66 Glencoe Pre-Algebra
3–5 Solving Two-Step Equations
TEKS 8.2 The student selects and uses appropriate operations to solve problems and justify
solutions. (A) Select appropriate operations to solve problems involving rational numbers
and justify the selections. (B) Use appropriate operations to solve problems involving rational
numbers in problem situations.
= Simplify.
ORGANIZE IT _
3x
= _
21
Undo .
Under Two-Step
Equations tab, write a
two-step equation. Then Divide each side by .
write the order of the
steps you would use to
solve that equation. = Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
>«ÌiÀÊÎ
µÕ>ÌÃ
ÛiÊ*À«iÀÌÞ
£°ÊÃÌÀLÕÌ
}Ê
Ý«ÀiÃÃ
à b. 3 = _
n
+8
Ó°Ê-«vÞ
ΰÊ
µÕ>Ì
Ã\Ê
3
\ÊX
{°Ê
µÕ>ÌÃ
µÕ>ÌÃ
x°Ê/Ü-Ìi«Ê
=_
µÕ>ÌÃ
È°Ê7ÀÌ}Ê
n
Ç°Ê-iµÕiViÃ
ÊÊ
µÕ>Ì
Ã
3- +8- Subtract from each side.
n°ÊÀÕ>Ã 3
°Ê,iÛiÜ
-5 = _
n
Simplify.
3
(-5) = _
n
( ) Multiply each side by .
3
=n Simplify.
a. 4x + 3 = 19 b. _
w
- 8 = -4
6
Glencoe Pre-Algebra 67
3–5
EXAMPLE
27 = 1.8C Simplify.
__
27
= __
1.8C
Divide each side by 1.8.
= Simplify.
59°F is equal to .
5- =7 Identity Property
(-1x) = Simplify.
= Simplify.
68 Glencoe Pre-Algebra
3–5
Solve b - 3b + 8 = 18.
- 3b + 8 = 18 Identity Property
+8 = 18 Subtract from
each side.
= Simplify.
= Simplify.
a. 9 = -4 - m. b. 9 = 13 - x + 5x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Glencoe Pre-Algebra 69
3–6 Writing Two-Step Equations
70 Glencoe Pre-Algebra
3–6
= $4150 +
- = 4150 + -
= Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Glencoe Pre-Algebra 71
3–7 Sequences and Equations
72 Glencoe Pre-Algebra
3–7
EXAMPLE
If c = and m = , then c =
or c = .
HOMEWORK
ASSIGNMENT
Check Your Progress READING During one month,
Page(s):
Exercises: Mitch read 3 books. Each month after, he read only 2 books.
After 12 months, how many books did Mitch read?
Glencoe Pre-Algebra 73
3–8 Using Formula
20 cm
74 Glencoe Pre-Algebra
3–8
P= = ,w=
P= Add and .
P= Simplify.
£{Ê°
Glencoe Pre-Algebra 75
3–8
A= · = ,w=
A= Simplify.
= A= , =
76 Glencoe Pre-Algebra
APTER
CH
STUDY GUIDE
3-1
The Distributive Property
1. 5(4 + 7) a. 5 · 7 + 4 · 7
e. -5 · 7 + (-5) · 4
4. (5 - 7)4
f. 5 · 4 + (-7) · 4
5. -4(5 - 7)
3-2
Simplifying Algebraic Expressions
9. 6q + 2q 10. 12y - y
Glencoe Pre-Algebra 77
Chapter 3 BRINGING IT ALL TOGETHER
3-3
Solving Equations by Adding or Subtracting
17. Write and solve an equation for the sentence. The sum of –13 and
a number is –16.
3-4
Solving Equations by Multiplying or Dividing
3-5
Solving Two-Step Equations
23. 9 = _
b
- 12 24. 31 = 2x + 6 - 7x
3
78 Glencoe Pre-Algebra
Chapter 3 BRINGING IT ALL TOGETHER
3-6
Writing Two-Step Equations
3-7
Sequences and Equations
3-8
Using Formulas
17 in.
12 cm
17 in.
Glencoe Pre-Algebra 79
APTER
CH
ARE YOU READY FOR
3 THE CHAPTER TEST?
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
Teacher Signature
80 Glencoe Pre-Algebra
APTER
CH
Glencoe Pre-Algebra 81
APTER
CH
4
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 4.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
algebraic fraction
base
composite number
factor
factor tree
82 Glencoe Pre-Algebra
Chapter 4 BUILD YOUR VOCABULARY
Found Description or
Vocabulary Term Definition
on Page Example
greatest common
factor (GFC)
monomial
power
prime factorization
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
prime number
scientific notation
simplest form
standard form
Venn Diagram
Glencoe Pre-Algebra 83
4–1 Powers and Exponents
exponent is .
p=
c. (-1)(-1)(-1)
exponent is .
(-1)(-1)(-1) =
84 Glencoe Pre-Algebra
4–1
d. (5x + 1)(5x + 1)
exponent is .
(5x + 1)(5x + 1) =
e. _
1
·x·x·x·x·y·y·y
2
First group the factors with like bases. Then write using
exponents.
=_
1
· (x · x · x · x) · (y · y · y)
2
e. 9 · a · a · a · b · b · b · b · b
= Multiply.
Glencoe Pre-Algebra 85
4–1
a. 3 4
b. 4 3 · 2
EXAMPLE
=( )( )( )-3 Rewrite 3
.
= -3 Multiply.
= Subtract.
b. x(y 2 + 2) 2 if x = 2 and y = -2
2 2
( )( )
= (2)( ) Multiply.
b. m(5 - n) 3 if m = -3 and n = 3
86 Glencoe Pre-Algebra
4–2 Prime Factorization
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations. Also addresses TEKS 8.1(B), 8.2(A).
31 =
a number.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b. 36
Find factors of 36 by listing the
whose product is 36.
36 = 36 =
36 = 36 =
36 =
number.
a. 49 b. 29
Glencoe Pre-Algebra 87
4–2
·7
· ·7
The prime factorization of
· · ·7 56 is .
-21x 2y = -1 · · · x2 · y
= -1 · · · · ·
HOMEWORK
Check Your Progress
ASSIGNMENT
a. Write the prime factorization of 72.
Page(s):
Exercises:
88 Glencoe Pre-Algebra
4–3 Greatest Common Factor (GCF)
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations. Also addresses TEKS 8.2(A).
factors of 24:
Factors an 4-1 4-2
d
I don't
Frac tions know 4-3
the next label
The greatest common factor of 16 and 24 is .
2·2·2=
Glencoe Pre-Algebra 89
4–3
3x + 12 = 3 ( ) + 3( )
= 3( ) Property
90 Glencoe Pre-Algebra
4–4 Simplifying Algebraic Fractions
properties and
relationships. The of 16 and 24 is · · or .
Glencoe Pre-Algebra 91
4–4
EXAMPLE
1 1 1 1
_
250
= ____
2 ·5 ·5 ·5
=
2000 2 ·2·2·2·5·5·5
1 1 1 1
= Simplify.
14x 4y 2
Check Your Progress Simplify __
2 2
.
49x y
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
92 Glencoe Pre-Algebra
4–5 Multiplying and Dividing Monomials
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations. Also addresses TEKS 8.1(A), 8.1(B).
=y the exponents.
b. (3p 4)(-2p 3)
KEY CONCEPT
Product of Powers You (3p 4)(-2p 3) = 3 · ( )(p 4
· ) Use the Commutative
and Associative
can multiply powers with
the same base by adding Properties.
their exponents.
= ( )(p +
) The common base
is p.
= the
exponents.
a. w 2 · w 5 b. (-4m 3)(6m 2)
Glencoe Pre-Algebra 93
4–5
a. Find _
11
8
.
KEY CONCEPT 5
8
Quotient of Powers _
8 11
= = The common base is .
You can divide powers 85
with the same base
by subtracting their
the exponents.
exponents.
b. Find _
12
x
x .
_
x 12
= = The common base is .
x
the exponents.
a. _
75
3
b. _
r4
1
7 r
EXAMPLE
ORGANIZE IT FOLDING PAPER If you fold a sheet of paper in half, you
Under the tab for have a thickness of 2 sheets. Folding again, you have
Lesson 4-5, write a
_
24
= =2 or
20
94 Glencoe Pre-Algebra
4–6 Negative Exponents
TEKS 8.2 The student selects and uses appropriate operations to solve problems
and justify solutions. (B) Use appropriate operations to solve problems involving
rational numbers in problem situations.
1
as an expression using a negative exponent.
REMEMBER IT 125
A negative exponent _
1
= ___
1
Find the of 125.
in an expression does 125
not change the sign of
the expression.
= _
1
Definition of exponents
Glencoe Pre-Algebra 95
4–6
= Definition of exponent
= Find (-4) 2.
HOMEWORK
Check Your Progress Evaluate d -3 if d = 5.
ASSIGNMENT
Page(s):
Exercises:
96 Glencoe Pre-Algebra
4–7 Scientific Notation
TEKS 8.1 The student understands that different forms of numbers are appropriate for different
situations. (D) Express numbers in scientific notation, including negative exponents, in
appropriate problem situations. Also addresses TEKS 8.2(A), 8.2(B).
b. 6.79 × 10 -6
6.79 × 10 -6 = 6.79 × 10 -6 =
KEY CONCEPT
= 0.00000679 Move the decimal point
Scientific Notation A
number is expressed
places to the .
in scientific notation
when it is written as
the product of a factor =
and a power of 10. The
factor must be greater
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
moves places.
Glencoe Pre-Algebra 97
4–7
b. 0.0119
0.0119 = × The decimal point moves
ORGANIZE IT
Under the tab for places.
Lesson 4-7, explain the
significance of a positive
or negative exponent in = × The exponent is
scientific notation. Give
an example of a number .
with each, written in
both standard form and
in scientific notation.
Check Your Progress Express each number in
Factors an 4-1 4-2
d
scientific notation.
I don't
Frac tions know 4-3
the next label
a. 65,000
b. 0.00042
Mercury
and Pluto
Saturn
3
4.9 × 10
Step 1 1.2 × 10 5
3
2.3 × 10
Pluto Mercury .
HOMEWORK
ASSIGNMENT Check Your Progress Order the numbers 6.21 × 10 5, 2.35
Page(s): × 10 4, 5.95 × 10 9, and 4.79 × 10 4 in decreasing order.
Exercises:
98 Glencoe Pre-Algebra
APTER
CH
STUDY GUIDE
4-1
Powers and Exponents
4-2
Prime Factorization
Glencoe Pre-Algebra 99
Chapter 4 BRINGING IT ALL TOGETHER
4-3
Greatest Common Factor (GCF)
4-4
Simplifying Algebraic Fractions
(-3) 3 p2 · p3
21. _
46
4
22. _ 23. __
4 (-3) p4
Find a match for each product.
24. 2 4 · 2 3 a. 4 7
b. 4 12
3 4
25. 4 · 4 c. 2 7
d. 2 12
26. 2 5 · 2 7
4-6
Negative Exponents
4-7
Scientific Notation
Tell direction and the number of places you need to move the
decimal point to write each number in standard notation.
33. 2.3 × 10 4
34. 1.5 × 10 -7
35. 7.1 × 10 11
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Signature
Chapter 5
Rational Numbers
>«ÌiÀÊx
Label each page with a
lesson number and title. ,>Ì>Ê ÕLiÀÃ
5
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 5.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
bar notation
common multiple
least common
denominator (LCD)
least common
multiple (LCM)
mean
Found Description or
Vocabulary Term Definition
on Page Example
measure of central
tendency
median
mixed number
mode
multiple
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
multiplicative inverse
[muhl-tuh-PLIH-kuh-
tihv IHN-vuhrs]
rational number
[RASH-nuhl]
reciprocal
[rih-SIHP-ruh-kuhl]
repeating decimal
terminating decimal
ORGANIZE IT
Under the tab for Lesson
5-1, write an example of
when you might want METHOD 2 Use a calculator.
to change two fractions
to decimals in order
to determine which is ⫼ ENTER 0.0625
larger.
>«ÌiÀÊx So, _
1
=
16
,>Ì>Ê ÕLiÀÃ
-_
4
=
33
0.1818…
b. _
2
11
2.0000… The digits repeat.
11
_
2
=
11
a. - _
2
b. _
4
3 15
0.7 _
13
Write the sentence.
20
0.7 Write _
13
as a decimal.
20
0.65 0.7
the .
Quiz #1: _
16
= Quiz #2: _
20
=
20 25
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
a. -4 _
3
= Write -4 _
3
as an fraction.
8 8
ORGANIZE IT
In your notes, describe b. 10 =
the fractions you use
during a normal day at
school and at home.
>«ÌiÀÊx EXAMPLE Write Terminating Decimals as Fractions
Write 0.26 as a
ths
,>Ì>Ê ÕLiÀÃ
nd
fraction or mixed
s
ths
dth
sa
ds
ou
red
red
an
an
number in
ths
-th
us
us
nd
nd
es
s
tho
tho
ten
ten
ten
hu
on
hu
simplest form.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
0 2 6
0.26 = 0.26 is 26 .
and is .
= 39.3939…
- (N = 0.3939...)
_________
N= or Simplify.
15 is a number, an , a natural
HOMEWORK number, and a rational number.
ASSIGNMENT
Page(s): Check Your Progress Identify all sets to which the number
Exercises:
-7 belongs.
and is .
the denominators.
a. _
3 _
b. _ · -_ c. 2 _ · 3_
Under the tab for 6
Lesson 5-3, write an ·2 21 2 1
8 9 14 40 7 4
expression in which you
would multiply rational
numbers and explain EXAMPLE
what it means.
>«ÌiÀÊx
DONATIONS Rasheed collects cash donations for
underprivileged children every October. This October
,>Ì>Ê ÕLiÀÃ
he collected $784. Last year he collected _
5
as much.
8
How much did Rasheed collect last October?
To find how much Rasheed collected last October, multiply
by .
784 · _
5
= · Rename 784 as .
8
98
=_
784 _
· 5 Divide by the GCF, .
1 8
1
= or Simplify.
= Simplify.
mile
15
= __ · 30 min
Divide by the common factors
2 min and units.
1
= · miles Multiply.
= or miles Simplify.
• Use dimensional
analysis to solve EXAMPLE Find Multiplicatives Inverses
problems.
Find the multiplicative inverse of _
6
.
7
_6 · =1 The product is 1.
7
ORGANIZE IT Find 4 _
2
÷ -3 _
1
. Write the quotient in simplest form.
3 9
Under the tab for Rename the mixed numbers
Lesson 5-4, write a word 4_
2
÷ -3 _
1
= ÷
problem in which you 3 9
as .
would divide rational
numbers to solve the
problem.
Multiply by the multiplicative
>«ÌiÀÊx
= ·
inverse of .
,>Ì>Ê ÕLiÀÃ
1 3
= _ · -_
14 9
Divide out common factors.
3 28
1 2
= or Simplify.
1 2 1
=_
5x _16 y
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= or Simplify.
d. 3 _
3
÷ 2_
5
e. _
6m
÷_
9m
4 8 10p 4
EXAMPLE
105 1
=_
315 _
· 2 Divide out common factors.
4 51
2 17
= or Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
>«ÌiÀÊx
r-q= - r= ,q=
= Simplify.
= Simplify.
a. Evaluate m - n if m = 4 _
7
and n = 8 _
2
.
HOMEWORK 9 9
ASSIGNMENT
Page(s):
Exercises:
b. Find _
3x
+_
5x
. Write the sum in simplest form.
16 16
168
180
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
ORGANIZE IT
Under the tab for The prime factors of both numbers are .
Lesson 5-6, describe
what a least common
multiple is. Give two Multiply the greatest powers of
numbers and their least appearing in either factorization.
common multiple.
>«ÌiÀÊx
LCM = =
,>Ì>Ê ÕLiÀÃ
12x 2y 2 =
6y 3 =
Multiply the greatest power
LCM = of each prime factor.
LCM = or Multiply.
The LCD of _
7
and _
13
is .
8 20
(LCD) of _
5
and _
11
.
9 12
7·
_
7
= __ = Multiply the fraction by to
15
3·5·
make the denominator 105.
_3 = _
3·
= Multiply the fraction by to
7 7·
make the denominator 105.
_
5
_
9
a true statement.
21 14
is . -_
5
= -_
3
=
6 8
5 3
.
6 8
Step 2 Order the positive fractions. The LCD of 3 and 4
is . 1_
2
= 1_
3
=
3 4
( )
rational numbers to
solve real-life problems Write the mixed numbers
including those involving 2_
1
+ -3 _
2
= ( ) _+ -_ as improper fractions.
proportional relationships. 8 3 8 3
8.2 The student selects
and uses appropriate Rename fractions Using
operations to solve = +
problems and justify the LCD, .
solutions. (B) Use
appropriate operations
to solve problems = Add the numerators.
involving rational
numbers in problem
situations. Also
addresses TEKS 8.2(A), = Simplify.
8.2(C).
b. 4 _
2
- 3_
6
3 7
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Simplify.
ASSIGNMENT
Page(s):
Exercises:
a. 15.4 = b + 9.3 b. _
2
=x-_
1
3 2
_
9a
=_
3.6
Divide each side by .
a= Simplify.
Solve - _ t = -6.
3
ORGANIZE IT 5
Under the tab for -_3
t = -6 Write the equation.
Lesson 5–8, write an 5
equation involving
fractions that can be
solved using division. (- _35 t) = (-6) Multiply each side by .
Solve your problem.
>«ÌiÀÊx = Simplify.
,>Ì>Ê ÕLiÀÃ
a. -6m = -4.8 b. - _
5
a = -10
8
EXAMPLE
_5 + _2 = _5 + = or 1 _
1
cups. 1 _
1
cups per day times
6 3 6 2 2
1_
1
d = 10 Write the equation.
2
Rename 1 _
1
as an
2
d = 10 improper fraction.
d= or about Simplify.
mean = _________
6(0) + 3(1) + 5(2) + 3(3) + 3(4) + 2(6) + 1(10) + 1(11) + 1(12)
= 3.16
25
is .
are 85, 93, 78, 99, 62, 83, 90, 75, and 85. Find the mean,
median, and mode of the test scores.
b. FAMILIES A survey ⫻
⫻ ⫻
of school-age children ⫻ ⫻
shows the family sizes ⫻ ⫻ ⫻
⫻ ⫻ ⫻ ⫻ ⫻
displayed in the line ⫻ ⫻ ⫻ ⫻ ⫻ ⫻ ⫻
plot. Find the mean,
1 2 3 4 5 6 7 8 9 10
median, and mode.
EXAMPLE
Mean:
Mode:
Median:
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
STUDY GUIDE
5-1
Fractions as Decimals
4. -5.43 -5.62 5. _
4
_
9
6. 0.76 _
23
5 11 29
5-2
Rational Numbers
5-3
Multiplying Rational Numbers
10. _ -_ 11. - _ -_ _
p _
3
5
2
( 3) 4 55
15 ( 6 ) 12.
15
· 3
p2
5-4
Dividing Rational Numbers
59 _
1
feet long?
2
5-5
Adding and Subtracting Like Fractions
5-6
23. _
5 _
, 7 24. _
11 _
, 23 25. _
1
xy, _
7
y
6 15 18 32 6 9
5-7
Adding and Subtracting Unlike Fractions
5-8
Solving Equations with Rational Numbers
32. - _
1
p = -_
1
6 6
33. Dividing by a fraction is the same as multiplying by the
5-9
Measures of Central Tendency
Find the mean, median, and mode for each set of data.
If necessary, round to the nearest tenth.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
extreme value?
Teacher Signature
Fold in thirds
Chapter 6
lengthwise.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 6.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
biased sample
constant of
proportionality
cross products
nonproportional
percent
percent equation
percent of change
percent proportion
Found Description or
Vocabulary Term Definition
on Page Example
population
proportion
proportional
rate
ratio
sample
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
scale
scale drawing or
scale model
scale factor
simple interest
unbiased sample
unit rate
A rate is a of two
_
10
= Divide the numerator and denominator by the
__
$4.50
= __ __
$6.56
= __
12 ounces 1 ounce 16 ounces 1 ounce
_
30 ft
=_
30 ft _
· 12 in. ÷ __
60 min
2 hr 2 hr 1 ft 1 hr
=_
30 ft _
· 12 in. · Write the reciprocal of __
60 min
.
2 hr 1 ft 1 hr
Divide the
common
= = factors
and units.
Simplify.
_1 _2 = _1 _
3
=_
1 _
4
=_
1
4 8 4 12 4 16 4
b.
Number of Classes 1 2 3 4
Cost (dollars) 12 22 30 38
EXAMPLE
Equation
= Multiply.
• Use proportions to
solve real-world In the proportion _
a
=_
c
, the ad and cb are
b d
problems.
called the cross products of the proportion.
= Divide.
a. _
x
=_
3
b. _
5
m =
_
3
12 8 4.2
EXAMPLE
= Write a proportion.
= Cross products
= Multiply.
= Divide.
=w Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
__
1 inch
REMEMBER IT 8 miles
= Convert 8 miles to inches.
= 506,880 ( ) or Simplify.
model length __
4 inches
=
model length
actual length 12 feet actual length
= products.
= Simplify.
x=
The scale is .
WRITE IT Step 1 Find the measure of the patio’s length on the drawing.
__ = __
drawing length 0.5 inch x inches drawing length
actual length 4 feet 16 feet actual length
What two numbers do
you need to construct 0.5 · 16 = 4 · x Cross products
a scale drawing of an
object? 8 = 4x Simplify.
=x Divide.
=w Divide.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
= = or
56 _1
c. 0.3% = _
0.3
d. 56 _
1
%=_ 4
100 4 100
=_
0.3
· = 56 _
1
÷
100 4
9
= =_
225
· _
1
or
4 100
4
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a. _
19
= or b. _
8
= or
20 5
a. 35% b. 160%
KEY CONCEPTS
Percents and Decimals c. 0.8% d. 32 _
1
%
2
To write a percent as a
decimal, divide by 100
and remove the percent Express each fraction as a percent.
symbol.
e. _ f. _
To write a decimal as 17 14
a percent, multiply by 25 10
100 and add the percent
symbol.
a. _
5
= 0.625 = b. _
1
= 0.333… ≈
8 3
c. _
9
= 0.009 = d. _
23
≈ 1.643 =
1000 14
a. 84% b. 7%
c. 302% d. 0.9%
e. 0.84 f. 0.01
g. _
3
h. _
5
8 12
i. _
13
j. _
21
1000 17
_2 = or
5
>
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
=n Simplify.
So, of 8 is 12.
__
n
= __ Write the percent proportion.
100
n= Simplify.
So, 8.8% of 20 is .
=n Simplify.
So, 70 is 28% of .
=_
n
100
= n
≈n Simplify.
= Think: of 46 is .
So, 50% of 46 is .
ORGANIZE IT
Under the percents tab
of your Foldable, write
the percent-fraction b. 25% of 88
equivalents found
on page 327 of your
textbook. 25% of 88 = of 88 Think: 25% = .
Fraction Decimal Percent
= Think: of 88 is .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
So, 25% of 88 is .
c. 70% of 110
22% is about or .
494 is about .
of is .
b. Estimate _
1
% of 1219.
4
_1 % = _1 × . 1219 is about .
4 4
of is .
So, _
1
% of 1219 is about × or .
4
× = .
a. 38% of 400
HOMEWORK
ASSIGNMENT b. _
1
% of 2482
5
Page(s):
Exercises:
c. 183% of 93
=n Simplify.
So, 84 is 16% of .
percent is .
d= Simplify.
METHOD 2
A discount of 20% means the ring will cost -
is .
= Simplify.
=t Simplify.
HOMEWORK
It will take years to earn $495.
ASSIGNMENT
Page(s):
Check Your Progress BANKING Suppose you invest
Exercises:
$3500 at an annual interest rate of 6.25%. How long will it take
for it to earn $875?
- =
= = or
ORGANIZE IT
On the back of your EXAMPLE Find Percent of Decrease
Foldable, describe how
to find a percent of CLOTHING A $110 sweater is on sale for $88. What is the
increase and a percent percent of change?
of decrease.
Step 1 Subtract to find the amount of change.
Fraction Decimal Percent
= = or
change is a percent of .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
This is an
since Miss Newman selected students according to a specific
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
of .
Let n =
Variable
Equation n=
n=
= Multiply.
This is a sample
STUDY GUIDE
6-1
Ratios and Rates
in simplest form.
6-2
Proportional and Nonproportional Relationships
5. Number of Guests 6 7 8 9 10
Cost (dollars) 42 49 56 63 70
6. Number of hours 1 2 4 6 7
Price (dollars) 14 23 41 59 68
6-3
Using Proportions
6-4
Scale Drawings and Models
10. A swimming pool is 36 feet long and 15 feet wide. Make a scale
drawing of the pool that has a scale of _
1
in. = 3 ft.
4
6-5
Fractions, Decimals, and Percents
6-6
Using the Percent Proportion
6-7
Finding Percents Mentally
Estimate.
17. _
2
% of 155 18. 147% of 78 19. 84% of 31
3
6-8
Using Percent Equations
6-9
Percent of Change
27. Refer to the table shown. Which school School 1994 2004
had the smallest percent of increase in
the number of students from 1994 to Oakwood 672 702
2004?
Jefferson 433 459
Marshall 764 780
6-10
Using Sampling to Predict
Teacher Signature
Chapter 7
grid paper inside.
7
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 7.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
constant of
variation
[VEHR-ee-Ay-shuhn]
function
line of fit
linear equation
[LINH-ee-uhr]
Found Description or
Vocabulary Term Definition
on Page Example
linear relationships
rate of change
slope
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
slope-intercept form
[IHNT-uhr-sehpt]
y-intercept
b. x 3 1 -1 -3 1 -5
y 5 4 3 -4 2 1
y
Check Your Progress Determine
ORGANIZE IT whether the graph is a function. Explain.
In your notes, draw a
O x
graph of a relation that
is a function and a
graph of a relation that
is not a function. Explain
why the second relation
is not a function.
y EXAMPLE
(, ) (, )
boxes produced .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises: b. Describe how chair production is related to hours of
operation.
y
(, ) (, )
O x
(, ) (, )
from each
side.
__
24,000y
= __ - __
216,000 48,000x Divide each
side by
y= Simplify.
x y = 9 - 2x y (x, y)
0 y=9-2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1 y=9-2
2 y=9-2
3 y=9-2
0 y= -3
1 y= -3
2 y= -3
O x
HOMEWORK y
ASSIGNMENT
Page(s):
x
Exercises:
O
Quiz Scores
80 73
proportional or non- first five weeks after he 87 89
proportional linear joined a study group. Find 70
relationships in problem
situations and solves the rate of change from 60
problems. (B) Estimate Week 2 to Week 5. 50
and find solutions to
application problems x
0 1 2 3 4 5
involving percents and
Number of Weeks
other proportional
relationships such
as similarity and rates. change in quiz score
8.5 The student uses = ___
graphs, tables, and
algebraic representations change in time
to make predictions
and solve problems.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
236
204
at a summer camp during its first 300
130
five years of operation. Find the 200
62
rate of change from Year 2 to 100
Year 5.
0 1 2 3 4 5
Year
= or
= or
$56 Joneses
increases at a faster rate
$54
than the income of the Milers. $52
$50 Milers
$48
$0
02
03
04
05
01
20
20
20
20
20
Year
#OOKIES
(OURS
= ___
= __
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
'OALS
involving direct
ten-week season. Find the
variation.
constant rate of change from
Week 2 to Week 8. Describe
what the rate means.
TEKS 8.3 The
student identifies Choose any two points on the line
7EEKS
proportional or non- and find the rate of change between
proportional linear them. We will use the points at (2, 1) and (8, 5).
relationships in problem
situations and solves
problems. (B) Estimate week 2, 1 goal week 8, 5 goals
and find solutions to
application problems
involving percents and rate of change = ___
change in goals
other proportional change in time
relationships such
as similarity and rates.
__
Check Your Progress Óääx]Ê{nä®
SCHOOL The graph shows the Óää{]Ê{{®
3TUDENTS
9EAR
_
12
= _
22
= _
30
= _
34
=
15 30 45 60
rate of change is a .
represented by k.
LANDSCAPING As it is being
Time (min) Hole Depth (in.)
dug, the depth of a wide hole
for a backyard pond is x y
recorded in a table. 10 8
a. Write an equation that 20 15
relates time and hole depth. 30 24
40 31
Step 1 Find the value of k
using the equation y = kx.
Choose any point in the table. Then solve for .
y = kx Direct Variation
=k Simplify.
Replace k with .
=x Divide.
change.
KEY CONCEPT a. y
y -y
m = __
2 1
Definition of slope
(1, 4) x2 - x1
Slope The slope m of
a line passing through
(0, 1) (x 1, y 1) = (0, 1)
points (x 1, y 1) and
m = __
O
(x 2, y 2) is the ratio x
of the difference in (x 2, y 2) = (1, 4)
y-coordinates to the
corresponding
difference in
m= or
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
x-coordinates.
The slope is .
TEKS 8.3 The
student identifies
proportional or non-
proportional linear y -y
relationships in problem b. y m = __
2 1
x2 - x1 Definition of slope
situations and solves
problems. (B) Estimate (3, 3) (3, 1)
and find solutions to (x 1, y 1) = (3, 1)
m = __
application problems
involving percents and O x
other proportional (x 2, y 2) = (-3, 3)
relationships such
as similarity and rates.
8.5 The student uses
graphs, tables, and m= or
algebraic representations
to make predictions
and solve problems.
(A) Predict, find, and
justify solutions to
The slope is .
application problems
using appropriate tables,
graphs, and algebraic
equations. Also addresses
TEKS 8.1(B), 8.3(A), 8.4.
O x
(, ) (, )
m=
(x 1, y 1) = (2, 7),
m = ___
(x 2, y 2) = (-3, -2)
m=
a. y b. y
(1, 4) (2, 4)
O x O x
(2, 3) (5, 1)
(x 1, y 1) = (-3, -3)
O x m = ___
(3, 3) (2, 3) (x 2, y 2) = (2, -3)
m= or
y -y
b. y m = __
2 1
x2 - x1 Definition of slope
(2, 3)
(x 1, y 1) = (-3, -3)
x
m = ___
O
(2, 2)
(x 2, y 2) = (2, -3)
m= The slope is .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a. y b. y
(1, 3) (4, 3)
(3, 4)
O x
O x
(3, 2)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
y= Slope-intercept form
O x
(, ) (, )
change in y:
m=_ ____
change in x:
y
HOMEWORK
ASSIGNMENT
Page(s): O x
Exercises:
O x
m= __
change in y
change in x
= 0,( )
When the distance is within ,
there are .
b with .
= Simplify.
, and y with .
=b Simplify.
with .
(x 1, y 1) = (-2, 16)
m = ___ or
(x 2, y 2) = (-1, 10)
, and x with .
=b Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b with .
Land
Year
(million acres)
1980 1039
1985 1012
1990 986
1995 963
2000 943
700 y
Laptops Sold
500
300
100
x
00
98
02
20
19
20
Year
b. Use the line of fit to predict the number of laptops sold in the
year 2003.
Select two points on the line and find the slope. Notice
that the two points on the line of fit are not original
data points.
y -y
m = __
2 1
x2 - x1 Definition of slope
(x 1, y 1) = (1995, 10)
m = ____
(x 2, y 2) = (2000, 37)
m=
and m = .
=b Simplify.
y= m= ,b=
y= Replace x with .
y= Simplify.
00
00
0
20
10
30
40
Square Footage
HOMEWORK
ASSIGNMENT b. Predict the heating bill for a house that is 4100 square feet
Page(s): in size.
Exercises:
STUDY GUIDE
7-1
Functions
3. The table shows how age affects the value of one Age
type of computer. Is the relation a function? Value
(years)
Describe how age is related to value.
0 $1500
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1 $1200
2 $800
3 $300
7-2
Representing Linear Functions
O x
7-3
Rate of Change
-INUTES
7-4
Constant Rate of Change and Direct Variation
11. WALNUTS The cost of walnuts varies directly with the number of
pounds bought. Three pounds cost $9.75. Write an equation that
relates the weight and the cost of walnuts. Then predict the cost of
8.5 pounds of walnuts.
7-5
Slope
Find the slope of the line that passes through each pair
of points.
12. A(2, 3) and B(1, 1) 13. S(6, -5) and T(4, 1)
7-6
Slope-Intercept Form
O x O x
7-7
Writing Linear Equations
17. slope = _
5
, y-intercept = 0
8
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7-8
Prediction Equations
0 1 2 3 4 5
Years Since 1998
Teacher Signature
Fold in half
lengthwise.
8-1
Label each tab with
8-2
the lesson number 8-3
as shown. 8-4
8-5
8-6
8
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 8.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
identity
inequality
= Simplify.
ORGANIZE IT
As you read through
Lesson 8-1, write down EXAMPLE Equations with Variables on Each Side
one or more questions
you have behind the 8-1 Solve 7x + 3 = 2x + 23.
tab of your Foldable. As
you study the lesson, 7x + 3 = 2x + 23 Write the equation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Simplify.
x= Mentally divide.
EXAMPLE
80 + 5d = 120 Simplify.
5d = 40 Simplify.
by .
= Simplify.
If you rent the car for days, the cost is the same for
both plans.
= Simplify.
8-1
8-2
8-3
8-4
8-5
8-6
is called an identity.
= 12x + 9 Simplify.
is .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Inequality:
ORGANIZE IT b. Your speed is less than or equal to 62 miles per hour.
As you read through
Lesson 8-3, write down
one or more questions Variable: Let s represent .
you have behind the 8-3
tab of your Foldable. As Inequality:
you study the lesson,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
<4 Simplify.
The sentence is .
b. 14 ≤ _
a
+ 1, a = 36
3
14 +1 Simplify.
14 Simplify.
The sentence is .
b. _
20
x + 3 ≤ 6, x = 10
b. Graph x ≥ 10.
8 9 10 11 12
a. x < 3
1 2 3 4 5
b. x > 3
1 2 3 4 5
c. x ≥ 3
1 2 3 4 5
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
⫺10 ⫺9 ⫺8 ⫺7 ⫺6 ⫺5
> Simplify.
the .
ORGANIZE IT a. x + 9 < 13
As you read through
Lesson 8-4, write down
questions you have
behind the 8-4 tab
of your Foldable. As
you study the lesson,
take notes, and record
b. m + 8 < -2
information that answers
your questions.
8-1
8-2
8-3
8-4
8-5 c. Solve x - _
3
≥_
1
. Graph the solution on a number line.
8-6 4 2
⫺1 0 1 2 3 4
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
b. Solve _
d
> 4.
9
_d >4 Write the inequality.
9
9 _
(9)
d
> (4) Multiply each side by .
EXAMPLE
KEY CONCEPT
EXAMPLE Multiply or Divide by a Negative Number
Multiplication and
Division Properties Solve each inequality and check your solution. Then
When you multiply or
graph the solution on a number line.
divide each side of an
inequality by the same a. _
x
≥7
negative number, the -5
inequality symbol must
_
x
≥7 Write the inequality.
-5
be reversed for the
inequality to remain true.
(_x
-5 )
≤ (7) Multiply each side by
and reverse the symbol.
__
-9x
> __
-27
Divide each side by
and reverse the symbol.
x> 1 2 3 4 5
ASSIGNMENT
Page(s): b. -5x ≤ -40
Exercises:
5 6 7 8 9 10
MAIN IDEA Solve 5x + 13 > 83. Graph the solution on a number line.
• Solve inequalities that 5x + 13 > 83 Write the inequality.
involve more than one
operation.
5x + 13 - > 83 - Subtract from each side.
> Simplify.
>
ORGANIZE IT
As you read through
Lesson 8-6, write down
questions you have Check Your Progress Solve 3x - 9 < 18. Graph the
behind the 8-6 tab of
your Foldable. As you solution on a number line.
study the lesson, take
notes, and record
information that 6 7 8 9 10 11
answers your questions.
8-1
2 3 4 5 6 7 8
EXAMPLE
8-5
8-6
each side.
≥ Simplify.
≥ Simplify.
STUDY GUIDE
8-1
Solving Equations with Variables on Each Side
Number the steps in the correct order for solving the equation
2x + 4 = 4x - 8. Some steps may be used more than once.
8-3
Inequalities
least 15.
8-4
Solving Inequalities by Adding or Subtracting
12. 21 > n + 27 ⫺8 ⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3
13. -8 ≤ -15 + x ⫺1 0 1 2 3 4 5 6 7 8 9 10
8-5
Solving Inequalities by Multiplying or Dividing
14. 2x ≥ 6 a.
⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
b.
15. _
x
> -1 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
-3
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
c.
16. 12x < -36 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
d.
⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
17. -3x < -9 e.
⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
8-6
Solving Multi-Step Inequalities
20. _
x
+7<6 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4
2
Teacher Signature
Chapter 9
Real Numbers and Right Triangles
9
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 9.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
acute angle
acute triangle
congruent
[kuhn-GROO-uhnt]
Distance Formula
hypotenuse
[hy-PAHT-uhn-noos]
indirect measurement
irrational numbers
isosceles triangle
[eye-SAHS-uh-LEEZ]
line segment
Found Description or
Vocabulary Term Definition
on Page Example
obtuse angle
[ahb-TOOS]
obtuse triangle
perfect square
Pythagorean Theorem
[puh-THAG-uh-REE-uhn]
radical sign
real numbers
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
right angle
right triangle
scalene triangle
[SKAY-LEEN]
similar figures
square root
straight angle
triangle
vertex
b. - √
121 indicates the square root of 121.
d. √
z 2 indicates the positive square root of z 2.
√
z2 =
√
22 ≈ Round to the
nearest tenth.
b. - √
319
(–) 2nd √ 319 ENTER Use a
calculator.
- √
319 ≈ Round to the
nearest tenth.
a. √
25 b. - √
144
c. ± √
16 d. √t2
Right { x
s
Triangle
EXAMPLE
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
c. - _ Since - _
72 72
= , this number is an
6 6
and a .
d. _
14
Since _
14
= , this number is a
4 4
−−−
a. 0.380
b. - √
81
c. _
45
9
d. _
19
4
ORGANIZE IT 125 11 _
Replace with <, >, or = to make √ 7
a true
8
Under the tab for
statement.
Lesson 9-2, explain how Express each number as a . Then
to compare real numbers
on a number line. Be sure the numbers.
to include an example.
√
125 =
Right
Triangle
s 11 _
7
=
8
Since √
125 is to the of 11 _
7 √
, 125 11 _
7
.
8 8
w= or w =
HOMEWORK
ASSIGNMENT
Page(s): Check Your Progress Solve m 2 = 81. Round to the nearest
Exercises: tenth, if necessary.
x= Simplify.
2x = 2( ) or , 3x = 3 ( ) or , and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5x = 5( ) or .
x˚ 41˚
N O
S
L
m∠KLM . m∠RST .
Obtuse Triangle A
triangle with one obtuse
angle.
ASSIGNMENT a. 130˚
b. 60˚ 60˚
30˚ 20˚
Page(s): 60˚
Exercises:
• Use the converse of the If you know the lengths of two of a right
Pythagorean Theorem
to determine whether triangle, you can use the Pythagorean Theorem to find the
a triangle is a right
triangle. length of the side. This is called solving a right
triangle.
KEY CONCEPT c ft
21 ft
Pythagorean Theorem
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
If a triangle is a right
triangle, then the square 20 ft
of the length of the
hypotenuse is equal to c2 = a2 + b2 Pythagorean Theorem
the sum of the squares of 2 2
the lengths of the legs.
c2 = + Replace a with and b with .
c2 = + Evaluate and .
c2 = Add and .
c= The length is .
= + b2 Evaluate and .
= √
b2 Take the of each side.
2nd √ ENTER
c2 = a2 + b2 Pythagorean Theorem 10 ft
Right
s 2 2
Triangle
c2 = + Replace a with 3 ft
and b with .
c2 = + Evaluate and .
c2 = Simplify.
√
c 2 = √
109 Take the of each side.
8 in.
, and c with .
+ Evaluate.
Simplify.
MAIN IDEA Find the distance between M(8, 4) and N(-6, -2). Round
to the nearest tenth, if necessary.
• Use the Distance
Formula to determine d = √
(x - x ) 2 + (y - y ) 2
2 1 2 1 Distance Formula
lengths on a coordinate
plane. (x 1, y 1) = (8, 4),
MN =
(x 2, y 2) = (26, 22)
MN = Simplify.
MN = Evaluate and
KEY CONCEPT
.
Distance Formula The
distance d between two
points with coordinates MN = Add and .
(x 1, y 1) and (x 2, y 2), is
given by d =
√
(x 2 - x 1) 2 + (y 2 - y 1) 2 . MN ≈
XY = Simplify.
−−
Side YZ: Y(-2, 4), Z(-3, -3)
(x 1, y 1) = (-2, 4),
YZ =
(x 2, y 2) = (-3, -3)
YZ = Simplify.
YZ = Simplify.
−−
Side ZX: Z(-3, -3), X(-5, 1)
(x 1, y 1) = (-3, -3),
ZX =
(x 2, y 2) = (-5, 1)
ZX = Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
ZX = Simplify.
B (4, ⫺2)
EXAMPLE
d= Simplify.
d= ≈
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
R
T 60 m
12 m x
25 m P
Q
S
= Write a .
= Substitution
= Find the .
= Simplify.
8 mi
x mi
Park
O P
N
3 mi
5 mi
Q
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
STUDY GUIDE
9-1
Squares and Square Roots
1. √
361 2. √
-196 3. - √
441
4. √
120 5. √
150 6. - √
70
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
9-2
The Real Number System
9-3
Triangles
x 35˚
16.
50˚
17. The measures of the angles of a triangle are in the ratio 3:4:5.
What is the measure of each angle?
20. The length of the sides of a triangle are 10, 24, and 26. Determine
whether the triangle is a right triangle.
9-5
The Distance Formula
23. S(2, 4), T(0, -2) 24. C(-5, -1), D(3, -4)
9-6
Similar Figures and Indirect Measurement
as ∠W.
8 x
26. Find the value of x.
P R U W
2.5 3
12 mi
3 mi Waterfall
Pond
Teacher Signature
10 Two-Dimensional Figures
Chapter 10
Fold in half
widthwise.
10
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 10.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
adjacent angles
[uh-JAY-suhnt]
circle
circumference
[suhr-KUHMP-fuhrnts]
complementary angles
congruent
[kuhn-GROO-uhnt]
corresponding parts
diagonal
diameter
dilation
parallel lines
Found Description or
Vocabulary Term Definition
on Page Example
perpendicular lines
π (pi)
polygon
quadrilateral
[KWAH-druh-LA-tuh-ruhl]
radius
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
reflection
supplementary angles
[SUH-pluh-MEHN-tuh-ree]
transformation
translation
transversal
vertical angles
perpendicular lines.
m∠x = Simplify.
= - 65 or
EXAMPLE
HOMEWORK
>
ASSIGNMENT À>`Ü>Þ £ Ó
{ Î
Page(s): >«i x È
Exercises: n Ç
∠D , ∠E , ∠F
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Corresponding Sides
−−− −−− −−
DE , DF , EF
C E
B F
ABC ?
M O Q R
EXPLORE The drawing shows which angles are congruent
and the lengths of all sides.
PLAN Note which segments have the same length and
which angles are congruent. Write corresponding
vertices in the same order.
∠N , and ∠O .
−−−
Sides: The slash marks indicate that MN ,
−−− −−−
NO , and MO .
A B X Z
2 ft
A D
−−
b. What is the length of DF?
−−− −−−
DF corresponds to . So, DF and are
. Since AC = , DF = .
B E
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
44˚
22 in.
A C F D
A (-3, 7) + A'
B(-1, 0) + B'
C(5, 5) + C'
The vertices of a figure are M(-8, 6), N(5, 9), O(2, 1), and
KEY CONCEPT P(-10, 3). Graph the figure and the image of the figure
Reflection after a reflection over the y-axis.
• To reflect a point To find the coordinates of the vertices of the image after a
over the x-axis, use
the same x-coordinate
reflection over the y-axis, multiply the x-coordinate by
and multiply the
y-coordinate by -1. and use the same y-coordinate.
• To reflect a point vertex reflection
over the y-axis, use
the same y-coordinate M(-8, 6) M'
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
O(2, 1) O'
P(-10, 3) P'
M' , N' ,
4
⫺4
C'(1, 2)
and .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises: O x
Angles of a
Quadrilateral The sum 75˚ x˚
Q T
of the measures of the
angles of a quadrilateral
is 360°. Words The sum of the measures of the angles
is 360°.
Variable Let m∠Q, m∠R, m∠S, and m∠T represent the
measures of the angles.
Equation
m∠Q + m∠R + m∠S + m∠T =
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
75 + 4x + 110 + x = Substitution
+ = Combine
like terms.
+ - = - Subtract.
= 175 Simplify.
x= Divide.
The value of x is .
. It is a trapezoid.
b.
HOMEWORK
ASSIGNMENT b.
Page(s):
Exercises:
b.
M
es Trapeoznkeylike
ngl oid
Tria s
a quadrilateral is .
= or Simplify.
÷8=
A = bh Area of a parallelogram
KEY CONCEPT
Area of a Parallelogram = b= ,h=
If a parallelogram has
a base of b units and a
height of h units, then = Multiply.
the area A is bh square
units. The area is .
b. The base is .
4.3 in.
A = bh Area of a parallelogram
= b= ,h=
= Multiply.
The area is .
4 cm
1.3 ft
A=_
1
bh Area of a triangle
2
= b= ,h=
= Multiply.
b. The base is .
6.4 f
The height is .
3.9 ft
A=_
1
bh Area of a triangle
2
= Multiply.
a. b.
ORGANIZE IT
Add diagrams, labels,
and area formulas to 15 in. 5.2 cm
the index cards for
parallelograms, triangles,
and trapezoids in your
Foldable. 12 in. 3.6 cm
M
es Trapeoznkeylike
ngl oid
Tria s
A= h= ,a= , and
b=
A= Add.
A= or Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2 ft
5 ft
6 ft
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Circumference of a Circle
C= Replace d with .
The circumference of
a circle is equal to its
diameter times π, or 2 C= Simplify. This is the exact
times its radius times π. circumference.
4 ft
1.6 cm
EXAMPLE
b. A = πr 2 Area of a circle
8.3 cm
A= Replace r with .
A= Evaluate .
A≈ Use a calculator.
b.
10.4 in.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
A= or b=h=
Area of Triangle
A=_
1
bh Area of a triangle
2
A= or b= ,h=
Area of Quarter-circle
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
A=_
1 2
πr Area of a quarter-circle
4
A= r=
square inches.
REVIEW IT
What is the difference
between πr 2 and (πr) 2?
(Lesson 4-2)
10 cm
4 cm
3 cm
EXAMPLE
On your Composite
carpet the area shown? 3 ft 10 ft
Figures index card,
describe how to find 3 ft
Step 1 Find the area to be carpeted.
the area of a composite
figure. Area of Rectangle 12 ft
A = bh Area of a rectangle
M
es Trapeoznkeylike A= or b= ,h=
ngl oids
Tria
Area of Square
A = bh Area of a square
A= or b=h=
Area of Triangle
A=_
1
bh Area of a triangle
2
A= or b= ,h=
× =
STUDY GUIDE
10-1
Line and Angle Relationships
Complete.
2. When two lines intersect, they form two pairs of opposite angles
called .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. ∠2 4. ∠3 5. ∠8 1 3 5 7 p
2 4 6 8
10-2
Congruent Triangles
−−−
8. HK 9. ∠K
−−
10. ∠H 11. KJ K H S T
10-3
Transformations on the Coordinate Plane
10-4
Quadrilaterals
10-5
Polygons
10-6
Area: Parallelograms, Triangles, and Trapezoids
10-7
Circles: Circumference and Area
Complete.
10-8
Area: Composite Figures
Find the area of each figure. Round to the nearest tenth, if necessary.
30. 3 cm 31.
2.5 cm 6 cm
Teacher Signature
11 Three-Dimensional Figures
Chapter 11
Draw lines along
Surface Volume Ch. 11
s
er
s
id
s
ism
ne
nd
ram
Co
Cy
Py
as shown.
Area
11
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 11.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
base
cone
cylinder
[SIH-luhn-duhr]
face
lateral
[LA-tuh-ruhl] area
lateral face
net
plane
polyhedron
[pah-lee-HEE-druhn]
Found Description or
Vocabulary Term Definition
on Page Example
prism
pyramid
similar solids
slant height
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
solid
sphere
surface area
vertex
volume
that are .
G K M N
rectangular pyramid
L P
REMEMBER IT faces:
In a rectangular
prism, any two parallel
rectangles are bases, edges:
and any face is a base
in a triangular pyramid.
Bases do not have to
be on the bottom of a vertices:
figure.
b. G
D F
E
faces:
edges:
vertices:
E
B
C D
b. G H
K J
M
L
P N
EXAMPLE
ARCHITECTURE An architect’s
sketch shows the plans for a
new skyscraper. Each unit on
the drawing represents 80 feet.
a. Draw a top view and find the
area of the ground floor.
The drawing is two rectangles,
a 4 × 6 and a 2 × 1, so the actual
dimensions are 4(80) × 6(80) plus
or 2(80) × 1(80) or 320 feet × 480 feet
plus 160 feet × 80 feet. To find the area add the areas
or .
The area of the ground
floor is .
÷
SIDE VIEW
= The base is a ,
so B = .
= = 25, = 16, =8
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Simplify.
3 in.
2 in.
= B = area of base or .
= Simplify.
3 ft
a.
2.5 ft
6 ft
4 ft
b.
1.5 ft
5 ft
= Replace V with ,
≈ Simplify.
= Replace r with
and h with .
≈ Simplify.
V=_
• Find volumes of cones 1
and spheres. Bh Formula for volume
3
of a pyramid
= Replace B with · .
KEY CONCEPTS
Volume of a Pyramid = The height is inches.
The volume V of a
pyramid is one-third the
area of the base B times = Simplify.
the height h.
Volume of a Cone
The volume V of a cone The volume is cubic inches.
with radius r is one-third
the area of the base B
times the height h.
≈ Simplify.
6 in.
8 in. 6.2 in.
xÊvÌ
= Replace r with .
≈ Simplify.
EXAMPLE
V=_
1 2
πr h Formula for volume of a cone
3
= r= ,h= .
≈ cubic feet
of ground
ft 2 of ground = mulch × ____
mulch
= of ground
= ( )( ) = +2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= +2 _
1
( 2
) Substitution
= Simplify.
5 in.
14 in.
b. 4 ft
3 ft
7 ft
5 ft
= =
≈ =
8.2 in.
Check Your Progress
Find the lateral area and surface
area of the cylinder. Round to
the nearest tenth. 21 in.
EXAMPLE
S= +
= +
= +
S= +
= +
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= +
Since , the
uses less packaging.
L = 4( _
1
)bh Area of 4 triangles
2
and h with .
TEKS 8.8 The
student uses = Simplify.
procedures to determine
measures of three-
dimensional figures.
(A) Find lateral and Then find the surface area. The base of the pyramid
total surface area of is a square.
prisms, pyramids, and
cylinders using concrete S=L+B Write the formula.
models and nets (two-
dimensional models). (C)
Estimate measurements =L+ The area of a square is .
and use formulas
to solve application
problems involving = Substitution
lateral and total surface
area and volume. Also
addresses TEKS 8.7(B). = Simplify.
3m
and with .
8.2 cm
Check Your Progress Find the surface
area of the cone. Round to the nearest tenth.
14.6 cm
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
3 in.
5 in.
15 in.
Cylinder A Cylinder B
8 cm
x
4.5 cm 6 cm
____
radius of cylinder A
= _____
radius of cylinder B
= Simplify.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
A B
x in.
3 in.
6 in.
4 in.
10 in. 15 in.
EXAMPLE
____
volume of model
= _
a
volume of fish tank ( b )3 Write the ratio of volumes.
= Replace a with
and b with .
= Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
STUDY GUIDE
11-1
Three-Dimensional Figures
K L
M
State whether each sentence is true or false. If false, replace
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. A pyramid
____ is a solid with two bases.
3. Intersecting lines
___ form three-dimensional figures
called solids.
11-2
Volume: Prisms and Cylinders
6 in.
5.3 m
4.8 m 6.1 m
11-3
Volume: Pyramids, Cones, and Spheres
11-4
Surface Area: Prisms and Cylinders
6.5 ft
8 cm
11-5
Surface Area: Pyramids and Cones
12. square pyramid: base side lengths 5 in., slant height 8 in.
11-6
Similar Solids
2m 6m
3 ft
3m 2m
3m 8m
6.3 ft
4m 3m
50 cm
35 cm 80 cm
x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Signature
Fold lengthwise
to the holes.
ATISTICS
.ORE1R4TOBABILITY
Label the lesson
AND
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numbers and .EA
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12
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 12.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
back-to-back
stem-and-leaf plot
box-and-whisker plot
combination
composite events
experimental
probability
Fundamental
Counting Principle
histogram
independent events
interquartile range
[in-tuhr-kwawr-tyl]
measures of variation
Found Description or
Vocabulary Term Definition
on Page Example
mutually exclusive
events
outcomes
outliers
permutation
[puhr-myoo-tay-shuhn]
probability
quartiles
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
range
sample space
simple event
stem-and-leaf plot
theoretical probability
tree diagram
2 4 = 2400 lb
numbers or .
EXAMPLE
Male Female
82 6
964 7 4889
74220 8 13489
653 9 259
2 8 = 82 7 4 = 74
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The quartiles are the values that divide a set of data into
equal parts.
lower quartile.
upper quartile.
What does the range Find the range of each set of data.
describe about a set of
data?
a. {$79, $42, $38, $51, $63, $91}
b. Stem Leaf
3 3 3 5 7 7 8
4 0 3 3 4 9
5 4 9
3 5 = 35
median = or
EXAMPLE
eastern states is .
Teens Twenties
5420 0 04679
73 1 0225
1 2 03458
3 1 = 13 hr 1 5 = 15 hr
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
20 30 40 50 60 70 80 90
Source: U.S. Census Bureau
days under .
values are .
EXAMPLE
Sedans
HOMEWORK 0 10 20 30 40 50
ASSIGNMENT
Page(s):
Exercises:
5001–6000 1
Source: U.S. Department of Commerce
TEKS 8.12 The
student uses
statistical procedures to
describe data. (C) Select
and use an appropriate
representation for Step 2 Show the intervals /VERSEAS 4RAVELERS
.UMBER OF 53 #ITIES
presenting and
displaying relationships
from the frequency
£ä
among collected data, table on the n
including line plots, line È
graphs, stem and leaf axis {
plots, circle graphs, bar Ó
graphs, box and whisker and an interval of 1 ä
plots, histograms, and
£ä
Óä
Îä
{ä
xä
äq
ä£
ä£
ä£
ä£
ä£
qÓ
qÎ
q{
qx
qÈ
ää
ää
ää
axis.
ää
ää
ä
25
20
a. How many states 15
have highest points 10
with elevations at 5
0
least 3751 meters?
0–
12
25
37
50
12
51
01
51
01
50
–2
–3
–5
–6
50
75
00
25
0
Elevation (meters)
and meters.
Drivers’ Speeds
Number of Drivers
6
5
4
3
2
1
0
40
50
60
70
80
–4
–5
–6
–7
–8
9
9
Speed
EXAMPLE
Number of States
35 35
30 30
25 25
20 20
15 15
10 10
5 5
0 0
0–
10
20
30
40
0–
10
20
30
40
10
01
01
01
01
10
01
01
01
01
0
–2
–3
–4
–5
00
–2
–3
–4
–5
0
00
00
00
00
00
00
00
00
0
Number of People
Number of People
6 6
5 5
4 4
3 3
2 2
1 1
0 0
20
40
60
80
20
40
60
80
0–
0–
–3
–5
–7
–9
–3
–5
–7
–9
19
19
9
9
Cost ($) Cost ($)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
A would condense
EXAMPLE
MAIN IDEAS FOOD The graphs show the decrease in the price
of lemons.
• Recognize when graphs
are misleading. Price of Lemons Price of Lemons
• Evaluate predictions Graph A Graph B
and conclusions based 1.60 1.60
300 600
Students
Students
200 400
100 200
REMEMBER IT 2001 2002 2003 2004 2005 2001 2002 2003 2004 2005
Carefully read the Year Year
labels and the scales
when interpreting a a. Why do the graphs look different?
graph.
Percent
According to the graph,
and explain why it is 40
misleading
more 18- to 24-year-olds 35.1
are using the Internet 20
ATISTICS
.ORE1R4TOBABILITY
AND
LOTS
than the other age groups. 10.7
4TEM A ND -EAF1 0
.EA
SURESOF
7ARIATIO
ER1LOTS
N
Determine whether this 18–24 25–34 35–44 45–54 55–64 65–up
D8HISK Age
#O
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)
AN
ISTOGRA
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statement is accurate.
"PPROPRIA
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IN
PHS
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Justify your reasoning.
.ISLEAD LITY
4IMPLE
1ROBABI
COMES
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$OUN D
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RMUTAT TIONS
1E$OMBINA YOF
AB ILIT
1ROB SITE&VENTS
, the statement is . Even though the
$OM PO
thus .
70
previous six months. According to 50
the graph, there were less than twice 40
as many days 50° to 79° than there 20
were days 80° to 99°. Determine 10
whether this statement is accurate. 0
0–19 20–49 50–79 80–99
Justify your reasoning. Temperature (°F)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
= or or
KEY CONCEPT
Probability The EXAMPLE Find Probability
probability of an event
is a ratio that compares Suppose that two number cubes are rolled. Find the
the number of favorable probability of rolling two identical numbers.
outcomes to the number
of possible outcomes. Make a table 1 2 3 4 5 6
showing the
sample space 1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
when rolling two 2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
number cubes.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
_____
number of times tails occur
= or or .
number of possible outcomes
100 · a = 560 · 28
a=
Greeting Color
H,B
H,G
Humorous (H) H,O
H,R
blue (B) T,B
green (G) T,G
(T)
orange (O) T,O
red (R) T,R
blue (B) R,B
green (G) R,G
Romantic (R)
orange (O) R,O
red (R) R,R
is .
× × or 15,625,000,000.
with 1 ticket is .
parks Choose .
choices for the 1st day
choices for the 2nd day
P(5, 5) = =
$OUN
TING0UT
COMES
IONSAN
D There are ways to choose two pens from five
RMUTAT TIONS
1E$OMBINA YOF
AB ILIT
1ROB SITE&VENTS
$OM PO
possible pens.
EXAMPLE
so this is a .
cubes is or .
= ·
striped shirt is .
The probability that the card will be a black nine or any heart
is .
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
STUDY GUIDE
12-1
Stem-and-Leaf Plots
12-2
Measures of Variation
Find the range, interquartile range, and any outliers for each
set of data.
12-3
Box-and-Whisker Plots
10 20 30 40 50 60
7. 342, 264, 289, 272, 245, 316, 331, 249, 270, 261
temperature?
⫺60 ⫺50 ⫺40 ⫺30 ⫺20 ⫺10
12-4
Histograms
1–4 9
5–8 15
9–12 22
13–16 5
12-5
Selecting an Appropriate Display
OLYMPICS The table shows the winning times for the Men’s
Marathon during the Summer Olympic Games from 1928 to 2004
Year 1928 1932 1936 1948 1952 1956 1960 1964 1968
Time (min) 153 152 149 155 143 145 135 132 140
Year 1972 1976 1980 1984 1988 1992 1996 2000 2004
Time (min) 132 130 131 129 131 133 133 130 131
Source: olympic.org
13. Which graph best represents the data if you want to show change
12-6
Misleading Statistics
14. Which graph gives the impression that the top-selling 2003
album sold far more units than any other in the top five?
2003 Top Five Selling Albums 2003 Top Five Selling Albums
Graph A Graph B
7 7
5 5
Units Sold
(millions)
4 4
3 3
2
A B C D E
1
Album
A B C D E
Album
12-7
Simple Probability
12-8
Counting Outcomes
20. A bicycle is made with a choice of two seats, three frames, and five
colors.
21. What is the probability of rolling exactly one 6 when two number
12-9
Permutations and Combinations
23. How many 4-digit numbers can you write using the digits 1, 2,
3, and 4 exactly once in each number?
12-10
Probability of Compound Events
For Exercises 24 and 25, pens are drawn from a bag containing
6 red, 8 black, and 4 blue pens. Label each situation as independent,
dependent, or mutually exclusive events. Then find each probability.
24. drawing a red pen, which is replaced, followed by a blue pen
Teacher Signature
Chapter 13
13 Polynomials and Nonlinear Functions
Label each of
the tabs as shown. ⫹ ⫺
s
⫻
tion
c
Fun
13
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 13.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Found Description or
Vocabulary Term Definition
on Page Example
binomial
[by-NOH-mee-uhl]
degree
Found Description or
Vocabulary Term Definition
on Page Example
nonlinear function
polynomial
[PAHL-uh-NOH-mee-uhl]
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
quadratic function
[kwah-DRAT-ink]
trinomial
[try-NOH-mee-uhl]
of its variables.
variable in the .
b. x 2 - 12
-10w 4 is .
8x 3y 7z is + + or .
c. a 2b 5 - 4
term degree The greatest degree is .
So, the degree of the
a 2b 5
polynomial is .
4
d. 2x 2y 2 + 7xy 6
term degree The greatest degree is .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
HOMEWORK
ASSIGNMENT
Page(s): c. x 3y 3 + 4x 4y d. -3mn 4 - 7
Exercises:
9w - 4
(+) w + 5
ORGANIZE IT _______ Align like terms.
Write an example of
adding two polynomials
Add.
with two or three terms
each under the “+” tab.
METHOD 2 Add horizontally.
⫹ ⫺ (9w - 4) + (w + 5)
s
⫻
tion
= + Associative and
c
Fun
Commutative Properties
=
Preparation for
TEKS A.4 The sum is .
Foundations for functions.
= Simplify.
The sum is .
EXAMPLE
w with .
P= Distributive Property
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
P= Simplify.
The perimeter is .
P= Simplify.
⫻
tion
c
Fun
(-1)(3a 2 + ab + b 2) or .
EXAMPLE
= allowance - allowance
= Substitution
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
= Simplify.
ASSIGNMENT
Page(s):
Exercises:
= Simplify.
Preparation for
TEKS A.4
Foundations for functions.
The student understands b. Find (6x - 1)(-2x).
the importance of the skills
required to manipulate
symbols in order to solve (6x - 1)(-2x) = 6x -1 Distributive Property
problems and uses the
necessary algebraic
skills required to simplify = Simplify.
algebraic expressions
and solve equations and
inequalities in problem
situations. (A) Find specific
function values, simplify Check Your Progress Find each product.
polynomial expressions,
transform and solve a. 3(-5m - 2)
equations, and factor as
necessary in problem
situations.
⫻
tion
c
Fun
EXAMPLE
56 = P = 56, =
56 = Distributive Property
or . The answer is .
so it represents a
O x
function.
b. y
line, so it represents
O x
a function.
O x O x
⫻
ct io
the form .
a. y = _
2
x +6
b. 2x + y = 4
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2 25 5 2
+2 -8 +3 +2
4 17 8 4
+2 -8 +3 +4
6 9 11 8
+2 -8 +3 +8
8 1 14 16
As x increases by , As x increases by ,
y decreases by . y increases by a
amount each time. So, this is
So, this is a
function. a function.
3 10 10 4
5 11 9 7
7 13 8 10
9 16 7 13
Page(s):
Exercises:
x -2x 2 (x, y)
b. Graph y = -x 2 - 3.
Make a table of values, plot the ordered pairs, and connect
the points with a curve.
x -x 2 - 3 (x, y)
y
2
-2 -(-2) - 3 =
0 -(0) 2 - 3 = -3
1 -(1) 2 - 3 = -4
a. y = -x 2
y
O
x
b. y = 3x 2 - 8
y
O
x
⫹ ⫺ 0
(0) 3
-_ =
2
s
⫻
tion
(1) 3
1 - _ = -0.5 (1, -0.5)
c
Fun
2
3
-_ =
(2)
2
2
O x
O x
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
STUDY GUIDE
13-1
Polynomials
13-2
Adding Polynomials
13-3
Subtracting Polynomials
(-) 2xy - y
__________
13-4
Multiplying a Polynomial by a Monomial
13-5
Linear and Nonlinear Functions
O x O x
16. y = _
5
x +3
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
17. 18.
x y x y
-3 9 -12 -3
-1 1 -10 -2
0 0 -8 -1
1 1 -6 0
13-6
Graphing Quadratic and Cubic Functions
O x O x
Teacher Signature