Chapter 3 Homework Packet — Fractions and Integer Addition College Preparatory Math — Course 2 Name Math Teacher Period Tentative Homework Schedule Lesson Homework Due Date 3.11 3-7 to 3-11 3.12 | 3-19 to 3-23 Yes! You may work ahead® BUT this packet will NOT be collected ahead of time.3-7. 3-8. 3-9. Consider the expression 743-442. a, What movements does this represent for Cecil walking on his tightrope? Draw a diagram to show his movements and the length of his walk. b. How many different answers can you get by grouping differently? Add parentheses to the expression 7+3-4+2 to create new expressions with as many different values as possible. ‘ Find the distance between cach pair of points if they were graphed on a number line. Represent your work using absolute value symbols. a, -27.1 and 53.2 b. 71.54 and -28.3 cc. —38.9 and -7.3 Find the missing information from the following relationships. a. Mark has downloaded four times as many songs on his music player as Chloe. If Mark has 440 songs, how many songs does Chloe have? b. Cici likes to collect shoes, but she only has, half the number of pairs of shoes that her friend Aubree has. If Cici has 42 pairs of shoes, how many pairs of shoes does Aubree have? c. Tito walked three more miles than Danielle. If Danielle walked 2 miles, how far did Tito walk? ‘Chapter 3: Arithmetic Properties 1333-10. 3-11. 134 After a pizza party, Julia has parts of five pizzas left over, as shown below. Each pizza was originally cut into 12 pieces, and the shaded areas represent the slices that were not eaten. pizza A wes ets a, What fraction of pizza A is left? b. Ifall of the pieces were put together, how many whole pizzas could Julia make? How many extra pieces would she have? c. Julia wants to write the amount of leftover pizza as a single fraction. How could she do this? Copy and complete the generic rectangle below. What multiplication problem does it represent and what is the product? _ 5 200 | 100 ' Core Connections, Course 2THODS AND MEANINGS Expressions, Terms, and Order of Operations A mathematical expression is a combination of numbers, variables, and operation symbols. Addition and subtraction separate expressions into parts called terms, For example, 4x?-3x+6 is an expression. It has three terms: 4x" , 3x, and 6, A more complex expression is 2x+3(5—2x)+8 , which also has three terms: 2x, 3(5—2x), and 8. But the term 3(5- 2x) has another expression, 52x, inside the parentheses. The terms of this expression are 5 and 2x. MATH NOTES Mathematicians have agreed on an order of operations for simplifying expressions. Original expression: (10-3-2).2? - 32 +6 Cirle expressions that are grouped within @G=Zy.22 BD, parentheses or by a fraction bar: z Simplify within circled terms using the OD? C2.« order of operations: © Byaluate exponents. 2 ED =H. 46 2 © Multiply and divide from left to right. 4 (4)-227-— +6 (4) at Circle the remaining terms: @eo Simplify within circled terms using the @xhe order of operations as described above: © Combine terms by adding and subtracting from left to right. 16-2+6 20 (Chapter 3: Aritametic Properties 1373-19. 3-20. 3-21 3-22. 3-23, 138 crovew wy Preview Show the numbers of + and — tiles represented by each expression below. ‘Sketch each model and state the number that it represents. a (-2)+C6) b. (-2)+4+(-2) ce. 5+(-8) Copy each expression below and circle each term. Then simplify each expression. a -8+2(-5) bd. 37.54+2)+4.6 c. 44024147) d. 5(6+2)+4+2(-5+8) Justin is working with the integer tiles shown in the diagram at right. a, What is the value of Justin’s diagram? b. If Justin removes three positive tiles, what will the value be? If Justin starts with the original diagram and removes three negative tiles, what will the value be? , d. Justin has a new arrangement of tiles shown at right. fhe +++ _ removes four positive tiles, what will the value be? Linh has a bag of beads that contains 10 glass beads, 7 metal beads, 15 plastic beads, and 3 clay beads. For each part below, if the bead selected is replaced before the next draw, what is the probability that Linh will pull out a; a. Metal bead? b, Bead that is not plastic? ¢, Glass or plastic bead? Copy each portions web below and fill in the missing parts. a, 1 b. fraction cai a i seven- LZ. pictures Tw LZ. tenths AN (——— tee 0.875 percent decimal’ 210% Core Connections, Course 2Chapter 3 Homework Packet — Fractions and Integer Addition College Preparatory Math — Course 2 Name Math Teacher Period Tentative Homework Schedule Lesson Homework Due Date 3.2.1 3-34 to 3-38 3.2.2 3-46 to 3-50 | 3.2.3 3-59 to 3-63 | 3.2.4 3-73 to 3-77 3.2.5 3:82 to 3-86 ; Yes! You may work ahead©® BUT this packet will NOT be collected ahead of time.THODS AND MEANINGS Evaluating Algebraic Expressions An algebraic expression consists of one or more variables, or a combination of numbers and variables connected by mathematical operations. Examples of algebraic expressions include 4x, (x—5), and 4x—3y+7. MATH NoTES To evaluate an algebraic expression for particular values of the variables, replace the variables in the expression with their known numerical values and simplify. Replacing variables with their knowa values is called substitution. An example is provided below. Evaluate 4x-3y+7 for x=2 and y=1. Replace x and y with their known values of 2 and 1, respectively, and simplify. 4Q)-H+7 =8-347 =12 4 crew wey Preview 3.34. ‘The number 6 is represented with + and ~ tiles atright, +4+4++++4++4 For each problem below, start with this diagram and then ~~~ show how to remove the appropriate number of tiles to represent the problem given. State the final answer for each part. a. 6-7 b. 6-(2) ce. 6-3 3-35. Use a number line to show the distance between the two given integers. Plot each integer as a point on the number line, and then find the distance between the two points, Write each situation as a subtraction problem using absolute value symbols. a. Tand4 b. Sand-2 c. Land -3 Chapter 3: Arithmetic Properties 143,3.36. Consider the expression 544 +2(-3)+7+(-5) a. Draw the expression using + and — tiles, b. Simplify the expression to find the number it represents. Remove the last number from the expression (-5) and find the sum again, Show how this would change your drawing. How much larger or smaller is the answer? Explain how your answer makes sense when compared to the answer in part (b). 3.37, Read the Math Notes box in this lesson. Then use the information to answer the following questions. Jorge was thinking about using variables to represent lengths of a tightrope walker’s many tricks, a. Jorge wrote the expression xtx+x+x+3 to represent the sequence shown in the ape eect eee diagram at right. Does his expression make sense? Explain. b, Write an expression to represent the sequence +} —t—+—+—} , shown in the diagram at right. eae arc eee c. Inpart (a), if x=5 feet, how long is the tightrope? d. Inpart (b), if j=3 feet and k=2 feet, how long is the tightrope? 3-38. Simplify the following fraction expressions. Show all of your work. 342 qt 34 4.2 pega b Fe G35 as 144, Core Connections, Course 2THODS AND MEANINGS oO Subtracting Integers Ww Ee 2 ‘One method of adding integers, mentioned in a previous Math | Notes box, was to start with a diagram of the frst integer, add the Example 1: ~3~(-2) Remove eae 2 negatives i Example 2: -5-(2) oo See eee Cannot remove Add zeros until -S-(2)=-7 2 positives you can remove 2 positives Example 3: .3-(3) + + ++ 44d ++ beet + + == - + Cannot remove Add zeros until 3-(-3)=6 negatives: You can remove 3 negatives | es een wy Preview! 3-46. Find the value of each expression below. Change any subtraction problem to an equivalent addition problem. Draw a diagram with + and — tiles to justify your answer. a 5-7 b. S47) oc. 547 dd. -5-—1) Chapter 3: Arithmetic Properties 1473-47. 3-48. 3-49. 3-50. 148 Rewrite cach of the following expressions using only addition, Then simplify the expression a. 5(-2)-3 b. 7.69-(-2.5)(-4) ©. -1+-3-(-5) ad. ©4)-25)- 300 Each of the diagrams below represents tightrope moves for an acrobat. For each diagram: * Describe what the diagram shows about the routine and the length of the tightrope. © Figure out the length of the acrobat’s trick. Copy each expression below and simplify it. Be sure to show the steps you use to get the answer. wid deded a HE b. d+he3 ‘Sketch the rectangle at right on your paper. Calculate the perimeter and area for the given x-values. a, x= b. x=9 c. x=46 Bo caare Fee eaeTHODS AND MEANINGS Connecting Addition and Subtraction of Integers Another method for subtracting integers is to notice the relationship between addition problems and subtraction problems, as shown below: -3-(-2)=-1 and -34+2=-1 ~5-(2)=-7 and -5+(-2)= 3-(3)=6 and 34+3=6 MATH NoTES 2~(-8)=10 and 2+8=10 ‘These relationships happen because removing a negative amount gives an identical result to adding the same positive amount and vice versa. The result of subtraction of two integers is the same as the result of the addition of the first integer and the opposite (more formally, the additive inverse) of the second integer. Example 1; -2-(7)=-2+(-1)=-9 Example 3: -8-(-5)=~8 +(5) Example 4: 2~(9)=2+(9)= Chapter 3: Atithmetic Properties 1513-59. 3-60. 3-61. 3-62. 3-63. 152 « lesa cca Pees Preview Copy and simplify each expression below. a. 6+(-18) Bb. 124+(-25) ce. ~9+(-9) d. 1224614158 Find cach of the following products or quotients without using a calculator. Draw a diagram or use words to explain how you know your product makes sense. a. 6(-3) b. -6(3) c. -8(-3) d. -8(0) e. -20+5 f. -36+(-9) Simplify each of the following expressions without using a calculator. Draw diagrams or use words to show your thinking. a. 424472 b. -8+-2(3) C4457 d. (-4.25)(2)4(-4.25\(-2) Simplify the following fraction expressions. Show all of your work. Nathan wants you to solve this puzzle: “I am thinking of a number. Ifyou divide my number by 3 and add 3, you will get 4. What is my number?” Show all of your work. Core Connections, Course 2Loe MATH NoTES THODS AND MEANINGS Multiplication of Integers Multiplication by a positive integer can be represented by combining groups of the same number: (4)(3)=3434343=12 and (4)(-3)=-3+C3)+C-3)4(-3)=-12 1 In both examples, the 4 indicates the number of groups of 3 (first, example) and -3 (second example) to combine. Multiplication by a negative integer can be represented by removing groups of the same number: “ (4)3)=-@)-@-G)~(3)=~12 means “remove four groups of 3.” (4)3)=-(3)-C3)-(-3)-(-4)= 12 means “remove four groups of ~3. Inall cases, if there are an even number of negative factors to be multiplied, the product is positive; if there are an odd number of negative factors to be multiplied, the product is negative. ‘This rule also applies when there are more than two factors. Multiply the first pair of factors, then multiply that result by the next factor, and so on, until all factors have been multiplied. (AYB3X-5)=-90_ and -1)-D(-2)(-6) = 12 Chapter 3: Arithmetic Properties 1573-73. 3-74. 3-75. 3-76. 158 qreview & Preview Use what you learned during today’s lesson to answer the following questions. a. Show (2.3)(5.06) as a fraction multiplication problem and explain why the answer is in thousandths (three decimal places). b. Show (0.004)(3.42) as a fraction multiplication problem and explain why the answer is in hundred-thousandths (five decimal places) Mentally calculate the following products. Use the rule for decimal multiplication to write an equation in which the decimal point is written in the correct location. a. (-0.04)-0.1) b. (0.03)(-0.02) ce. (0.7)0.4) 4. Stacey said, “Stephanie, look at my answer to the last problem, 0.1-04=0.28. Usually when I multiply, I get a bigger answer than the numbers I start with. Twenty-eight- hundredths, 0.28, is less than either 0.4 or 0.7. Tmust have made a mistake.” ' Stephanie responded, “Well, one-half times one-half is one-fourth, and one- {fourth is less then one-half. I think when you multiply by a fraction or decimal less than one, you get less than you started with.” Write a sentence or two about who you think is correct and why. The highest point in the Unites States is Mount McKinley, also called Denali, in Alaska. Its summit is 20,335 fect above sea level. Badwater, a basin located in Death Valley, is the lowest point in the United States at 282 feet below sea evel. How high is the summit of Denali above the Death Valley location? Show your calculation using absolute value symbols. Find the mean, range, and median of these values: 12,4, -2,0,9, -2,1,7,8,2. Recall that the range is calculated by finding the difference between the largest and smallest data values. ‘Simplify each multiplication problem below. a4 24 Core Connections, Course 2ie n id wu oO Zz = <= = THODS AND MEANINGS Multiplicative Inverses and Reciprocals ‘Two numbers with a product of 1 are called multiplicative inverses. SieBot 3-¥so shee B-r pre In general a-}=1 and ¢-4=1, where neither @ nor b equals zero. ‘You can say that 1 is the reciprocal of a and » is the reciprocal of ¢. Note that 0 has no reciprocal. Core Connections, Course 2Review = > cS Preview 3-82. Simplify each expression without using a calculator. For each expression, draw a diagram or use words to explain how you know your answer makes sense. a 84-4 b. 18+-3 c. -24+2 a. 3-83. Follow the order of operations (use circling the terms if it is helpful) to simplify the following expressions: a -7+4+(2) b. 17.54+(-7)+-8.12) c. (84-353) dd. (4-(-3))+(5+(-5)) 3-84, Read the Math Notes box in this lesson. Use the information to find the multiplicative inverse, or reciprocal, of each number below. a F eee ieee d. 2g e. Check your answers by multiplying the given number with your answer and verifying that the product of the numbers is 1. 3-85. Write at least three expressions that use each of the numbers 2, 3, 6, and 8 only once and any operations and grouping symbols (addition, subtraction, multiplication, division, and parentheses). Each expression should have a different value, with one being equal to 28. 3-86. Copy and complete each problem mentally. a $45[] bt ce. [3 @ Apel e. What do all of the problems have in common? ‘Chapter 3: Arithmetic Properties 161Chapter 3 Homework Packet — Fractions and Integer Addition College Preparatory Math — Course 2 Name Math Teacher Period Tentative Homework Schedule Lesson Homework Due Date 3.3.1 3-93 to 3-97 3.3.2 3-107 to 3-111 3-120 to 3-124 a 3-125 to 3-129 Yes! You may work ahead® BUT this packet will NOT be collected ahead of time.MATH NOTES _ reciprocal of the complex fraction’s denominator to create a Super THODS AND MEANINGS Fraction Division ‘Method 1: Using diagrams. ‘To divide by a fraction using a diagram, cteate a model of the situation using rectangles, a linear model, or a visual representation of it. Then break that model into the fractional parts named. For example, to divide +4, you can draw the i diagram at right to visualize how many 4 ssized pieces fit into 2. The diagram shows that one 4 HHHH+H fits, with 3 of a whole left. Since 3 is } offs aaa ata t you can see that 13 }-sized pieces fit into ¢ Pee 4-13 gael Method 2: Using common denominators. To divide a number by a fraction using common denominators, express both numbers as fractions with the same denominator. Then divide the first numerator by the second, An example is shown at right. Method 3: Using a Super Giant One. To divide by a fraction using a Super Giant One, write the two numbers (dividend and divisor) as a complex fraction with the dividend as the numerator and the divisor as the denominator. Use the Giant One. Then simplify as shown in the following example. ion with fractions by the Super Giant One method can be generalized and named the invert and multiply method. To invert and multiply, multiply the first fraction (dividend) by the reciprocal (or multiplicative inverse) of the second fraction (divisor). If the first number is an integer, write it as a fraction with a denominator of 1. If it is a mixed number, write it as a fraction greater than one. Here is the same problem in the third example above solved using this method: 34254. 1 a*5=4 3 ‘Chapter 3: Atithmetic Properties 1653.93. 3-94, 3.95. 3-96, 3-97. 166 coven wey Preview! Complete each of the following division problems by first writing each of them as a fraction, a, -6+8 b. 6+(-8) c. 048 d. 6+0 ‘Use any method to divide. a ged b. c. -344 4 One-third of a rectangular playground is designed for young children. In that part of the playground, a play structure covers 2 of the children’s space. a. Use a drawing to represent the portion of the playground that is the play structure. b. Represent the problem with multiplication. c. What fraction of the total playground is the play structure? Show all of your work, Represent each operation below by drawing — tiles. Then simplify each expression, a. ~6+(-2) b. -6-(-2) If the line segment at right is subdivided a, into equal parts, what is the length of the marked portion of the line’? ° 1s Core Connections, Course 2THODS AND MEANINGS Multiplying Decimal Numbers ‘The answer to a multiplication problem is called the product of the factors. One way to place the decimal point correctly in the product is to count the decimal places in each of the factors. Then count that ‘many places to the left from the farthest-right digit in the product. n Lu E oO Z c E < = Examples one place - twoplaces = three places 1+2 places = 3 places 23+ 3.06 fourplaces - twoplaces = six places 4 +2 places =6 places 0.0004 342 = 0.001368 lice nntenseana ee wy Preview 3-107. Answer the questions below using your work from this lesson. a, Find 15.75 = 0.25 using the standard algorithm for division. b. Find 15.75 + 0.25 using a Giant One. c. Which method do you prefer? (Chapter 3: Arithmetic Properties 1693-108. Write an equation and find the answer for each of the following problems. Give answers in decimal form, a, What is the product of three-tenths and four-hundredths? b. What is the sum of five and thirteen-hundredths plus twelve and six-tenths? cc. What is forty-seven and seven-tenths minus twenty-three and nineteen- hundredths? d. What is the product of twenty-hundredths and sixty-five thousandths? e. What is the sum of fourteen-tenths and fourteen-hundredths? 3-109. Each problem below has an error in the answer. Find the error, explain how to correct the mistake, and correct it. a 10 b. 467.92 e100 x05 £1293 = 62.837 50 479.85 38.837 a. 1234 e. f. 45.6 x.0.003 32.87 03702 +.0.003 3746 3-110. This problem is a checkpoint for multiplication of fractions and decimals. It will be referred to as Checkpoint 3. HP Matipty each pair of fractions or each pair of decimals. Simplify if possible. 1 a 34 b ed e 3h-14 d. 24-34 e. 362-34 f. 0.26-0.0008 Check your answers by referring to the Checkpoint 3 materials located at the back of your book. If you needed help solving these problems correctly, then you need more practice. Review the Checkpoint 3 materials and try the practice problems. Also consider getting help outside of class time. From this point on, you will be expected to do problems like these quickly and easily. 3-111, Complete the following division problems using any method. ois 6 BY 170 Core Connections, Course 2THODS AND MEANINGS Dividing Decimal Numbers When you are dividing by a decimal number, one way to proceed is to count how many digits the decimal point must move to the right in the divisor so that it becomes an integer (whole number). ‘Then move the decimal point in the dividend the same direction and the same number of digits MATH NOTES Example: 83+4.07 divisor —> 4.97)8.30 <—dividend ‘Moving the decimal point two places to the right is the same as multiplying both numbers by 100, ‘The Giant One (Identity Property of Multiplication) illustrates this as shown below. ' 83. 830 Basdor= Fe “a7 Review oes ee Preview 3-120. Hilda was simplifying some numerical expressions and made each of the following sequences of calculations. Name the mathematical property, operation, or idea that justifies how Hilda went from each step to the next step. a b. 174294341 =174+3+2941 =(17+3)+@9+1) 20+30 =50 3-121. Simplify each of the following expressions. a, 3+4(0-8) b. 3+4-10-8 ce. (3+4)(0-8) Chapter 3: Arithmetic Properties 1753-122. 3-123. 3-124. 3-125. 3-126. 176 Refer to the diagram at right to answer the questions below. ttt a. Copy the diagram and add two tiles so that the result is a value of -2. You can add positive and/or negative tiles, Show the tiles you added to get this answer. b. Copy the diagram again, but this time remove four tiles (again positives and/or negatives) so that the result is a value of 2. Show the tiles you removed to get this answer. Copy and complete each of the Diamond Problems below. The pattern used in the Diamond Problems is shown at a Soe © Greta is trying to determine the portion of green candies in various bags of green and yellow candies. Using the information below, determine the portion of green candies in each bag. ' a, Bag A: Two-thirds of the candies are yellow. What portion of the candies is green? b. Bag B: 29% of the candies are yellow. What portion of the candies is green? c. Bag C: 4 out of every 9 candies are yellow. What portion of the candies is green? Solve the following problems without paper or pencil. Just write the answer but be ready to explain your thinking Led Bel a 2hed b. 2244 Simplify each of the following expressions. a 3-2-5 b. 7(44+3-2) ©. 10-6+2-44+2 Core Connections, Course 23-127. 3-128. 3-129. Four friends worked together to wash all of the cars that the Kish family owns. They received $42.36 for doing the work and agreed to divide the camings evenly, How much money will each friend earn? Show how you know. Find each product. Express your answer as both a fraction and a decimal. a, 125-(~2) b. (-33)-0.14 cc. ~437-(-52) Cecil the Acrobat walked 34 feet on his tightrope, backed up 1 foot, then walked 64 feet to get to the other side. a, Write an expression to represent Cecil’s walk. b. How far did Cecil walk? c. Cecil started at the beginning again and walked 64 feet, backed up 1 foot, then walked 3} feet. How far did he walk this time? How does this compare to your answer from part (b)? Explain why these answers are the same or different in a sentence or with a drawing. (Chapter 3: Arithmetic Properties 736. 3-18, 3.45. 3.58, 3.106 LEARNING LOG Jn your Leaming Log, answer the target questions for this lesson, which are reprinted below. Be sure to include examples to support your ideas. Tide this entry “Grouping Integers” and label it with today’s date. QQ How can expressions with the same numbers and operations have different meanings? Does it matter in which order we do each operation? LEARNING LOG Ja your Leaming L.og, summarize what you have learned in this section about simplifying expressions with ‘multiplication and addition, Be sure to include examples to demonstrate your thinking. Title this entry “Simplifying Expressions with Multiplication end Addition” and label it with today's date. & LEARNING LOG. Jn your Learning Log, explain how subtraction and addition are related. Include several examples with diagrams to justify your response. Title this entry “Connecting Addition and Subtraction” and label it with today’s date, LEARNING LOG Q In your Learning Log, describe what you understand abcit the product of two negative numbers and the product of a negative number and a positive uumber. Also describe how this is related to division with negatives. Give several examples. Title this, entry “Multiplying and Dividing With Negative Numbers” and label it with today’s date. LEARNING LOG E In your Learning Log, explain how to find the answer to a @ division problem with rational numbers. Title this entry “Division with Rational Numbers” and label it with today’s date.