Developmental Math Ii: Lab Manual For MAT0022C/MAT0028C

DEVELOPMENTAL
MATH II
Lab Manual for MAT0022C/MAT0028C
Table of Contents
Topic (Learning Outcomes)
Type
Page
Activity
Activity
Activity
Review
Activity
Activity
Review
Activity
Review
12
34
56
7
9
1112
13
1516
17
Activity
Review
Game
19
21
Activity
Activity
Activity
Activity
Review
Game
23
25
27
29
31
33
Activity
Activity
Activity
Activity
Activity
Review
Game
3540
4145
4753
5556
57
5960
6162
Activity
Activity
Activity
Review
Review
Review
Review
Review
Review
Game
63
65
6770
71
73
75
77
79
81
8384
Activity
Review
Game
8586
8788
89
Activity
Review
Game
9192
93
94
Activity
Review
9596
97
Activity
99101
Integers, Fractions, Decimals, Percent
How Much Open Space is Left?

Baseball and Fractions
The Wise Man Said
Fraction Review
Where is the Point in This?
Credit Card Headaches
Decimal Review
Yes, I know that I owe you $13
Signed Numbers Review
Exponents (MDECU2)
The Unhappy Exponents
Exponents Review
Exponent JEOPARDY!
Factoring (MDECU4, 5)
Solving Equations by factoring

This instructor is trying to make me think again!
Crossnumber factoring
Factoring Expressions
Factoring Review
Factoring Bingo
Graphing (MDECU6, 13, 14)
You mean a graph is just the answer to an equation!!!

Which Way Do I Go?
Modeling and Interpreting RealWorld Data
Is the leaning tower of Pisa a positive slope?
Graphing Matching Cards
Graphing Review
Battleship
Linear Equations (MDECU7, 8, 15, 19)
Karl Said What?

Building Corrals for my wild mustangs!!!
Fun with calendars
Equation Review
Linear Equation Review
Word Problems using whole numbers
Word Problems using fractions
Word Problems using percentages
Word Problems using variables
Math Relay Race
Linear Inequalities ( MDECU16)

Words to math and math to words
Linear Inequalities
Matching Cards
Order of Operations (MDECU1)

What He Said is True
Integer Review
The 24 Game!!!
Polynomials (MDECU3)
How much Shade do you get from that shape?
Polynomial Review
Radicals (MDECU17, 18)

Using Radicals in Everyday Life
Rationalizing the Denominator

Simplifying Radicals
Matching Cards
Review
Review
Game
103
105
107
Activity
Review
Review
Review
Review
Game
109111
113
115
117
119
Rational (MDECU20, 21, 22)
The Power of One

Multiplying and Dividing
Adding and Subtracting
Rational Expressions
Unit Conversion
Rational JEOPARDY!
Review
JEOPARDY!
Final Exam Review Game
Translating Key Words into Algebraic Expressions
Factoring Flow Chart
Game
Game
Information
Information
121122
123
124
COMPID
MATHEMATICSCATEGORY
MDECU1
Exponents&Polynomials
MDECU2
MDECU3
MDECU4
MDECU5
MDECU6
Factoring
Factoring
Graphing
MDECU7
LinearEquations
MDECU8
LinearEquations
MDECU9
MDECU10
MDECU11
Radicals
Radicals
MDECU12
MDECU13
MDECU14
Graphing
Graphing
MDECU15
LinearEquations
MDECU16
MDECU17
MDECU18
MDECU19
MDECU20
MDECU21
MDECU22
LinearEquations
Radicals
Radicals
Rational
Rational
Rational
Rational
MATHEMATICSCOMPETENCIESUPPER
Appliestheorderofoperationstoevaluatealgebraicexpressions,includingthosewith
parenthesesandexponents
Simplifiesanexpressionwithintegerexponents
Add,subtract,multiply,anddividepolynomials.Divisionbymonomialsonly.(Doesnotinclude
division bybinomials)
Solvequadratic equationsinone variablebyfactoring
Factorpolynomialexpressions(GCF,grouping,trinomials,differenceofsquares)
Graphlinearequationsusingtableofvalues,intercepts,slopeinterceptform
Solvelinearequationsinonevariableusingmanipulationsguidedbytherulesof
arithmeticandthepropertiesofequality.
Solveliteralequationsforagivenvariablewithapplications(geometry,motion[d=rt],simple
interest[I=Prt])
Simplifyradical expressions squarerootsonly
Adds,subtracts, andmultipliessquarerootsofmonomials
Convertbetweenscientificnotationandstandardnotation
Solveapplicationproblemsinvolvinggeometry(perimeterandareawithalgebraic
expressions)
Identifiestheinterceptsofalinearequation
Identifytheslopeofaline(fromslopeformula,graph,andequation)
Solvemultistepproblemsinvolvingfractionsandpercentages(Includesituationssuchas
simpleinterest,tax,markups/markdowns,gratuitiesandcommissions,fees,percentincrease
ordecrease,percenterror,expressingrentasapercentageoftakehomepay)
Solvelinearinequalities inone variableandgraphthesolutionsetonanumberline
Rationalizethedenominator(monomialsonly)
Solveapplicationproblemsinvolvinggeometry(PythagoreanTheorem)
Recognizeproportionalrelationshipsandsolveproblemsinvolvingratesandratios
Simplify,multiply,anddividerationalexpressions
Addandsubtractrationalexpressionswithmonomialdenominators
Convertunitsofmeasurementacrossmeasurementsystems
Instructors Key:
Using fractions to find the amount of acreage for different uses
How much open space is left?

A few years ago the city of Orlando bought the old Navy Base with a total of 1260 acres. The county
commissioners parceled out the property so it could be used for a variety of applications.
You will be filling in the number of acres in this chart as you do the activity!!!
Keep all your answers in reduced fractional form. Do not use decimal format.
Residential Section
Rental Division
Acres=175
Retail Section
Hospital
Acres= 11 2 3
Ownership Division
Acres=525
Specialty shops
Acres= 58 13
Undeveloped Section
Acres=420
Service shops
Acres= 46 2 3
Mall
Acres= 22 13
Residential Section:
2. Ownership division will be
3
of residential
4
5
of the total
9
acreage (1260 acres). Therefore the acreage for the
700
residential section will be _________acres.
section = ________
525 acres.
Put your number of acres for ownership
division on first page chart.
What fraction of the whole development
5
(1260 acres) will be ownership?______
12
Residential section will be subdivided as follows:
Show how you came up with this fraction:
The residential section will be
1. Rental division will be
1
of residential section
4
175
= __________
acres.
Put your number of acres for rental division
in the chart above.
What fraction of the whole development
5
(1260 acres) will be rental? ______
36
Did your total acreage for both the Rental

and Ownership divisions equal a total of
700 acres? _______
Yes
If not, review your work in this section.
MAT0022C/0028C
Retail Section:
1
of total acreage (1260
9
acres). Therefore the acreage for the retail section
will be __________
acres.
140
The retail section will be
1
6. Hospital will be
of retail section =
12
11 2
__________
acres.
3
Put your number of acres for the hospital on
first page chart.
The hospital is what fraction of the whole
1
development? _________
108
Retail section will be subdivided as follows:
5
3. Specialty shops will be
of the retail section
12
58 1 acres.
= __________
3
Put your number of acres for specialty
shops on first page chart.
1
4. Service shops will be of the retail section
3
46 2
3
= __________
acres.
Put your number of acres for service shops
on first page chart.
5. Total acreage for both specialty and service

shops = _________
105 acres.
These shops are what fraction of the whole
1
development? ________
12
7. The mall will be

of the retail section =
6
24 1
__________
acres.
3
Put your number of acres for the mall on
first page chart.
The mall is what fraction of the whole
1
development? __________
54
Do all your retail sections have a total of

Yes
140 acres? _______
If not, review your work in this section.
Specialty shops and Service shops costs:

At a cost of $50,000 per acre, shops area
5,250,000
total cost: $ __________________.
Impact fee is 7.4% of total cost of shop area:
388,500
$ __________________.
Utility fee is 3.85% of total cost of shop
202,125
area: $ __________________.
Total cost including all fees for these shops
is:
$ 5,840,625
If your total was not this amount then recheck your work.
1
of an acre,
6
how many shops will fit into this area?
140
__________
shops in the mall.
If each mall shop is allocated
Undeveloped Section:
1
of the whole
3
development = ______
420 acres.
8. This undeveloped section is
9. Put your number of acres for the undeveloped

section on first page chart.
Your chart acres should now total 1260 acres.
If not, you need to go back and recheck your work!
MAT0022C/0028C
Instructors Key:
Baseball and Fractions

On August 19, 1951, the St. Louis Browns
brought in a pinch hitter to bat against the
Detroit Tigers. He remains the shortest
person to ever play in the major league. By
completing these exercises and matching
the letters and numbers, figure out the
players name, height and uniform number.
2.
3 7
1

4 8
8
4. Rewrite as an improper fraction:

3
51
6
8
8
5.
7. Write the fraction in lowest

40
5
terms:
56
7
2 3 1

3 8 4
1.
10.
5 10 1

12 3 8
13.
49
1
2
9
3
3.
7 4 7

9 3 12
3 2 51

4 17 8
6.
1
7 3
3 2
4
8 8
8.
3 1 17

5 4 20
9.
3
1 3
1
4 10
8
11.
2 3
13

7 4
28
12.
7
2
7
2 1
5 10 10
14.
1 5 15
3
8 6 4
15.
3 4
17

8 5
40
A:
7
10
C:
L:
17
20
N:
MAT0022C/0028C
1
8
17
40
D:
51
8
E:
3
8
F:
1
8
R:
13
28
S:
O:
51
8
15
4
G:
7
12
H:
3
8
T:
1
4
V:
49
9
I:
5
7
____
E ____
D ____
D ____
I ____
E
9
____
G ____
A ____
E ____
D ____
E ____
L
12
Players Name:
T ___
H ___
R ___
E ___
E
___
1
6 11 9
F ___
E ___
E ___
T
___
4
S ___
E ___
V ___
E ___
N
___
14 9 13 9 10
I ___
N ___
C ___
H ___
E ___
S
___
7 10 15 6
9 14
Players Height:
O ____
N ____
E --- ____
E ____
I ____
G ____
H ____
T ____
H
____
2
10
Players Number:
MAT0022C/0028C
Instructors Key:
For full credit attach your neat

worksheet.
Fractions
The wise man said, ___________

Work out the following fraction problems. On the next page is a letter key that you will use to decode the
message. Match up the letter with its answer on this page with that same answer on the second page.
Remember, all your fractional answers must be reduced, but when matching them they may be written as
improper fractions or mixed numbers. Have fun!
E.
1 3 5

10 10 10
2 1
D.
3 2
V.
9
10
1 8
L. 1 2
3 9
5
12
1
N. 25
5
3
14
1
11
T. 5 2
3
12
= 2
2 5 3

5 7 4
5 5
A.
4 8
2
1
O. 5 2
3
5
52
15
15
2
U. 5
H.
2
3
1 4
2 7
15
8
1
14
= 3
23
27
5
12
32
55
2 1
C. 3 1
2
5
11
10
M.
7 5

5 7
24
35
J.
2 5
3 8
31
24
S.
3 17
11 55
1
5
2 5
R.
3 6
23
18
2
4
I. 5 4
3
5
13
15
G.
1 4 1

2 5 4
21
20
B.
11 7
12 20
17
30
W.
3 1
4 8
29
28
MAT0022C/0028C
= 6
1 5 5
Y.
5 4 7
A wise man once told me this...
1
14
9
10
_____ _____ _____ _____ _____
5
12
23
18
9
10
13
15
32
55
_____ _____ _____ _____ _____ _____
9
10
52
15
_____
_____
5
12
52
15
15
8
31
24
17
30
15
2
23
27
5
2
12
13
15
24
35
9
10
_____
_____
15
8
13
15
_____ _____
15
2
5
12
15
8
15
8
29
28
32
55
_____ _____ _____ _____
_____ _____
15
8
21
20
23
18
_____
23
18
9
10
23
18
9
10
5
2
12
52
15
_____ _____
9
10
_____
13
15
21
20
13
15
32
55
T ,
_____ _____ _____
1
14
5
12
_____ _____
52
15
15
2
21
20
13
15
_____ _____ _____ _____ _____ _____
9
10
_____ _____
5
2
12
9
10
24
35
3
14
17
30
9
10
13
15
52
15
5
2
12
1
14
1
5
_____ _____ _____ _____ _____
5
12
_____ _____ _____ _____ _____ _____
_____ _____
_____ _____ _____ _____ _____
_____ _____ _____ _____
14
_____ _____ _____
21
20
_____ _____
52
15
1
5
5
12
52
15
_____ _____
1
14
_____ _____
5
12
_____ .
1
5
MAT0022C/0028C
Instructors Key:
Fraction Review
Answers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
21
32
6
35
4
45
21
40
10
21
5
8
10
21
4
9
7
15
9
20
2
3
3
5
1
15
2
25
5
36
MAT0022C/0028C
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
8
15
5
6
15
16
16
5
16
49
1
2
2
1
9
16
3
2
4
7
7
9
9
8
10
11
12
7
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
13
12
16
15
13
14
49
30
17
21
3
2
13
10
19
18
19
20
25
24
1
5
5
9
1
3
2
3
1
4
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
1
12
1
10
8
21
2
15
5
21
7
10
1
2
11
18
1
20
17
21
1
30
1
5
8
1
3
1
10
MAT0022C/0028C
Instructors Key:
Decimals & Percent
Where is the point in this?

1
3
0
.
15
1
5
18
19
2
2
21
4
.
7
10
13
9
0
0
.
0
9
.
0
20
1
2
1
5
.
1
4
9
11
0
2
4
0 .
0
0
14
2
5
16
6
8
1
9
5
.
12
0
6 9
1
2
0
.
1
4
5
5
4 .
9
17
3
7
9 5
4
6
9
3
7
Across
Down
1. What is the length in inches of each board if you

divided a 7 foot 5 inches board in half?
3. What is the tax on an item that costs $134 if
the tax rate is 6 1 2 %?
2.
4.
5.
8.
9.
Round 4693.09 to the nearest whole number

Round 195.0901 to the nearest hundredths
100.05 divided by 25
The quotient of 89.5 and 1.6
60% of 1 4 is what number in decimal form?
11.
13.
16.
19.
The sum of 9.3, 1.7, 203.14, and 1001.009

Nine hundred nine and nine hundredths
600.7 0.2
How much is 30% of 749?
6.
7.
10.
12.
1.01 9.9
Convert 16% to a decimal
Convert 115% to a decimal
Convert 3 4 to a decimal
14. What is the average of 192.05, 561.166, and

8.99 rounded to the nearest thousandths
15. One thousand fifty and fifteen thousandths
17. 100 67.95
18. Round eleven thousand nine hundred fifty one
and three tenths to the nearest hundred
20. 17.81 211.905
21. Convert 21 5 to a decimal
MAT0022C/0028C
10
MAT0022C/0028C
Instructors Key:
Decimals, Percent
Credit Card Headaches

You have just received a credit card bill. This is what the first page shows:
CREDIT CARD STATEMENT
ACCOUNT NUMBER:
1234-567-891
NAME:
JOHN DOE
STATEMENT DATE:
02/13/20XX
PAYMENT DUE DATE:

03/09/20XX
CREDIT LINE:
$2500.00
CREDIT AVAILABLE:
$1138.00
NEW BALANCE:
$1362.00
MINIMUM PAYMENT DUE:

$40.86
INTEREST APR %
24%
MINIMUM BANK PRINCIPAL PAYMENT %

1%
The payments are calculated as follows:

To calculate the interest to pay, take the APR (Annual Percentage Rate) and divide by 12 (months in a year)
to find the interest charged each month. Multiply the beginning balance of each month by this interest rate
to obtain the interest amount.
To calculate the Principal to pay, multiply the balance by the 1% set by the bank.
The minimum payment is found by adding these two amounts. (interest paid + principal paid)
To determine the new balance after a payment has been made, subtract the Principal Paid from the previous
balance.
Using the information above, calculate the following:
a. Interest rate per month: APR / 12 =
_______________
2%
b. Principal to pay for the first month: Balance * 1% =
$13.62
_______________
c. Interest to pay for the first month: Balance * Interest rate per month =
$27.24
_______________
d. Total minimum payment due the first month =
$40.86
_______________
Does your answer match the minimum payment on the credit card bill?
MAT0022C/0028C
11
Using the information from the previous page, you will be asked to go through three different scenarios.
Calculate the correct answers for each scenario.
Scenario 1: Pay the whole amount by the due date. (No interest is charged)
Month
1
Payment made ($)

$1362.00
Interest paid ($)

$0
Principal Paid($)
$1362.00
Remaining Balance ($)

$0
Scenario 2: Pay the minimum amount.

Calculate the first 5 payments. Partial information has been provided for payments 3, 4, and 5.
Month
1
2
3
4
5
Interest paid ($)

$27.24
$26.97
$26.70
$26.43
$26.17
Principal paid ($)

$13.62
$13.48
$13.35
$13.22
$13.08
Payment Made ($)

$40.86
$40.45
$40.05
$39.65
$39.25

$1348.38
$1334.90
$1321.55
$1308.33
$1295.25
Scenario 3: Pay an adjusted amount each month.

You decide to pay $500 for the first month and 30% of the bill each month thereafter, but never paying less than
$250 per month until the bill is paid. Once you calculate the interest due each month, the remainder of your
payment will be applied to principal. The final payment will be the balance plus interest.
Complete the table:
Month
1
2
3
4
5
Payment made ($)

$500.00
$266.67
$250.00
$250.00
$164.34
Interest paid ($)

$27.24
$17.78
$12.81
$8.06
$3.22
Principal Paid($)
$472.76
$248.99
$237.19
$241.94
$161.12

$889.24
$640.25
$403.06
$161.12
$0
The summary of the three different scenarios is detailed in the following table.
Initial charge
$1362.00
$1362.00
$1362.00
Monthly Payments Made

1
155
5
Total Interest Paid

$0
$2056.42
$69.11
Total Amount Paid

$1362.00
$3418.42
$1431.11
From the data collected, what conclusions can you draw concerning credit card payments?
The best option is to pay in full each month. The worst option is to pay minimum payments ever!
However, if you can be disciplined with making reasonable payments, and you need to make a purchase that you
cannot afford to pay in full, the credit card option may not be too expensive and yet convenient.
12
MAT0022C/0028C
Instructors Key:
Decimal Review
Simplify:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
5.7
6.13
55.81
4.4
8.92
40.39
5.236
8.95
69.73
61.6
15.54
29.55
104.07
8.468
33.76
149.89
126.0958
134.01
780.74
3.88
190.95
9.29
8.864
26.767
0.902
25.2
43.105
608.2
5.535
6.25
2.31
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
65.901
116.395
0.312
26.712
18.66
6.82
47.38
3.4716
15.867
14.72
4.374
17.388
1.215
0.1394
81.51
0.0327
50.82
209.3356
36.8344
253.38
0.00832
0.23
0.0072
220.42
5.95
39.68
1.728
39.9
228.9
104.12
1587.03
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
10.34
20.847
93.405
9340.5
26470
1.2114
28
50
3.005
305
4006
180
37.576
0.006
5000.05
250
10.0101
359000
1.354
68.36
15.5
5.679
82.954
20.68
0.544
0.03
16.39
17.376
1550
MAT0022C/0028C
13
14
MAT0022C/0028C
Instructors Key:
Addition of Integers
Yes, I know that I owe you $13.

Adding positive and/or negative numbers is the same as combining how much money
you have or owe.
Positive is money you have
Negative is money you owe
Fill in the empty boxes:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Math Problem
5 + (2)
6 + (7)
3 + (5)
4 + 9
5+6
7 + (6)
10 + (2)
12 + 7
6 + (1)
8 + (4)
10 + 6
14 + (9)
5 + (8)
Meaning of problem
Have $5 and Owe $2
Have $6 and Owe $7
Owe $3 and also Owe $5
Owe $4 and Have $9
Have $5 and also Have $6
Have $10 and Owe $2
Owe $12 and Have $7
Have $6 and Owe $1
Owe $10 and Have $6
Have $14 and Owe $9
Combined
Have $3
Owe $1
Owe $8
Have $5
Have $11
Owe $13
Have $8
Owe $5
Have $5
Owe $12
Owe $4
Have $5
Owe $13
Value
3
1
8
5
11
13
8
5
5
12
4
5
13
MAT0022C/0028C
15
Work the following addition problems (combine what you have and/or owe):
14. 7 + (3) = 4
21. 14 + (12) = 2
28. 50 + (21) = 29
15. 5 + (2) = 7
22. (20) + 7 = 13
29. 33 + (45) = 78
16. 12 + 9 = 3
23. 15 + (23) = 38
30. 74 + 49 = 123
17.
11 + 8 = 19
24. 26 + 14 = 40
31. 86 + 100 = 14
18. 9 + (6) = 15
25. 19 + (29) = 10
32. 32 + (75) = 107
19. 7 + (11) = 4
26. 35 + (8) = 43
33. 105 + (37) = 68
20. 8 + 13 = 5
27.
30 + (12) = 18
34. 92 + 54 = 38
Column #1 total =
Column #2 total =
44
Column #3 total = 11
(If you did not get these totals, then recheck your work or get assistance)
Now lets look at an addition problem with more than 2 numbers:
7 + (6) + (3) + 5 + (8) + 9
+ (2) =
Have $7 & Owe $6 & Owe $3 & Have $5 & Owe $8 & Have $9 &
Owe $2
equals what?
Because addition has a commutative property (it allows a change in the order of an addition
problem), then an EASIER method of working this problem would be to find the total you have
and the total you owe. Then combine these two values.
Rewritten:
Answer:
7 + 5 + 9 + (6) + (3) + (8) + (2) = ?

Have a total of $21 and Owe a total of $19
Combine to get an answer of Have $2
2
Work the following addition problems (combine what you have and owe):
35. 3 + 7 + (6) + 9 = 7
36. 2 + (8) + (3) + 5 = 4
37. 7 + (3) + 9 + (5) = 6
38. 6 + 5 + (4) + (8) = 1
39. 4 + 9 + 8 + (2) + 1 = 12
40. 9 + (4) + (1) + 10 = 4
41. 5 + 3 + (6) + (1) + (8) = 7
42. 3 + 9 + 2 + (4) + (2) + 7 = 9
43. 1 + (9) + 7 + 3 + (5) + 8 = 3
44. 11 + (6) + 9 + 15 + (7) + 2 = 2
45. 16 + (9) + (12) + 4 + 10 + (8) = 1
46. 15 + (4) + 17 + 5 + 11 + (9) + (8) = 3
47. 20 + 12 + (8) + 14 + (6) + (18) + 1 = 25
48. 4 + 22 + 7 + 9 + 6 + 3 + 8 + 25 + 1 = 85
49. 3 + (14) + (28) + (5) + (6) + (17) + (2) = 75
50. 26 + (27) + 8 + (1) + (16) + 33 + 4 + (5) = 22
Combine all your answers from #35 thru #50 = ____________
16
(If you did not get 16, then recheck your work or get assistance)
16
MAT0022C/0028C
Instructors Key:
Signed Numbers Review

Answers:
1.
12
2.
3.
4.
12
5.
19
6.
12
7.
72
8.
48
9.
10. 7
11. 65
12. 4
5
9
36. 42.71
15
64
38. 3.65
22.
23.
24.
81
25.
100
25
1
26.
or 3
8
8
27.
28.
13. 21
14. 81
5
4
29.
15. 41
41. 0.07208
42. 51.23
43. 1503
44. 18.75
45. 0.072
8
27
47. 10.488
4
9
49. 70.3921
31.
11
12
18.
13
30
32.
5
2
19.
9
10
33.
27
125
20.
3
2
34.
17
16
21.
40. 1.815
25
8
3
8
39. 6.396
46. 0.65
48. 6.76
50. 1.7199
71
30.
150
16. 9
17.
37. 5.904
99
70
MAT0022C/0028C
35. 99.6
17
18
MAT0022C/0028C
Instructors Key:
Exponents
The Unhappy Exponents

Find the values for each of the specified variables and use the answers to solve the riddle below.
Show your work on a separate sheet of paper.
Example:
1. x x x
2
Solution:
2. 2v x 2v
7 U
3. (3 x y ) 81x y
6
xC
x
x4
xC
xC 4 x
4
x
C 4 1
C 5
2 L
24
x3 y F y 7
4. 5 0 2
x y
x
a 3bG
7 8
5. 4 5 a b
a b
x3 y 0 z 9 xz 5
6. 2 B 4 2
x y z
y
a 2b 5
1
7.
6 R
4 5
ab
ab
8. (u z )
3 0 P
1
u 21
w12
9. ( y w ) 24
y
M
4 3
6 55
10. 45 x u
10 x18u15 5 x 6u S (9u 40 2 x12 )
Why was the math book so unhappy?

Because it was ___
f ___
u ___
l ___
l
7
MAT0022C/0028C
___
o ___
f
7
___
p ___
r ___
o ___
b ___
l ___
e ___
m ___!
s
-7
10
15
19
20
MAT0022C/0028C
Instructors Key:
Exponents Review
Positive, Negative, and Zero
Definition: An exponent is a number in the top right hand corner that TELLS us how many times
to multiply the number it is on by ITSELF.
Simplify:
1. x 2
2. m8
3. w8
4. r11
5.
2
v3
2w3
z2
7. 35r 6
8. 64r 3
9. 5 y 6
6.
10.
g 3 p6
y3
3d 2
5r 2
12. 125y12
13. 216r 12 x 6
14. 72h10
11.
15.
64
125x 9
Definition: Any number (except zero) to the zero power has a value of one (1).
16. 1
17. 6
18.
1
2x 5
19. 2r
20. 8 f 9
22. 1
23. 7 y 3
21. 1
24. 36
Definition: A negative exponent requires that you find the reciprocal of whatever the negative
exponent is referring to (physically touching).
1
64
1
26. 3
m
5
27.
c
25.
2
3
32. y 3
39.
33. h3
40. 3
34.
5
m5
41.
5
p z
35.
1
625
42.
1
g5
29. v3
36.
1
y3
43.
30. x 5
37.
3
p3
44.
1
31. 7
g
k7
38. 8
r w
45. 1
28.
4h 4
p3
MAT0022C/0028C
3 3
v3 wz 2
3
5d 4
12
21
22
MAT0022C/0028C
Instructors Key:
Solving Equations by factoring

1.
x 2, 1
2.
x 2,3
3.
y 1,8
4.
z 5, 2
5.
x 2,6
6.
z 8, 3
7.
y 4,6
8.
x 2,9
9.
x 5,5
10. x 3, 3
11.
3
y 3,
2
12.
1
z 4,
3
13.
3 1
y ,
2 2
3 2
14. z ,
2 3
15.
16.
2 1
z ,
5 4
1
x ,4
2
17.
2 3
x ,
3 2
1 3
18. z ,
2 4
19.
1
y ,4
6
20.
1 8
y ,
2 3
21.
1 1
x ,
2 2
22.
y 1,
23.
2
y ,4
5
4
3
1 1
24. z ,
4 2
4 4
25. z ,
3 3
4 4
26. x ,
3 3
27.
y 1,
5
6
28. x 2,5
MAT0022C/0028C
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24
MAT0022C/0028C
Instructors Key:
Factoring Trinomials and Evaluating
This instructor is trying to make me think again!!

Trinomial to be factored
Matches
with #?
7
What is the second

factor?
( x 7)
x 3
Evaluate second
factor for?
x=1
2 = A
(4 x 3)
x = 2
=B
x = 1
=C
x=0
=D
x = 3
=E
x=2
=F
1.
2.
x 2 4x 5
2x 2 5 x 3
3.
6x 2 13x 6
12
( x 5)
4.
x 2 5x 6
( x 1)
5.
8x 2 14x 15
(3 x 4)
6.
2x 2 9x 56
(5 x 6)
7.
x 2 4x 21
16
(3 x 1)
8.
6x 2 17x 12
20
(4 x 5)
9.
10 x 2 17x 6
19
( x 8)
10. 10 x 2 121x 12
( x 2)
11. x 2 5x 4
(2 x 1)
12. x 2 11x 30
(3 x 2)
13. 12x 2 13x 14
15
(5 x 1)
14. x 2 14x 48
17
( x 7)
15. 15x 2 43x 8
10
( x 12)
16. 9x 2 9x 4
11
( x 4)
17. x 2 3x 28
(2 x 7)
18. 8x 2 14x 15
13
(4 x 7)
19. x 2 6x 16
14
( x 6)
20. 8x 2 22x 15
18
(2 x 5)
2x 5
x 6
x 5
2 x 3
2 x 1
3x 4
2 x 3
x 2
x 3
x 3
2 x 3
3x 8
x 4
10 x 1
x 1
x 8
3x 2
x 8
4 x 3
x = 4
16 = G
x = 2
=H
x = 1
=J
x=4
=K
x=1
=L
x=0
=M
x=2
=N
x=1
=P
x = .5
=R
x=7
=T
x=3
=U
x=0
=V
x=8
=W
x = 1
=Z
Evaluate using values in last column and then simplify:
AB EF G HJK LMN W V
CD
4=4
R T U P Z
True statement. Congratulations, youre done!

False statement. Time to go back over your calculations!
MAT0022C/0028C
25
26
MAT0022C/0028C
Instructors Key:
Factoring trinomials into binomials
Cross number Factoring:

( x 5) ( x 4)
(5 x 1)
( x 6)
(2 x 5) ( x 7)
(6 x 1) ( x 1)
(8 x 5)
(4 x 3)
( x 1) (4 x 3)
1.
4.
6.
9.
12.
14.
(2 x 3) (3x 5)
(6 x 7)
( x 9)
(5 x 6) ( x 9)
(4 x 3)
(9 x 7)
2.
7.
10.
15.
(4 x 1)
(3x 10) ( x 8)
(7 x 2)
( x 3)
( x 8)
( x 6)
(2 x 5)
( x 2)
3.
5.
11.
8.
(5 x 7)
( x 3)
13.
Across:
Down:
1. x 2 x 20
1. 5 x 2 26 x 5
2. 6 x 2 x 15
2. 12 x 2 32 x 21
3. 4 x 2 7 x 2
3. 4 x 2 33x 8
4. 6 x 2 29 x 42
4. x 2 13x 42
5. 3x 2 14 x 80
5. 21x 2 76 x 20
6. 2 x 2 9 x 35
6. 2 x 2 3x 5
7. 7 x 2 61x 18
7. x 2 18 x 81
9. 6 x 2 7 x 1
8. 5 x 2 22 x 21
10. 5 x 2 51x 54
9. 48 x 2 22 x 5
11. x 2 9
10. 20 x 2 9 x 18
12. 16 x 2 24 x 9
11. x 2 3x 18
13. x 2 2 x 48
12. 16 x 2 9
14. 4 x 2 x 3
13. 2 x 2 21x 40
15. 18 x 2 31x 35
MAT0022C/0028C
27
28
MAT0022C/0028C
Instructors Key:
Factoring Expressions
Answers:
1.
2 x(3 x 4)
16. ( x m)( y w)
34. (4 p 3)( p 3)
2.
10 x5 (2 3x5 )
17. (2 g 7 a)(3 p 2b)
35. (3 z 7)(2 z 8)
3.
12 xy (2 x 2 3 y 2 )
18. (2 x 3)( y 5)
36. (5k 6 p )(3k 5 p)
4.
2 x 2 (4 x3 3x 2)
19. ( x 4)( x 3)
37. prime
5.
5 x3 (2 5 x 2 3x)
6.
15 x 4 y 3 (2 y 4 3x 2 )
7.
18 x y (2 y 3x)
8.
9.
20. ( x 7)( x 2)
21. (m 6)(m 5)
22. ( y 3)( y 8)
( x 3)( x 3)
(4 x 5 y )(4 x 5 y )
10. 10( x y )( x y )
11. 4(5m 6 p)(5m 6 p )
23. (h 6)(h 4)
24. (2 x 3)( x 2)
25. (3 x 1)( x 4)
26. (3 x 5)(3x 4)
27. (7 m 3)(3m 5)
2
2
12. x x
3
3
2
2
13. k 6 k 6
9
9
14. (a 3)(m 5)
15. (3 p 4)(5 z 7)
28. 5(2v 3 z )(v 2 z )

29. (2 p 5)(4 p 3)
30. (2 x 5)(3 x 2)
31. (5 x 2)(2 x 7)
32. (3 x 4)(2 x 5)
33. (4 x 3 y )(9 x 8 y )
MAT0022C/0028C
29
30
MAT0022C/0028C
Instructors Key:
Factoring Expressions and Equations Review

Expression Answers:
1. ( x 5)( x 3)
2. (m 9)(m 2)
3. (r 9)(r 2)
4. (h 5)(h 2)
5. ( y 4)( y 3)
6. ( z 4)( z 3)
7. (q 20)(q 1)
8. ( w 10)( w 2)
9. (2 x 1)( x 2)
10. (3r 4)(r 1)
11. (4v 1)(2v 1)
12. (3w 2)(2 w 3)
13. (q 5)(2q 5)
14. (2 y 1)(3 y 4)
15. (4 z 1)(3 z 1)
16. (3 j 5)(3 j 4)
17. (7 m 3)(3m 5)
18. (5 x 6)(6 x 5)
19. (2 x 1)( x 2)
20. (3r 4)(r 1)
21. (4v 1)(2v 1)
22. (3w 2)(2 w 3)
23. (q 5)(2q 5)
24. (4 z 1)(3 z 1)
25. (7 m 3)(3m 5)
26. (2 x 1)(3 x 1)
27. (3 y 2)(5 y 4)
28. (2h 3)(2h 1)
29. (4d 3)(2d 5)
MAT0022C/0028C
30.
31.
32.
33.
34.
35.
36.
37.
(2m 1)(2m 5)
5(2 g 3)(2 g 1)
6(4 x 1)( x 1)
4(2r 1)(r 1)
3(5 g 2h)( g h)
5(2v 3 z )(v 2 z )
2 x( x 2)( x 1)
y (2 y 3)( y 1)
38. n 2 (2n 3)(n 1)

39. 2 z (2 z 1)( z 5)
Equation Answers:
1. x 2, 1
2. x 2,3
3. y 1,8
4. z 5, 2
5. x 2,6
6. z 8, 3
7. y 4,6
8. x 2,9
9. x 5,5
10. x 3, 3
3
11. y 3,
2
1
12. z 4,
3
3 1
13. y ,
2 2
3 2
14. z ,
2 3
2 1
15. z ,
5 4
1
16. x ,4
2
2 3
17. x ,
3 2
1 3
18. z ,
2 4
1
19. y , 4
6
1 8
20. y ,
2 3
1 1
21. x ,
2 2
4
22. y 1,
3
2
23. y , 4
5
1 1
24. z ,
4 2
4 4
25. z ,
3 3
4 4
26. x ,
3 3
5
27. y 1,
6
28. x 2,5
1 7
29. x ,
6 2
31
32
MAT0022C/0028C
Instructors Information Sheet:
Factoring BINGO
Student Instructions
Directions:
1.
2.
3.
4.
5.
Select a BINGO game card.

Start factoring the polynomials as they are written on
the board.
Cover up those factors that appear on your BINGO card.
(Some students might have both factors, some might
just have one, depends on the factors present on their
BINGO card)
Continue down the list of polynomials until you have 4
in a row, vertically, horizontally, or diagonally.
Yell out BINGO and have the instructor verify your
answers.
Workspace (use the space below and the back of this page to show your work)
MAT0022C/0028C
33
34
MAT0022C/0028C
Instructors Key:
Graphing Linear Equations
You mean a graph is just the answers to an equation!!!

To explore the graphing of linear equations, it is important to understand the terms and
definitions that will be used in this exercise. A coordinate refers to a value that tells you which
way to move from the origin (0, 0) to locate a point on a graph. There is an xcoordinate (move
horizontally) and a ycoordinate (move vertically) that makes up an ordered pair that is always
written as (x, y).
1. Find the x and ycoordinates of the points below and write as an ordered pair.
y
Write answers as
(x, y)
(5, 5)
A. ______________
(3, 3)
B. ______________
x
(2, 2)
C. ______________
(2, 5)
D. ______________
D
(3, 0)
E. ______________
2. Plot the ordered pairs given below and label them with the appropriate letters on the graph
provided.
y
A. (3, 4)
B. (5, 0)
C. (2, 6)
D. (0, 5)
E. (4, 4)
F. (3, 4)
MAT0022C/0028C
35
The xintercept is the point (xcoordinate, 0) where your line intercepts the xaxis.
The yintercept is the point (0, ycoordinate) where your line intercepts the yaxis.
3. Locate the xintercept and yintercept from the linear equations that are graphed below.
Write your answer as an ordered pair (xcoordinate, ycoordinate).
line
xintercept
(1, 0)
(6, 0)
(6, 0)
B
C
yintercept
(0, 3)
(0, 6)
(0, 2)
4. From the table above, finish the following sentences about x and yintercepts.
zero
a. For all xintercepts the value of ycoordinate is equal to __________.
b. For all yintercepts the value of xcoordinate is equal to __________.
zero
Standard form of a linear equation is written as Ax + By = C where the value of A is a positive
integer and the value of B is a nonzero integer. Using the knowledge above about the x and
yintercepts, we can create information that will allow us to easily graph an equation. First we
find the two intercepts, put them on our graph, and draw our line.
5. The equations given below are in standard form. Complete both table of values by
finding the x and yintercepts of each equation.
2x 6y 12
x
Ordered
pair
6
0
0
2
(6, 0)
(0, 2)
3x 5 y 15
Type of
intercept
xintercept
yintercept
Ordered
pair
5
0
0
3
(5, 0)
(0, 3)
Type of
intercept
xintercept
yintercept
36
MAT0022C/0028C
6. Using information from question #5 on previous page graph the x and yintercepts on the
graphs below. Then draw lines through your points.
7. Given the equation below, find the x and yintercepts by completing the table.
x
0
0
4x 2y 0
y
0
0
Ordered pair
(0, 0)
(0, 0)
Type of intercept
xintercept
yintercept
8. What is the problem with using these intercepts to graph the equation in #7?
They are the same point.
origin
9. The ordered pair (x, y) you found in #7 is called the ________________.
10. When graphing with intercepts that produce the same point, another method must be used to
generate a different point. You could substitute any other value for x, and then solve for y.
Or solve the equation for the yvariable as shown below and then substitute other values for
x to generate more points.
4 x 2 y 0
4 x
4 x add 4 x to both sides

2 y 4x
2 y 4x
then divide both sides by 2

2
2
y 2 x simplified equation that is solved for y.
MAT0022C/0028C
37
11. Using 4x 2y 0 or our simplified equation y = 2x, complete the table below for the
given values of x. Then graph the ordered pairs on the graph.
x
3
2
1
2
3
y
6
4
2
4
6
Ordered pair (x, y)

(3, 6)
(2, 4)
(1, 2)
(2, 4)
(3, 6)
12. Did your line on the graph above go through the origin? _______
yes
13. Repeat the process described above with the equation below.
Complete the table of values to make 5 ordered pairs.
Graph the ordered pairs.
Draw your line.
2x 4 y 0
(Show your work.)
Ordered pair (x, y)
4
2
2
4
6
2
1
1
2
3
(4, 2)
(2, 1)
(2, 1)
(4, 2)
(6, 3)
38
MAT0022C/0028C
Linear Equations of special types (part 1):

There are also linear equations that have only one variable in them. The first that we will
examine is a linear equations of the form y = k, where k is any number. To graph this type of
equation, it is helpful to build a table of values.
14. Build a table of values for this linear equation:
x
0
3
4
2
4
y
3
3
3
3
3
Ordered pair (x, y)

(0, 3)
(3, 3)
(4, 3)
(2, 3)
(4, 3)
y=3
It may seem odd to fill in this table since it does not matter
what value is picked for x. What the equation tells you is
that no matter what value is chosen for x, y will always
be 3.
That is what the equation y = 3 means.
15. Graph the linear equation from the ordered pairs found in #14.
16. What type of line is it?

(Horizontal or Vertical )?
Horizontal
17. An equation for horizontal lines has the form: ___________

y = number
and is parallel to the ______
x axis.
18. If you were to draw a horizontal line on the xaxis, the equation of the line would be y = 0.
Explain why this equation is a logical conclusion?
If y has a value of zero, you do not move up or down from the origin, but you do go left or
right according to the x value.
MAT0022C/0028C
39
Linear Equations of special types (part 2):

A similar approach can be used when graphing equations of the form x = k, where k is any
number. The only difference is that when the table of values is being built, x is held constant for
any values of y in the table.
19. Complete the table of values below for this equation:
x
2
2
2
2
2
y
4
3
0
5
4
Ordered pair (x, y)

(2, 4)
(2, 3)
(2, 0)
(2, 5)
(2, 4)
x = 2
What the equation tells you is that no matter what

value is chosen for y, x will always be 2.
That is what the equation x = 2 means.
20. Graph the linear equation given by the ordered pairs from #19.
21. What type of line is it?

(Horizontal or Vertical )?
Vertical
x = number
22. An equation for vertical lines has the form: ___________
y axis.
and is parallel to the ______
23. If you were to draw a vertical line on the yaxis, the equation of the line would be
x = 0. Explain why this equation is a logical conclusion?
If x has a value of zero, you do not move left or right from the origin, but you do go up or
down according to the y value.
40
MAT0022C/0028C
Instructors Key:
Graphing
Which Way Do I Go?

Part I
The objective is to draw a line by placing at least two points on the graph. You will be directed as to where you
should place your points by following the instructions given by the number in each shape.
1. Start with the number in the triangle. Based on this number, plot your first point on the y axis.
2. Next, count up or down from the first point based on the value you see in the square. Note that if the number
is positive you will count up and if the number is negative you will count down. Do not plot your point here
yet. Now, count right or left based on the value in the circle. This time if the number is positive you will
count right and if the number is negative you will count left. You should place your second point at this
destination.
3. After graphing the line, answer the questions and fill in the blanks for that line.
Up/
Down
Begin here on
the y axis
Begin
1.
Up or down based on this value

Positive value = Up
Negative value = Down
Right/
Left
Right or left based on this value

Positive value = Right
Negative value = Left
Is the line:
(circle one)
increasing or decreasing?
2
The equation of the line is
1
The slope is m = _________
2
1
x3
2
3 )
The y intercept is (0, ___
2.
Is the line:
(circle one)
1
4
y 4x 8
8 )
MAT0022C/0028C
41
3.
Is the line:
(circle one)
7
k
5
3
5
7 )
3
y x7
5
Part II
The objective is to determine the slope, y intercept, and equation of the line from the graphs below.
a. Begin by identifying the y intercept on the graph. Place that value of the y coordinate in the triangle.
b. Next, find another set of points that lie on the line, (hint: choose a set of points that intersects the grid at a
diagonal) and count up or down to that point from y intercept value you have identified. Note that if the
number is positive you will count up and if the number is negative you will count down. Place that value in
the square. Now, count right or left. This time if the number is positive you will count right and if the number
is negative you will count left. Place your value in the circle.
c. Based on the numbers you have entered in the polygons (shapes), use the information to formulate the
equation of the line, and answer the questions and fill in the blanks for that line.
4.
Is the line:
(circle one)
3
4
3
4
x6
3
6 )
5.
Is the line:
(circle one)
2
5
2
4 )
5
y x4
4
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6.
Is the line:
(circle one)
2
1
2
1 )
1
y x 1
2
Part III
The objective is to determine the slope, y intercept, graph, and equation of the line when given two sets of
coordinates.
1. Begin by determining the slope given the two sets of coordinates. Use the formula:
y y
m 2 1
x2 x1
2. Substitute the slope along with one ordered pair in for m, x, & y respectively, using the slope intercept
form ( y mx b ) to solve for b.
3. Use the information to answer the rest of the questions and graph the line.
7.
Is the line:
(0, 2) (2, 6)
(circle one)
y 2x 2

2
2 )
8.
Is the line:
( 1, 4) (0,8)
(circle one)
y 4x 8

4
8 )
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9.
Is the line:
(circle one)
(2, 3) (4, 0)
3
2
3
y x6
2
6 )
Part IV
The objective is to determine the slope, y intercept, and the graph when given the equation of the line.
1. Begin by solving the equation for y in order to determine the slope intercept form of the line.
2. Identify the y intercept from the equation. Place that value in the triangle.
3. Next, identify the slope from the equation. Place the numerator value in the square. Place the
denominator value in the circle.
4. Use the information to answer the rest of the questions and graph the line.
10.
Is the line:
(circle one)
1
2
x 2 y 2
1 )
11.
Is the line:
(circle one)
5/3
2
3
2 x 3 y 5
3 )
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12.
Is the line:
(circle one)
3
2
3
2x 3y 6
2 )
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45
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Instructors Key:
Modeling & Interpreting RealWorld Data

Instructions:
The purpose of this lab activity is to learn how graphing can be applied in the real world You will
work in groups of four to six students each, and select two of the three activities in this packet.
The three activities deal with the disciplines: nursing, law, and business/economics.
Write down the names of the members of your group below, then decide which two of the three
activities you will complete. Consider what each student in your group wishes to do after
graduation, and pick the activities accordingly.
Group Members:
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Nursing
Graphing realworld data allows us to make important decisions. Follow the steps below to graph and interpret
the realworld data. Refer to your textbook for assistance with plotting points.
When patients are given medicine, it enters the bloodstream. First, the amount of medicine in the blood sharply
increases as the medicine is distributed throughout the body. A short time later, it begins to decrease sharply as
the body absorbs the medicine. Quite a bit later, it decreases slowly as the heart mixes fresh blood with the
medicated blood.
Consider the data below. Answer the questions, graph the data, then make the important decision.
Density of medicine in the bloodstream (mg/L) 0.0 7.5 5.3 3.8 2.7 1.9 1.3 0.9 0.7 0.5
Time (hr.) after dosage
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5
What are the smallest and largest values for the density of medicine in the bloodstream?
0.0
and
7.5
What are the smallest and largest values of time?

0.0
and
4.5
To fit the data to the graph, you must choose the scale. One way to do this is to consider the smallest and
largest values for each variable, then choose a range of tick mark numbers that include those values to put on
your graph. You should try to use as much of the graph as possible, so choose numbers that match the data
closely. For example, when placing the largest tick mark number for the time variable on the xaxis, you might
choose 5 because it is a little more than 4.5. You might choose 0 for the smallest value since that matches the
data.
What are the smallest and largest tick mark numbers you should use on the yaxis to include the density values
in the table?
0.0
and
8.0
The graph on the next page has 20 squares up and down, and 20 squares left and right. To plot the data points,
we need to label the lines that create the squares with the numbers they represent. One way to do this is to
compute the distance from the closest to the furthest line, then divide by the number of squares. For example,
the variable time has tick marks from 0.0 to 5.0. The distance from 0.0 to 5.0 is found by subtraction: 5.0
0.0 = 5.0. Now we divide the result (5.0) by the number of squares (20) to get the length between tick
marks: 5.0 20 = 0.25. Finally, we label each line using multiples of 0.25. Use this method to finish labeling
the xaxis. Then use the method to label the yaxis using the largest value you selected above.
y axis 0.4 length between tick marks
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5.00
0.50
0.25
0.00
Density of the medicine in the bloodstream (mg/L)
Time (hr.) after dosage

Now that we have established the scale of our graph, we can plot the data points. Plot the ten data points, and
connect them with one smooth curve. A smooth curve has no sharp turns in it. When you are done, it should look
like a playground slide or a highheel shoe.
Notice that at time 0.0, there is no medicine in the bloodstream because 0.0 hours have passed since it was
injected. After 0.5 (30 minutes), the density sharply increased by 7.5 mg/L. If a second dose of the medicine is
given to the patient, the two doses become superimposed, or combined. If there is not enough time between
the doses, the patient could be seriously injured. For example, if a second dose is given to a patient at time 2.0
hours, then 30 minutes later (at time 2.5 hours), the density would be 7.5 mg/L higher than 1.9 mg/L, for a
combined density of 9.4 mg/L.
Important Decision: For this particular medicine, if the density in the bloodstream is higher than 8.1 mg/L, the
patient could be seriously injured. What is the minimum safe time (to the nearest 0.5 hour) between the initial
dose of the medication and the second dose?
4.5
hours
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Law
Lawyers have to be knowledgeable in various areas that may be unrelated to their field. They may be assigned to
multiple cases stretched across different disciplines such as; engineering, sociology, medicine, and civil rights.
Consider the data below. Answer the question, graph the data, and then make the important decision.
As a prosecutor in a case, you must prove (if you can) that the defendant lied when he said he drove his critically
injured wife to the hospital as fast as possible. The coroners report indicated that the womans injury happened
10 to 25 minutes prior to her arrival, and under normal traffic conditions, the drive from the scene of the alleged
crime to the hospital is about 8 minutes. The evidence is inconclusive.
Taking a different approach, you gather data regarding the conditions of the drive to the hospital. The road
traveled is a remote two lane highway with only one traffic light. Traffic on the road is usually minimal, and there
were no reported vehicular incidents or accidents on the day of the defendants drive. From this, you conclude
that the drive should have been continuous, with at most one stop at the only traffic light. Satellite data for the
defendants cell phone was recorded every minute the phone was moving. The data in the table below indicates
the mobile device was at the following locations. The locations are expressed as distances north and east of the
local cell tower:
Time
12:36
12:37
12:38
12:40
12:41
12:42
East Distance North Distance

(miles)
(miles)
2.3
0.3
1.7
0.6
1.6
0.6
1.0
0.7
0.3
0.7
0.3
0.6
Time
12:44
12:45
12:46
12:47
12:48
12:49
East Distance North Distance

(miles)
(miles)
0.4
0.5
0.5
0.5
0.6
0.6
1.4
0.7
2.0
1.1
2.7
1.4
What are the smallest and largest values for the North Distance?
0.3
and
1.4
What are the smallest and largest values for the East Distance?
2.3
and
2.7
The two variables for this problem are North Distance and East Distance. To fit the data to the graph, you must
choose the scale. One way to do this is to consider the smallest and largest values for each variable, then choose
a range of tick mark numbers that include those values to put on your graph. Since both variables are distances,
it is preferred to keep the scale of the xaxis and the yaxis the same. To do that you need to determine which
variable has the widest range of data.
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What is the difference between the smallest and largest values for the North Distance?
1.1
What is the difference between the smallest and largest values for the East Distance?
5.0
Does the widest range of data (the largest difference) come from the variable representing the North Distance or
the East Distance?
East
3.0
3.0
North Distance (miles)
Since the values range from 2.3 to 2.7, lets use 3 to 3 to calculate the scale of the graph. Divide the
difference, 3 (3), by the number of squares up/down and left/right, which is 20. Use the multiples of this
quotient to label the tick marks of the graph below, and then show them to your lab facilitator.
6
0.3
20
Once your tick marks are verified, plot the data, smoothly connect the dots (from left to right), and analyze the
data. It will help if you label each point on the graph with time.
Cell Tower
East Distance (miles)
Important Decision: Did the defendant drive his wife to the hospital as fast as possible?
No
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Business/Economics
Every year during hurricane season in Florida, homeowners flock to home improvement stores to purchase
supplies to protect their houses. The government places price limitations on certain goods during this time to
protect the rights of the people. Still, home improvement stores wish to make the most money possible, while
still remaining competitive in the market. Consider the data below. Answer the questions, graph the data, then
make the important decision.
This season, the formula that relates the price of a sheet of aluminum siding to daily profit is given by the
equation Profit x 2 56 x 395 , where x represents the price of one sheet of aluminum siding for less than
$60 per sheet. The equation above comes from data points collected by several local home improvement stores,
as well as the aluminum siding manufacturer. These data points are:
Price ($)
0
Daily Profit 395
8
11
13
164
26
385
39
268
46
65
52
56
187 395
Notice that the table is incomplete. The various home improvement stores tried a variety of different prices, but
there are some gaps in the possibilities. To help fill in the gaps, you will choose a price (a value for x), then
use the formula above to compute the profit. When you pick a price, have two different members of your group
calculate the profit associated with that price. Make sure the profit values match. (If they do not, ask your lab
instructor for assistance.) As a group, you will choose one price that is between $13 and $26, and one price that
is between $26 and $39.
The price between $13 and $26, and the associated profit, are:
Answers will vary
and
The price between $26 and $39, and the associated profit, are:
Answers will vary
and
Use these new data points to fill in the gaps in the table above.
To determine the price for which the profit is largest, it is helpful to graph the data in the chart. It likely will not
be one of our data points. We must set the scales of the price (xaxis) and profit (yaxis) To save time, the
scale of the price (xaxis) has been given to you; finish labeling the missing tick marks. Look at the graph on the
next page and do that now.
Next, we must set the scale for the yaxis, which illustrates profit. Notice that there are both positive and
negative values in the table, and the most positive number and the most negative number are about the same
distance from zero. Hence, we should put 0 in the middle of the chart. To determine the scale, we must follow a
specific procedure, as follows: ( on the next page )
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MAT0022C/0028C
What are the smallest and largest values for profit?
395
and
385
What is the distance between these numbers? (Note: distance must be positive)
780
60
Profit ($)
The graph below has 20 squares up and down. To plot the data points, we need to label the lines that create the
squares with the numbers they represent. One way to do this is to use the distance computed above, divide it by
the number of square (20), and round up to a convenient number (one whose multiples we can easily
compute). This will tell us how far apart the tick marks should be, and therefore, the first tick mark above zero is
known. Use this method to label the yaxis tick marks now.
780
39 40
20
Finally, plot the data points, and connect them with one smooth curve. (A smooth curve has no sharp turns in it.)
It should be shaped like a hill. Consider the top of the hill, then make the important decision below.
Price ($)
Important Decision: From your graph what price for a sheet of aluminum siding makes the most daily profit?
$26
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Instructors Key:
Finding points on a graph and identifying slopes
Is the leaning tower of Pisa a positive slope???

yaxis
xaxis
1. Plot the following points on the graph above (do not label them):
(3, 7) (3, 6) (8, 2) (8, 4) (1, 2) (4, 0) (8, 5) (7, 8) (5, 9) (3, 3)
(0, 4) (9, 6) (2, 7) (5, 0) (6, 2) (9, 3) (6, 2) (2, 6) (5, 8) (0, 5)
If you do not have 4 points in each quadrant and 2 points on each axis, then you need to go
back to your graph and recheck the positions of your points.
MAT0022C/0028C
55
2. When read from left to right, a line with a positive slope will be going in what direction?
upward
3. When read from left to right, a line with a negative slope will be going in what direction?
downward
Change in yvalue (y)
4. Slope is defined as:
rise
or
Change in xvalue (x)
y2 y1
or
run
x2 x1
5. What causes a slope calculation to have a negative value?

When either the top or bottom value of the fraction is a negative number
___________________________________________________________
6. How many points on your graph can you connect to the point (3, 3) that will create lines
with positive slopes? (Do not actually draw them.) _______
9
7. How many points on your graph can you connect to the point (3, 3) that will create lines
with negative slopes? (Do not actually draw them.) _______
9
8. Calculate the slope of each of the 4 lines in the corners of the graph and write your answer
next to each line.
9. Connect the highest point on your graph with the lowest point.
17
Calculate the slope of this line? __________
12
10. Connect the point farthest to the right and the left side of the graph.
1
Calculate the slope of this line? __________
6
11. In quadrant #4 connect all four (4) of the points to make a quadrilateral.
If any of these points are already connected to some other point, then recheck your previous
work!
12. Calculate the slopes of the four (4) sides of your quadrilateral.
Top = 1/5
__________________________
Left = 4
__________________________
Bottom = 1/3
__________________________
Right = undefined
__________________________
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Graphing Matching Cards

Instructor Directions:
1. The class will be divided into groups of 3 or 4.
2. Each group will be given a deck of cards, 8 equation cards with matching verbal descriptions, table of values,
and graphs for a total of 32 cards.
3. The group members will match the equation cards to each of the 3 matching cards. They will enter the
answers in the table provided on their lab sheet.
4. Each group will turn in one activity sheet for the group with the group members names listed at the top.
5. The instructor will grade their work using the answer table below, with each match counting as 1 point for a
maximum of 3 points per equation.
Equation
Verbal Description
Table of Values
Graph
x y 8
B7
C3
D1
2x 1 y
B2
C5
D4
3
x2
4
B6
C2
D7
2
y ( x 6)
3
B8
C7
D8
1
x 3y 3
2
B1
C8
D2
4 x 5 y 10
B4
C1
D5
3y 7 9x
B3
C4
D6
4( y 2) 3( x 4)
B5
C6
D3
Points Awarded
Total points
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Instructors Key:
Graphing Review
1. Mark and label the following points on the graph below:
A = (3, 5)
B = (4, 6)
C = (7, 2)
D = (0, 4)
E = (5, 3)
A
E
D
Each space represents one unit.
C
B
2. Fill in the chart with appropriate values that satisfy this equation:
x
10
11
17
y = 3x 5
3. Fill in the chart with 6 appropriate integer values that satisfy this graph:
Units are equal to one.
x
6
4
0
2
4
6
y
4
3
1
0
1
2
4. Find the x and yintercept: (Write each as an ordered pair.)

2x + 3y = 12
xintercept: (6, 0)
yintercept: (0, 4)
x 2y = 10
xintercept: (10, 0)
yintercept: (0, 5)
3x 5y = 7
xintercept: (7/3, 0)
yintercept: (0, 7/5)
y = 4x 1
xintercept: (1/4, 0)
yintercept: (0, 1)
x=6
xintercept: (6, 0)
yintercept: none
MAT0022C/0028C
59
5.
A.
B.
C.
Left graph:
Center graph:
Right graph:
Slope = 3/4
Slope = 2
Slope = 5/3
Graph below: x = 3
6.
7.
yintercept = 2
yintercept = 0
yintercept = 5/2
Graph below: y = 4
Find the slope of the lines on the graphs below:
Slope = 2
60
Slope =
4
3
MAT0022C/0028C
Instructors Key:
(Note: This activity should be assigned as an introductory graphing activity)
Plotting Coordinates
Battleship
Objective: Sink your opponents fleet of five ships before they sinks yours.
Materials: Two grids, a writing utensil, and one set of directions per pair.
Directions:
Prepare for Battle: Secretly draw your 5 ships on your grid. This can be done by outlining the
squares on the grid the length of the ship. Ships must be horizontal or vertical only,
not diagonal. Do not overlap your ships.
Carrier: 5 squares
Battleship: 4 squares
Destroyer: 3 squares
Submarine: 3 squares
Patrol Boat: 2 squares
Example:
How to Play:
Call your Shot:
Sinking a Ship:
Winning the Game:
Once you have your ships drawn, on your paper write the coordinates of the ships.
(Your coordinates must match your drawing.)
For a patrol boat, you would have two coordinates. List the letter first, followed by
the number. Write them in parentheses with a comma between them. This is called
an ordered pair. A sample for a patrol boat might look like: (D, 5) and (D, 6).
Decide who will go first. Then alternate turns, calling out one shot per turn to try and
hit each others ships.
On your turn, pick a coordinate on your target grid and call out its location by letter
first, then number. When you call a shot, your opponent must tell you whether its a
hit or a miss. After you record your hit or miss, your turn is over.
If your called shot location is occupied by a ship on your opponents grid, its a hit.
Your opponent does not tell you which ship you hit, just whether it was a hit or miss.
Record your hit by pacing an X in the grid. Also, if your opponent hits one of your
ships during their turn, place an X on your grid.
If your called shot location is not occupied by a ship on your opponents grid, it is a
miss. Place a circle or dot on the grid, so you wont call this shot again. (If your
opponent misses one of your ships during their turn, you do not need to record their
miss.)
Once all of the holes in a ship have been filled with Xs, it has been sunk. The ships
owner announces which ship has been sunk. For example: You sunk my
battleship! or You sunk my destroyer!
If you sink your opponents fleet of five ships before he/she sinks yours, you win!
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Instructors Key:
Solving Equations
For full credit show your work neatly on

back or attached sheet.
Karl said what???
Solve the following equations. On the bottom of the page is a letter key that you will use to
decode the message. The letters in front of their equations correspond to the number that is the
solution to that equation. Have fun!!!!
E. 5(10 x) 2 3 x 5 37
L. 7 x 5 4 x 16
X. 10 x 2 x 1
N. 2 x 7 3x 3 9 x 1 4
M. x 4 2 x 17 18
T. 5 x 12 22
A. 75 9 x 24
S. 9(2 x 8) 8 x 8
O. 10 2 x 4 x 2
P. 2 x 9 3 x 11 x 20
U. 15 x 200 25
G. 6 x 6 42
H. 2 2 x 3 5 x 6 28
C. 3( x 2) 21
R. 7 3 x 5 287
I. 2 x 6 3 x 2 1
Use the key above to decode the message below.
Karl Jung once said this about life, but it could be true about the learning of a
particularly hard subject in school.
___
T ___
H ___
E ___
R ___
E
2 4 7 12 7
___
I ___
S
9 8
___
N ___
O
0 4
___
C ___
O ___
M ___
I ___
N ___
G
5 4 13 9 0 6
___
C ___
O ___
N ___
S ___
C ___
I ___
O ___
U ___
S ___
N ___
E ___
S ___
S
5 4 0 8 5 9 4 15 8 0 7 8 8
___
T ___
H ___
R ___
O ___
U ___
G ___
H
2 4 12 4 15 6 4
___
T ___
O
2 4
___
E ___
X ___
C ___
E ___
P ___
T
7 3 5 7 10 2
___
P ___
A ___
I ___.
N
10 11 9 0
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Instructors Key:
Finding patterns to create tables and equations
Building corrals for my wild Mustangs!!!

Kellys wild mustangs require fences as shown in the figure below. Today Kelly only needs 3 corrals as in the
figure. But she is expecting to increase the number of mustangs in the near future, which means she will need
more corrals. All corrals are built side by side.
Number
of corrals
1
2
3
4
5
10
75
N
1. As you can see in the table it took 10 fences for
Kelly to create the 3 corrals above. Figure out
how many fences you would need to make 1, 2,
4, and 5 corrals and add this information to the
chart.
Number of
fences
4
7
10
13
16
31
226
3N+1
4. Using your idea from #3 could you find the

number of fences needed to make 75 corrals?
________ If you answered yes, then put your
answer in the table and explain how you figured
it out (horizontal pattern).
3(75) + 1 = 226
2. The number of fences changes as you read

down the list from 1 to 5 corrals. There is a
vertical pattern to these numbers. What is it?
Just add 3 to the previous answer.
3. Find the number of fences that would be
needed to make 10 wild mustang corrals and
put it into your table (Try to do this without
using the number of fences for 6, 7, 8, or 9

corrals). How did you figure out your answer?
One possibility: Each corral that we added
needed 3 more fences than before, but that was
in addition to the one fence we began with.
5. If you could not find the answer to #4, then you

need to add some more small number of corrals
and their fences to the chart. Now take a closer
look at the number of corrals and what we could
do to this number to get the number of fences?
If you find a method of doing 1 corral, then try it
on the other corrals. When you find a pattern
that works on all the small numbers, try it out on
the 75 corrals. Write the pattern when you find
it.
6. Write an equation (horizontal pattern) that will

calculate the number of fences in terms of the
number of corrals (N) and put it into your table.
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Instructors Key:
Fun with Calendars

March
Su
Sa
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Directions:
Each pair from your group will work together to construct a mathematical puzzle as follows:
Choose any 4 days that form a square of 4 numbers like the one to the right:
Write your choice of the 4 days in the square to the right:
10 11
56
Find the sum of the four numbers: _______________
17 18
18
19
25
26
Write the sum on the First Solution Sheet (page 2 of this handout) and exchange it with the
other 2 members of your group. The goal is to solve their puzzle and for them to solve yours.
Finally, check the answer to see if everyone got the correct solution!
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Solving the First Calendar Puzzle

(received from the other 2 team members with their sum)
The sum of our 4 numbers is: ____________

(fill out sum and give to the other 2 members of
80
your team)
Solve the puzzle by using Algebra to figure out the numbers.

Call the first number n. The next (2nd) number is n____
+ 1 (hint, write it in terms of n).
n
The 3rd number (the one below the first) is _____.

n+7
n+1
n+7 n+8
Finally, the 4rd number is _____.

n+8
Hint, if you have trouble figuring this out, try using numbers as
an example.
Now the sum of the 4 numbers is: n + n + 1 + n + 7 + n + 8 = 80.
(Remember the sum was given to you at the top of this page.)
Combine like terms and solve for n:
_____________________________
4n + 16 = 80
_____________________________
n = 16
Fill in the grid to the right with the numbers and confirm
your answers with the other group members.
16 17
23 24
68
MAT0022C/0028C
Create an Original Puzzle

Design a puzzle of your own:
1.
2.
3.
4.
5.
Describe a pattern of days on the calendar. (Use a minimum of 3 days.)

Call one of the days n.
Write the other days in terms of n.
Add up the days (in terms of n) and write it equal to its sum. (The actual number)
Figure out the puzzle s solution by actually solving the equation.
Mark the pattern on the calendar:

Su
Sa
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
State pattern in words.______________________. Draw a picture:

(e.g. a square block of 4 squares:
The sum of the numbers is: _____________

The equation which the other team should use to solve the puzzle:
_______________________
Check your equation by plugging in your numbers and comparing the sum.
State your pattern (in words and with a picture) and sum top of the second solution sheet (page
4) and give it to another team to solve.
MAT0022C/0028C
69
Solving the Second Calendar Puzzle

(received from the team which created the puzzle)
The pattern is: _____________________________ Picture:

The sum of our numbers is: ____________
Use the calendar as a guide:
Su
Sa
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Solve the by puzzle by determining the numbers by using Algebra:

Call the first number n. The next (2nd) number is _______ (in terms of n).
The 3rd number is _____.
Finally, the 4rd number is _____.
Continue with this if there are more than 4 numbers.
(If you have trouble figuring this out, use a set of numbers as an example.)
Now the sum of the numbers is: n + _______________________ = ____ .
(Remember the sum was given to you at the top of this page.)
Combine like terms and solve for n.
Highlight the numbers on the calendar at the top of this page, add the numbers to check your
solution.
70
MAT0022C/0028C
Instructors Key:
Equation Review (with integer coefficients)

Answers:
1.
x7
25. x 2
2.
x 14
26. x 1
3.
x5
27.
4.
x 18
28. x 3
5.
x 9
29. x 0
6.
x 1
30. x 12
7.
x 6
31. x 15
8.
x 32
32. x 6
9.
x 14
33. x 35
10. x 5
x5
34. x 24
11.
x5
35. x 10
12.
x 49
36. x 8
17
3
48. x
15
2
49. x
51.
x4
52. x 0
53. x 6
54. x
55. x
14. x 8
38. x 20
56. x 5
39. x 9
57.
16. x 2
40. x 1
x2
41. x 1
18. x 8
42. x 2
19. x 2
43. x 5
20. x 2
44. x 1
17.
21.
x 4
22. x 2
23. x 2
x 4
58. x
11
2
59. x
17
8
60. x
11
4
61. x
1
3
45. x 0
1
46. x
3
9
2
2
5
37.
x3
5
16
50. x 2
13. x 5
15.
x6
47.
24. x 3
MAT0022C/0028C
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MAT0022C/0028C
Instructors Key:
Linear Equation Review

Answers:
1.
x 13
13.
x 58.7
2.
5
4
14.
3.
y 2.14
4.
3
x
2
5.
15
x
2
6.
z 31.1
7.
x 15.75
8.
5
x
3
9.
9
y
16
10.
x 32
11.
1
z
3
12.
7
2
MAT0022C/0028C
15.
16.
13
9
y
x
3
4
3
7
17.
y 28.05
18.
1
z
2
19.
20.
x 1.82
21.
22.
y 13
23.
x 1.4
24.
z 1
5
108
5
6
25.
3
8
26.
7
3
27.
7
15
28.
29.
z 3.8
30.
y 1
31.
32.
33.
x 4
34.
15
16
47
12
18
17
19
11
73
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MAT0022C/0028C
Instructors Key:
Word Problems using Whole Numbers

Write your answer in a sentence.
1. A man was cutting a 20 foot tree into 2 pieces.
One piece was 4 feet longer than the other. How
long are the two pieces?
One piece is 8 feet and the other is 12 feet.
2. A couple needed to purchase 21 presents for
Christmas presents. If the husband bought twice
as many as his wife, how many did each buy?
The husband bought 14 presents and the wife
bought 7.
3. A rectangle is 6 inches longer than it is wide.
The perimeter of the rectangle is 112 inches.
What are the dimensions of the rectangle?
The rectangle is 31 inches long and 25 inches
wide.
4. If you pay $12000 for a new car that had a
sticker on it that said, Discount of $3500,
how much was the original price of the car?
The original price of the car was $15,500.
5. Wal Mart pays $3.25 for tee shirts and then sells
them for $5.85. What is the markup?
The markup is $2.60.
6. Your car is traveling an average of 63 miles per
hour on a trip to Georgia. The trip takes a total of
7 hours. How far did you go?
You went 441 miles.
7. When in orbit the shuttle travels at a rate of
approximately 17250 mph. How far does it
travel in a week?
The shuttle travels 2,898,000 miles in one
week.
8. A student plans to pay back a $600 loan with
monthly payments of $30. How long will it take
to pay the loan back?
It will take 20 months to pay the loan back.
9. During a 30 minute television show, a viewer
found that the actual program aired a total of 18
minutes more than the time devoted to
commercials. How many minutes of commercials
were there?
There are 6 minutes of commercials.
10. Attendance during the first day of a three day

car show was brisk. On the second day,
attendance doubled. On the third day, the
attendance was triple the first day. If 6600
people attended the show, what was the
attendance each day?
First day was 1100 people, second day was
2200, and the third day was 3300.
11. Billy Bob and Peggy Sue were opposing
candidates in a school board election. Peggy
Sue received 87 more votes than Billy Bob with
a total of 439 votes cast. How many votes did
each receive?
Billy Bob received 176 votes and Peggy Sue
received 263 votes.
12. The highest grade on a math test was 38 points
more than the lowest grade. The sum of the two
grades was 142. What are the two grades?
The lowest grade was 52 and the highest grade
was 90.
13. Martha Stewart purchased two houseplants for
$58. The grape ivy cost $7 more than twice that
of the Boston fern. How much was the grape
ivy?
The grape ivy cost $41.
14. Find two consecutive integers whose sum is 15?
The two consecutive numbers are 7 and 8.
15. Smokey, Yogi, and Boo boo were swimming laps
in a pool. Smokey swam twice as many laps as
Yogi and Boo Boo swam three more laps than
Yogi. If the three bears swam 47 laps total, how
many did each swim?
Number of laps: Yogi swam 11, Smokey swam
22, and Boo Boo swam 14.
16. The beach is 150 miles from home. If it took you
3 hours to get there, what is your average
speed?
Your average speed was 50 miles per hour.
17. Find three consecutive integers that total 102.
The three consecutive integers are 33, 34, and 35.
MAT0022C/0028C
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Instructors Key:
Word Problems using Fractions

1.
2.
3.
4.
5.
Make up a pizza story (in English or picture

form) about the fraction 5/8.
After I cut a pizza into 8 equal pieces, I ate 5 of
them.
Make up a pizza story (in English or picture
form) about the fraction 8/5.
Having picked up 2 pizzas I cut each of them
into 5 equal pieces. I fed 8 of the pieces to my
kids.
Article V of the US Constitution requires a 2/3
vote of the House of Representatives to
propose a constitutional amendment. The
House has 435 members. Find the number of
votes needed to meet this requirement?
There are 290 votes needed to meet this
requirement.
A tennis ball is dropped from a height of 54
inches. Each time it hits the ground, it
rebounds 1/3 of the previous height it fell. How
high did it bounce after hitting the ground for
the third time?
The height of the last rebound is 2 inches.
The surface of the earth covers 200 million
square miles. About 3/4 of the surface is
covered with water. What is the area covered
by land on the earth.
The area of the earths surface that is covered
by land is 50 million square miles.
6.
Each lap around a stadium track is 1/4 of a mile.

How many laps would a runner have to
complete to get a 26 mile workout?
The runner would have to complete 104 laps.
7.
Using a laser, a technician slices thin pieces of

aluminum off the end of a rod that is 7/8 of an
inch long. How many 1/64 inch wide slices can
be cut from this rod?
The technician can cut 56 slices from the rod.
8.
The page design for a magazine cover includes

a blank strip at the top, called a header, and a
blank strip at the bottom of the page called a
footer. If a header is 3/4 of an inch and the
footer is 2/3 of an inch, how much of the page is
lost because of these 2 blank areas?
The amount of space that is lost is 15/12 inches.
9. I have 4 wrenches of the following sizes: 1/4
and 3/8 and 3/16 and 5/32. If I want to hang them
in order from the smallest to the largest, what
is the order?
The order of wrenches from smallest to largest
is: 5/32, 3/16, 1/4, 3/8.
10. What is the difference in strength between a
1/ hp and a 1/ hp garage door opener?
3
2
The difference in horsepower is 1/6 horsepower.
11. A truck can safely carry a one ton load. Could it
be used to deliver one half ton of sand, one
third ton of gravel, and one fifth ton of cement
in one trip to a job site?
No, the truck could not haul this load to the site
in one trip.
12. On weekends, a college student works for a
political organization, collecting signatures for
a petition. Her pay is $15 a day plus 30 cents
for each signature she obtains. How many
signatures does she have to collect to make
$60 a day?
She will have to collect 150 signatures to make
$60 a day.
MAT0022C/0028C
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MAT0022C/0028C
Instructors Key:
Word Problems using Percentages

Round off any money answer to the nearest penny!
1.
How much is 8% of $56?

8% of $56 is $4.48.
2. How much is 0.5% of $2080?
0.5% of $2080 is $10.40.
3. How much is 160% of $40?
160% of $40 is $64.
4. A jacket costs $45 and tax is 6%. How much
would the jacket cost with tax included?
With tax included the jacket would cost $47.70.
5. A washing machine costs $456 and tax is 4%?
The tax only is how much?
The tax on the washing machine will be $18.24.
6. A hotel room costs $135 at Disney. Because
only tourists use these rooms, they charge an
8% tax. How much is the room including tax?
The room at Disney including tax will be
$145.80.
7. Dinner out with your best friend costs $36. You
plan on leaving a tip of 15% and tax on dinner is
6%. How much will you total bill be for dinner?
The total bill with tip included will be $43.56.
8. You sell homes on commission. Your
commission is 8%. If you sell a house for
$166000, how much is your commission?
Your commission for selling the home will be
$13,280.
9. You want to buy a fixer upper home. The
owners are asking $25000 for the home. If the
mortgage company is willing to lend you 125%
of the cost, how much money will they give you
to buy and fix up the house?
The mortgage company will loan you $31,250.
10. Sears is having a 33% off sale. If a lawn mower
has a tag price of $650, how much is the new
lower price of the lawn mower?
The reduced price of the lawn mower will be
$435.50.
11. Target has a discount rack marked at 45% off. If
an item has an original price tag of $18 and tax
on the item is 6%, what is your final cost after
discount and tax is included?
The final cost of the item will be $10.49.
12. Penneys is selling an $80 dress for $55. What
is the percentage of decrease in price?
The percentage of decrease will be 31.25%.
13. Wal Mart is selling cards for $2.75. They bought

them for a dollar from the manufacturer. What
is the percentage of increase in price?
The percentage of increase will be 175%.
Note: All interest percentage rates are for a

period of one (1) year!!!
14. You are going to put $2000 in your bank for 3
years with an interest rate of 5.75%. What
would your interest be at the end of this
period? This is a simple interest problem (I =
PRT).
Your interest for the 3 years will be $345.
15. You put $4500 into a bank CD at a rate of 8.5%.
You are only going to leave your money in there
for 6 months. At the end of the 6 months how
much is your CD worth? Simple interest
problem (I = PRT). Note: 6 months = year!
Your CD for the 6 months will be $4691.25.
16. You are taking out a loan of $2400 to pay for a
bedroom set. The store is going to charge you
9% simple interest for 4 years. How much will
you have to pay each month to repay the store?
You will have to pay $68 per month.
MAT0022C/0028C
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MAT0022C/0028C
Instructors Key:
Word Problems using Variable(s)

Things to know:
d=rt
distance = rate (speed) times time (hours)
The speed (mph) is the number of miles a car will go in one (1) hour.
I = P r t Interest = Principal ($ borrowed or saved) times rate (%) times time (years)
Percentage rates of banks are always for a period of one (1) year.
Percentage rates with solutions represent the amount of pure solution (no water).
Percentage rates with alloys represent the amount of the pure referenced metal only.
1. The length of a rectangle is 24 feet more than

the width. The perimeter of the rectangle is 88
feet. What is the length and width of this
rectangle? The length is 34 ft.; width is 10 ft.
9. Two angles are complementary (sum of 90).

The sum of the measure of the first angle and
half the second angle is 64. What are the
measurements of the two angles? 38, 52
2. Two cars leave the same point at the same time

traveling in opposite directions. One car travels
west at 20 mph and the other travels east at 60
mph. In how many hours will they be 280 miles
apart? In 3.5 hours.
10. At a barbecue there were 250 dinners served.

Childrens plates were $1.50 each and adults
plates were $2.00 each. If the total amount of
money collected was $441, how many of each
type of plate was served? 118 children; 132
adult
3. What amount of money is necessary to be

invested at 5% simple interest to yield $320 in
interest after 4 years? $1600
4. One day a store sold 30 sweatshirts. The white
ones cost $9.95 and colors cost $10.50. A total
of $310.60 worth of sweatshirts was sold that
day. How many of each type were sold? 8 white
sweatshirts; 22 color sweatshirts
5. The school sold 117 tickets for the school play.
Adult tickets cost $1.25 and childrens tickets
cost $0.75. A total of $129.75 was taken in.
How many of each kind were sold? 84 adult
tickets; 33 children tickets
6. The perimeter of a standard basketball court is
288 feet. The length is 44 feet longer than the
width. What are the dimensions of the court?
The length is 94 ft.; the width is 50 ft.
7. Two angles are supplementary (sum of 180).
One angle is 3 less than twice the other. What
are the measurements of the two angles? 61,
119
8. A basketball player hit the basket eighteen
times during the game. He scored a total of 30
points, two points for each field goal and one
point for each free throw. How many field goals
did he make? How many free throws did he
make? 12 field goals; 6 free throws
11. An airplane has a total of 152 seats. The

number of coach seats is five more than six
times the number of first class seats. How many
of each type of seat are there in the airplane? 21
first class seats; 131 coach seats
12. A 2% solution of acid was mixed with a 12%
solution to produce an 8% solution. How much
2% solution and how much 12% solution were
used to produce 10L of the 8% solution? 4L of
2% solution; 6L of 12% solution
13. A boat travels 30 km up a river in the same time
it takes to travel 50 km down the same river. If
the current of water is 5 km/h . What is the
speed of the boat in still water? 20 km/h
14. A 62% copper alloy was mixed with a 12%
copper alloy to produce an alloy that was 32%
copper. How much of the 62% and 12% alloy
were used to produce 40 kg of 32% alloy? 16kg
of 62% alloy; 24kg of 12% alloy
15. Peanuts worth $2.90 per pound were mixed with
cashews worth $4.60 per pound to produce a
mixture worth $3.50 per pound. How many
pounds of each kind of nuts were used to
produce 51 pounds of the mixture? 33 pounds of
peanuts; 18 pounds of cashews
MAT0022C/0028C
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MAT0022C/0028C
Instructors Key:
Math Relay Race

Instructions
1. Divide students into groups of four.
2. In each team, the four team members must be seated in order from front to back, (i.e.
student 2 behind student 1, etc.)
3. Student 1 performs the predetermined math function and writes the answers on their
answer sheet.
4. When they have the answer on their sheet, student 1 then hands their sheet to the person
behind them.
5. The next student (student 2) repeats the process, until the final member of the group
completes their question.
6. The fourth member of the group then raises their hand and waits for the lab instructor to
check the groups work.
7. If the answers are correct, the team gets a point. If the answers are incorrect, the team
starts from the beginning and repeats the race again.
8. At the end of the round, the team with the most points is declared the winner.
MAT0022C/0028C
83
Team Answer Sheet Math Relay

Round 1
Round 2
Round 3
Round 4
13
12
10
15
1
2
1
4
Student #1
Student #2
Student #3
Student #4
84
MAT0022C/0028C
Instructors Key:
Words to Math and Math to Words

Part I Translation
Translate the following phrases into algebraic expressions (or vice a versa). Challenge yourself to not use the
same words or phrases over and over again when translating.
Words
1) The quotient of a number and 3
Math
x
3
2) Seven more than a number
x7
3) A number minus 23
z 23
4) 23 less than a number
z 23
5)
1
of a number
4
1
x
4
6) 7 less than the product of 3 and a number
3x 7
7) 5 plus the product of 7 and a number
5 7x
8) The product of 7 and a number added to 5
5 7x
9) 9 times the quantity of a number minus 4
9( z 4)
10) 9 times the difference of a number and 4
9( z 4)
11) 3 less than a number is 7 more than twice the number
x 3 2x 7
12) 12 times the quantity of a number minus 3 is twice the same number
12( n 3) 2n
13) 12 times the difference of a number and 3 yields twice the same number
12( n 3) 2n
14) Twice a number minus 15 is 10 less than 8 times the same number
2 x 15 8 x 10
15) The difference of twice a number and 15 is the same as the difference of 8 times
the same number and 10
2 x 15 8 x 10
MAT0022C/0028C
85
Part II Solving and Graphing Inequalities

Using your answers in Part I of the activity, set up the following linear inequalities and solve them. Use the
number line provided to graph your answers.
A)
x
3
Answer from #1
Answer from #7
3
4
x7
B)
5 7x
Answer from #2
3x 7
Answer from #6
x7
z 23
C)
Answer from #4
9 z 4
Answer from #9
13
8
For the following problems, using your answers from Part I, replace the equal sign with the given inequality
symbol; solve, then graph.
x 3
D)
2x 7
Answer from #11
x 10
E)
12 n 3
2n
Answer from #12
F)
18
5
2 x 15
8x 10
Answer from #14
5
6
86
MAT0022C/0028C
Linear Inequalities Review

Answers:
1.
y 4
[4, )
2.
x 6
(, 6)
3.
x 3
(, 3)
4.
z 6
[6, )
5.
4
3
4
3 ,
6.
x2
(,2)
7.
2
5
,
5
8.
x0
(0, )
9.
a 11
(, 11)
10. x
11. x
2
3
13. t 10
2
3 ,
10,
2
15
12. x 4
,
15
(, 4]
4,8
14. 4 x 8
15. 8 y 2
8, 2
16. 10 z 3
17. 4 x 1
4, 1
18. 1 x 6
10, 3
1,6
MAT0022C/0028C
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88
MAT0022C/0028C

Linear Inequalities
Inequalities Matching Cards

Material needed:
Inequalities card deck
Classroom setup:
Groups of 3 students
How to play:
Give each group the deck of shuffled cards. The members in the
group work together to match the English translation, the algebraic
inequality, and the number line graph. The first group that matches
all of the cards correctly is the winner and gets to leave lab early.
The remaining groups are allowed to leave as they finish.
Suggestion: Have the group divide the deck into 3 decks, English,
algebraic, and number line. Everyone in group should begin with the
English card, derive the inequality equation, and then match the
number line.
MAT0022C/0028C
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MAT0022C/0028C
Instructors Key:
GE(MD)(AS)
Order of Operations using Integers
What he said is TRUE!

Work out the following problems using the order of operations. On the next page is a letter key that you will use
to decode the message. Match up the letter with its answer on this page with that same answer on the second
page. Have fun!
A. 6 4 2 7 3 5 18
D. 12 8 7( 2) ( 4) 10 46
V. 8 6( 3) ( 2) ( 4) ( 3) 1 12
I.
5 10 2 3
2
2
3 1
N.
86 4 2
3
3 4 1 2
A. 5 11 2 6 3 3 26
O.
2 8 2 4
2 5 3 5 2
T.
R. 6 3 6
N. 6 6
E. 5 4 2 9
10 2
H. 1
M. 3 6 8 2 10 2 10
R. 8 3 2 3 1
K.
3
G. 2 5 4 3 2 4 0
V.
W. 7 3 5
2
M.
2 1
S. 5 5
5 8 1 9 52
2
3 5 4 1
5 7 6
5 23 10 4 2 9
9 16 5
E. 121 3 50 7 8
2
38
5 2 3 4 3 18
2
Y.
4 2 2 6 3 5 1 8
MAT0022C/0028C
91
Albert Einstein said ...
A N
26 3
Y O N E
8 7 6 8
_____ _____ _____ _____ _____ _____
N
3
E V
9 5
E R
8 1
M A
10 26
_____ _____ _____ _____ _____
M I
18 2
S T
5 4
_____ _____ _____ _____
A K
26 9
E
8
H
1
H A S
1 18 5
_____ _____ _____
A
18
_____
H A S
1 18 5
_____ _____ _____ ,
N E V E R
6 8 12 9 1
T
4
D E
46 9
_____ _____ _____ _____
_____ _____ _____
T R I E
4 36 2 8
_____ _____ _____ _____ _____
A N Y
26 6 8
W H O
38 1 7
_____ _____ _____
D
46
_____ _____ _____ _____ _____
I
2
N
3
G
0
_____ _____ _____ _____ _____ _____ _____ _____
N E W
6 9 38
_____ _____ _____ .
92
MAT0022C/0028C
Instructors Key:
Integer Review
Answers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
2
11
7
17
5
7
45
77
24
90
16
2
19
8
5
1
4
11
1
63
4
11
9
6
22
20
20
1
10
5
1
6
10
2
9
2
4
6
20
MAT0022C/0028C
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
13
25
9
36
1
58
16
24
0
65
64
40
27
12
88
60
40
90
240
360
90
2
3
4
4
8
9
36
36
6
36
20
23
26
26
8
7
19
93
Instructors Information Sheet

Order of Operations using integers
24 Game
Equipment needed for this activity: Two (2) sets of single digit cards.
Note: There are enough cards in two packs for 12 different groups.
Explanation of Activity:
1. Try to break the class into as many groups of 3 as possible.
2. All members of each group should put their names on the paper from the lab manual
(official score sheet) to be turned in at the end of the period.
3. Give each group a set of cards consisting of 1(1 dot), 2(2 dots), 1(3 dots), for a total of 4
cards.
4. The group is allowed to use any combination of addition, subtraction, multiplication,
division, and exponents with order of operations and grouping symbols (parentheses or
fraction bar) to create a total value of 24.
5. An answer must use all of the four (4) numbers on ONE SIDE of the card and each
number can only be used once.
6. The numeral with a RED DOT is a nine (9), not a six (6).
7. Remind them that 5(9 2)2 and 2 * 5(9 2) are the same and are not to be
considered as different solutions.
8. Each group should turn in the official score sheet at the end of class.
9. Credit should be given according to the number of different solutions that the group
turns in.
Instructors options:
Allow each group to make only one trade during the class. This trade will be for another
set of four (4) cards.
No values can be used as exponents.
A tardy student can be added to an existing group of 2.
A tardy student can work alone until (and if) another tardy student arrives.
94
MAT0022C/0028C
Instructors Key:
Numeric and Algebraic areas
How much shade do you get from that shape?

Find the area of each shaded region including appropriate units.
1. Area of the shaded region:

10 feet
_________________________________
160 ft2
Include units with all answers.

16 feet

____________________________
138 ft2
11 feet
4 feet
14 feet
13 feet

2
(x + 7x + 10) in
_________________________________
(x + 2) inches
(x + 5) inches
MAT0022C/0028C
95

(x2 + 33x + 158) cm2
________________________
(x + 2) cm
(x + 1) cm
(x + 10) cm
(2x + 16) cm

2
(6x + 25x + 25) m

________________________________
(2x) meters
(3x + 5) meters
2x
(3x + 5) meters

2x + 3
2x + 1
(8x + 17x + 8) yd
________________________________
3x + 2
* All units are yards in this problem!
2x + 1
4x + 5
96
MAT0022C/0028C
Instructors Key:
Polynomial Review
Answers:
1.
2.
3.
4x
5x 2 y
x 7y z
4.
5.
3x 4 x
2 x 2 6 y 2
2
6. 13z
7.
6 x 4 4 x3
8. 9 x 2 8 x
9.
x 10 y
10. 5 y 7 z
11. 12xy
12. 21x 2
13. 32x 2
14. 108xyz
15.
16.
14x
25x 2 y 2
17.
18.
19.
7x
6z 6
48x 4 y 3 z 2
20.
21.
22.
23.
24.
25.
72 y 4 z 7
6 x 15
40 y 10
12 z 6
4x2 5x
5 xy 15 y 2 30 yz
31.
49 y 2 28 y 4
32.
25 y 2 10 yz z 2
33. 4 x 2 12 xz 2 9 z 4
34. 6 z 8 y 2 z 14 z 2
35. 8 x 2 6 xy 22 x 15 y 5
y
36.
3
37. 2xy
38.
39.
40.
26. 6 x 23 x 20
27. 10 x 2 23 x 12
28. 2 x 2 7 xy 5 y 2
2
29. 8 x 2 26 x 15
30. 3 x 2 15 xy 2 x 10 y
MAT0022C/0028C
41.
42.
43.
44.
2 y 2 z
x
3
z
4x2
1
1
3y 2x
2 5z 3

z
x
3x 5 y 4 1
7 y 7x 7
6 y 28
21x 3 xy 8 y
45. 14 z 2 4 z 2
46. 3 x 2 xy 8 y
47. x 3 x 4
48.
49.
50.
51.
52.
z 5 z 3
y 8 y 2
2 x 3 x 4
3x 2 x 5
3x 4 2 x 3
97
98
MAT0022C/0028C
Using Radicals In Everyday Life

Instructors Directions:
1. Distribute a protractor, ruler, and calculator to each student.
2. Each student will turn in a lab assignment.
Objective:
1. The student will discover the relationship of the hypotenuse with the adjacent sides in right triangles only the Pythagorean
Theorem.
2. The student will practice use of the protractor.
3. The student will learn how to apply the Pythagorean Theorem to real life applications.
Part I
Below are four triangles. Measure each side in millimeters (mm) and each angle, then fill in the blanks.
1.
a 90 mm
b 120 mm
c 150 mm
A
B
C
35
55
90
A
B
C
53
37
90
c
a
C
b
b
C
2.
a 90 mm
b 67 mm
c 112 mm
a
c
MAT0022C/0028C
99
3.
a 91 mm
b 90 mm
c 142 mm
A
B
38
39
103
a 79 mm
b 118 mm
c 177 mm
A
B
22
32
126
4.
c
a
A
b
100
MAT0022C/0028C
Part II
Under a certain situation, the values of a, b, and c
can be related with the formula c a 2 b 2 .
Substitute the measurement of the sides a and b
from each triangle in the previous section and find
the value of c given by the formula.
Notice this relationship from the right triangles in

Part I. Use the Pythagorean theorem to solve the
problems below:
1.
c = 6.5
2.5
1. c1 =
902 1202 150mm

6
2. c2 =
902 67 2 112mm
2. How long is a 55 (inch) television (measured
diagonally), with a height of 28?
3. c3 =
912 902 127.99mm
4. c4 =
792 1182 142mm
Identify the cases above where the value of c

equals the actual measurement taken in Part I.
552 282 b 2
b 47.34 in
3. A pipe must be installed on a rectangular lot of

land, that can reach from one corner to the
opposite corner (diagonally). If the lot is 60
(feet) by 25, how much pipe must be run?
c 2 602 252
c 65 feet
1&2
What do each of these triangles have in common?
90 (right triangles)
4. A baseball diamond is a square with sides of 90

feet. What is the shortest distance, to the
nearest tenth of a foot, between first base and
third base?
c 2 902 902
c 127.3 feet
Part III
The Pythagorean theorem is named after the Greek
mathematician Pythagoras (ca. 570 BC ca. 495
BC). The Pythagorean theorem states that for any
right triangle (a triangle in which one angle equals
90) with legs a and b and hypotenuse (the side
opposite the 90 angle) c, a 2 b 2 c 2 .
5. Two joggers run 8 miles north and then 5 miles

west. What is the shortest distance, to the
nearest tenth of a mile, they must travel to
return to their starting point?
c 2 82 52
c 9.4 miles
MAT0022C/0028C
101
102
MAT0022C/0028C
Instructors Key:
Rationalizing the Denominator Review

Answers:
1.
5 3
3
2.
14
4
3.
2 10
5
4.
3 2x
2x
5.
5 7 xy
7x
6.
4 3x
x
8.
3 5x
x
9.
7. 5
10.
2 x 3x
3
11.
4 xyz
3 xyz
12.
13.
3 2y
2y
14.
7x x
3
15.
2
2
2
2
2 5 xy
5 xy
MAT0022C/0028C
103
104
MAT0022C/0028C
Simplifying Radicals Review

Answers:
1. 3y x
2. 3 x 3 y
3. 5 y 2 y
4. 12 x 2 x
5.
21x 2 y 3 2 y
6. 6 x 4 2 x
7.
x6 y 4 y
8. 180x 3 y10
9. 5 x3 3xy
10. 20x2 y3 x
11. 27x3 y 3 x
12.
13. 2 6 8
14. 6 15 9 2
15. 6 3 2
16. 4 3 6 15
17. 8 15 36 10
18. 48
19. 30 30 70 70
20. 2 35 6 10
21. 8 3 8 6
22. 60 2
6 10
MAT0022C/0028C
105
106
MAT0022C/0028C

Radicals
Radicals Matching Card Game

Material needed:
Radicals card deck (currently called Go Fish)
Classroom setup:
Groups of 4 students
How to play:
1. The cards with a hole punch in the corner (simplified/marked

cards) are placed faced down in a pile, with the first card turned
over for all the players to see.
2. The rest of the deck of cards is shuffled and passed out among
the participants. Once all the remaining cards have been
distributed, play begins.
3. The objective of the game is for players to match their cards
with the ones from the marked deck. For every marked card,
there are two other cards that match it.
4. The first player to recognize that they have a card that matches
the one turned over, picks up the card to create their pair.
(Note: Once a pair has been created, one card will remain
unmatched in the series. It should be discarded)
5. The next card from the marked deck is turned over and play
resumes. Play continues until all cards from the marked deck
are exhausted.
Winner:
Once the deck is exhausted, the winner is the player with the most
matched pairs of cards.
MAT0022C/0028C
107
108
MAT0022C/0028C
Instructors Key:
Simplifying Rational Expressions
The Power of One

Example:
Given the following rational expression, we will learn to extract all the ones (greatest common factor) from
the problem:
x2 4 x 5
x 2 2 x 15
1. Start by factoring both the numerator and denominator of the rational expression, if possible. Extract the
greatest common factor that appears for both the numerator and denominator. Place that value in the blank
space below.
2
x 4x 5
x 2 x 15
( x 1)( x 5)
( x 5)( x 3)
( x 5) ( x 1)
( x 5) ( x 3)
2. Notice the terms inside the first set of parentheses. Both the numerator and denominator are identical,
therefore we are able to cancel out all the terms in the first parentheses, resulting in a value of 1.
( x 5) ( x 1)
(1) ( x 5) ( x 3)
MAT0022C/0028C
109
Simplify the following rational expressions using the procedure from the previous page. On the next page is a
letter key that you will use to decode the message. The letters in front of the rational expressions correspond to
the greatest common factor (the power of one) of the rational expression.
H.
5x4
1
2
6
10 x
2x
R.
y4 1
2y 8 2
I.
8 xy 3
4y
2 2
6x y
3x
U.
x 2 3x x
6 x 18 6
O.
36 x 2 y 5 6 y 4
3
x
6 x5 y
S.
x 5
1
5 x
B.
12 y 4 3 y 2 6 y 4 y 3 y 2
3y2
y
F.
2x2 7 x 4 x 4
6 x 2 x 2 3x 2
T.
15 x 4 10 x 3 20 x 2
3x 2 2 x 4
2
5x
A.
y 3
1
3 y 11 y 6 3 y 2
N.
x8 8 x 6 4 x 4 x 4 8 x 2 4
2 x5
2x
D.
5 x 2 3x 2 x 1
5 x 2 13 x 6 x 3
E.
8 x3 4 x 2 6 x 4 x 2 2 x 3
2 x2
x
V.
2x 1
1
4 x 10 x 4 2 x 4
C.
x 2 3x 2 x 2
x2 4x 3 x 3
P.
y2 1
y 1
2
y 5y 6 y 6
M.
4 y 36
4
9 y
L.
15 x 2 y 3 20 x3 y 2 30 x 4 y 5 3 y 4 x 6 x 2 y 3
45 x 2 y 7
9 y5
G.
3x 2 4 x 3x 4
x2 4x
x4
Y.
2 x 2 19 x 9
2x 1
2
4 x 33 x 27 4 x 3
110
MAT0022C/0028C
T
5x2
5x2
B
3y
3y
R
y4
y4
x3
x3
5x2
5x2
5x4
5x4
2 xy 2
2 xy 2
x5
x5
2x
2x
2x 1 6x y
2x 1 6x2 y
2
2x
2x
x3
x3
5x 2
5x 2
x
x4
V
2x 1
2x 1
2x
2x
y4
y4
N
2
2 xy
2 xy 2
x
x4
5x
5x2
2x
2x
5x
5x4
2 xy 2
2 xy 2
y9
y9
y 1
y 1
5x2 y 2
5x2 y 2
2 xy 2
2 xy 2
x 1
x 1
2 xy 2
2 xy 2
5x2
5x2
x9
x9
y 3
y 3
x4
x4
5x 2
5x 2
6x y
6x2 y
5x
5x2
y9
y9
x3
x3
5x y
5x2 y 2
x
x4
6x2 y
6x2 y
x4
x4
5x
5x2
5x
5x4
x
x4
y 1
y 1
x3
x3
x5
x5
2 xy
2 xy 2
x 1
x 1
5x
5x2
F
2x 1
2x 1
N
2
2 xy
2 xy 2
x
x4
2 xy
2 xy 2
x
x
x5
x5
5x
5x2
5x
5x4
2x
2x
2 xy
2 xy 2
x 1
x 1
2 xy 2
2 xy 2
6x2 y
6x2 y
x4
x4
6x2 y
6x2 y
5x y
5x2 y 2
2 xy
2 xy 2
5x
5x2
O
6x2 y
6x2 y
x5
x5
T
5x2
5x2
x9
x9
y 3
y 3
D
5x 2
5x 2
x
x4
F
2x 1
2x 1
Sir Isaac Newton
MAT0022C/0028C
111
112
MAT0022C/0028C
Multiplying & Dividing Rational Expressions Review

Answers:
1.
x 3
8x 9
3.
z 1
5.
2.
y
5
4.
10
v 10
m6
(m 4)( m 2)
6.
y7
7( y 10)
7.
( x 5)
90
8.
x 1
x5
9.
2
3x
11.
7c
12
12.
x 1
2
13.
3x 1
x 1
14.
x2
x3
15.
2
n
16.
( x 9)( x 6)
9
10. 8
MAT0022C/0028C
113
114
MAT0022C/0028C
Adding & Subtracting Rational Expressions Review

Answers:
1.
20 3 x
5x
2.
2 y 3x
xy
3.
3
5
4.
6 x2 5 y
4 x3 y 2
5.
6x 2
7x
6.
3 y 2 29 y 2
9 y3
7.
5x 6
2x2
8.
a 2 2ab b 2
a 2b 2
9.
1
2
10.
1 x
9 x2
11.
y 6
x3
12.
15 y 2 2 x 2
3x 4 y
13.
11x 2
6 x3
14.
9 x 28 y
12 x3 y
15.
7 y 12
4 y2
16.
5 xy 3 y 7 x
x2 y 2
MAT0022C/0028C
115
116
MAT0022C/0028C
Rational Expressions Review

Answers:
1.
x4
x3
2.
x3
2x
3.
x 10
x 8
4.
2
2 y 1
5.
x2
x3
6.
x5
x 3
7.
3( z 3)
z7
8.
y ( y 6)
2( y 3)
9.
2(m 1)
3m 10
10.
3x 2
2x 3
11.
z 3
2z 3
12.
2x 1
3x 4
13.
v7
v2
14.
2x 5
x2
15.
3 y 1
y 1
16.
b4
b7
MAT0022C/0028C
117
118
MAT0022C/0028C
Instructors Key:
Unit Conversion Review

Convert units of measurement across measurement systems
Length
Metric
English
1 meter (m)
1.09 yards (yd.)
1 meter (m)
3.28 feet (ft.)
1 kilometer (km)
0.62 miles (mi)
2.54 centimeters (cm)
1 inch (in)
0.30 meters (m)
1 foot (ft.)
1.61 kilometers (km)
1 mile (mi)
Volume
Metric
English
1 liter (L)
1.06 quarts (qt.)
1 liter (L)
0.26 gallons (gal)
3.79 liters (L)
1 gallon (gal)
0.95 liter (L)
1 quart (qt.)
29.57 milliliters (ml)
1 fluid ounce (fl. oz.)
Mass
Metric
1 kilogram (kg)
1 gallon (gal)
0.45 kilogram (kg)
28.35 grams (g)
English
2.20 pounds (lbs.)
0.04 ounces (oz.)
1 pound (lb.)
1 ounce (oz.)
Celsius (C)
Temperature
Fahrenheit (F)
9
F C 32
5
5
C ( F 32)
9
1. If you had 3790 liters of water, how many gallons is that?

1000 gallons (gal)
2. If a car travelled 250 miles, what distance is that in kilometers?
402.5 kilometers (km)
3. If the temperature is 30 Celsius, what is the temperature in Fahrenheit?
86 Fahrenheit (F)
4. If your book bag weighs 4.5 kilograms, how many pounds is that?
9.9 pounds (lbs.)
5. If an adult bullfrog is 6.7 inches in length, how many centimeters is that?
17.018 centimeters (cm)
6. If the weight of an average passenger vehicle is 4400 pounds, how many kilograms is
that?
2000 kilograms (kg)
7. If a bottle of soda is 20 fluid ounces, how many milliliters is that?
591.4 milliliters (mL)
MAT0022C/0028C
119
120
MAT0022C/0028C
Final Exam Review Game

Instructions
1. Roll the die to determine who goes first. The player rolling the highest number plays first.
Play moves counterclockwise.
2. The student who is to play second reads a question from the cards to the first player.
a. If the question is answered correctly, then Player 1 rolls the die and moves his or her
marker the resulting number of spaces forward on the playing board.
b. Player 1 then tries to get bonus spaces by rolling the die a second time. If the number
on the die matches the number on the playing board where the players game piece
rests, then Player 1 moves the marker ahead that many spaces.
c. If the question is answered incorrectly, then it is Player 2s turn.
3. Player 3 next reads the question to Player 2. Play continues in this manner until one player
reaches the finish.
4. To finish, the player must roll the number that exactly matches the number of spaces left to
make it to the finish circle.
5. Place the used cards (questions) on the bottom of the stack.
6. LOSE A TURN: Leave the marker on the Lose a Turn space and the player loses his or her
next turn.
7. MOVE AHEAD 3 SPACES: If the marker ends up here, the player can automatically move
ahead 3 spaces right away.
If a player gives the wrong answer, he or she should be shown the correct answer. Players
are encouraged to discuss the right answer and how it is obtained.
MAT0022C/0028C
121
LOSE A
TURN
MOVE
AHEAD 3
SPACES
LOSE A
TURN
LOSE A
TURN
START
FINISH
6
MOVE
AHEAD 3
SPACES
2
1
1
3
4
6
2
MOVE
AHEAD 3
SPACES
6
3
MOVE
AHEAD 3
SPACES
LOSE A
TURN
1
4
3
6
122
MAT0022C/0028C
T RANSLATING KEY WORDS AND PHRASES INTO ALGEBRAIC EXPRESSIONS

The table below lists some key words and phrases that are used to describe common mathematical operations. To write
algebraic expressions and equations, assign a variable to represent the unknown number. In the table below, the letter
x is used to represent the unknown. In translation problems, the words sum, total, difference, product and quotient
imply at least two parts use parentheses when a sum or difference is multiplied. For example, the phrase "the sum of
three times a number and five" translates to "3x + 5," while the phrase "three times the sum of a number and five"
translates to "3(x + 5)."
OPERATION
Addition (+)
Subtraction ()
Multiplication ()
Division ()
Powers (xn)
Equals (=)
KEY WORD/PHRASE
EXAMPLE
TRANSLATION
plus
A number plus three
x3
more than
Ten more than a number
x 10
the sum of
The sum of a number and five
x5
the total of
The total of six and some number
6 x
increased by
A number increased by two
x2
added to
Eleven added to a number
x 11
minus
A number minus seven
x7
less than
Four less than a number
x4
the difference of
The difference of a number and three
x3
less
Nine less a number
9 x
decreased by
A number decreased by twelve
x 12
subtracted from
Six subtracted from a number
x6
times
Eight times a number
8x
the product of
The product of fourteen and a number
14x
twice; double
Twice a number; double a number
2x
multiplied by
A number multiplied by negative six
6x
of
Three fourths of a number
the quotient of
The quotient of a number and seven
divided by
Ten divided by a number
the ratio of
The ratio of a number to fifteen
The square of; squared
The square of a number; a number squared
3
x
4
x
7
10
x
x
15
x2
The cube of; cubed
The cube of a number; a number cubed
x3
equals
Seven less than a number equals ten
x 7 10
is
Three times a number is negative six
3 x 6
is the same as
Eight is the same as twice a number
8 2x
yields
Twelve added to a number yields five
x 12 5
amounts to
Nine less a number amounts to twenty
9 x 20
MAT0022C/0028C
123
Factoring Flow Chart

greatest common factor?
YES
NO
factor out GCF leaving

GCF (quotient)
how many terms?
difference of
squares
perfect square
trinomials
YES
NO
4+
a 2 b2 (a b)(a b)
factor by grouping
YES
NO
coefficient of
first term =1?
a 2 2a b2 (a b)2
YES
sum or difference
of cubes?
a3 b3 (a b)(a 2 ab b2 )
a3 b3 (a b)(a 2 ab b 2 )
sum of
squares?
a 2 b2
not factorable
factor easy way
x 2 bx c
( x p )( x q )
b pq
c pq
NO
factor long way

using the ac method
76%
80%
70%
60%
50%
58%
62%
63%
3-5
6-9
50%
40%
30%
20%
10%
0%
0
MAT0022C/0028C
1-2
> 10
125

Developmental Math Ii: Lab Manual For MAT0022C/MAT0028C

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DEVELOPMENTAL

Integers, Fractions, Decimals, Percent

How Much Open Space is Left?

Solving Equations by factoring

Graphing (MDECU6, 13, 14)

You mean a graph is just the answer to an equation!!!

Linear Equations (MDECU7, 8, 15, 19)

Karl Said What?

Linear Inequalities ( MDECU16)

Order of Operations (MDECU1)

Radicals (MDECU17, 18)

Rationalizing the Denominator

Rational (MDECU20, 21, 22)

The Power of One

How much open space is left?

2. Ownership division will be

Residential section will be subdivided as follows:

Show how you came up with this fraction:

The residential section will be

1. Rental division will be

Did your total acreage for both the Rental

The retail section will be

Retail section will be subdivided as follows:

5. Total acreage for both specialty and service

7. The mall will be

Do all your retail sections have a total of

Show how you came up with this fraction:

Specialty shops and Service shops costs:

If each mall shop is allocated

8. This undeveloped section is

9. Put your number of acres for the undeveloped

Baseball and Fractions

4. Rewrite as an improper fraction:

7. Write the fraction in lowest

For full credit attach your neat

The wise man said, ___________

A wise man once told me this...

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____

_____ _____ _____ _____ _____ _____

_____ _____ _____ _____ _____

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Where is the point in this?

1. What is the length in inches of each board if you

Round 4693.09 to the nearest whole number

The sum of 9.3, 1.7, 203.14, and 1001.009

14. What is the average of 192.05, 561.166, and

Credit Card Headaches

PAYMENT DUE DATE:

MINIMUM PAYMENT DUE:

MINIMUM BANK PRINCIPAL PAYMENT %

The payments are calculated as follows:

b. Principal to pay for the first month: Balance * 1% =

d. Total minimum payment due the first month =

Payment made ($)

Interest paid ($)

Remaining Balance ($)

Scenario 2: Pay the minimum amount.

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