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Contents
expressions
• Skill 59 Apply properties of
exponents
YES
ENRICH
Enrichment
For those students who show proficiency on the Are You Ready? Quizzes, provide them with
the appropriate Enrichment worksheets. The worksheets are based on the concepts that will be
taught in the lessons.
Diagnostic Assessment
Number and Quantitative Reasoning
Select the best answer. 9. Round 17.081 to the nearest tenth.
1. Which list contains the first four multiples A 17
of 13? B 17.1
A 13, 130, 1300, 13000 C 17.08
B 13, 16, 19, 22 D 17.8
C 13, 14, 15, 16 10. Which fraction is written in simplest
D 13, 26, 39, 52 form?
2. Which pair of numbers has 7 as its least 121
F ____ H 23
__
11 3
common multiple?
F 7, 21 G 85
__ J 16
__
5 4
G 3, 4 4 to a decimal.
11. Change __
H 14, 28 5
A 0.4 C 0.8
J 1, 7 B 0.45 D 0.85
3. The number 9 is a factor of which of the 12. What is the ratio of AB to BC, in simplest
following numbers? form?
A 3 C 63
A 12 B
B 19 D 109
4. What is the greatest common factor of
8 8
6d 2 and 18d ?
F 6d 2 H 3d 2
D 12 C
G 6d J 3d
5. Which number is not composite?
F 1:1 H 3:2
A 9 C 37
G 2:3 J 4:3
B 21 D 111
13. Which of the following has a unit rate of
6. Find the value of 49 . 17 miles per hour?
F 4 H 24 A 60 miles in 2 hours
G 7 J 98 B 85 miles in 5 hours
7. Which statement is true? C 90 miles in 10 hours
A 8 8 8 8 8 5 8 D 120 miles in 15 hours
B 2 2 2 32 14. Which decimal is equivalent to 22%?
C 5 5 5 5 5 5 55 F 0.2
D 6 6 6 6 64 G 0.22
8. Evaluate 63. H 2.2
F 3 H 108 J 22.0
G 18 J 216
Diagnostic Assessment
Number and Quantitative Reasoning Measurement
15. Write 0.000000082 in scientific notation. 19. Which measurement is the most
A 82 ⫻ 10⫺9 appropriate for the radius of a soccer
ball?
B 82 ⫻ 108
A 4 inches C 1 foot
C 0.82 ⫻ 107
B 18 inches D 3 feet
D 8.2 ⫻ 10⫺8
20. What is the length of the turtle?
16. Which statement is true?
F 0.75 ⬍ 70%
G 6.12 ⬎ 6.16
1 ⫽ 30%
H __
3 1 2 3
3 ⬎ __
J __ 4
5 7
1 in.
F 2___
17. Which number set(s) best classifies the 16
number ⫺5? 1 in.
G 2 __
A natural numbers 4
B whole numbers, integers 3 in.
H 2 __
8
C integers, rational numbers
3 in.
J 2 __
D natural numbers, integers, rational 4
numbers
21. How many liters are in 22,000 milliliters?
18. Identify the point graphed on the number A 220 L
line.
B 22 L
C 2.2 L
–3 –2 –1 0 D 0.22 L
F ⫺1.5
G ⫺2.2
H ⫺2.5
J ⫺3.5
Diagnostic Assessment
Geometry
22. Which of the following represents a ray? 26. Find the measure of angle 1.
F
G
110°
H
1
J
100 90 80 7
S
11 0 80 100 1 0 6
0 70 10
12 12 0
0 60 0 5
13 0 13 0
5 0
40 0
40 0 1
4
14
30 0 1
30 0 160
5
C
10 160 1
5
20 170
20
170
10
T U
F 20° D
G 50°
H 70° 28. What is the sum of the interior angles in
J 130° a quadrilateral?
25. Select the best description for angles F 90°
1 and 2. G 180°
H 360°
2
J 720°
1
Diagnostic Assessment
Geometry
29. Classify the triangle. 33. Which figure is congruent to this
triangle?
22°
18 102° 18
A right C equilateral
B obtuse D isosceles 26
30. Two angles of a triangle are 32⬚ and
110⬚. What is the measure of the third A 9 102° 9
angle?
13
F 218⬚ H 142⬚
26
G 180⬚ J 38⬚
B
31. Given the right triangle below, what is x ? 18 18
78°
10
4 9
x
C 39°
9
A 9.2 18 39°
B 10.8
C 84
D 116 18 39°
F 䉭ABC ⬃ 䉭MNO
G 䉭ABC ⬃ 䉭TRS
H 䉭TRS ⬃ 䉭MNO
J 䉭TRS ⬃ 䉭ONM
Diagnostic Assessment
Geometry
35. Triangle DEF and triangle QRS are 39. Find the circumference.
right triangles. If 䉭DEF is similar to
䉭QRS, and m⬔EFD ⫽ 65⬚, which of the
following angles also has a measure of
65⬚? 18 ft
A ⬔QRS C ⬔QSR
B ⬔RQS D ⬔SQR
36. Find the perimeter of rhombus ABCD.
A 81 C 18
A B B 36 D 9
40. The figure below has a line of symmetry.
Which drawing best shows the
D A C completion of the figure?
16.2 m
F 32.4 m H 262.44
G 64.8 m J 268.96
37. What is the area of a triangle with a
height of 20 meters and a base of 16 F
meters?
20
G
16
Diagnostic Assessment
Geometry Operations
41. Determine the surface area of a 43. What is 224 ⫼ 14?
rectangular prism with height 5 in., A 16
width 7 in., and length 12 in.
B 14
C 12
D 8
44. Find the difference. 18 ⫺ 6.8
F 12.2
G 11.2
H 2.2
A 24 in.2 J 1.2
B 358 in.2 45. Find the product. 0.6 ⫻ 1.5
C 420 in.2 A 0.9
D 840 in.2 B 9.0
42. Determine the volume of a cube with C 9.9
side length 12 ft. D 90
46. Divide. 12.24 ⫼ 2
F 2.05
G 6.12
H 8.24
J 24.40
47. Find the product in simplest form.
F 36 ft3 6 ⫻ __
__ 2
G 144 ft3 7 3
H 864 ft3 6
A __
5
J 1728 ft3 8
B ___
21
4
C __
7
D 1__
2
Diagnostic Assessment
Operations Algebra
7 __
48. Subtract. __ 1 55. Simplify the expression. 2 ⫻ 8 ⫺ 3 ⫺ 6
⫺
9 3 A 7
4
F __ H 1
9 B 4
G 2
__ 1
J 1__ C 1
3 9
D ⫺2
49. What is 5% of 40?
56. Which expression is equivalent to the
A 80 C 8
expression 6 s ⫺ 6 ?
B 20 D 2
F 6s ⫺ 6
50. What is the simple interest on an G s⫺6
investment of $1500 at 5% for 5 years?
H s ⫺ 36
The simple interest formula is I ⫽ Pr t.
J 6s ⫺ 36
F $60
G $375 57. Simplify. 18 ⫺ c ⫹ 9c ⫹ 6
H $3750 A 24 ⫹ 8c 2
J $6000 B 32c
C 24 ⫹ 8c
51. Subtract. ⫺15 ⫺ 3
D ⫺18c ⫹ 15c
A ⫺18
B ⫺12 58. Which equation corresponds to the
statement “the length ᐉ of the rectangle
C 12
is four times the width w ”.
D 18
F w⫽4⫹ᐉ
52. Multiply. 15 ⫺4 G w ⫽ 4ᐉ
F ⫺60 H ᐉ ⫽ 4w
G ⫺11 J ᐉ⫽4⫹w
H 11
59. Simplify. 5x 3 ⭈ 6x 2 ⭈ x
J 60
A 30x 6
53. Simplify. ____64
100
B 11x 7
A
4
___
10
2
C __
5
C 30x 7
D 11x 3
B
4
__
5
4
D __
5 60. Evaluate 16 ⫺ 3s for s ⫽ 5.
54. Evaluate 12 ⫺ 14 ⫺ 6 . F 15
F ⫺32 H 8 G 8
G ⫺8 J 32 H 5
J 1
Diagnostic Assessment
Algebra
9r
61. Divide. ___
3
66. Factor 5x 3 ⫺ 15x 2 completely.
2r 2 F 5x 2
3
9r
A ___
2r G x 2 5x ⫺ 15
2r 3 H 5x 2 x ⫺ 3
B ___
9r 2 J 3x 2 x ⫺ 5
2
C __
9r 67. Factor the polynomial, x 2 ⫹ 5x ⫹ 6,
9r completely.
D __
2 A x ⫹ 6 x ⫹ 1
62. Simplify. 5g g ⫺ 9h B x ⫹ 3 x ⫹ 2
F 6g 2 ⫺ 14gh C x ⫺ 3 x ⫺ 2
G 5g 2 ⫺ 45gh D x ⫺ 6 x ⫹ 1
H 5g 2 ⫹ 5g ⫺ 9h 68. Solve for x. 8x ⫽ ⫺56
J 6g 2 ⫺ 9h F x ⫽ 64
63. Simplify. 9x ⫺ 4y ⫹ 5x ⫺ 2y G x ⫽ 48
A 8xy H x ⫽ ⫺8
B 14x 2 ⫺ 2y 2 J x ⫽ ⫺7
C 14x ⫺ 2 69. Solve the equation. 14c ⫺ 6 ⫽ 22
D 14x ⫺ 6y 7
A c ⫽ __
8
64. What is the product of y ⫹ 2 y ⫺ 8 ? B c⫽2
F y 2 ⫹ 6y ⫺ 16 C c ⫽ 28
G y 2 ⫺ 6y ⫺ 16 D c ⫽ 308
H y 2 ⫺ 6y ⫹ 16
70. What value of x makes this equation
J y 2 ⫹ 6y ⫹ 16
true? 2x ⫹ 18 ⫽ 5x
65. What is the product of 2x ⫺ 4 2x ⫹ 4 ? F x ⫽ ⫺6
A 4x 2 ⫺ 16 G x⫽4
B 4x 2 ⫹ 16x ⫺ 16 H x ⫽ 2.6
C 4x 2 ⫺ 16x ⫹ 16 J x⫽6
D 4x 2 ⫹ 16 2 3
71. Solve for x. x ⫺ __ ⫽ ___
5 10
1
A x ⫽ ___
10
1
B x ⫽ __
5
2
__
C x⫽
3
7
D x ⫽ ___
10
Diagnostic Assessment
Algebra
1bh for h.
72. Solve A ⫽ __ 75. Which is the graph of the function
2 y ⫽ 4x ⫺ 1?
A
___ y
F h⫽ A
2b
G h ⫽ 2Ab
2b
H h ⫽ ___
A 1
x
2A
___
J h⫽ O 1
b
73. Segment CD has endpoints at C 0, 8
and D ⫺2, 4 . Find the midpoint of y
B
segment CD.
A ⫺1, 2
B 1, ⫺3
1
x
O 1
C 1, 4
D ⫺1, 6
74. The graph shown is the solution to which
of the following inequalities? y
C
–7 –6 –5 –4 –3 –2 1
x
O 1
F d⫺6ⱖ1
G 4d ⱕ ⫺24
H 2d ⬍ 12
1 d ⬎ ⫺2
J __
y
3 D
1
x
O 1
Diagnostic Assessment
Algebra
5 x
77. Solve the proportion. __ ⫽ ___ 79. Which ordered pair corresponds to
8 40
point S ?
A x⫽5 C x ⫽ 25
B x ⫽ 10 D x ⫽ 37 y
⫺2 ⫺5 W X
⫺1 ⫺2
0 1 A ⫺3, 3
1 4 B ⫺2, 1
2 7 C 3, 2
G D ⫺3, ⫺2
x y 80. Graph the function y ⫽ x 2 ⫺ 1 for the
⫺2 5 domain of ⫺2, ⫺1, 0, 1, 2 .
⫺1 2 y
0 ⫺1 F
1 ⫺4 1
x
O 1
2 ⫺7
H
x y y
⫺2 7 G
⫺1 4 1
O 1
x
0 1
1 ⫺2
2 ⫺5 y
H
J
1
x
x y O 1
⫺2 ⫺7
⫺1 ⫺4
0 ⫺1 y
1 2 J
2 5 1
x
O 1
Diagnostic Assessment
Algebra Statistics and Data Analysis
2
81. Solve for y. y ⫺ 16 ⫽ 9 83. The table shows Animal Total
A y ⫽ ⫾25 the number and
type of animals Pig 50
B y ⫽ ⫾5 Cow 156
that are on exhibit
C y ⫽ ⫾4 at the 4-H fair. Chicken 28
D y ⫽ ⫾3
Find the Horse 78
82. What value completes the square for the percentage of
expression x 2 ⫺ 6x ⫹ ? animals that are horses.
F 36 A 12% C 50%
G 12 B 25% D 312%
H 9 84. Which statement does not represent the
J 3 data set? 1, 5, 3, 5, 1, 2, 6, 4, 1
F mean ⫽ 4 H mode ⫽ 1
G median ⫽ 3 J range ⫽ 5
85. The runners completing a 10K run were
asked how many days per week they
train. If 200 runners were surveyed, how
many runners said that they train 4 days
per week?
18% 20%
5 days 2 days
22%
40% 3 days
4 days
A 8 runners C 80 runners
B 12 runners D 120 runners
86. Given the graph below, what is f 5 ?
9
8
7
6
5
4
3
2
1
0 1 2 3 4 5 6 7 8 9
F 8 H 4
G 6 J 0
Diagnostic Assessment
Logical Reasoning Probability
87. Which statement can be concluded from 90. Your team uniform consists of one pair
the following? of pants, three shirts, and two vests.
Which tree diagram can you use to help
• If two angles are complementary, both
determine all of the different choices of
angles have measures less than 90⬚.
uniform combinations?
• Angle T and angle U are complementary
Green Vest
angles. White Shirt
F Black Vest
A m⬔T ⬎ 90⬚
B m⬔T ⫹ m⬔U ⬎ 90⬚ Green Vest
Pants Maroon Shirt
Black Vest
C m⬔T ⬎ m⬔U
D m⬔U ⬍ 90⬚
Green Vest
88. Which conditional statement is always White Shirt
G Black Vest
true?
F If two lines intersect, they are Green Vest
Maroon Shirt
perpendicular. Black Vest
G If two angles in a triangle are acute,
the triangle is an obtuse triangle.
Green Vest
Gray Shirt
Black Vest
H If two lines are parallel, the slope of
both lines is the same.
J If a figure is a square, the length of Green Vest
White Shirt
the diagonal is twice the square of the H Black Vest
sum of two side lengths. Green Vest
Pants Maroon Shirt
89. Select the counterexample that makes Black Vest
the statement false. Green Vest
Gray Shirt
n 2 ⬎ n, where n is a real number Black Vest
A n ⫽ ⫺10
Green Vest
1 White Shirt
B n ⫽ ⫺__ J Black Vest
5
1 Maroon Shirt
C n ⫽ __ Pants Green Vest
2 Gray Shirt
D n⫽5
Maroon Shirt
Black Vest
Gray Shirt
Green Vest
Gray Shirt
Black Vest
3⭈2⫽ 7⭈2⫽ 12 ⭈ 2 ⫽ 16 ⭈ 2 ⫽ 25 ⭈ 2 ⫽
3⭈3⫽ 7⭈3⫽ 12 ⭈ 3 ⫽ 16 ⭈ 3 ⫽ 25 ⭈ 3 ⫽
3⭈4⫽ 7⭈4⫽ 12 ⭈ 4 ⫽ 16 ⭈ 4 ⫽ 25 ⭈ 4 ⫽
3⭈5⫽ 7⭈5⫽ 12 ⭈ 5 ⫽ 16 ⭈ 5 ⫽ 25 ⭈ 5 ⫽
Check
List the next four multiples of the number.
14. 4, 8, 12, , , , 15. 9, 18, 27, , , ,
5. 7, 15 6. 16, 96 7. 4, 15 8. 30, 18
Check
Find the least common multiple, or LCM, for the pair of numbers.
13. 9, 6 14. 5, 6 15. 18, 10 16. 15, 50
7. 23 8. 120
9. 19 10. 20
Check
Determine whether the second number is a factor of the first.
13. 32, 7 14. 60, 15 15. 144, 24 16. 40, 6
Check
Find the greatest common factor of each pair of expressions.
4 2
10. 24 and 60 11. 60e f and 24e f 12. 12a 5 and 28a 3
13. 15gh and 8g 2h 14. 12a 3b 2 and 30a 3d 15. 50x 5 and 40x 3
In exercises 5–12, students determine Tell students that a prime number, such as 3,
whether a number is prime or composite, can only be arranged as one set of factors.
and write composite numbers as products. Next, have students shade 6 unit squares, in
as many ways as possible, keeping them in
CHECK the shape of a rectangle.
Determine that students know how to
determine whether a number is prime or
composite.
Students who successfully complete the
Practice on Your Own and Check are
ready to move on to the next skill.
Ask: What arrangements were you able to
COMMON ERRORS make with six squares? (1 ⫻ 6, 6 ⫻ 1,
Students may miss factors of numbers and 2 ⫻ 3, and 3 ⫻ 2). Tell students that a
incorrectly identify the number as being composite number, such as 6, can be
prime. arranged in multiple ways.
Students who made more than 3 errors in Have students shade unit squares
the Practice on Your Own, or who were not representing the numbers 2, 4, 5, 7, 8, and
successful in the Check section, may benefit 9. Ask: Which of the numbers are prime?
from the Alternative Teaching Strategy. (2, 5, and 7) Which of the numbers are
composite? (4, 8, and 9)
Check
Tell whether each number is prime or composite. If the number is
composite, write it as the product of two numbers.
13. 27 14. 13 15. 81 16. 28
Check
Find the square or square root of each number.
2
17. 7 18. 兹25 19. 12 2 20. 兹 100
Understanding
Exponents Writing Exponents Reading Exponents
An exponent tells how many The base is written as a The product of repeated
times a base number (or standard number (or variable). factors is called a power.
5
variable) is used as a factor. The exponent is written as a Read 6 as “6 raised to the
superscript. fifth power” or the “fifth power
of 6.”
Example: Examples: Special cases: The second
In the expression 4 , the
3
6⭈6⭈6⭈6⭈6⫽6 5 and third powers of numbers
2
base, 4, is a factor 3 times or g ⭈ g ⭈ g ⭈ g ⫽ g4 have special names: 7 can
4 ⭈ 4 ⭈ 4. (–5) ⭈ (–5) ⭈ (–5) ⫽ (–5) 3 be read as “7 squared” and
3
9 can be read as “9 cubed.”
4. 8 2 5. (–2) 3 6. p 6
Check
Write each expression as a multiplication of factors.
4
13. 2 14. (–4) 2 15. h 5
7. (–2) 4 ⫹ 3 2 8. 6 2 ⭈ 2 2 9. 8 2 ⫼ 2 4
Check
Find the value of each expression.
3
10. 4 11. (–1) 8 12. 9 squared
4
16. 5 2 ⭈ 10 17. 10 3 ⫼ 5 3 3
18. ___
60
To round a number:
Step 1: Find the place to which you are rounding.
Step 2: Look at the digit immediately to the right of that place.
Step 3: If this digit is greater than or equal to 5, round the digit in the rounding place up 1.
If the digit is less than 5, the digit in the rounding place is unchanged.
Step 4: If you are rounding to a decimal place or to the nearest whole number, drop the
digits to the right of the rounding place. If you are rounding to tens, hundreds, or
any larger place value, fill in zeros as needed.
Example: Round 14.638 to the nearest tenth. Step 1: The digit to be rounded is 6.
Step 2: 3 is to the right of 6.
Step 3: 3 ⬍ 5, so 6 is unchanged.
Step 4: Drop the digits 3 and 8.
Answer: 14.6
Practice on Your Own
Round each number to the indicated place value.
1. 146.3892; hundredth 2. 235.7; whole number 3. 47; tens
10. 412 ⫹ 709 ⫹ 99; hundreds 11. 6.62 ⫻ 1.89; tens 12. 780.5 ⫼ 7.88; tens
Check
Estimate each number by rounding it to the indicated place value.
13. 0.0748; hundredth 14. 1324.8; whole number 15. 18.996; tenth
121
6. ____ 49
7. ___ 24
8. ___
66 56 26
Check
Identify the greatest common factor of the numerator and
denominator of the fractions given.
4 GCF ⫽
9. ___ 4 GCF ⫽
10. __ 15 GCF ⫽
11. ___ 24 GCF ⫽
12. ____
12 9 35 180
13. 15 ⫼
_______ 5 ⫼ 15. 14 ⫼
⫽ ___ 14. _______ ⫽ ___ _______ ⫽ ___
21 ⫼ 18 ⫼ 49 ⫼
32
16. ___ 20
17. ___ 72
18. ___
40 16 81
Copyright © by Holt McDougal.
All rights reserved. 32 Holt McDougal Algebra 1
SKILL Are You Ready?
11 Fractions and Decimals
Teaching Skill 11 Alternative Teaching Strategy
Objective Write a fraction as a decimal. Objective Use equivalent fractions to write
fractions as decimals.
Review with students the different ways
to indicate division. Ask: How would you Point out to students that fractions with
6 as a division problem? (6 divided
read __ certain denominators can be easily written as
8 decimals.
by 8)
Review the following equivalencies:
Review the names of terms in a division 1 6 1 15
___ 0.1; ___ 0.6; ____ 0.01; ____ 0.15
problem. Stress that the numerator is always 10 10 100 100
the dividend, regardless of whether it is Ask: Will it make it easier to write a
smaller or greater than the denominator. fraction as a decimal if you can find an
Review the example. Point out that only equivalent fraction with a denominator of
one zero was needed in the dividend in this 10, 100, etc.? (Yes)
example to complete the division, but more Review with students how to find an
than one may be required for other fractions. 3 . Ask: If you
equivalent fraction. Begin with __
Ask: What happens if the numerator is 5
want to change fifths to tenths, what do
greater than the denominator? (The first
you need to multiply by? (2) What do you
digit of the quotient will not be 0.)
multiply by 2? (You must multiply both the
Ask: What do you do with the whole numerator and the denominator by 2.)
number in a mixed number? (Ignore it, 3 2
_____ 6
___. Ask: What is the decimal form
divide out the fraction part of the number, 5 2 10
and attach the whole back to the final 6 ? (0.6)
of ___
answer.) 10
Repeat the exercise with the fraction ___9.
25
PRACTICE ON YOUR OWN Ask: Can this fraction be written
In exercises 1–8, students write fractions as as tenths? (No) What will the new
decimals using division. denominator be instead? (100)
Work through the problem using the same
CHECK 94 36
Determine that students know how to write a questioning as before: ______ ____ = 0.36.
25 4 100
fraction as a decimal. Point out that this technique only works for
Students who successfully complete the fractions that have denominators which are
Practice on Your Own and Check are ready factors of 10, 100, 1000, etc.
to move on to the next skill. Repeat the activity using the fractions
COMMON ERRORS
11
55
___ ____
20 100
3 75
0.5 5, __ ____ 0.7 5
4 100
Students may use the denominator as 5 625
the dividend, rather than the numerator, and __ _____ 0.62 5.
8 1000
particularly if the denominator is the greater
number.
Students who made more than 2 errors in
the Practice on Your Own, or who were
not successful in the Check section, may
benefit from the Alternative Teaching
Strategy.
9 12 23 1
5. __ 6. ___ 7. ___ 8. 3 __
10 8 10 5
Check
Write each fraction or mixed number as a decimal.
7 3 2
9. __ 10. 11
___ 11. 6 __ 12. __
10 8 20 25
7
13. __ 14. 11
___ 4
15. __ 24
16. ____
8 2 5 100
2 to 3 2:3 2
__
3
Example: Write the ratio of the measures of angle A to angle B in triangle ABC below.
B Step 1: What are the terms of the ratio? angle A and angle B
Step 2: What is the measure of angle A? 65⬚
80° What is the measure of angle B ? 80⬚
65
Step 3: Write the ratio in the order requested: 65 to 80 or 65:80 or ___
65° 35° 80
A C Step 4: Simplify if possible: 13 to 16 or 13:16 or 13
___
60
2. AC to AB
12 13
3. length of shortest leg to hypotenuse
Use the table to write each ratio in simplest fraction form. Cars in the
Parking Lot
5. red cars to black cars 6. red cars to white cars
Red 20
7. red cars to not red cars 8. red cars to total cars Black 43
White 10
Check
Use 䉭DEF to write each ratio three different ways. Write your answers in
simplest form.
E 9. DE to EF
8 8 10. DE to DF
Note: When unit rates involve money, they are also referred to as unit prices.
4. 200 homes in 4 subdivisions 5. 80 miles for 8 gallons of gas 6. $3.75 for 5 pens
7. 18 grams of fat in 4 ounces 8. 150 francs in 25 dollars 9. $5.75 for 100 copies
Check
Find each unit rate.
10. 6000 trees in 20 acres 11. $180 for 4 credit hours 12. 5 km in 20 minutes
13. 960 miles in 12 hours 14. 96 books on 6 shelves 15. $4.00 for 5 rides
Point out that “cent” means hundred. Discuss Ask: What proportion would you set up to
words like century, dollars and cents, etc.
Ask: What does percent mean? (per
write ___
25
12 as a percent? ___12 ⫽ ____
25
?
100
hundred) To solve the proportion, set up the following
12 ⫻
Explain to students that moving a decimal statement: _______ ⫽ ____. Ask: What do
25 ⫻ 100
point 2 places is the same as writing you need to multiply 25 by to get 100? (4)
per hundred since each decimal place If you multiply the bottom of the fraction
represents a multiple of tenths. by 4, what must you multiply the top of
Ask: Which fractions are the easiest to the fraction by? (4)
write as decimals and percents? (fractions Since 12 ⫻ 4 ⫽ 48, the per hundred fraction
with a denominator of 100)
48 . Remind students that another way to
is ____
100
PRACTICE ON YOUR OWN 12
say per hundred is percent. Ask: What is ___
In exercises 1–8, students write fractions and 25
percents as decimals. as a percent? (48%)
In exercises 9–16, students write fractions Repeat this process using the following
and decimals as percents. 2, ___
examples: __ 22 . (40%, 70%, 44%)
7 , ___
5 10 50
CHECK Students should set up a per hundred
Determine that students know how to write proportion for each example and solve using
equivalent fractions, decimals, and percents. the process above.
Students who successfully complete the When you feel comfortable that students
Practice on Your Own and Check are can write fractions as percents using this
ready to move on to the next skill. process, practice writing the percent as a
decimal by moving the decimal point two
COMMON ERRORS places to the left. Use the examples you
Students may move the decimal point in the have already worked.
wrong direction when writing a decimal as a
(48% ⫽ 0.48; 40% ⫽ 0.40; 70% ⫽ 0.70; and
percent.
44% ⫽ 0.44)
Students who made more than 4 errors in
the Practice on Your Own, or who were not
successful in the Check section, may benefit
from the Alternative Teaching Strategy.
17
5. ___ 6. 6% 3
7. __ 8. 150%
20 8
5
13. __ 14. 0.45 6
15. __ 16. 1.25
8 5
Check
Write the equivalent decimal.
17. 97% 4
18. __ 19. 2.5% 11
20. ____
5 100
21. 0.8 2
22. __ 23. 0.055 31
24. ___
5 50
4. 0.00000000859 3
5. 112 __ 61
6. _______
4 100,000
Check
Write in scientific notation.
13. 0.00000000000012 14. 62,500,000,000 12
15. 206 ___
25
Check
Compare. Write ⬍, ⬎, or ⫽.
12. 0.09 1
___ 5
13. __ 9
___ 14. 0.33 30% 6
15. __ 125%
10 8 16 5
4. 11
___ 5. 25 3
6. 112__
12 4
Check
Tell if each number is a natural number, a whole number, an integer,
or a rational number. Include all classifications that apply.
10. ⫺6 11. 24 12. 12.5
5 60
13. 0.0001 14. ⫺__ 15. ___
9 5
–3 –2 –1 0 1 2 3
–6 –4 –2 0 2 4 6
Check
Graph each number on the same number line.
11. ⫺1 12. 1 13. 3.5 14. ⫺2.5 15. 2
–3 –2 –1 0 1 2 3
16. 0.2 17. ⫺0.5 18. ⫺0.6 19. ⫺1.5 20. 1.4
–1 0 1 2
Answer: Ounces and pounds do not make sense, because they are much
too small. An automobile most likely weighs one to two tons, so tons is the
better measure.
5. airplane speed: 3000 mph or 300 mph 6. height of a 6-year old: 5 ft or 2.5 ft
Check
For each object, circle the better measurement.
9. height of a paperback book: 1 ft or 6 in. 10. length of a tropical fish: 6 ft or 6 in.
15. capacity of a water tower: 50,000 gal or 16. distance of a marathon: 26 mi or 2600 yd
50,000 pt
1 2 3
Example: What is the length of the segment shown to the nearest eighth of an inch?
Answer: The smallest tick mark represents ___1 of an inch. The line segment is slightly to the
16
3 mark, so the segment is 2__
left of the ___ 1 inch long, to the nearest eighth of an inch.
16 8
3. 4.
5.
6.
7.
Check
Measure each segment to the nearest eighth of an inch and to the
nearest half of a centimeter.
8. 9.
10. 11.
12.
1 yd 12 yd
Example: Convert 12 feet to yards. 12 ft ____ _____ 4 yd
3 ft 3
Check
Convert each unit of measure.
10. 9.2 meters to centimeters 11. 2.5 hours to minutes 12. 22 pints to quarts
13. 4500 milligrams to grams 14. 56 ounces to pounds 15. 4.5 years to months
Students who successfully complete the Ask: How could you change any of the
Practice on Your Own and Check are segments (edges) to make them rays?
ready to move on to the next skill. (You could extend ONE of the sides without
end.) How could you change any of the
COMMON ERRORS segments to make them lines? (You could
Students may confuse lines and rays or extend both of the sides without end.)
rays and segments because they do not pay Finally, have students count the number of
attention to the arrows and endpoints. faces (6) and then name six planes. (ABCD,
Students who made more than 2 errors in ABGH, ADEH, BCFG, CDEF, and EFGH )
the Practice on Your Own, or who were not Repeat this exercise by pointing to the walls,
successful in the Check section, may benefit edges, and corners of the classroom and
from the Alternative Teaching Strategy. having students identify them as points,
segments, or planes.
Example: Use the diagram to name a point, a segment, a ray, a line, and a plane (if possible).
Answers
C Any one of the following are
_points:
_ A, B, C, or D.
A ᏼ ___› BA___
There are two segments: and BC .
›
There are two rays: BA and BC.
D
There are no lines.
B
There is one plane: ᏼ
Check
Use the diagram to the right to name each of the following.
11. two points and
B Ᏼ
12. a segment A
13. two rays and C
D
14. a line
15. two planes and E ᏸ
16. the plane that contains line CD
Copyright © by Holt McDougal.
All rights reserved. 56 Holt McDougal Algebra 1
SKILL Are You Ready?
23 Name and Classify Angles
Teaching Skill 23 Alternative Teaching Strategy
Objective Name and classify different types Objective Classify different types of angles.
of angles.
Instruct students to take out one clean sheet
Review with students how to name angles. of paper. Have students fold the piece of
Ask: What letter is ALWAYS in the middle paper in half vertically as shown below.
of a three letter angle name? (the letter
defining the vertex) Is it okay to name the
angle using only the letter at the vertex?
(No)
Cover each of the names and measures of
the different types of classifications and the Have students consider the long edge of the
examples. folded sheet of paper. Ask: What kind of
angle is this? (a straight angle)
Ask: How do you know if an angle is acute
or obtuse just by looking at it? (You can Next, have students fold the piece of paper
tell whether it is smaller or bigger than a right sideways as shown below.
angle.)
Discuss the fact that a straight angle can
be thought of as two right angles, side
by side. Ask: Does this make sense Have students consider the angle around the
mathematically? (Yes) Why? (Because corner of the folded paper. Ask: What kind
90 ⫹ 90 ⫽ 180) of angle is this? (a right angle)
Have students complete the practice Finally, have students fold the piece of paper
exercises. diagonally so that the top edge meets the
side edge as shown.
PRACTICE ON YOUR OWN Top angle
In exercises 1–9, students name and classify
different types of angles.
Have students consider the top angle. Ask:
CHECK
What kind of angle is this? (an acute
Determine that students know how to name
angle)
and classify angles.
Have students unfold the piece of paper and
Students who successfully complete the
trace each of the creases that were made by
Practice on Your Own and Check are
folding.
ready to move on to the next skill.
Quarter 2 Quarter 1
COMMON ERRORS
When naming angles, students may name
the angle by the letter of the vertex only. Bottom
Half
Students may confuse the definitions of
acute and obtuse. Instruct students to shade an acute angle in
Students who made more than 2 errors in Quarter 1, a right angle in Quarter 2, and an
the Practice on Your Own, or who were not obtuse angle in the bottom half. (Answers
successful in the Check section, may benefit may vary.)
from the Alternative Teaching Strategy.
7. ⬔ 8. ⬔ 9. ⬔
X G D F A
Y E
Z D C B
Check
Name and classify each angle. P Q R
C
10. Q ⬔ 11. ⬔ 12.
B S T
P ⬔
A
R A
Y
13. E F ⬔ 14. Z ⬔ 15. ⬔
B
X
D C
W
Copyright © by Holt McDougal.
All rights reserved. 58 Holt McDougal Algebra 1
SKILL Are You Ready?
24 Measure Angles
Teaching Skill 24 Alternative Teaching Strategy
Objective Use a protractor to measure Objective Use a protractor to measure
angles. angles.
Draw a large acute angle on the board, Materials needed: multiple copies of a circle
approximately 45⬚. Point to the vertex of the that has a diameter of 6 inches and the
angle and ask: What is this point on the center clearly marked
angle called? (the vertex)
Tell students that they are going to construct
Using a board protractor and the angle you a clock and use a protractor to confirm that
drew, demonstrate each of the steps for their clock is fairly accurate. Give each
measuring an angle. Once you have arrived student a circle.
at a measure, which should be less than
Ask: How many hours are represented on
90⬚, ask: Is the angle I drew smaller than
a clock? (12) How many degrees are in a
a right angle? (Yes) Does the measure I
circle? (360⬚) How many degrees should
arrived at make sense? (Yes) Why? (The
there be between each hour mark on a
angle measure should be less than 90⬚.)
clock? (360⬚ ⫼ 12 ⫽ 30°)
Emphasize that students should always
Have students draw a dotted vertical line
consider whether the measure they found
from the top of the circle, through the center,
makes sense in comparison to a right angle.
to the bottom of the circle. Then have them
Have students look at their protractors. Point draw a horizontal line from the left side of the
out that there are two sets of measures and circle, through the center, to the right side.
that students should be careful to use the Demonstrate on the board.
correct set, depending on which zero they
use to line up the bottom edge of the angle
they are measuring. Ask: If the lines you drew are truly vertical
and horizontal, what should be the
PRACTICE ON YOUR OWN measures of the angles that are formed
In exercises 1–6, students use a protractor by the intersecting lines? (90⬚) Have
to measure angles. students use their protractors to measure
the angles. If the angles are approximately
CHECK
90⬚, move on to the next step. If they are not,
Determine that students know how to use a
have students erase their lines and try again.
protractor to measure an angle.
Instruct students to label 12:00, 3:00, 6:00,
Students who successfully complete the and 9:00.
Practice on Your Own and Check are
Next have students draw a dotted line from
ready to move on to the next skill.
the center of the circle to the upper right side
of the circle, approximately one-third of the
COMMON ERRORS
distance from 12:00 to 3:00. Demonstrate on
Students may use the wrong set of
the board.
measures on the protractor.
Students who made more than 1 error in the
Practice on Your Own, or who were not
Have students use their protractors to
successful in the Check section, may benefit
measure the angle formed. It should be
from the Alternative Teaching Strategy.
approximately 30⬚. Repeat the steps outlined
above, until students have drawn, measured,
and labeled all 12 hours on the clock.
40 0 1
4
14
30 0 1
30 0 160
5
10 160 1
5
side of the angle intersects the protractor;
20 170
20
170
10
Practice on Your Own
Use a protractor to measure each angle.
1. 2. 3.
4. 5. 6.
Check
Use a protractor to measure each angle.
7. 8. 9.
3. adjacent angles 4.
1 complementary angles
2 vertical angles 35° and 55°
supplementary angles
Use the diagram to the right to give an example of each angle pair. F E
5. adjacent angles 6. complementary angles D
G
C
7. vertical angles 8. supplementary angles A B
Check
Circle the better description for each labeled angle pair.
9. 1 10. 2
2
complementary angles complementary angles
adjacent angles 1 adjacent angles
Use the diagram to the right to give an example of each angle pair. T
U
11. vertical angles 12. complementary angles S
P
13. adjacent angles 14. supplementary angles R
Q
In exercises 6–12, students find the Discuss with students the definitions of
measures of angles. corresponding angles, alternate interior
angles, same-side interior angles, and
CHECK vertical angles.
Determine that students know what kind of
Ask students to identify the following:
angles are formed when parallel lines are
cut by a transversal and how to find the • The angle corresponding to ⬔2; (⬔6)
measures of those angles. • a same-side interior angle with ⬔4; (⬔5)
Students who successfully complete the • the angle that is vertical to ⬔2; (⬔4)
Practice on Your Own and Check are
ready to move on to the next skill. • an alternate interior angle with ⬔3; (⬔5).
Using the measurements students found and
COMMON ERRORS the angles identified above, have students
Students may confuse same-side interior make conjectures about what kinds of angles
angles and alternate interior angles. have congruent measures.
Students who made more than 2 errors in Discuss margins of error in measuring if
the Practice on Your Own, or who were not students do not have equal measures where
successful in the Check section, may benefit they should.
from the Alternative Teaching Strategy.
Copyright © by Holt McDougal.
All rights reserved. 63 Holt McDougal Algebra 1
Name Date Class
Parallel line properties: If two parallel lines are cut by a transversal, then:
1. Corresponding angles are congruent;
2. Alternate interior angles are congruent; and
3. Same-side interior angles are supplementary.
Also recall: Vertical angles are congruent and straight angles have measures of 180.
Example: If the measure of ⬔2 above is 118, what is the measure of ⬔6? ⬔4? ⬔3?
Answers: ⬔6 118 (corresponding); ⬔4 118 (vertical); ⬔3 62 (straight)
Check
Name or find the measure of the angle as indicated.
75° f
13. ⬔j is vertical to ⬔ . p
1 2 g
14. ⬔f corresponds to ⬔ .
h k
q
15. ⬔g is a same-side interior angle with ⬔ . 3 4 j
16. ⬔k is an alternate interior angle with ⬔ .
17. The measure of ⬔1 is . 18. The measure of ⬔2 is .
19. The measure of ⬔3 is . 20. The measure of ⬔4 is .
1. 2. 3. 4.
5. 6. 7. 8.
Check
Determine whether each figure is a polygon. If so, name it by its
number of sides. Circle each figure that is a regular polygon.
5. the measure of each interior angle of a regular polygon that has 7 sides
6. the measure of each exterior angle of a regular polygon that has 7 sides
C
7. the value of x in quadrilateral ABCD x°
B 2x°
x°
Check A D
Find the indicated angle measure(s).
8. the sum of the interior angle measures of regular hexagon JKLMNO
9. the measure of each interior angle of regular hexagon JKLMNO
10. the sum of the exterior angle measures of regular hexagon JKLMNO
11. the measure of each exterior angle of regular hexagon JKLMNO
5. 88°
6. 7. 75° 75° 8.
40°
57° 48°
30°
35° 50°
92° 40°
Check
Tell whether each triangle is acute, right, or obtuse.
9. 10. 11. 12.
58°
60° 59°
100°
45°
91°
35° 49° 71° 30°
32°
A
m⬔A ⫹ m⬔B ⫹ m⬔C ⫽ 180⬚
C B
80°
Example: Find the value of x. Answer: 80⬚ ⫹ 70⬚ ⫹ x ⬚ ⫽ 180⬚
x° 70°
150⬚ ⫹ x ⬚ ⫽ 180⬚
x ⬚ ⫽ 180⬚ ⫺ 150⬚
x ⬚ ⫽ 30⬚
62° x° x°
5. 2x ° 2x ° 6. 7. 8.
86°
4x° (x + 20)°
x°
x°
5x ° x° 70°
Check
Find the value of x.
9. 10. 11. 12.
102°
58° 60° x°
45°
x° 3x°
x° x°
2x°
legs b
15
6 6
4. c 5. 12 6. 2
8
6 9 c
4 c
Check
Find the length of the hypotenuse in each right triangle. If the length
is not a whole number, give the answer in simplest radical form.
7. 8. 24 9. 10.
9
c
c 5 40
12 18
c
c
5
5
45°
s s兹2 30°
s兹3 2s
45°
s 60°
s
Example: Find the value of x. Give the answer in simplest radical form.
x
Answer: In a 30⬚-60⬚-90⬚ triangle, the length of the hypotenuse is
twice the length of the shorter leg. So solve: x ⫽ 2(5) or x ⫽ 10. 60°
5
Practice on Your Own
Find the value of x. Give the answer in simplest radical form.
1. 2. 3. 4.
x 60°
3 45° x
7 x x 18 60°
30° 8
5. 6. 7. x 8.
x x
30° 8 4兹2 45°
x
10
12
45°
60°
Check
Find the value of x.
9. x 10. 11. 12. 30°
45° x 9 5.5
60° 20 x
15 x
45°
& + 0 .
(
# &
Check
Determine whether the given triangles are congruent. If they are, explain why.
7. 䉭DEF and 䉭SRT 8. 䉭ABD and 䉭CDB 9. 䉭PRQ and 䉭SQR
%4 2
" #
$ 3 0 3
! $ 1
& 2
Have students read the Similarity Theorem Ask: What should be the ratio of the
and then complete the practice exercises. smaller hypotenuse to the larger
hypotenuse? (1 to 2) Have students use a
PRACTICE ON YOUR OWN ruler to measure and confirm that the ratio is
In exercises 1–6, students determine if 5 to 10 which is the same as 1 to 2.
geometric figures are similar. Explain that since the ratios are all equal, the
sides of the two triangles are proportional
CHECK and the triangles are therefore similar.
Determine that students know how to
determine whether geometric figures are Have students use a protractor to measure
similar. and label each angle (not including the right
angle) of the smaller triangle. Ask: Since
Students who successfully complete the the triangles are similar, what should the
Practice on Your Own and Check are angles of the larger triangle be? (They
ready to move on to the next skill. should be congruent to the corresponding
angles of the smaller triangle.)
COMMON ERRORS
Students may not be able to correctly Repeat the exercise by having students draw
determine if the sides are proportional. two rectangles, one that is 2 by 3 and one
that is 6 by 9.
Students who made more than 2 errors in
the Practice on Your Own, or who were not An extension of this exercise is to have
successful in the Check section, may benefit students explore how the perimeters and
from the Alternative Teaching Strategy. areas of similar figures are related.
Check
Identify which figures appear to be similar.
7. Figure A Figure B Figure C Figure D Answer: and
Students who made more than 2 errors in Repeat this exercise using diagrams of
the Practice on Your Own, or who were not similar rectangles. Be sure to emphasize the
successful in the Check section, may benefit order of the letters each time.
from the Alternative Teaching Strategy.
Check
8. 䉭FGH ⬃ 䉭LMN. m⬔HFG 84. What other angle has a measure of 84?
9. ⵧABCD ⬃ ⵧPQRS. m⬔ABC 80 and m⬔DAB 100.
What is the measure of ⬔PQR?
10. ⵧJKLM ⬃ ⵧDEFG. If you know the values of DF, DG, and JL, for which other
side is it possible to find the length?
11. 䉭CDE ⬃ 䉭HJK. DE 24, JK 3, and CE 64. What is HK?
12. UVWX ⬃ CDEF. WX 9, VW 11, and EF 36. What is DE ?
COMMON ERRORS
Students may not include all sides when
finding the perimeter of a figure.
Students who made more than 1 error in the
Practice on Your Own, or who were not
successful in the Check section, may benefit
from the Alternative Teaching Strategy.
Check
Find the perimeter of each figure.
7. equilateral triangle RST 8. hexagon EFGHJK 9. isosceles trapezoid ABCD
3 &
FT FT ! CM "
% ' CM
IN FT
+ FT
FT $ #
2 4 * FT ( CM
P P P
Area Formulas
Square Rectangle Parallelogram Triangle Trapezoid
b1
h h h
s h
b b b b2
A s2 A bh A bh 1 bh
A __ 1 (b b )h
A __
2 2 1 2
5 in. 8 ft
12 cm 8m
A A A A
5. 6. 7. 6 in. 8. 7m
14 ft 16 ft 3 in.
10 yd 4 in. 4m 5m
5 in.
15 ft
4m
3.5 yd
A A A A
Check
Find the area of each figure.
9. 10. 11. 4 ft 12.
13 cm 6m 4 in. 5 in.
10 ft 6 ft 2 ft
12 cm
11 m 5 in.
17 cm 4 ft
A A A A
Copyright © by Holt McDougal.
All rights reserved. 86 Holt McDougal Algebra 1
SKILL Are You Ready?
38 Find Area in the Coordinate Plane
Teaching Skill 38 Alternative Teaching Strategy
Objective Find the areas of figures in the Objective Find the areas of figures in the
coordinate plane. coordinate plane.
Review with students the definition of area. Materials needed: Grid paper
Ask: Is the definition different when
Some students may find it difficult to work
dealing with the coordinate plane as
with coordinates in the coordinate plane.
compared to dealing with polygons in
It may be simpler for them to count to
general? (No)
determine dimensions of figures for which
Remind students how to correctly plot they are calculating area.
coordinates in the coordinate plane. Then,
Have students draw several sets of x- and
review each of the steps for finding area in
y-axes on a piece of a grid paper. Instruct
the coordinate plane.
them to label the axes 1 through 5 in the
Point out that it is possible to simply positive directions and 1 through 5 in
count the number of square units inside the negative directions. Next, have students
a square or rectangle, but when working plot the following points on one of the sets of
with parallelograms, triangles, circles, and axes: (4, 2), (3, 2), (3, 3) and (4, 3)
trapezoids, students must use area formulas. and connect them to form a rectangle.
Practice with students how to subtract Tell students that rather than subtracting
negative numbers. Stress that it is critical coordinates to find dimensions, they are
to include the negative when working with going to count by placing small dots on the
coordinates of points on the left side of the grid as shown below. Demonstrate on an
y-axis and below the x-axis. Review the overhead transparency. y
example with students. 5
3
PRACTICE ON YOUR OWN Base 7 dots
In exercises 1–6, students find the area of Height 5 dots 1 x
the given polygon. –5 –1 1 5
Area (7)(5) 35
CHECK
Determine that students know how to find –5
the area of a figure in the coordinate plane.
Students who successfully complete the Point out that for some figures, students
Practice on Your Own and Check are must be careful choosing where they count.
ready to move on to the next skill. As an example, have students plot the points
(4, 4), (4, 2) and (5, 2) and connect
COMMON ERRORS them to form a triangle. Then have them find
Students may not add or subtract correctly the area by counting. y
Check
Find the area of each figure.
y y y y
7. 8. 6 9. 30 10.
5
4 20
6
2 10
1 x x x 2 x
–5 –1 1 3 5 –6 –4 2 4 6 –30 –10 10 20 30 –10 –6 –2 2 6 10
–10
–3 –6
–4 –20
–5 –10
–6 –30
C C C C
A A A A
5. 6. 7. 8.
6 20
8 in. 13 m —
π cm —π ft
C C C C
A A A A
Check
Find the circumference and area of each circle. Give your answers in terms of .
9. 10. 11. 12.
8
9 cm 2 ft 12 m —
π in.
C C C C
A A A A
x x x
4. y 5. y 6. y
x x x
Check
Copy the graph and use the line of symmetry to complete the figure.
7. y 8. y 9. y
x x x
s h
s w
s ᐉ
Example: Find the surface area of a rectangular prism with height 2 cm,
width 7 cm, and length 10 cm.
Answer: Since each of the dimensions is given, substitute the values into
the equation for surface area and simplify:
S.A. ⫽ 2ᐉw ⫹ 2ᐉh ⫹ 2wh (with ᐉ ⫽ 10, w ⫽ 7, and h ⫽ 2)
⫽ 2(10)(7) ⫹ 2(10)(2) ⫹ 2(7)(2)
⫽ 140 ⫹ 40 ⫹ 28
⫽ 208 cm
2
1. 2. 3.
5 ft 4 in. 12 m
3 ft 4 in.
8 ft 4 in. 1.5 m
Check
Find the surface area of each solid.
3 cm
7. 8. A rectangular prism with height 2.5 ft, width 8 ft,
9 cm and length 16 ft
14 cm
Volume Formulas
Cube Rectangular Prism
s h
s w
s ᐉ
V ⫽ s3 V⫽ᐉ⭈w⭈h
Example: Find the volume of a rectangular prism with height 2 cm, width
7 cm, and length 10 cm.
Answer: Since each of the dimensions is given, substitute the values into
the equation for volume and simplify:
V ⫽ ᐉ ⭈ w ⭈ h (with ᐉ ⫽ 10, w ⫽ 7, and h ⫽ 2)
⫽ 10 ⭈ 7 ⭈ 2
⫽ 140 cm
3
3 ft 4 in. 1.5 m
8 ft 4 in.
V⫽ V⫽ V⫽
Check
Find the volume of each solid.
3 cm
7. 8. A rectangular prism with height 2.5 ft, width 8 ft,
9 cm and length 16 ft
14 cm
CHECK
8.
Determine that students know how to add,
subtract, multiply, and divide whole numbers.
Students who successfully complete the
Practice on Your Own and Check are
ready to move on to the next skill. ACROSS DOWN
1. 86 ⫻ 122 1. 212 ⫺ 108
COMMON ERRORS 4. 316 ⫹ 218 2. 492 ⫼ 12
Students may incorrectly “rename” when 5. 203 ⫼ 7 3. 245 ⫻ 86
adding or subtracting. 6. 812 ⫺ 92 4. 4216 ⫹ 896
7. 224 ⫼ 14 6. 439 ⫹ 277
Students who made more than 3 errors in 8. 105 ⫺ 37 7. 12 ⫻ 99
the Practice on Your Own, or who were not
successful in the Check section, may benefit Answers: Across 1) 10492; 4) 534; 5) 29;
from the Alternative Teaching Strategy. 6) 720; 7) 16; 8) 68 Down 1) 104; 2) 41;
3) 21070; 4) 5112; 6) 716; 7) 1188
Copyright © by Holt McDougal.
All rights reserved. 97 Holt McDougal Algebra 1
Name Date Class
5. 95 67 6. 125 62 7. 948 12 8. 31 45
Check
Add, subtract, multiply or divide.
13. 27 14. 35 15. 99 16. 9 486
9 7 38
Check
Add or subtract.
9. 2.79 10. 23.0 11. 50.34 12. 1.60
7.42 8.5 37.80 0.99
Check
Multiply.
9. 0.2 ⫻ 0.7 10. 7.9 ⫻ 0.5 11. 2.2 ⫻ 2.2 12. 0.36 ⫻ 6.1
13. 3.5 ⫻ 0.071 14. 96 ⫻ 0.1 15. 4622 ⫻ 100 16. 0.09 ⫻ 10
Check
Divide.
13. 16.8 0.8 14. 4.59 ÷ 0.9 15. 11.2 0.7 16. 0.528 0.6
4 1 4 9 4
5. __ ⫻ __ 6. __ ⫼ 4 7. ___ ⫻ 5 8. 8 ⫼ __
7 4 11 10 3
Check
Multiply or divide. Give your answer in simplest form.
1 1 2 3 5 4 9 1
9. __ ⫻ __ 10. __ ⫼ __ 11. __ ⫻ __ 12. __ ⫼ __
9 2 5 5 8 7 11 11
7 ⫻ __
1 6 3 4
13. ___ 14. __ ⫼ 6 15. __ ⫻ 2 16. 12 ⫼ __
12 7 7 4 5
5 2 7 3 2 5 2 1 5
5. 1__ ⫺ __ 6. __ ⫹ __ 7. 1__ ⫺ __ 8. __ ⫹ __ ⫹ ___
9 9 8 4 3 6 3 6 12
Check
Add or subtract. Give your answer in simplest form.
6 3 8 2 3 1 7 1
9. __ ⫹ __ 10. __ ⫺ __ 11. ___ ⫹ __ 12. ___ ⫺ __
11 11 9 9 14 7 12 4
7 3 7 3 1 3 1 4 3
13. 1__ ⫺ __ 14. ___ ⫹ __ 15. 1__ ⫺ __ 16. __ ⫹ ___ ⫹ ___
8 8 10 5 8 4 5 15 10
Check
Multiply.
11. 0.08 ⫻ 250 12. 0.35 ⫻ 60 13. 0.40 ⫻ 600 14. 0.75 ⫻ 480
Use the formula for simple interest, I ⫽ Prt, to answer the question.
4. What is the simple interest on an investment of $5000 at 2% for 3 years?
5. What is the simple interest on an investment of $1800 at 4% for 2 years?
6. What is the simple interest on an investment of $10,000 at 4% for 5 years?
7. A savings account of $2500 earned $225 simple interest in 3 years. Find the
interest rate.
8. A certificate of deposit in the amount of $25,000 earned $2000 simple interest
in 2 years. Find the interest rate.
Check
Evaluate.
180
9. (1000)(0.05)(4) 10. (2500)(0.04)(5) 11. ________
(6000)(2)
Use the formula for simple interest, I ⫽ Prt, to answer the question.
Students who successfully complete the After students have a good understanding
Practice on Your Own and Check are of adding integers, explain how to use the
ready to move on to the next skill. number line to subtract integers. Have students
use the third and fourth number lines to
COMMON ERRORS practice the following: 8 ⫺ 14 and ⫺2 ⫺ (⫺9).
Students may confuse a subtraction sign Make sure students know to move to the left
with a negative sign. when subtracting positive numbers and to the
right when subtracting negative numbers (the
Students who made more than 2 errors in opposite of when adding).
the Practice on Your Own, or who were not
successful in the Check section, may benefit Have the students make up additional
from the Alternative Teaching Strategy. problems and draw their own number lines.
Copyright © by Holt McDougal.
All rights reserved. 113 Holt McDougal Algebra 1
Name Date Class
5. 20 ⫹ (⫺9) 6. ⫺6 ⫹ (⫺ 5) 7. 6 ⫺ (⫺13) 8. 8 ⫺ 14
Check
Perform each indicated operation.
⫺60
5. ⫺9(⫺7) 6. ⫺18 ⫼ (⫺3) 7. ⫺25(6) 8. ____
4
⫺49 48
9. 13(2) 10. ____ 11. ⫺8(4) 12. ____
⫺7 ⫺16
Check
Perform each indicated operation.
⫺120
17. ⫺4(⫺16) 18. ⫺144 ⫼ 12 19. ⫺3(⫺3) 20. _____
⫺10
1 written
is a perfect square factor.) Is __
7 Remind students that the first step in
in simplest form? (No, because there is a simplifying a radical is to check for perfect
5 squares. If the number inside the radical is
fraction under the radical sign.) Is ___
3 the square of an integer, it can be simplified.
written in simplest form? (Yes, even Write the following problem on the board:
49 7 7 7
2
though there is a fraction, the denominator
does not have a radical in it.)
Ask: Since taking the square root of a
Next, review with students how to simplify number is the inverse of squaring the
radical expressions. Work through each number, what can be said about the
example. Point out that when the expression square root of a number squared? (It is
involves a product or a fraction, it may be equal to the number.)
more convenient to multiply or divide first,
then simplify. Provide the following example: Have students complete the following table.
20 5 . Ask: Is 20 or 5 a perfect square? n n2 n 2 n
(No) If you multiply first, do you get a
perfect square inside the radical? (Yes, 1 1 1 1 2 1
100) Provide a similar example using a 2 4 4 2 2 2
45 ).
fraction (e.g. ___ 3 9 9 3 2 3
5
Have students complete the exercises. 4
5
PRACTICE ON YOUR OWN 6
In exercises 1–8, students simplify radical 7
expressions. 8
9
CHECK
10
Determine that students know how to
simplify radical expressions. Write the problems below on the board.
2
Have students rewrite the problems as n
Students who successfully complete the and then simplify. Remind students that if the
Practice on Your Own and Check are expression is a product, they can simplify
ready to move on to the next skill. each term separately and then multiply.
Likewise, if the expression is a fraction,
COMMON ERRORS
they can simplify the numerator and the
Students may leave a radical expression in
denominator one at a time.
the denominator of a fraction.
81 9 2 9 ;
4 2 4 ;
16
Students who made more than 2 errors in
36 100 6 6, 10 10,
2 2
the Practice on Your Own, or who were not
successful in the Check section, may benefit 6 10 60
9 3 2 __3
from the Alternative Teaching Strategy. 9 ____ ____
___
25 25 5 2 5
兹
4
Example 1: Simplify 兹 81 . Example 2: Simplify 兹25 兹 16 . Example 3: Simplify ___ .
49
Since 81 is a perfect Since both numbers are
兹2 2
兹
4 2
square factor, simplify the perfect squares, simplify then ___ ______
__
49 兹7 7 7
expression to 9. multiply: 兹5 5 兹4 4
5 4 20
兹 81 兹 9 9 9
兹81 兹9 9 9
兹
1
5. 兹100 兹 4 6. 兹2(32) 7. 兹169 8. ____
625
Check
Simplify each expression.
兹___
9. 兹 16 10. 兹81 兹64 11. 兹 49 12. 4
25
兹___
13. 兹2 兹 50 14. 兹144 15. 兹 9 兹 4 16. 9
36
PRACTICE ON YOUR OWN Draw the table below on the board and
In exercises 1–12, students find the absolute instruct students to duplicate it.
value of numbers and expressions. Distance
Expression Simplified
from 0
CHECK
7 ⫺ 4 ( 3 ) (3)
Determine that students know how to find
5 ⫺ 12 ( ⫺7 )
(7)
absolute value.
⫺10 ⫹ 6 ( ⫺4 ) (4)
Students who successfully complete the ⫺1 (1)
Practice on Your Own and Check are 12 (12)
ready to move on to the next skill.
⫺15 (15)
COMMON ERRORS For the first three rows, instruct students
Students may change negative numbers to to complete the second column for each
positive numbers inside the absolute value of the expressions. Then they should use
symbols before performing the indicated number lines to find the distance to zero and
operation. complete the third column. For the last three
Students who made more than 2 errors in rows, have students make up expressions
the Practice on Your Own, or who were not that would result in column 2, and then
successful in the Check section, may benefit complete column 3. (Answers may vary in
from the Alternative Teaching Strategy. column 1.)
–3 0 5 6 ⫽ 6
General rule: The absolute value of any nonzero number is always a positive value.
To evaluate an expression that contains an absolute value:
• Step 1: Evaluate the expression inside the absolute value symbols (as if they were
parentheses).
• Step 2: Take the absolute value of the final result (make it positive).
Example 1: ⫺7 ⫽ 7 Example 2: ⫺14 ⫹ 9 ⫽ ⫺5 ⫽ 5
Example 3: 0.5 ⫽ 0.5 Example 4: 20 ⫺ 23 ⫽ ⫺3 ⫽ 3
Check
Find the absolute value of each expression.
Students who made more than 2 errors in 2) Use the numbers 2, 3, 4, 6, and 10 with
the Practice on Your Own, or who were not one exponent, one set of parentheses, and
successful in the Check section, may benefit one each of ⫹, ⫺, and ⫼ to arrive at a result
from the Alternative Teaching Strategy. of 14. Possible answer: 3 ⫹ 10 ⫼ (6 ⫺ 4).
2
8 ⫺ 6 10 2 ⫼ 5 8⫹4 ⭈ 3⫺6
2 100 ⫼ 5 8 ⫹ 12 ⫺ 6
20 ⫺ 6
20
14
4. 24 ⫼ 3 ⫺ 5 5. (8 ⫹ 10) ⫼ 3 6. 20 ⫹ 1 ⫺ 7
7. 7 2 ⫹ 1 8. 72 ⫼ 2 3 9. 21 ⫹ 15 ÷ 3
Check
Find the absolute value of each expression.
13. (6 ⫹ 10) ⫼ 4 14. 40 ⫺ 4 ⭈ 10 15. 5 ⭈ 10 ⫼ 2
Check
Simplify each expression.
Example 1 7x ⫺ 5 ⫹ 2x ⫹ 15 Example 2 6 ⫹ 2a ⫺ 8b ⫹ 4a ⫺ 11
Reorder: 7x ⫹ 2x ⫺ 5 ⫹ 15 Reorder: 6 ⫺ 11 ⫹ 2a ⫹ 4a ⫺ 8b
Add: 7x ⫹ 2x ⫽ (7 ⫹ 2)x ⫽ 9x Subtract: 6 ⫺ 11 ⫽ ⫺5
Add: ⫺5 ⫹ 15 ⫽ 10 Add: 2a ⫹ 4a ⫽ (2 ⫹ 4)a ⫽ 6a
Single term: ⫺8b
Answer: 9x ⫹ 10 Answer: ⫺5 ⫹ 6a ⫺ 8b
Check
Simplify each expression by combining like terms.
Students who made more than 1 error in the Instruct students to take turns making up
Practice on Your Own, or who were not situations to match the cards they have. As
successful in the Check section, may benefit an extension of the exercise, have students
from the Alternative Teaching Strategy. make flashcards and continue.
Example: Jared must cut 6 lawns over the weekend. Each of the lawns takes
2 hours to cut. Write an equation representing the total time t to cut all 6 lawns.
Answer: Since each lawn takes 2 hours, multiply 2 times the number of
lawns to get the total time: t ⫽ 6(2).
Check
7. Write an expression that represents a number decreased by 6.
8. Tina bought 6 plates and 2 glasses. Each plate costs $6.99, and each glass
costs $22.98. Write an equation representing the total cost C.
9. Joseph opens a checking account with $400. Each month he adds $150 to the
account. Write an equation representing the total amount A in the account at the
end of any given month m.
Copyright © by Holt McDougal.
All rights reserved. 128 Holt McDougal Algebra 1
SKILL Are You Ready?
59 Properties of Exponents
Teaching Skill 59 Alternative Teaching Strategy
Objective Simplify expressions using Objective Simplify expressions using
properties of exponents. properties of exponents.
Review with students the vocabulary at the Some students may benefit from seeing
top of the student page and then the rule for numbers and variables raised to exponents
multiplying variables with the same base. written in expanded form.
2 2 4
Ask: Do the expressions x and y have Write the following on the board: 3 . Ask:
the same base? (No) What is the product How would you write this expression
without an exponent? (3 ⭈ 3 ⭈ 3 ⭈ 3).
2 2 2 2
of x and y ? (x y ) Do you add the
exponents? (No) Why not? (The bases are
Next, write the following on the board:
not the same.)
3 ⭈ 3 . Ask a volunteer to come to the board
4 2
Review with students how to multiply and rewrite the product without using any
expressions that have numbers and exponents. (3 ⭈ 3 ⭈ 3 ⭈ 3 ⭈ 3 ⭈ 3) Ask: How
5
variables. Ask: In the expression 7x , what would you write this in exponential form?
(3 ) Write 3 ⭈ 3 ⫽ 3 ⫽ 3 6 and point out
6 4 2 4⫹2
is the number 7 called? (the coefficient)
that the result is the same.
Emphasize that to find the product of two
7
expressions, multiply the coefficients but add Move on to variables. Write: x . Ask: How
the exponents of those variables that have would you write this expression without
the same base. an exponent? (x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x) Have
the students write the following problem on
Also point out that when a variable does not
their paper: x ⭈ x . Instruct them to rewrite
4 6
have a coefficient, it is understood to be 1.
the problem without using exponents and to
Likewise, when a variable does not have an
simplify their final answer.
exponent, it is understood to be 1.
(x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⭈ x ⫽ x )
10
properties of exponents.
Have students use this technique to simplify
Students who successfully complete the the expressions below. Remind students that
Practice on Your Own and Check are if a variable does not have a coefficient or an
ready to move on to the next skill. exponent, they are understood to be 1.
2x ⭈ 12x (24x ); 5n ⭈ 8n (40n );
5 6 3 7 10
COMMON ERRORS
6p ⭈ p (6p ); 7h ⭈ 7h (49h )
2 4 6 5 5 10
When multiplying variables with exponents,
students may multiply the exponents rather When students are comfortable writing out
than adding them. and simplifying expressions, have them redo
Students who made more than 2 errors in the problems using properties of exponents;
x ⭈x ⫽x
a b a⫹b
the Practice on Your Own, or who were not . Remind students that you
successful in the Check section, may benefit multiply coefficients and add exponents.
from the Alternative Teaching Strategy.
Copyright © by Holt McDougal.
All rights reserved. 129 Holt McDougal Algebra 1
Name Date Class
Check
Simplify each expression.
1 1
7. ⫺7c ⫹ 11 for c ⫽ 3 8. __t ⫹ 5 for t ⫽ 9 9. __m ⫺ 16 for m ⫽ 20
3 2
Check
Evaluate each expression for the given value of the variable.
10. 2n ⫺ 3 for n ⫽ 9 11. x ⫹ 7 for x ⫽ ⫺5 12. 15 ⫺ 3h for h ⫽ 5
1
13. 15 ⫺ 7m for m ⫽ 3 14. ⫺5a ⫺ 9 for a ⫽ ⫺1 15. __y ⫹ (⫺4) for y ⫽ 12
2
9x2 2 8t 5
2f g
4 3
12c 5d 2
5. _______ 6. p qr (3pq) 7. uv (u 3) 8. ________
2 3
6f 2g 3 3c 3d 7
5tuv 2 2w 5z
9. 12hk 12hk 10. ______ 11. 10xyz (y z) 12. ______
2
5tuv 2 18w 4
Check
Multiply or divide.
3x y 2 4 3 4
45p q r
13. 7s 5s t 14. _______ 15. 8bc (b c ) 16. _______
3 3 3
5 2
15xy 9p qr
4 2
100m n 3 3
1 6 56f g
17. _________ 18. 9uw (4u w ) 19. __x y 30x y 20. ______
2 3 2
2 2
60m n 3 5 2
8f g
Students who successfully complete the Demonstrate how to find the same product
Practice on Your Own and Check are ready using the Distributive Property to confirm the
to move on to the next skill. answer.
COMMON ERRORS Repeat this exercise to find the products of
Students may incorrectly distribute a the following monomials and polynomials:
negative sign.
2x(x ⫹ 3); x(3x ⫹ 4); and 2x(3x ⫹ 1)
Students who made more than 3 errors in
Have students confirm their answers each
the Practice on Your Own, or who were not
time using the Distributive Property.
successful in the Check section, may benefit
Answers: 2x ⫹ 6x ; 3x ⫹ 4x ; and 6x ⫹ 2x
2 2 2
from the Alternative Teaching Strategy.
Check
Multiply.
2x( x 6 ) x 10x
2
Check
Simplify each expression.
11. 2x 7x 5y 12. 9a 14b b 7a
PRACTICE ON YOUR OWN there? (6) What is the area of each of the
In exercises 1–10, students multiply binomials. smaller rectangles? (x ⭈ 1 ⫽ x) How many
are there? (11) What is the area of the
CHECK smaller squares? (1 ⭈ 1 ⫽ 1) How many
Determine that students know how to are there? (3) What is the total area of the
multiply binomials. figure? (6x ⫹ 11x ⫹ 3)
2
Students who successfully complete the Demonstrate how to find the same product
Practice on Your Own and Check are ready using the Distributive Property (or FOIL) to
to move on to the next skill. confirm the answer.
COMMON ERRORS Repeat this exercise to find the products of
Students may multiply only the first terms the following pairs of binomials:
and the last terms, rather than distributing.
(2x ⫹ 2)(x ⫹ 3) and (3x ⫹ 2)(2x ⫹ 1)
Students who made more than 2 errors in
Have students confirm their answers each
the Practice on Your Own, or who were not
time using the Distributive Property or FOIL.
successful in the Check section, may benefit
Answers: 2x ⫹ 8x ⫹ 6 and 6x ⫹ 7x ⫹ 2
2 2
from the Alternative Teaching Strategy.
1. (n 6)(n 3) 2. (c 12)(c 5)
5. (u 1)(u 1) 6. (r 6)(r 6)
Check
Find each product.
these terms. O x 3 3x
Have students complete the practice I 3 x 3x
exercises. L339
(x 3)(x 3) x 3x 3x 9
2
Students may forget to include the middle x 12x 36, 9x 12x 4, and
2 2
Students who made more than 2 errors in Finally, have students repeat the exercise for
the Practice on Your Own, or who were not a difference of squares using the following
successful in the Check section, may benefit examples: (x 7)(x 7), (2x 9)(2x 9),
and (10x 3)(10x 3). Answers: x 49,
2
from the Alternative Teaching Strategy.
4x 81, and 100x 9.
2 2
b ⫽3 ⫽9 b ⫽2 ⫽4
2 2 2 2
(3x ⫹ 8)(3x ⫺ 8) ⫽ 9x 2 ⫺ 64
(4x ⫹ 3) 2 ⫽ 16x 2 ⫹ 24x ⫹ 9 (5x ⫺ 2) 2 ⫽ 25x 2 ⫺ 20x ⫹ 4
3. (3p ⫺ 5) 2 4. (m ⫹ 9) 2
5. (5y ⫹ 1)(5y ⫺ 1) 6. (d ⫺ 2) 2
Check
Multiply.
11. (6x ⫹ 4) 12. (2t ⫺ 1) 2
2
Step 1: The largest integer that will divide evenly into 18 and 6 is 6. The largest power of x
2 2
present in both terms is x . So, the GCF is 6x .
2 3 2 2 2
Step 2: Divide 6x out of each term: 18x divided by 6x is 3x and 6x divided by 6x is 1.
Step 3: 18x ⫹ 6x ⫽ 6x (3x ⫹ 1)
3 2 2
1. x ⫹ 6x 2. 3x ⫺ 12 3. 15x 2 ⫹ 5x 4. 7x 2 ⫺ 14
2
5. 6x 2 ⫹ 5x 6. 4x 2 ⫺ 8 7. 12x 2 ⫺ 9x 8. 3x 3 ⫺ 3x
Check
Factor each polynomial.
(x ⫹ 3)(x ⫹ 9) ⫽ x ⫹ 12x ⫹ 27
2
Instruct students to read Step 3. Explain that if
(x ⫹ 6)(x ⫹ 4) ⫽ x ⫹ 10x ⫹ 24
2
the last term in the expression is positive, you
use the same signs (either both ⫹ or both ⫺
Ask: On the left side of the first statement,
depending on the sign of the middle term). If
what is the sum of the two constants?
the last term is negative, use opposite signs.
(7) Where is the 7 on the right side? (the
Instruct students to read Step 4. Explain that coefficient of the middle term) What is the
the factors that go in the last position have product of the two constants? (10) Where
to be two numbers such that their product is the 10 on the right side? (the last term)
equals c (the constant) and their sum equals
Repeat these questions for each of the
b (the coefficient of the middle term).
statements, then ask students to make a
Work through the example. When you get general statement about what the sum of
to Step 4, remind students that they are the two constants should be and what the
looking for the factors of ⫺12 that add up to product of the two constants should be. (The
⫹4. Have students verify that the factors are sum should be equal to the coefficient of the
correct using FOIL to multiply the binomials. middle term and the product should be equal
to the last term.)
Have students complete the practice exercises.
Repeat the exercise using the following
PRACTICE ON YOUR OWN statements:
(x ⫹ 5)(x ⫺ 3) ⫽ x ⫹ 2x ⫺ 15
2
In exercises 1–9, students factor trinomials.
(x ⫺ 7)(x ⫹ 2) ⫽ x ⫺ 5x ⫺ 14
2
CHECK
(x ⫺ 6)(x ⫺ 3) ⫽ x ⫺ 9x ⫹ 18
2
Determine that students know how to factor
trinomials.
Guide students to realize that the general
Students who successfully complete the statement they made works regardless of the
Practice on Your Own and Check are signs.
ready to move on to the next skill.
Present the following problem:
Factor x ⫺ 7x ⫺ 18. Ask: What are the
2
COMMON ERRORS
Students may choose the wrong factors of c factors of 18? (1, 18 and 2, 9 and 3, 6)
or may use the wrong signs in one or both of Explain that since the product of the factors
the binomial factors. must equal ⫺18, one of them should be
negative. Ask: Which set of factors has
Students who made more than 2 errors in a sum of ⫺7 if one of them is negative?
the Practice on Your Own, or who were not (2, ⫺9)
successful in the Check section, may benefit
from the Alternative Teaching Strategy. Write the factored form on the board and
then have students work more problems.
Copyright © by Holt McDougal.
All rights reserved. 145 Holt McDougal Algebra 1
Name Date Class
To factor a trinomial:
Step 1: Set up a product of two ( ) where each will hold two terms. It will look like ( )( ).
Step 2: Find the factors that go in the first positions of each set of ( ).
Step 3: Decide on the signs that will go in each set of ( ).
Step 4: Find that factors that go in the last positions of each set of ( ).
4. x 2 ⫺ x ⫺ 20 5. x 2 ⫹ 2x ⫺ 24 6. x 2 ⫹ 10x ⫹ 21
7. x 2 ⫺ 10x ⫹ 16 8. x 2 ⫺ 8x ⫺ 9 9. x 2 ⫺ 18x ⫹ 45
Check
Factor each polynomial completely.
10. x ⫹ 7x ⫹ 10 11. x 2 ⫺ 11x ⫹ 28 12. x 2 ⫹ 7x ⫺ 30
2
t
5. 4y 12 6. k 9 3 7. p 7 2 8. __ 7
3
x
9. __ 1 10. 5 h 16 11. 12x 24 12. r 2 9
4
Check
Solve.
s
13. 3x 15 14. c 11 1 15. d 9 5 16. __ 5
6
w
17. z 2 17 18. __ 12 19. 10b 120 20. x 99 100
4
CHECK
Determine that students know how to solve 8 4 10 1 6 2 7 5 3 9 1
multi-step equations.
Students who successfully complete the
Answer: Two-step equations are equations
Practice on Your Own and Check are
that like to dance.
ready to move on to the next skill.
COMMON ERRORS
Students may perform an inverse operation
on only one side of the equation.
Students who made more than 2 errors in
the Practice on Your Own, or who were not
successful in the Check section, may benefit
from the Alternative Teaching Strategy.
p
4. __ 3 5 5. 12 9y 20 6. 26 5c 4
4
x
7. 3 __ 2 9
3 8. 5(2n 1) 5 9. 2(h 3) 5h 3
Check
Solve.
d
10. 8x 1 17 11. 3 __ 7 12. 12 6g 14
5
t
13. 18 __ 15 14. 3(x 4) 5 15. 5(z 2) 3z 14
2
4. 1 3t 9 8t 5. x 11 7x 8 6. 3b 5 2b 5
Check
Solve.
10. 15x 1 13x 17 11. 9 4t 2t 1 12. 6y 5 7y 1
1 11 1 3 9 1 11
4. 2x ⫹ __ ⫽ ⫺ __ 5. x ⫺ __ ⫽ ⫺__ 6. __x ⫹ __ ⫽ __
6 6 8 8 4 5 5
1 3 5 9 5
7. ⫺__y ⫹ __ ⫽ __ 8. 6x ⫽ 3x ⫹ ___ 9. 4y ⫽ 9y ⫺ __
2 7 7 25 2
Check
Solve.
5 3 4 10
10. __x ⫹ 11 ⫽ 21 11. __y ⫺ 8 ⫽ ⫺7 12. 5x ⫺ __ ⫽ ___
2 4 7 7
10 5 7 1 3 3
13. y ⫹ ___ ⫽ __ 14. __x ⫺ __ ⫽ __ 15. 8x ⫽ 5x ⫺ __
11 11 5 2 2 8
1
7. A ⫽ __bh; h 8. 2x ⫹ 4 ⫽ 9 ⫺ y ; y 9. 2x ⫹ 5 ⫽ 6y ⫺ 9; x
2
Check
Solve each equation for the indicated variable.
10. y ⫺ 6x ⫽ 11; y 11. V ⫽ ᐍwh; h 12. 7x ⫹ 7y ⫽ 42; x
y2
x 1 x 2 y_______
d (x 2 x 1) (y 2 y 1) M _______
2 2
, 1
2 2
Example: Find the length of the segment with Example: Find the midpoint of the segment
endpoints (4, 3) and (1, 1). with endpoints (4, 3) and (1, 1).
Let (4, 3) be (x 1, y 1) and (1, 1) be (x 2, y 2). Let (4, 3) be (x 1, y 1) and (1, 1) be (x 2, y 2).
d (1 4) (1 3) (5) (2)
2 2 2 2
4 1 3 1 3 4
3
M _______, _____ __, __ __, 2
2 2 2 2 2
25 4 29
M( , ), d M( , ), d
M( , ), d M( , ), d
M( , ), d M( , ), d
Check
Find the length and the midpoint of the segment with the given endpoints.
7. A (2, 1) and B (8, 7) 8. C (0, 2) and D (5, 1)
M( , ), d M( , ), d
9. E (2, 5) and F (1, 2) 10. G (3, 6) and H (1, 2)
M( , ), d M( , ), d
Example 1: Solve x 7 3 and graph its Example 2: Solve 3x 6 and graph its
solution. solution.
3x ___
____ 6
x 7 3 Divide both sides by 3.
3 3
x 7 7 3 7 Add 7 to both sides. x 2 Simplify. Reverse the inequality
x4 symbol since you divided
by a negative number.
Graph the solution (numbers less than 4).
Remember to use an open circle since x 4 Graph the solution (numbers greater than
and shade to the left. or equal to 2). Remember to use a closed
circle and shade to the right.
0 5
0 5
4. b 4 5 5. y 8 14 6. 4t 16
0 5 0 5 0 5
1
7. p 9 5 8. __x 1 9. 5m 15
2
–5 0 –5 0 –5 0
Check
Solve and graph each inequality.
10. x 8 11 11. 10n 70 12. d 3 2
0 5 –5 0 0 5
1y 2 1
13. __ 14. 7x 28 15. __m 2
5 4
0 10 –5 0 0 5
Students who made more than 1 error in the Have students use x- and y-intercepts to
Practice on Your Own, or who were not graph the following equations:
1
successful in the Check section, may benefit y ⫽ 2x ⫹ 4; y ⫽ __x ⫺ 3; and y ⫽ ⫺5x ⫺ 5.
2
from the Alternative Teaching Strategy.
slope (m) ⫽ rise over run (how much the line rises
y-intercept (b) ⫽ where the
vertically from left to right compared to how much it runs
function crosses the vertical (y)
horizontally). If the slope is negative, the line will fall
axis. The point is (0, b).
from left to right, rather than rising.
7 y
Example: Graph the function y ⫽ ⫺__x ⫹ 5
6
Step 1: Place a dot on the y-intercept (0, 5). 4
Step 2: Fall 7 units vertically and then run 6 units to the right. 2 x
Place a second dot at the new location.
Step 3: Draw a line through the two dots. –4 –2–2 2 4
–4
Practice on Your Own
Graph each function.
3 5
1. y ⫽ __x ⫹ 1 y 2. y ⫽ __x ⫺ 4 y 3. y ⫽ ⫺2x ⫹ 3 y
2 6
4 4 4
2 x 2 x 2 x
–4 –2–2 2 4 –4 –2–2 2 4 –4 –2–2 2 4
–4 –4 –4
2
4. y ⫽ x ⫺ 5 y 5. y ⫽ ⫺2 y 6. y ⫽ ⫺__x ⫹ 4 y
5
4 4 4
2 x 2 x 2 x
–4 –2–2 2 4 –4 –2–2 2 4 –4 –2–2 2 4
–4 –4 –4
Check
Graph each function.
7
7. y ⫽ __x ⫺ 5 y 8. y ⫽ ⫺x ⫹ 3 y 9. y ⫽ 2x ⫺ 1 y
4
4 4 4
2 x 2 x
2
x
–4 –2–2 2 4 –4 –2–2 2 4
–4 –2 2 4
–4 –2 –4
–4
y ⫽ 7x ⫺ 5 y ⫽ 3x ⫺ 5
Example 1: Example 2:
y ⫽ 7x ⫹ 9 x ⫹ 3y ⫽ 8
Remember, when an equation is First, rewrite the second equation in slope-intercept
written in the form y ⫽ mx ⫹ b, the form: y ⫽ ⫺__ 1 8
x ⫹ __. The slope of the first line is 3 and
coefficient of x is the slope. 3 3
1 1
the slope of the second line is ⫺__. Since 3 and ⫺__ are
Since the slope of both lines is 7, 3 3
negative reciprocals, the lines are perpendicular.
the lines are parallel.
3x ⫹ 2y ⫽ 5 y ⫺ 5 ⫽ 6x y ⫽ 3x ⫹ 9
4. 5. 6. 1
3y ⫹ 2x ⫽ ⫺3 y ⫺ 6x ⫽ ⫺1 y ⫽ __x ⫺ 4
3
y⫽x⫹3 y⫽6 3y ⫽ ⫺x
7. 8. 9.
y ⫽ ⫺x ⫺ 5 x ⫽ ⫺2 3x ⫽ y
Check
State whether the linear equations in each pair are parallel, perpendicular, or neither.
1
y ⫽ 5 ⫹ 7x 2x ⫹ y ⫽ 5 x ⫽ __y ⫺ 1
10. 11. 12. 3
1
y ⫽ ⫺__x ⫺ 2 2y ⫽ ⫺4x ⫹ 3 2y ⫽ 6x
7
1
y⫽2 y ⫽ __x ⫹ 3 x ⫺ 2y ⫽ 0
13. 14. 4 15.
y⫺7⫽0 2y ⫺ 8x ⫽ 1 y ⫹ 1 ⫽ ⫺2x
9 45 90 x 15 5 30 x
5. ___ ___
x 6. ___ __ 7. ___ __
x 8. ___ __
10 12 4 7 21 7
45 5 1 x 2 8 8 32
9. ___ __
x 10. ___ ___ 11. __ __
x 12. __ ___
x
8 99 33 9 3
Check
Solve each proportion.
3 x 15 5 13 x 66 6
13. __ ___ 14. ___ __
x 15. ___ __ 16. ___ __
x
7 49 30 2 4 12
11 22 6 x 1 x 12 24
17. __ ___
x 18. __ __ 19. ___ ___ 20. ___ ___
x
4 4 5 55 44 5
x y 5x 2 y x y
2 y 5(2) 2 10 2 8 8 2 8
1 y 5(1) 2 5 2 3 3 1 3
0 y 5(0) 2 0 2 2 2 0 2
1 y 5(1) 2 5 2 7 7 1 7
2 y 5(2) 2 10 2 12 12 2 12
1. y 3x 1 2. y 4x 5 3. y x 4. y x 2 3
2
x y x y x y x y
2 2 2 2
1 1 1 1
0 0 0 0
1 1 1 1
2 2 2 2
1 3 1
5. y __x __ 6. y __x 4 7. y (x 2) 8. y (x 2) 2
2
2 2 2
x y x y x y x y
2 2 2 2
1 1 1 1
0 0 0 0
1 1 1 1
2 2 2 2
Check
Generate ordered pairs for each function for x ⫽ ⫺2, ⫺1, 0, 1, 2.
1 1
9. y 4x 3 10. y 3x 10 11. y __x __ 12. y (x 3)
2
2 2
x y x y x y x y
2 2 2 2
1 1 1 1
0 0 0 0
1 1 1 1
2 2 2 2
Copyright © by Holt McDougal.
All rights reserved. 168 Holt McDougal Algebra 1
SKILL Are You Ready?
79 Ordered Pairs
Teaching Skill 79 Alternative Teaching Strategy
Objective Plot ordered pairs on a coordinate Objective Plot ordered pairs on a coordinate
plane. plane to determine what kind of
quadrilateral a four-sided polygon is.
Remind students that all points in the
coordinate plane have two coordinates, an Materials needed: multiple copies of the grid
x-coordinate and a y-coordinate. below with points already plotted
Sketch a coordinate plane on the board. y
Point to the origin and explain that the 8
intersection of the x- and y-axes is called the
6
origin and has coordinates (0, 0).
Explain that the x-coordinate of a point tells 4
how many units to move to the left or right of
the origin. The y-coordinate tells how many 2
units to move above or below the origin. x
Tell students you are going to plot the point –8 –6 –4 –2 2 4 6 8
(3, 4). Place your marker at the origin and –2
draw 3 small hops to the right and then 4
–4
small hops up. Draw a dot at (3, 4). Point out
that you always move horizontally before you –6
move vertically.
Label the four quadrants on the coordinate
–8
plane and review with students where the
Tell students they are going to locate points
x-coordinates are positive (to the right of the
on a coordinate plane to identify four special
y-axis), and where they are negative (to
quadrilaterals.
the left of the y-axis.) Do the same for the
y-coordinates and then work the examples. Review with students how to plot ordered
pairs on the coordinate plane. Emphasize
PRACTICE ON YOUR OWN when to move to the left and/or down.
In exercises 1–12 students plot ordered pairs
on a coordinate plane. Next, write the four ordered pairs on the
board: A(⫺3, 1); B(2, 1); C(2, ⫺4); and
CHECK D(⫺3, ⫺4). Instruct students to locate, label,
Determine that students know how to plot and connect the four points and to name
ordered pairs on a coordinate plane. quadrilateral ABCD. (square)
Students who successfully complete the Repeat the exercise for points E(⫺7, 8);
Practice on Your Own and Check are F(⫺7, 0); G(⫺4, 2); and H(⫺4, 7). (trapezoid)
ready to move on to the next skill. Repeat the exercise for points J(0, ⫺5);
K(⫺4, ⫺7); L(6, ⫺5); and M(2, ⫺7).
COMMON ERRORS (parallelogram)
Students may use the x-coordinate to move
vertically and the y-coordinate to move Repeat the exercise for points N(⫺1, 3);
horizontally. P(⫺1, 7); Q(2, 7); and R(2, 3). (rectangle)
Students who made more than 2 errors in As an extension of this exercise, have
the Practice on Your Own, or who were not students locate and plot points that form a
successful in the Check section, may benefit scalene triangle, an isosceles triangle, an
from the Alternative Teaching Strategy. equilateral triangle, and a right triangle.
Copyright © by Holt McDougal.
All rights reserved. 169 Holt McDougal Algebra 1
Name Date Class
–5
Practice on Your Own Q3 Q4
Graph each point on the coordinate plane provided.
1. A(2, 5) y
10
2. B(⫺3, 1)
3. C(0, ⫺6)
4. D(⫺7, ⫺4) 5
5. E(⫺9, 6)
6. F(8, 0) x
7. G(5, ⫺5) –10 –5 5 10
8. H(⫺8, 1)
9. J(0, 2) –5
10. K(⫺2, ⫺2)
11. L(1, 9)
–10
12. M(4, ⫺1)
Check y
Graph each point on the coordinate plane provided. 5
13. A(0, 4)
14. B(2, ⫺3)
x
15. C(⫺5, 3) –5 5
16. D(4, 2)
17. E(⫺3, 0)
–5
18. F(⫺5, ⫺4)
Copyright © by Holt McDougal.
All rights reserved. 170 Holt McDougal Algebra 1
SKILL Are You Ready?
80 Graph Functions
Teaching Skill 80 Alternative Teaching Strategy
Objective Graph functions on a coordinate Objective Graph quadratic functions.
plane.
Remind students that quadratic functions are
functions with degree 2. Ask: Is y ⫽ x a
2
Remind students that all points in a coordinate
plane have two coordinates, an x-coordinate quadratic function? (Yes) How about
y ⫽ x ⫹ 6? (Yes)
2
and a y-coordinate. Point out that function
tables are one way to generate ordered pairs.
Tell students they are going to graph the
With enough ordered pairs, it is possible to
standard quadratic function, y ⫽ x .
2
sketch the graph of most functions.
Have students complete a function table
Review with students the steps for graphing
for the x-values ⫺2, ⫺1, 0, 1, and 2. Check
functions. Stress that if a specific domain is
student answers.
given, only the ordered pairs generated from
that domain should be plotted. The points x y ⫽ x2 Ordered
should not be connected since there are no Pair
other points in the domain of the function. ⫺2 (⫺2) ⫽ 4
2
(⫺2, 4)
⫺1 (⫺1) ⫽ 1
2
Work through the example with students. (⫺1, 1)
Remind students that when plotting points 0 (0) ⫽ 0
2
(0, 0)
on a coordinate plane, you always move
(1) ⫽ 1
2
1 (1, 1)
horizontally first, then vertically. Also remind
(2) ⫽ 4
2
students that first degree polynomials should 2 (2, 4)
have graphs that are lines, and second Next have students plot the points and connect
degree polynomials should have graphs that them. (The graph should be a parabola with
are parabolas. Have students complete the vertex at (0, 0).) Tells students they have just
practice exercises. graphed the standard parabola.
(2) 3 4 3 1
2
2 (2, 1)
Practice on Your Own
Graph each function for the given domain.
1
1. y __x 3 2. y x 2 3. y (x 1) 2
2
2
D: {4, 2, 0, 2, 4} D: {2, 1, 0, 1, 2} D: {3, 2, 1, 0, 1}
Y Y Y
X X X
n n n n n n n n n
n n n
n n n
n n n
Y Y Y
X X X
n n n n n n n n n
n n n
n n n
n n n
Check
Graph each function. If the domain is given, graph the function for only that domain.
2
7. y __x 1 8. y x 1 9. y (x 2) 2
2
3
D: {6, 3, 0, 3, 6}
Y Y Y
X X X
n n n n n n n n n
n n n
n n n
n n n
Practice on Your Own and Check are board, and then subtract 28 from both sides
ready to move on to the next skill. to get the equation 7x ⫺ 28 ⫽ 0. Ask: Is
2
Students who made more than 2 errors in a difference of squares and the problem
the Practice on Your Own, or who were not can be solved by factoring. Work several
successful in the Check section, may benefit problems similar to the example.
from the Alternative Teaching Strategy.
Copyright © by Holt McDougal.
All rights reserved. 173 Holt McDougal Algebra 1
Name Date Class
x⫽ or x⫽ or x⫽ or
4. 2x 2 ⫹ x 2 ⫽ 3 5. 200 ⫽ 2x 2 6. 10x 2 ⫺ 27 ⫽ 7x 2
x⫽ or x⫽ or x⫽ or
x⫽ or x⫽ or x⫽ or
Check
Solve each equation for the indicated variable.
10. 12x ⫽ 12 11. 6x 2 ⫺ 10 ⫽ 140 12. 19 ⫽ x 2 ⫺ 17
2
x⫽ or x⫽ or x⫽ or
x⫽ or x⫽ or x⫽ or
2 b 2
b
Step1: Add the quantity __ to the Step 2: Write the trinomial as x __ .
2 2
expression.
x 18x
2
Example:
b
Since __ 9, rewrite the expression as
b b 2 2
b 18, so __ 9 and __ (9) 81
2
(x 9) .
2
2 2
x 2 18x 81
4. x 2 10x 5. x 2 22x 6. x 2 3x
Check
Complete the square for each expression. Write the resulting expression as
the square of a binomial.
10. x 6x 11. x 2 16x 12. x 2 5x
2
The table shows the number of baseball players in the Major League,
including pitchers, who have achieved certain batting averages
throughout the regular season. Find each of the following:
4. the percentage of players whose batting average is
under 100 Batting Number of
Average Players
5. the percentage of players whose average is between 0 to 99 209
200 and 299 100 to 199 165
6. the percentage of players whose average is between 200 to 299 638
100 and 399 300 to 399 88
Check
The table shows the number of people in each age group who Age Number
attended a middle school concert. Find each of the following: Group of People
7. the percentage of people whose age is between Under 20 96
20 and 29 20 – 29 30
30 – 39 123
8. the percentage of people whose age is 50 or older
40 – 49 36
9. the percentage of people whose age is under 30 50 and over 15
Students who made more than 2 errors in Write all the data topics on the board and
the Practice on Your Own, or who were not have students select a new set of data to
successful in the Check section, may benefit collect. Repeat the exercise.
from the Alternative Teaching Strategy.
Copyright © by Holt McDougal.
All rights reserved. 179 Holt McDougal Algebra 1
Name Date Class
Check
Find the mean, median, and mode of each data set.
10. 4, 12, 7, 10, 7 11. 15, 10, 15, 25, 10, 15 12. 8, 8, 8, 9, 9, 9
Check
The circle graph shows the grade distribution of students who attended a high school
football game. The total number of students who attended is 250.
5. How many juniors attended the game?
Middle School
6. How many middle school students attended the game? 10% Seniors
22%
Freshmen
19%
7. What percentage of the students who attended the
game were either freshmen or sophomores?
Juniors
8. How many of the students who attended the game were 28%
Sophomores
either freshmen or sophomores? 21%
What is f (8)? 15
Answer: 16 since y ⫽ 16 when x ⫽ 8
10
What is f (4)?
Answer: 6 since y ⫽ 6 when x ⫽ 4
5
What is x such that f (x) ⫽ 8?
x
Look for the x value where y ⫽ 8.
5 10 15 20
Answer: x ⫽ 6
What is x such that f (x) ⫽ 17
Look for the x value where y ⫽ 17.
Answer: x ⫽ 13
Check y
Find each value for the graph of f(x) shown. 20
f (x)
7. f (11) ⫽ 15
8. f (7) ⫽
10
9. What is x such that f (x) ⫽ 16?
5
10. What is x such that f (x) ⫽ 4?
x
5 10 15 20
3. If the sum of two angles is 180 degrees, then the angles are supplementary.
⬔A has a measure of 70⬚ and ⬔B has a measure of 110⬚.
4. If a triangle is an isosceles triangle, then it has exactly two sides of equal length.
䉭DEF is an isosceles triangle with one side of length 8 and the other side of length 13.
5. If the coordinates of a point are both negative, then the point lies in the third quadrant.
The coordinates of point P are (⫺1, ⫺9).
Check
Draw a conclusion from each set of true statements.
6. If a triangle is equilateral, then it is equiangular.
Triangle MNP has sides of length 8, 8, and 8 and an angle with measure 60°.
8. If the product of the slopes of two lines is ⫺1, then the lines are perpendicular.
2 3
Line p has a slope of __ and line q has a slope of ⫺__.
3 2
Conditional Statements
Hypothesis—the if part of Conclusion—the then part of Converse—a statement formed by
a conditional statement a conditional statement interchanging the hypothesis and
the conclusion
Example:
Conditional statement: If a polygon is a pentagon, then it has 5 sides. (True)
Hypothesis: A polygon is Conclusion: It has 5 sides. Converse: If a polygon has 5
a pentagon. sides, then it is a pentagon. (True)
Tell whether the given statement is true or false. Write the converse.
Tell whether the converse is true or false.
3. If a polygon is a triangle, then the sum of the measures of its angles is 180 degrees.
Converse:
Check
Identify the hypothesis and conclusion of each conditional.
5. If two planes intersect, then they intersect in a line.
Hypothesis: Conclusion:
Tell whether the given statement is true or false. Write the converse.
Tell whether the converse is true or false.
n n
n 3 n
3. __ __
n, where n is a real number 4. __ 2n, where n is a real number
3 2
n n
n n
Check
Find a counterexample to show that each statement is false.
1 ___1
7. __
n n 2 , where n is a real number 0 8. n n , where n is a real number
3 2
n n
n
9. __ 5n, where n is a real number 10. 3n 3n, where n is a real number
5
n n
Play
Game
Check
Mark gets to choose a snack when he gets home from
school. He can have plain or chocolate milk to drink,
and either a piece of fruit, popcorn, or peanut butter
sticks to eat. Draw a tree diagram showing all possible
snacks that Mark could choose if he gets only one
drink and one thing to eat.
Snack
Choices
TIME
1 minute (min) ⫽ 60 seconds (sec) 1 year (yr) ⫽ 12 months (mo),
1 hour (hr) ⫽ 60 minutes or about 52 weeks
1 day ⫽ 24 hours 1 year ⫽ 365 days
1 week (wk) ⫽ 7 days 1 leap year ⫽ 366 days
CHAPTER Enrichment
1 All Kinds of Numbers
Complete the crossword puzzle.
2 3 4 5
7 8
10
11
12 13 14 15
16 17
ACROSS DOWN
5 13 1 1
1. __ ___ 1. __ __ one
9 9 2 6
2. 4.8 0.16 3
2. 1 1__
__ 3 two and hundredths
8 5
2 2
6. __ __ seven 3. 12 11.999 one
5 7
7. 1.09 4.2 five and twenty-nine 4. 1.06 11.94
1 3
9. ___ __ tenths 5. 180 12
10 5
1 6
10. 20 0.5 8. __ __ three
2 7
13. 10.29 7.09 three and two 10. 46 4
1 4 2 1
16. __ __ one 11. __ __ one
3 3 5 4
17. 14 22 three hundred and 7 3
12. __ __ one
8 8
14. 0.2 1.5 tenths
15. 158 98
CHAPTER Enrichment
2 Order Up!
Use each number around the edges of the hexagon exactly once to arrive at the
result in the center of the hexagon.
1. 1 2. 1 2
6 2
11 6 8 3
4 3 5 4
11 8
3. 2 4 4. 2 4
12 11 6 12 5 6
10 8 10 8
11 5
5. 1 2 6. 1 2
6 10 3 6 50 3
5 4 5 4
10 50
CHAPTER Enrichment
3 Magic Square
The rows, columns, and diagonals of a magic square all have the same sum.
Create a magic square by solving these equations.
1. 2. 3. 4.
5. 6. 7. 8.
x
1. __ ⫽ 4 2. t ⫹ 7 ⫽ 2 3. ⫺2m ⫽ 12
2
y
4. k ⫺ 10 ⫽ ⫺5 5. ⫺b ⫽ 3 6. 1 ⫽ __
2
t
10. 16 ⫽ ⫺8x 11. ⫺5 ⫽ f ⫺ 4 12. __ ⫽ 2
2
t
13. r ⫽ 6 ⫺ 10 14. y ⫺ 1 ⫽ 6 15. ⫺3 ⫽ ⫺__
2
CHAPTER Enrichment
4 Coordination
Write the letter that corresponds to the coordinate pair in the blank provided to
discover a common mathematical expression.
10 y
Q E C
O
G B W
F
5 J
P S
K O
E
M C H
V x
–5 T 5
–10 L 10
T
R Y M
U
D N –5
O
A R
A
T
Z X
–10
(⫺10, 7) (8, ⫺7) (9, 2) (2, ⫺8) (⫺6, ⫺2) (⫺3, 9) (4, 4) (⫺2, ⫺1)
CHAPTER Enrichment
5 Perfect Numbers
A perfect number is a number which is the sum of its own positive factors (other
than itself). For example, the following numbers are perfect.
6⫽1⫹2⫹3
28 ⫽ 1 ⫹ 2 ⫹ 4 ⫹ 7 ⫹ 14
496 ⫽ 1 ⫹ 2 ⫹ 4 ⫹ 8 ⫹ 16 ⫹ 31 ⫹ 62 ⫹ 124 ⫹ 248
The next perfect number is 8128. What is the fifth perfect number?
To find the answer, solve each equation and write your answer in the blanks provided
at the bottom of the page.
x
1. 7x ⫺ 12 ⫽ 9 2. __ ⫺ 4 ⫽ ⫺3
3
x
3. 25 ⫺ 3x ⫽ 10 4. ⫺2 ⫽ __ ⫺ 3
5
5. 4(2x ⫺ 1) ⫽ ⫺4 6. 7(2 ⫺ x) ⫽ ⫺7
x
7. 25x ⫺ 10x ⫽ 40 ⫹ 5 8. 15 ⫺ __ ⫽ 14
6
, ,
1. 2. 3. 4. 5. 6. 7. 8.
CHAPTER Enrichment
6 Multiply It Out
Evaluate each expression in Column 1 for the value given and match it to the
correct answer in Column 2. Then, write the letter above the corresponding exercise
number to discover a common mathematical property.
Column 1 Column 2
1. x ⫺ 9, for x ⫽ 3 B ⫺8
2. 2m ⫹ 3, for m ⫽ ⫺2 D 8
t
3. __ ⫹ 6, for t ⫽ 10 E 11
2
4. 15 ⫺ 4y, for y ⫽ 3 I –1
5. ⫺3x ⫹ 1, for x ⫽ ⫺3 O ⫺7
5 d
6. __ ⫺ __ , for d ⫽ 3 P ⫺11
2 2
p
7. __ ⫹ 12, for p ⫽ ⫺9 R 3
3
1
8. ⫺6 ⫹ 4x, for x ⫽ ⫺__ S 1
2
a
9. __ ⫺ 10, for a ⫽ 9 T ⫺6
3
10. 7f ⫹ 8, for f ⫽ 0 U 10
c
12. ⫺__ ⫹ 3, for c ⫽ 15 Y 9
5
10 2 6 1 4 2 8 5 1 2 12 3
11 4 9 11 3 4 1 7
CHAPTER Enrichment
7 Fraction, Decimal, and Percent Mania
What did one math book say to the other math book?
To discover the answer, write the equivalent fraction and decimal for each percent.
Then, cross out each answer in the code box. The remaining letters will reveal the
solution.
1. 15% 2. 20%
3. 32% 4. 50%
5. 60% 6. 85%
7. 12% 8. 5%
15. 44%
8 3 3 3 19 11 4 1 17 1 3 7
25 4 20 50 20 25 5 2 20 10 25 20
P E T B A S O N H Y E D
13 18 9 1 2 11 3 3 7 11 1 1
20 25 10 4 5 50 10 5 10 20 20 5
O N I S E H A T I V W A
0.2 0.1 0.6 0.05 0.8 0.5 0.9 0.15 0.55 0.7 0.4 0.65
L E B T P O R E O S H B
0.95 0.35 0.75 0.32 0.44 0.13 0.85 0.72 0.12 0.73 0.3 0.25
D L P A S E T H R M S E
CHAPTER Enrichment
8 The Power of Pi
The irrational number pi is a non-repeating, non-terminating decimal number, 3.14… .
Evaluate each power below and place the last digit of each answer in the blanks
provided to discover the first 20 decimal places of pi.
2
1. 9
6
2. 2
3. 3 2 ⫹ 2 5
4. 25 2
5. 7 2
6. 2 9
7. 4 4
8. 10 2 ⫺ 5 2
9. 7 3
10. 5 4
11. 2 7
12. 9 3
13. 8 3 ⫺ 5 3
14. 13 2 ⭈ 8 0
15. 11 2 ⫹ 8 3
16. 4 2 ⫹ 6 2
17. 3 5
18. 2 2 ⭈ 2 5
19. 3 3 ⭈ 2 5
20. 12 2 ⫺ 2 7
3.
Copyright © by Holt McDougal.
All rights reserved. 202 Holt McDougal Algebra 1
Name Date Class
CHAPTER Enrichment
9 Factoring Fun
What is the Roman numeral MMDCCXLVIII equivalent to in Arabic numerals?
To discover the answer, factor each trinomial. Then, answer the four questions at
the bottom of the page. Place each answer in the blank above the corresponding
exercise number.
1. x ⫺ 6x ⫹ 8 2. x 2 ⫹ x ⫺ 6 3. x 2 ⫺ 5x ⫹ 4
2
4. x ⫹ x ⫺ 2 5. x 2 ⫺ 2x ⫺ 8 6. x 2 ⫹ x ⫺ 12
2
7. x ⫺ x ⫺ 12 8. x 2 ⫺ 3x ⫺ 4 9. x 2 ⫺ 3x ⫹ 2
2
1 2 3 4
CHAPTER Enrichment
10 A Maze of Multiplication
Travel around the maze as you solve each multiplication problem. Each answer will
touch the previous answer. Shade your answers in the grid to discover an amazing
scientific accomplishment. Answers may be written up, down, forwards, backwards,
or diagonally and boxes may be used more than once if needed.
1. x(x ⫹ 3) 11. (x ⫺ 8)(x ⫹ 8)
CHAPTER Enrichment
11 Good Luck Squares
Shade each box that contains a perfect square number. Then, find its positive
square root and shade that box as well.
50 17 31 80 42 99 69 300 18 115 46 91 63
34 87 44 92 79 515 35 103 67 96 55 41 27
CHAPTER Enrichment
12 Experiencing Exponents
Why should you never borrow a dime from a football coach?
To discover the answer, simplify the expressions in Column 1 and 2. Then, match
the answer in Column 1 to the corresponding answer in Column 2 and write the
letter above the corresponding exercise number in the blanks provided.
Column 1 Column 2
1. x x A. 2 3 x 6 x 8
2 6
2. 2x 4x B. xy x 5y 8
5
3. 5x x 2x C. 2x 2 6x 4
2 2
3 4
4. (2x ) E. 2x 2y 2(12xy)
5. 3x 4x
3 3
H. (x 2) 4
3
6. (2x) 2x 9x
2 4
K. (2x 2)
7. x y xy L. 10x 2 x 3
2
N. xy 2 x 2
2 3 3
8. (x y )
2
9. 2x y (6xy )
2 3
Q. (3x 3y 3)
2
10. x y 9xy
5 5
R. (x 2y 2)
11. 10xy 2x
2 3
S. 3xy(x y )
2
12. (2xy)(3xy)(4xy) T. (5x )(4y)
2 3
13. (x y)(3xy ) U. (4x 6) 2
4
14. (xy) W. (3x 2y 2)(4xy 2)
3 2
15. (2x ) (x ) Y. (2x) 3 (3x 2)
2 4 2
8 12 5 15 4 13 12 1 12
15 3 9 15 6 13 9 15 7 11 13
15 10 4 15 14 11 12 14 8 15 5 2
66. H
67. B
68. J
69. B
70. J
71. D
72. J
73. D
74. J
75. C
76. J
77. C
78. H
79. A
80. H
81. B
82. H
83. B
84. F
85. C
86. H
87. D
88. H
89. C
90. H
8. 4, 5, 6 16. 150
16. No 8. composite, 2 ⫻ 6 or 3 ⫻ 4 or 1 ⫻ 12
17. {1, 17} 9. prime
18. {1, 3, 5, 9, 15, 45} 10. prime
19. {1, 2, 4, 5, 8, 10, 16, 20, 32, 40, 80, 160} 11. composite, 11 ⫻ 11 or 1 ⫻ 121
20. {1, 2, 4, 7, 14, 28} 12. prime
1. 4 14. prime
2. 14 15. composite, 9 ⫻ 9 or 1 ⫻ 81
3. 4a 16. composite, 2 ⫻ 14 or 4 ⫻ 7 or 1 ⫻ 28
2
4. x y 17. prime
5. 6a
2 18. composite, 2 ⫻ 9 or 3 ⫻ 6 or 1 ⫻ 18
6. 2x 2y 19. composite, 3 ⫻ 7 or 1 ⫻ 21
SKILL 5 ANSWERS: 9. No
5. composite, 5 ⫻ 5 or 1 ⫻ 25 15. No
6. composite, 2 ⫻ 23 or 1 ⫻ 46 16. No
7. prime
Check 9. 75%
1
9. 1 to 1; 1:1; __ 10. 60%
1
10. 2 to 3; 2:3; 2
__ 11. 30%
3
12. 9%
11. 2 to 7; 2:7; 2
__
7
13. 62.5%
SKILL 13 ANSWERS: 14. 45%
Practice on Your Own 15. 120%
1. 58 miles per hour 16. 125%
2. 260 calories per serving Check
3. $2.50 per hour 17. 0.97
4. 50 homes per subdivision 18. 0.8
5. 10 miles per gallon 19. 0.025
6. 75¢ per pen 20. 0.11
7. 4.5 grams per ounce 21. 80%
8. 6 francs per dollar 22. 40%
9. 5.75¢ per copy 23. 5.5%
Check 24. 62%
10. 300 trees per acre
SKILL 15 ANSWERS:
11. $45 per credit hour
Practice on Your Own
12. 0.25 km per minute
1. 5.4 ⫻ 10
9
13. ⬎
14. ⬎ Exercises 16–20
15. ⬍ –1 0 1 2
3 , 16%, 0.165, __
16. ___ 1, __
1 , 0.22
20 6 5 SKILL 19 ANSWERS:
SKILL 17 ANSWERS: Practice on Your Own
Practice on Your Own 1. 100 yd
1. Rational, Integer, Whole, Natural 2. 6 ft
2. Rational, Integer 3. 1.5 ft
3. Rational, Integer, Whole 1 gram
4. ___
10
4. Rational 5. 300 mph
6. 2.5 ft 3. 48 oz
7. 15 in. 4. 6.5 m
8. 8 oz 5. 36 hr
Check 6. 4 gal
9. 6 in. 7. 3.5 T
11. 25 cm 9. 21 ft
12. 5 ft Check
13. 2 cm 10. 920 cm
14. 30 lbs 11. 150 min
15. 50,000 gal 12. 11 qt
16. 26 mi 13. 4.5 g
14. 3.5 lb
SKILL 20 ANSWERS:
15. 54 mo
Practice on Your Own
1 in.; 3 cm
1. 1__ SKILL 22 ANSWERS:
4
5
__
2. in.; 1.5 cm Practice on Your Own
8
7
__ 1. M, N, O, P, or Q
3. in.; 2.5 cm ‹___› ‹___› ‹___› ‹___›
8
2. Sample answer: MP, PM, NO, or ON
7 in.; 5 cm
4. 1__ _ _ _ _ _ _ _ _
8 3. MN , NM , NP , PN , NO , ON , MP , or PM
5. 4 in.; 10 cm ___› ___› ___› ___› ___›
___› answer: MP, PM, NM, NP, NO,
4. Sample
5 in.; 6.5 cm
6. 2__
8 or ON
7. 6 in.; 15 cm 5. ᐀ or ᐃ
___›
Check 6. ON
1 in.; 4 cm ‹___› ‹___›
8. 1__ 7. Sample answer: MP or PM
2
3
__
9. in.; 1 cm 8. ᐀
8 _ _
3
__
10. in.; 2 cm 9. NO or ON
4
5 10. N
11. __ in.; 1.5 cm
8
1 in.; 13 cm Check
12. 5__
8
11. Sample answer: A, B, C, D, or E
SKILL 21 ANSWERS: _ _ _ _ _
12. Sample
_ _answer: _ CD , DC , CE , EC , CB ,
Practice on Your Own BC , BE , or EB
___› ___› ___› ___› ___›
1. 2.5 yr 13. Sample answer: CB, CD, CE, EB, or BE
‹__› ‹__› ‹___› ‹___›
2. 4 ft 14. Sample answer: BE, EB, CD, or DC
11. ⬔ABC or ⬔CBA; straight 11. TPU & QPR or UPQ & TPR
13. ⬔DEF or ⬔FED; right 13. answers will vary; any two angles that
share the vertex (P) and a side
14. ⬔YXZ or ⬔ZXY; acute
14. UPQ & QPR or UPT & TPR or UPS &
15. ⬔ABC or ⬔CBA; obtuse SPR or TPU & UPQ or TPS & SPQ or
TPR & RPQ
SKILL 24 ANSWERS:
Practice on Your Own SKILL 26 ANSWERS:
2. 90⬚ 1. h
3. 130⬚ 2. a, c
4. 85⬚ 3. h
5. 160⬚ 4. e
6. 28⬚ 5. h
6. 65⬚
Check
7. 115⬚
7. 42⬚
8. 65⬚
8. 150⬚
9. 115⬚
9. 90⬚
Check 2. 135⬚
13. k 3. 360⬚
14. k 4. 45⬚
15. h 4 ⬚
5. 128 __
7
16. g 3 ⬚
6. 51 __
7
17. 105⬚ 7. 67.5
18. 75⬚ Check
19. 105⬚ 8. 720⬚
20. 75⬚ 9. 120⬚
SKILL 27 ANSWERS: 10. 360⬚
Practice on Your Own 11. 60⬚
1. triangle SKILL 29 ANSWERS:
2. not a polygon Practice on Your Own
3. regular pentagon (should be circled) 1. acute
4. not a polygon 2. obtuse
5. not a polygon 3. obtuse
6. octagon 4. right
7. decagon 5. acute
8. quadrilateral 6. right
Check 7. acute
9. not a polygon 8. obtuse
10. quadrilateral Check
11. not a polygon 9. obtuse
12. pentagon 10. right
13. regular hexagon (should be circled) 11. acute
14. dodecagon 12. obtuse
15. decagon
16. not a polygon
SKILL 30 ANSWERS: 3. 8兹 2
Practice on Your Own 4. 9
1. 27 5. 4兹 3
2. 59 6. 4
3. 45 7. 6兹 2
4. 20 20兹3
8. _____
3
5. 36 Check
6. 10 9. 15
7. 37
10. 9兹 3
8. 20
11. 10兹 2
Check 12. 11
9. 32 SKILL 33 ANSWERS:
10. 33
Practice on Your Own
11. 30
1. Yes; ASA
12. 30
2. No
SKILL 31 ANSWERS: 3. Yes; HL
Practice on Your Own 4. Yes; ASA
1. 10 5. Yes; SAS
6. No
2. 17
Check
3. 6兹2
7. No
4. 2兹13
8. Yes; HL
5. 15
9. Yes; SSS
6. 2兹17
SKILL 34 ANSWERS:
Check
Practice on Your Own
7. 13
1. A and D
8. 30
2. B and C
9. 5兹2
3. Yes; corresponding sides are in
10. 41 proportion (1:2)
5. MP 9. 102 cm2
6. 10 10. 66 m2
7. 72 11. 36 ft2
3. 48 in. 7. 30 units2
4. 22 m 8. 16 units2
5. 13 ft 9. 1200 units2
8. 19 ft
9. 34 cm
SKILL 39 ANSWERS: 3. y
100 2
8. C 20 ft; A ____
ft
Check x
6. y
2. y x
Check Check
7. y 7. 390 cm 2
2
8. 376 ft
2
9. 600 in.
x
SKILL 42 ANSWERS:
Practice on Your Own
1. 120 ft 3
3
2. 64 in.
8. y 3. 108 m
3
3
4. 63 m
3
5. 125 in.
x 3
6. 54 cm
Check
7. 378 cm 3
3
8. 320 ft
3
y 9. 1000 in.
9.
SKILL 43 ANSWERS:
Practice on Your Own
x
1. 54
2. 207
3. 74
4. 26
5. 28
SKILL 41 ANSWERS:
6. 187
Practice on Your Own
2
7. 79
1. 158 ft
2
8. 1395
2. 96 in.
2
9. 11
3. 198 m
2
10. 94
4. 158 m
2
11. 1064
5. 150 in.
2
12. 102
6. 90 cm
Check
13. 36
14. 245
Copyright © by Holt McDougal.
All rights reserved. 221 Holt McDougal Algebra 1
Answer Key continued
15. 61 6. 0.1625
16. 54 7. 56.2
17. 150 8. 49.3
18. 31 Check
19. 28 9. 0.14
20. 1624 10. 3.95
1. 5 Check
2. 18 13. 11
9
3. __ 14. 2.3
11
4. ⫺9 15. 10
5. 20 16. 25
6. 8 17. 13
7. 13 18. 0
1
8. ⫺___ 19. 1.1
25
Check 20. 1
9. 4 SKILL 55 ANSWERS:
10. 72
Practice on Your Own
11. ⫺7
1. 3
2
12. __
5 2. 4
13. 10
3. 31
14. ⫺12
4. 3
15. ⫺6
5. 6
1
16. __
2 6. 14
SKILL 54 ANSWERS: 7. 50
1. 15 9. 26
2. 8 10. 43
3. 0.4 11. 0
4. 1.19 12. 4
5. 10 Check
6. 4 13. 4
7. 0.75 14. 0
8. 0.7 15. 25
9. 6 16. 22
10. 7 17. 2
18. 58
SKILL 56 ANSWERS: 8. 0
1. 5x ⫹ 30 10. ⫺9y ⫺ 9
2. 5z ⫺ 35 11. 10 ⫹ 10x
3. 2n ⫺ 4 12. 5 ⫺ 5u
4. 12 ⫹ 4k 13. 13y ⫹ 6x
5. 48 ⫺ 8y 14. 4
6. 6m ⫹ 18 Check
8. 60 ⫺ 3c 16. ⫺3c
17. ⫺3a
2
9. 7q ⫺ 7
10. 55 ⫹ 11t 18. 8.4z
12. 36 ⫺ 9w 20. 8q ⫺ 5r
7. ⫺x
3. ⫺16mn
4. 45p 3q 12. 0
13. ⫺6
5 4
5. 25b c
14. ⫺4
2 2
6. 6x y
5
7. 16z 15. 2
3 2
8. 8d e
SKILL 61 ANSWERS:
9. ⫺18t
2
8
Practice on Your Own
10. w 4 2
7
1. 10m n
11. 22r 2
2 2
2. 4x y
12. 50x y
3. ⫺20a b
4
Check 5
4. ___3
13. 30f
2 2t
14. ⫺27x y f 2
5. ⫺ ___
2
3
4
15. 60h
6. ⫺3p 3q 2r 3
2 2
16. 49a b 4
7. u v
4 2
17. 4p q
4c 2
8. ___
18. ⫺21u v
3
d5
19. g
8
9. 144h 2k 2
20. ⫺16y z
2 2
10. ⫺1
3 2
11. 10xy z
SKILL 60 ANSWERS:
wz
Practice on Your Own 12. ⫺___
9
1. 36 Check
4
2. 28 13. 35s t
3. ⫺3 x
14. ⫺___
5y
4. ⫺27
15. ⫺8b 4c 4
5. 9
3
16. 5pq
6. ⫺2
5mn
7. ⫺10 17. ⫺____
3
8. 8 18. 36u 3w 4
9. ⫺6 19. ⫺10x y
8 2
Check 7
20. __
10. 15 f
11. 2
SKILL 62 ANSWERS: 8. 3p 3 ⫹ 2p 2 ⫹ 8p
9. 13g ⫺ 26g
2 3
Practice on Your Own
10. 5j k ⫹ 5jk ⫹ 4j
3 2 2
1. 16d ⫹ 40
2. m ⫺ m
2
Check
3. 9b ⫹ 9b 11. ⫺5x ⫹ 5y
2
8. n ⫹ n 16. 12c ⫺ 4c
4 2 2
9. 9g ⫹ 3g
2
SKILL 64 ANSWERS:
10. 2e ⫺ 2e
4 3
1. n ⫹ 9n ⫹ 18
2
12. x y ⫹ x y
4 2 6
2. c ⫹ 7c ⫺ 60
2
14. 4y ⫺ 36y
2
5. u ⫺ 1
2
17. w ⫺ w
3 4
8. 24g ⫹ 44g ⫹ 12
2
18. 3g ⫺ 15g
3 2
9. 20z ⫹ 22z ⫺ 16
2
19. p ⫺ 2p ⫹ 5p
3 2
10. 8p ⫺ 22p ⫹ 9
2
20. 3u v ⫹ u v
3 3 2 4
Check
SKILL 63 ANSWERS: 11. x ⫹ 11x ⫹ 28
2
12. 2w ⫺ 12w ⫺ 54
2
Practice on Your Own
1. 12m ⫺ 2n 13. p ⫹ 10p ⫹ 25
2
2. ⫺2x ⫹ 8y 14. 4t ⫺ 49
2
5. 24t ⫺ 9t
2
6. r s ⫹ 6rs ⫹ 5rs
2 2
7. 15f ⫺ 5f ⫹ 5
2
6. d ⫺ 4d ⫹ 4 17. x (10x ⫺ 1)
2 2
8. 100 ⫺ 9h 19. x (x ⫹ 1)
2 2
9. a ⫺ 64 20. 2x (x ⫺ 3)
2 2 2
10. 4z ⫺ 1
2
SKILL 67 ANSWERS:
Check
Practice on Your Own
11. 36x ⫹ 48x ⫹ 16
2
1. (x ⫹ 4)(x ⫹ 1)
12. 4t ⫺ 4t ⫹ 1
2
2. (x ⫹ 5)(x ⫺ 2)
13. u ⫺ 9
2
3. (x ⫺ 1)(x ⫺ 3)
14. 9h ⫺ 25
2
4. (x ⫹ 4)(x ⫺ 5)
15. y ⫹ 14y ⫹ 49
2
5. (x ⫹ 6)(x ⫺ 4)
16. q ⫺ 36
2
6. (x ⫹ 3)(x ⫹ 7)
SKILL 66 ANSWERS: 7. (x ⫺ 2)(x ⫺ 8)
2. 3(x ⫺ 4) Check
3. 5x(3x ⫹ 1) 10. (x ⫹ 2)(x ⫹ 5)
4. 7(x ⫺ 2) 11. (x ⫺ 4)(x ⫺ 7)
2
9. x (5x ⫹ 1)
2
10. 3x (x ⫺ 2)
2
SKILL 68 ANSWERS: 8. n ⫽ 0
9
Practice on Your Own 9. h ⫽ ⫺__
7
1. m ⫽ 14 Check
2. h ⫽ ⫺18 10. x ⫽ 2
3. x ⫽ 9 11. d ⫽ ⫺20
13
4. b ⫽ 10 12. g ⫽ ___
3
5. y ⫽ ⫺3 13. t ⫽ 6
7
6. k ⫽ ⫺12 14. x ⫽ ⫺__
3
7. p ⫽ 5 15. z ⫽ 3
8. t ⫽ 21
SKILL 70 ANSWERS:
9. x ⫽ ⫺4
Practice on Your Own
10. h ⫽ 11
1. y ⫽ 3
11. x ⫽ 2 5
2. m ⫽ ⫺__
12. r ⫽ ⫺7 4
3. x ⫽ ⫺1
Check
4. t ⫽ 2
13. x ⫽ 5 1
5. x ⫽ ⫺__
2
14. c ⫽ 12
6. b ⫽ 0
15. d ⫽ ⫺4 1
7. k ⫽ __
4
16. s ⫽ ⫺30
8. x ⫽ 3
17. z ⫽ ⫺15
9. a ⫽ ⫺1
18. w ⫽ 48
Check
19. b ⫽ ⫺12
10. x ⫽ 8
20. x ⫽ 1 5
11. t ⫽ __
3
SKILL 69 ANSWERS: 12. y ⫽ ⫺6
Practice on Your Own 13. p ⫽ 2
1. x ⫽ 4 14. b ⫽ ⫺4
1
2. m ⫽ 6 15. x ⫽ ⫺__
2
3. t ⫽ 15
SKILL 71 ANSWERS:
4. p ⫽ ⫺8
8 Practice on Your Own
5. y ⫽ __
9 1. x ⫽ 18
6. c ⫽ 6
2. x ⫽ ⫺42
7. x ⫽ ⫺15
3. y ⫽ 1
Copyright © by Holt McDougal.
All rights reserved. 230 Holt McDougal Algebra 1
Answer Key continued
4. x ⫽ ⫺1 SKILL 73 ANSWERS:
1
5. y ⫽ ⫺__ Practice on Your Own
4
8
6. x ⫽ __ 7
1. M ⫽ (__, 5); d ⫽ 5
9 2
4
7. y ⫽ ⫺__ 1
7 2. M ⫽ (2, __); d ⫽ 兹13
2
3
8. x ⫽ ___ 5 9
25 3. M ⫽ (⫺__, __); d ⫽ 5兹2
2 2
1
9. y ⫽ __ 4. M ⫽ (0, 1); d ⫽ 4兹 5
2
3
Check 5. M ⫽ (⫺3, ⫺__); d ⫽ 兹 29
2
10. x ⫽ 4 3
6. M ⫽ (⫺2, ⫺__); d ⫽ 5
2
4
11. y ⫽ __ Check
3
2
12. x ⫽ __ 7. M ⫽ (5, 3); d ⫽ 10
5
5 1
5 8. M ⫽ (__, __); d ⫽ 兹 34
13. y ⫽ ⫺__ 2 2
11
1 7
10 9. M ⫽ (⫺__, ⫺__); d ⫽ 3兹2
14. x ⫽ ___ 2 2
7
10. M ⫽ (2, ⫺4); d ⫽ 2兹 5
1
15. x ⫽ ⫺__
8
SKILL 74 ANSWERS:
SKILL 72 ANSWERS:
Practice on Your Own
Practice on Your Own
1. x ⱖ 5
0 5
1. y ⫽ 15 ⫺ 3x
2. n ⬍ 2
2. y ⫽ 3x ⫹ 5 0 5
I 3. y ⱕ ⫺6
3. t ⫽ __
pr –5 0
4. y ⫽ 4 ⫺ x 4. b ⬍ ⫺1
V 0 5
5. h ⫽ ____2
r 5. y ⬎ 6
6. y ⫽ 2 ⫹ 3x 0 5
2A
7. h ⫽ ___ 6. t ⱖ 4
b 0 5
8. y ⫽ 5 ⫺ 2x 7. p ⬎ ⫺4
–5 0
9. x ⫽ 3y ⫺ 7
8. x ⬍ ⫺2
–5 0
Check
9. m ⱕ ⫺3
10. y ⫽ 11 ⫹ 6x –5 0
V Check
11. h ⫽ ___
ᐍw
10. x ⱕ 3
12. x ⫽ 6 ⫺ y 0 5
13. y ⫽ 11 ⫺ 4x 11. n ⬎ ⫺7
–5 0
14. y ⫽ 3x ⫺ 12
12. d ⱖ 1
0 5
15. y ⫽ ⫺4x ⫹ 3
Copyright © by Holt McDougal.
All rights reserved. 231 Holt McDougal Algebra 1
Answer Key continued
13. y ⬍ 10 y
0 10 5.
14. x ⱖ ⫺4 4
–5 0
2 x
15. m ⬍ 8
0 5 –4 –2–2 2 4
SKILL 75 ANSWERS: –4
Practice on Your Own
1. y y
6.
4 4
2 x 2 x
–4 –2–2 2 4 –4 –2–2 2 4
–4 –4
2. y Check
4 7. y
2 x 4
–4 –2–2 2 4 2 x
–4 –4 –2–2 2 4
–4
3. y
8. y
4
2 x 4
2 x
–4 –2–2 2 4
–4 –4 –2–2 2 4
–4
4. y
9. y
4
2 4
x 2 x
–4 –2–2 2 4
–4 –2–2 2 4
–4
–4
1. perpendicular 14. x ⫽ 10
2. parallel 15. x ⫽ 26
12
3. perpendicular 16. x ⫽ ___
11
4. neither 17. x ⫽ 8
15
5. parallel 18. x ⫽ ___
2
4
__
6. neither 19. x ⫽
5
7. perpendicular 20. x ⫽ 10
8. perpendicular SKILL 78 ANSWERS:
9. perpendicular
Practice on Your Own
Check 1. 2.
x y x y
10. perpendicular
⫺2 ⫺5 ⫺2 13
11. parallel ⫺1 ⫺2 ⫺1 9
0 1 0 5
12. parallel
1 4 1 1
13. parallel 2 7 2 ⫺3
14. neither
3. x y 4. x y
15. perpendicular
⫺2 4 ⫺2 1
SKILL 77 ANSWERS: ⫺1 1 ⫺1 ⫺2
0 0 0 ⫺3
Practice on Your Own 1 1 1 ⫺2
2 4 2 1
1. x ⫽ 10
2. x ⫽ 8 5. x y 6. x y
3. x ⫽ 80 ⫺2 0.5 ⫺2 5
⫺1 1 ⫺1 4.5
4. x ⫽ 20 0 1.5 0 4
5. x ⫽ 50 1 2 1 3.5
2 2.5 2 3
6. x ⫽ 30
7 7. 8.
7. x ⫽ __ x y x y
3
8. x ⫽ 10 ⫺2 0 ⫺2 16
8 ⫺1 1 ⫺1 9
9. x ⫽ __ 0 4 0 4
9
1
__ 1 9 1 1
10. x ⫽
3 2 16 2 0
11. x ⫽ 36
12. x ⫽ 12
Check Check
Numbers 13–18 are plotted by letters.
9. x y 10. x y
y
⫺2 ⫺5 ⫺2 ⫺4
⫺1 ⫺1 ⫺1 ⫺7 5
A
0 3 0 ⫺10 C
1 7 1 ⫺13 D
2 11 2 ⫺16 x
E
11. x y 12. x y –5 5
⫺2 ⫺1.5 ⫺2 25
⫺1 ⫺1 ⫺1 16 F B
0 ⫺0.5 0 9 –5
1 0 1 4
2 0.5 2 1
SKILL 80 ANSWERS:
SKILL 79 ANSWERS:
Practice on Your Own
Practice on Your Own
1. Y
Numbers 1–12 are plotted by letters.
y
10
L X
n n n
n
E A n
5
n
J
H B
F x 2. Y
–10 –5 5 10
M
K
X
D
–5 n n n
G n
C
n
n
–10
3. Y
X
n n n
n
n
n
4. y 9. y
6 6
4 4
2 2
x x
–6 –4 4 6 –6 –4 –2 2 4 6
–2 –2
–4
–6 –6
5. y SKILL 81 ANSWERS:
6
4 6. x ⫽ 3 or ⫺3
2
x 7. x ⫽ 15 or ⫺15
–6 –4 –2 2 4 6
–2 8. x ⫽ 5 or ⫺5
–4
9. x ⫽ 6 or ⫺6
–6
Check
Check
10. x ⫽ 1 or ⫺1
7. Y
11. x ⫽ 5 or ⫺5
12. x ⫽ 6 or ⫺6
X
13. x ⫽ 2 or ⫺2
n n n
n
14. x ⫽ 10 or ⫺10
n
n
15. x ⫽ 20 or ⫺20
SKILL 82 ANSWERS:
8. y
6
Practice on Your Own
4
1. 16; (x ⫹ 4)
2
x
2. 36; (x ⫺ 6)
2
–6 –4 –2 2 4 6
–2
1 1 2
3. __; x ⫹ __
–4 4 2
–6 4. 25; (x ⫺ 5) 2
5. 121; (x ⫺ 11)
2
9
3 2
6. __; x ⫺ __
4 2
Copyright © by Holt McDougal.
All rights reserved. 235 Holt McDougal Algebra 1
Answer Key continued
81
9 2
9. ___; x ⫹ __
4 2 7. mean ⫽ 7; median ⫽ 6; mode ⫽ 5
10. 9; (x ⫹ 3)
2 9. mean ⫽ 27; median ⫽ 25; mode ⫽ none
11. 64; (x ⫺ 8)
2
Check
25
5 2
12. ___; x ⫹ __
4 2 10. mean ⫽ 8; median ⫽ 7; mode ⫽ 7
13. 100; (x ⫺ 10) 2 11. mean ⫽ 15; median ⫽ 15; mode ⫽ 15
51
14. 1; (x ⫹ 1) 12. mean ⫽ ___ ⫽ 8.5; median ⫽ 8.5;
2
6
2
49 7
15. ___; x ⫺ __ mode ⫽ 8 and 9
4 2
SKILL 83 ANSWERS: 13. mean ⫽ 6; median ⫽ 5.5; mode ⫽ none
41
14. mean ⫽ ___ 5.9; median ⫽ 5;
Practice on Your Own 7
mode ⫽ 5
1. 28%
15. mean ⫽ 20; median ⫽ 18; mode ⫽ none
2. 30%
3. 23% SKILL 85 ANSWERS:
Check 3. 84%
7. 10% 4. 504
8. 5% Check
9. 42% 5. 70
6. 25
SKILL 84 ANSWERS:
7. 40%
Practice on Your Own
8. 100
1. mean ⫽ 8; median ⫽ 7; mode ⫽ 7
22 SKILL 86 ANSWERS:
2. mean ⫽ ___ 3.1; median ⫽ 3;
7
mode ⫽ 4 Practice on Your Own
39
3. mean ⫽ ___ ⫽ 6.5; median ⫽ 6.5; 1. 7
6
mode ⫽ none 2. 1
4. mean ⫽ 5.25; median ⫽ 5.5; mode ⫽ 4 3. 19
and 6
4. 10
5. 2 4. True
Converse: If two angles are congruent,
6. 12
then they are right angles.
Check False
7. 16 Check
8. 8 5. Hypothesis: two planes intersect;
Conclusion: they intersect in a line.
9. 11
6. True
10. 5
Converse: If two angles are congruent,
SKILL 87 ANSWERS: then they are vertical.
False
Practice on Your Own
7. True
1. Figure ABCD has 4 sides. Converse: If a parallelogram is a
rhombus, then the diagonals of the
2. Angle ABC and angle CBD share a
parallelogram are perpendicular.
common vertex.
True
3. ⬔A and ⬔B are supplementary.
SKILL 89 ANSWERS:
4. The third side of 䉭DEF has length 8 or
13. Practice on Your Own
5. Point P lies in the third quadrant. 1. any real number other than 0, 1, or 2 are
all counterexamples
Check
2. any negative number
6. The other two angles of triangle MNP
have measures of 60 degrees. 3. n ⫽ 3
7. The measure of ⬔HJK is greater than 4. any negative number or 0
90 degrees. 5. n ⫽ ⫺1
8. Lines p and q are perpendicular. 6. any fraction such that ⫺1 ⬍ n ⬍ 1,
1 , __
e.g. __ 1 , __
1 , . . . __ 3 , __
2 , __ 5, . . .
SKILL 88 ANSWERS:
2 3 4 3 4 6
Practice on Your Own Check
1. Hypothesis: a triangle is a right triangle; 7. n ⫽ 1
Conclusion: the sum of its acute angles 8. any negative number or any positive
is 90 degrees. fraction such that 0 ⬍ n ⬍ 1
2. Hypothesis: two lines are parallel to 9. any negative number or 0
a third line; Conclusion: the lines are
parallel to each other 10. n ⫽ 0
3. True
Converse: If the sum of the measures of
a polygon’s angles is 180 degrees, then
the polygon is a triangle.
True
SKILL 90 ANSWERS:
Check
Fruit
Plain Popcorn
Peanut Butter Sticks
Snack
Choices
Fruit
Chocolate Popcorn
Peanut Butter Sticks
2. (1 ⫹ 4) ⫼ 5 ⫹ 6 ⫺ 3 ⫽ 8
2 12. 0, V
3. (10 ⫺ 6) ⫹ 12 ⫼ 4 ⫺ 8 ⫽ 11
2 Distributive Property
50 17 31 80 42 99 69 300 18 115 46 91 63
34 87 44 92 79 515 35 103 67 96 55 41 27