Professional Documents
Culture Documents
Contributing Author
Dinah Zike
Consultant
Douglas Fisher, PhD
Director of Professional Development
San Diego State University
San Diego, CA
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the
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ISBN: 0-07-868488-9
1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04
Contents
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vocabulary Builder . . . . . . . . . . . . . . . . . . 2
1-1 Writing Expressions and
Equations. . . . . . . . . . . . . . . . . . . . . 4
1-2 Order of Operations . . . . . . . . . . . . 7
1-3 Comm. and Assoc. Properties . . . . . 9
1-4 Distributive Property . . . . . . . . . . . 11
1-5 A Plan for Problem Solving . . . . . . 13
1-6 Collecting Data . . . . . . . . . . . . . . . 15
1-7 Displaying and Interpreting Data . . 19
Study Guide . . . . . . . . . . . . . . . . . . . . . . 23
Foldables. . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . .
2-1 Integers on a Number Line
2-2 The Coordinate Plane . . . .
2-3 Adding Integers. . . . . . . . .
2-4 Subtracting Integers . . . . .
2-5 Multiplying Integers . . . . .
2-6 Dividing Integers . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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27
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33
35
37
39
41
43
Foldables. . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . . . .
3-1 Rational Numbers . . . . . . . . . . . . .
3-2 Adding and Subtracting
Rational Numbers . . . . . . . . . . . . .
3-3 Mean, Median, Mode, Range . . . .
3-4 Equations. . . . . . . . . . . . . . . . . . . .
3-5 Solving Equations by Using Models .
3-6 Solving (#) and (#) Equations . . . .
3-7 Solving Equations Involving
Absolute Value . . . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . . . .
47
48
50
53
55
57
59
61
63
65
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 69
Vocabulary Builder . . . . . . . . . . . . . . . . . 70
4-1 Multiplying Rational Numbers . . . . 71
4-2 Counting Outcomes . . . . . . . . . . . . . 74
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 93
Vocabulary Builder . . . . . . . . . . . . . . . . . 94
5-1 Solving Proportions . . . . . . . . . . . . 96
5-2 Scale Drawings and Models. . . . . . 99
5-3 The Percent Proportion . . . . . . . . 101
5-4 The Percent Equation . . . . . . . . . 104
5-5 Percent of Change . . . . . . . . . . . . 107
5-6 Probability and Odds . . . . . . . . . . 109
5-7 Compound Events . . . . . . . . . . . . 111
Study Guide . . . . . . . . . . . . . . . . . . . . . 113
Foldables . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . .
6-1 Relations . . . . . . . . . . . . . .
6-2 Equations as Relations . . . .
6-3 Graphing Linear Relations .
6-4 Functions . . . . . . . . . . . . . .
6-5 Direct Variation . . . . . . . . .
6-6 Inverse Variation . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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117
118
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123
126
129
132
135
137
Foldables . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . .
7-1 Slope . . . . . . . . . . . . . . . . .
7-2 Point-Slope Form . . . . . . . .
7-3 Slope-Intercept Form . . . . .
7-4 Scatter Plots . . . . . . . . . . . .
7-5 Graphing Linear Equations
7-6 Families of Linear Graphs .
7-7 Parallel and Perpendicular
Lines. . . . . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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141
142
144
146
148
151
154
157
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. . . . . 163
iii
Foldables . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . .
8-1 Powers and Exponents. . . . .
8-2 Multiply and Divide Powers.
8-3 Negative Exponents. . . . . . .
8-4 Scientific Notation . . . . . . . .
8-5 Square Roots . . . . . . . . . . . .
8-6 Estimating Square Roots . . .
8-7 The Pythagorean Theorem .
Study Guide . . . . . . . . . . . . . . . . .
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167
168
170
172
174
176
178
180
181
183
Foldables . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . .
9-1 Polynomials . . . . . . . . . . . . . . .
9-2 Add and Subtract Polynomials
9-3 Multiplying a Polynomial
by a Monomial. . . . . . . . . . . . .
9-4 Multiplying Binomials . . . . . . .
9-5 Special Products . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . .
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187
188
189
192
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195
198
200
202
Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
10-1 Factors . . . . . . . . . . . . . . . . . . . .
10-2 Factoring: Distributive Property
10-3 Factoring: x 2 # bx # c . . . . . . . .
10-4 Factoring: ax 2 # bx # c . . . . . . .
10-5 Special Factors . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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205
206
207
209
211
213
215
217
Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
11-1 Graphing Quadratic Functions. .
11-2 Families of Quadratic Functions
11-3 Graphing Quadratic Equations .
11-4 Factoring Quadratic Equations .
11-5 Completing the Square . . . . . . .
11-6 The Quadratic Formula . . . . . . .
11-7 Exponential Functions . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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221
222
224
227
230
233
235
237
239
241
Foldables . . . . . . . . . . . . . . . . . . . . . . . . 245
Vocabulary Builder . . . . . . . . . . . . . . . . 246
iv
12-1
12-2
12-3
12-4
12-5
12-6
12-7
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247
250
252
254
257
260
. 262
. 265
Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
13-1 Graphing Systems of Equations .
13-2 Solutions of Systems of
Equations . . . . . . . . . . . . . . . . . .
13-3 Substitution . . . . . . . . . . . . . . . .
13-4 Elimination Using (#) and (#) . .
13-5 Elimination Using (#) . . . . . . . .
13-6 Solving Quadratic-Linear
Systems of Equations . . . . . . . . .
13-7 Graphing Systems of Inequalities
Study Guide . . . . . . . . . . . . . . . . . . . .
. 269
. 270
. 272
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Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
14-1 The Real Numbers . . . . . . . . . . .
14-2 The Distance Formula . . . . . . . .
14-3 Simplifying Radical Expressions .
14-4 Radical Expressions: (#) and (#) .
14-5 Solving Radical Equations . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
15-1 Simplify Rational Expressions . .
15-2 Rational Expressions: (#)
and (#). . . . . . . . . . . . . . . . . . . .
15-3 Dividing Polynomials . . . . . . . . .
15-4 Combining Rational Expressions
with Like Denominators . . . . . .
15-5 Combining Rational Expressions
with Unlike Denominators . . . .
15-6 Solving Rational Equations . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
. 317
. 318
. 319
274
277
280
284
. 288
. 291
. 293
297
298
299
302
305
308
310
313
. 322
. 325
. 328
. 331
. 334
. 338
Organizing Your Foldables
Make this Foldable to help you organize and
store your chapter Foldables. Begin with one
sheet of 11" # 17" paper.
Fold
Fold the paper in half lengthwise. Then unfold.
Foldables Organizer
© Glencoe/McGraw-Hill
Reading and Taking Notes As you read and study each chapter, record
notes in your chapter Foldable. Then store your chapter Foldables inside
this Foldable organizer.
v
This note-taking guide is designed to help you succeed in Algebra: Concepts
and Applications. Each chapter includes:
CH
APTER
12
Inequalities
Fold
Fold each sheet in half
from top to bottom.
Cut
Cut along fold. Staple
the eight half-sheets
together to form
a booklet.
Label
Label each page with a
lesson number and title.
12–1
Inequalities
CH
APTER
A Note-Taking Tip
provides a helpful
hint you can use
when taking notes.
© Glencoe/McGraw-Hill
12
245
This is an alphabetical list of new vocabulary terms you will learn in Chapter 12.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
boundary
compound inequality
intersection
quadratic inequalities
set-builder notation
union
246
vi
© Glencoe/McGraw-Hill
© Glencoe/McGraw-Hill
half-plane
12–5
Each lesson is
correlated to the
Louisiana GLEs.
(page 246)
or
inequalities.
ORGANIZE IT
Summarize the
difference between
“intersection” and
“union” under the tab
for Lesson 12–5. Then,
give examples of when
to use each one.
#x#
or
12–4
12–1
Inequalities
© Glencoe/McGraw-Hill
Foldables feature
reminds you to take
notes in your Foldable.
15 # 12 # 19 # 18 # t
. 10 # w # 65
257
15 # 12 # 19 # 18 # t
#
Multiply each
(16)
side by
15 # 12 # 19 # 18 # t #
# t # 80
64 # t #
Subtract.
# 80 #
t#
APTER
12
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
HOMEWORK
ASSIGNMENT
© Glencoe/McGraw-Hill
12-1
Inequalities and Their Graphs
256
a.
2. x # #1
b.
3. x # #1
c.
4. x # #1
d.
#3 #2 #1
#3 #2 #1
#3 #2 #1
#3 #2 #1
STUDY GUIDE
12-2
Solving Addition and Subtraction Inequalities
Write an inequality for each statement. Then solve.
© Glencoe/McGraw-Hill
265
vii
NOTE-TAKING TIPS
Your notes are a reminder of what you learned in class. Taking good notes
can help you succeed in mathematics. The following tips will help you take
better classroom notes.
• Before class, ask what your teacher will be discussing in class. Review
mentally what you already know about the concept.
• Be an active listener. Focus on what your teacher is saying. Listen for
important concepts. Pay attention to words, examples, and/or diagrams
your teacher emphasizes.
• Write your notes as clear and concise as possible. The following symbols
and abbreviations may be helpful in your note-taking.
Word or Phrase
Symbol or
Abbreviation
Word or Phrase
Symbol or
Abbreviation
for example
e.g.
not equal
such as
i.e.
approximately
with
w/
therefore
without
w/o
versus
vs
and
angle
#
Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes as they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.
viii
© Glencoe/McGraw-Hill
• Review your notes as soon as possible after class. During this time, organize
and summarize new concepts and clarify misunderstandings.
APTER
Chapter 1
CH
Algebra
Use algebraic expressions and equations
Use the order of operations to evaluate expressions
Use properties of real numbers to simplify expressions
© Glencoe/McGraw-Hill
1
CH
APTER
1
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 1.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
algebraic expression
[al-juh-BRAY-ik]
coefficient
[CO-i-FISH-unt]
conclusion
conditional
counterexample
data
deductive reasoning
[dee-DUK-tiv]
equation
[EE-KWAY-zhun]
evaluate
[ee-val-yoo-WAYT]
factors
formula
[FOR-myu-la]
frequency table
histogram
© Glencoe/McGraw-Hill
equivalent expressions
[ee-KWIV-a-lunt]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
hypothesis
[hi-PA-the-sis]
if-then statement
inductive reasoning
[in-DUK-tiv]
like terms
line graph
numerical expression
[noo-MARE-ik-ul]
order of operations
population
product
quotient
sample
sampling
simplest form
© Glencoe/McGraw-Hill
simplify
stem-and-leaf plot
term
variable
[VARE-ee-a-bul]
whole numbers
3
1–1
(pages 2–3)
algebraic expressions
and equations.
and
along with
.
that are multiplied.
that contains
ORGANIZE IT
In your notes, write
several words or
phrases for each of
the operations,
addition, subtraction,
multiplication, and
division.
Algebra
Use algebraic expressions and equations
Use the order of operations to evaluate expressions
Use properties of real numbers to simplify expressions
Use the four-step plan to solve problems
Use sampling and frequency tables.
© Glencoe/McGraw-Hill
or 4(5).
b. the number of
legs on m spiders
WRITE IT
37 # s
the
37
of
and
by s
5(b # 3)
5
© Glencoe/McGraw-Hill
the difference of
by the
and
of b and 3
5
1–1
20 or
# 20
# 31
21.
3z # 12 # 11
The product of
decreased by 12
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
a. r # 10 # 5
n
b. ## # 6 # 30
3
© Glencoe/McGraw-Hill
11.
1–2
Order of Operations
GLE 8. Use order of operations to simplify or rewrite variable expressions
(A-1-H, A-2-H)
14 # 10 # 2
operations to
evaluate expressions.
14 # 10 # 2 # 14 #
10 and 2.
KEY CONCEPT
Order of Operations
1. Find the values of
expressions inside
grouping symbols,
such as parentheses
( ), brackets [ ], and
as indicated by
fraction bars.
14 and 5.
4 # (6 # 7)
4 # (6 # 7) # 4 # 13
6 and 7.
# 52
4 and 13.
b. 3 # 5 # 2 # 1
2. Do all multiplications
and/or divisions from
left to right.
3. Do all additions
and/or subtractions
from left to right.
In your notes,
summarize the Order of
Operations.
Name the property of equality shown by each
statement.
If k # 7, then k # 3 # 7 # 3.
Property of Equality
If a # 4 # 9, then 9 # a # 4.
© Glencoe/McGraw-Hill
Property of Equality
Your Turn Name the property of equality shown by
each statement.
a. If a # 2 # 5 and 5 # 3 # 2, then a # 2 # 3 # 2.
b. If x # 7, then 10 # x # 10 # 7.
7
1–2
KEY CONCEPTS
Properties of Equality
Substitution If a # b,
then a may be replaced
by b.
Reflexive a
#a
Symmetric If a
b # a.
# b, then
Transitive If a # b, and
b # c, then a # c.
Properties of Numbers
Additive Identity When
0 is added to any number
a, the sum is a.
Multiplicative Identity
When a number
a is multiplied by
1, the product is a.
)] # 11
Property
) # 11
Identity
# 11
Property
#3
Property
Multiplicative Property
of Zero If 0 is a factor,
the product is 0.
of an
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
xy # 8 #
#8
#8
Substitution Property
# 20
Substitution Property
b. (a # 2) # 4b
© Glencoe/McGraw-Hill
Evaluate xy # 8 if x # 4 and y # 3.
1–3
8 # (3 # 4) # (3 # 4) # 8
and associative
properties to simplify
expressions.
7 # (8 # k) # (7 # 8) # k
Property
of
Property
of
KEY CONCEPTS
Commutative Property
of Addition and
Multiplication The order
in which two numbers
are added or multiplied
does not change their
sum or product.
Associative Property
of Addition and
Multiplication The way
in which three numbers
are grouped when they
are added or multiplied
does not change their
sum or product.
b. a # (2 # 8) # (a # 2) # 8
(page 3)
To simplify an expression,
Standard 1.1 Students
use properties of numbers
to demonstrate whether
assertions are true or
false.
© Glencoe/McGraw-Hill
Standard 24.3 Students
use counterexamples to
show that an assertion is
false and recognize that
a single counterexample
is sufficient to refute
an assertion.
all
or divide.
)#9
Property (#)
Property (#)
#m#
#
Property (#)
9
1–3
Your Turn Simplify the expression (12 # z) # 7. Identify
the properties used in each step.
(pages 2–3)
KEY CONCEPT
Closure Property of
Whole Numbers Because
the sum or product of
two whole numbers is
also a whole number, the
set of whole numbers is
closed under addition
and multiplication.
7#5#5#7
7#5#
We found a
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
10
, so the statement
is
and 5 # 7 #
1–4
Distributive Property
5(2 # m)
Property to evaluate
expessions.
5(2 # m) # (5 #
#
KEY CONCEPTS
Distributive Property
For any numbers a, b,
and c, a(b # c) #
ab # ac and a(b # c) #
ab # ac.
) # (5 #
# 5m
Distributive Property
Substitution Property
3(4x # 2)
3(4x # 2) # (3 #
) # (3 #
#6
Distributive Property
Substitution Property
b. 3(4t # 8)
of
ORGANIZE IT
In your notes, write
three examples of terms
and three examples of
items that are not terms
and label each group.
Circle the coefficient in
each term.
Algebra
(pages 2–3)
, product, or quotient
and variables.
a coefficient.
Like terms are terms that contain the same
such as 2a and 5a.
Expressions whose
expressions.
11
1–4
Distributive Property
Substitution Property
10k # 6m # 5k # 2m
10k # 6m # 5k # 2m
# 10k #
# 6m #
# (10k #
) # (6m #
#(
#
)k # (
#
Page(s):
Exercises:
12
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. 6n # 7m # 4n
1–5
ORGANIZE IT
In your notes, list the
seven Problem-Solving
Strategies.
Algebra
or
. So, 2% of $350 is
per year. This will
be
SOLVE
in five years.
I # prt
I#
Interest formula
#
#
p#
r#
t#
© Glencoe/McGraw-Hill
I#
You will earn
REMEMBER IT
Always check to
make sure the answer
is reasonable.
EXAMINE Since
13
1–5
Your Turn Suppose you deposit $270 into an account that
pays 3% interest. How much money would you have in the
account after ten years?
PLAN
SOLVE
Coin
Number
Quarters
Dimes
3
2
Nickels
There are
ways to make
HOMEWORK
ASSIGNMENT
Your Turn How many ways can you make 30¢ using
quarters, dimes, and pennies?
Page(s):
Exercises:
14
© Glencoe/McGraw-Hill
Collecting Data
GLE 28. Identify trends in data and support conclusions by using distribution
characteristics
such as patterns, clusters, and outliers (D-1-H, D-6-H, D-7-H)
(pages 2–3)
data, or
information, so that
a population.
A sample is a small
larger
KEY CONCEPT
Sampling Criteria A good
sample is representative
of the larger population,
selected at random, and
large enough to provide
accurate data.
© Glencoe/McGraw-Hill
(page 2)
of events.
Algebra: Concepts and Applications
15
1–6
Make a frequency
table to organize
the data in the
chart. Use intervals
of 5.
44
48
45
48
38
41
38
49
53
43
48
46
STEP 2 Use
49
41
47
46
57
43
47
41
. Add a title.
STEP 3 Use
STEP 4 Count the tally marks in each row and record this
number in the
column.
40–44
45–49
55–59
16
© Glencoe/McGraw-Hill
##
1–6
Your Turn A museum featured
a musical laser show. The table at
the right shows the number of
people who attended each of the
shows. Make a frequency table to
organize the data.
Attendance
96
25
88
92
38
72
22
34
67
29
27
36
57
76
42
33
75
89
61
65
45
57
26
54
92
82
94
44
49
45
80
37
64
88
91
90
Frequency
© Glencoe/McGraw-Hill
####
#### ###
20s
25
30s
32
40s
36
50s
18
60s
#### #### #
11
under 13
teens
17
1–6
a. Which group of people passed by the location most
frequently?
in their 40s
b. Is this a good location for the bookstore? Explain.
Yes, people in their
in
Tally
Frequency
under 13
##
teens
16
20s
#### #### #
11
30s
#### ####
10
40s
34
50s
19
60s
#### #### ##
#### ####
22
Page(s):
Exercises:
18
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
1–7
(page 3)
ORGANIZE IT
In your notes, list four
types of graphs that are
used to organize data.
is displayed to
show
. Plot the
Algebra
Use algebraic expressions and equations
Use the order of operations to evaluate expressions
Use properties of real numbers to simplify expressions
Draw a
by connecting the
© Glencoe/McGraw-Hill
Percent
1940
17
1950
12
1960
1970
1980
1990
20
Percent
Year
15
10
5
0
1940
1960
1980
Year
2000
You can see from the graph that the general trend is that
the percent of the labor force in farming is
19
1–7
Your Turn Construct a line graph of the data given in the
table. Use the graph to predict the years of life expected at
birth for men born in the year 2010.
Life Expectancy for
Men, 1910–1990
Year
Years of Life
1910
48.4
1930
58.1
1950
65.6
1970
67.1
1990
71.8
(page 2)
intervals.
REVIEW IT
20
Age
Tally
Frequency
1–10
####
5
11–20
#### ###
21–30
25
31–40
32
41–50
36
51–60
18
61–70
#### #### #
11
© Glencoe/McGraw-Hill
Explain why it is
important to use equal
intervals when labeling
a histogram.
1–7
STEP 1 Draw a horizontal axis and a vertical axis and label them
as shown below. Include the title.
STEP 2 Label equal intervals given in the frequency table on the
horizontal axis. Label equal intervals of 5 on
the
axis.
whose height
.
Your Turn The table shows the number of people in different age
groups who attended a play on opening night. Construct a
histogram of the data.
Age
Tally
Frequency
© Glencoe/McGraw-Hill
1–10
##
11–20
#### ####
10
21–30
15
31–40
#### #### ####
#### ###
23
41–50
35
51–60
29
61–70
#### #### ##
12
21
1–7
(page 3)
, stems and
REMEMBER IT
The leaves in a
stem-and-leaf plot
are always single-digit
values.
44
57
41
48
The
38
48
43
47
53
41
45
47
49
43
38
48
to make the
Leaf
3
4
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
22
3#8 # 38
© Glencoe/McGraw-Hill
1 1 3 3 4 5 7 7 8 8 8 9
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 1 Foldable to
help you study for your chapter
test.
www.glencoe.com/sec/math/
t_resources/free/index.php
1-1
Writing Expressions and Equations
Write the letter of the algebraic expression that best matches
each phrase.
a. 5(x # 4)
1
2
b. ##r
2. five times the difference of x and 4
c. n # 3
xy
2
d. ##
8. 17 # 3 # 6
24 # 3 # 4
9. ##
6#2
23
Chapter
1-3
Commutative and Associative Properties
Write the letter of the term that best matches each
equation.
10. 3 # 6 # 6 # 3
a. Associative Property
of Addition
11. 2 # (3 # 4) # (2 # 3) # 4
b. Associative Property
of Multiplication
12. 2 # (3 # 4) # (2 # 3) # 4
c. Commutative Property
of Addition
13. 2 # (3 # 4) # 2 # (4 # 3)
d. Commutative Property
of Multiplication
e. Closure Property
1-4
Distributive Property
14. Tell how you can use the Distributive Property to write
12m # 8m in simplest form. Use the word coefficient in
your explanation.
24
© Glencoe/McGraw-Hill
1-5
A Plan for Problem Solving
Chapter
1-6
Collecting Data
The principal needs to decide how to select the students to
be polled. Determine whether each is a good sample.
Explain why or why not.
17. All of the students are asked to enter through the main doors.
Every twenty-fifth student is selected to be polled.
18. Only those students who are in the four classrooms closest to
the principal’s office are selected for the poll.
1-7
Displaying and Interpreting Data
30
25
20
15
10
5
0
1–2
3–4
5–6
7–8
9–10 11–12
Months
© Glencoe/McGraw-Hill
65
68
70
70
70
65
66
68
72
73
76
75
78
81
78
74
71
72
78
77
74
70
68
67
69
68
66
65
63
25
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 1.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
26
APTER
Integers
Chapter 2
Stack
Stack sheets of paper
3
with edges ## inch apart.
4
Fold
Fold up bottom edges.
All tabs should be the
same size.
Staple
Staple along the fold.
© Glencoe/McGraw-Hill
Label
Label the tabs as shown.
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
27
CH
APTER
2
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 2.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
absolute value
additive inverse
[A-duh-tiv]
coordinate
[co-OR-duh-net]
coordinate plane
coordinate system
dimensions
element
graph
matrix [MAY-triks]
natural numbers
negative numbers
28
© Glencoe/McGraw-Hill
integers
[IN-tah-jerz]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
number line
opposites
ordered array
ordered pair
origin [OR-a-jin]
quadrants
[KWA-druntz]
scalar multiplication
[SKAY-ler]
Venn diagram
x-axis
x-coordinate
© Glencoe/McGraw-Hill
y-axis
y-coordinate
zero pair
29
2–1
(pages 28–29)
Graph integers on a
number line and compare
and order integers.
distances marked
line is a coordinate.
KEY CONCEPT
G
–5
–4
–3
J
–2
–1
The coordinate of G is
H
2
, H is
, and J is
. Place a
30
–4
M
–3
–2
–1
L
0
5
© Glencoe/McGraw-Hill
.
2–1
Your Turn
ORGANIZE IT
Z
–5
P
–4
–3
–2
–1
S
1
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
Replace in 3
sentence.
–5
Write an example of a
negative number in a
real world application.
–3
–2
–1
3 is to the
WRITE IT
–4
© Glencoe/McGraw-Hill
Graph each
on
#4.
Day
Temp. (°C)
Monday
Tuesday
#1
Wednesday
8
#3
Thursday
Friday
a number line.
Saturday
#7
Sunday
#2
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
, 5°,
, and #7°.
Algebra: Concepts and Applications
31
2–1
Your Turn Replace
sentence.
a. #4 2
b. 5
City
Temp. (°C)
Monday
Tuesday
Wednesday
#3
Thursday
#5
Friday
#1
Saturday
Sunday
KEY CONCEPT
Absolute Value The
absolute value of a
number is the distance
it is from 0 on the
number line.
unit away
#4# # ##5#
#4# # ##5# #
HOMEWORK
ASSIGNMENT
a. ##4#
Page(s):
Exercises:
32
b. ##3# # #7#
.
.
© Glencoe/McGraw-Hill
#9
#
2–2
(pages 28–29)
formed by the
in the
The
y-coordinate.
The x-coordinate is
.
The ordered pair for point H
is
6
5
4
3
2
1
y
H
–3 –2–1O 1 2 3 4 5 x
J
K –1
–2
33
2–2
y
A
x
a. A
M
b. M
D
c. D
, O.
• The x-coordinate is
. So, move
O
2 units to the
• The y-coordinate is
4 units
ORGANIZE IT
Under the tab for Lesson
2-2, draw a coordinate
plane and label each of
the four quadrants as
well as the x- and y-axes.
Systems of Equations
and Inequalities
Integers
. So, move
and draw a
.
Your Turn Graph each
point on a coordinate
plane.
a. B(5, 0)
b. G(#5, 3)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
34
. It is not located in a
b. H(#8, 1)
© Glencoe/McGraw-Hill
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
2–3
Adding Integers
GLE 5. Demonstrate computational fluency with all rational numbers
(e.g., estimation, mental math, technology, paper/pencil) (N-5-H)
• Add integers.
6#7
6#7#
KEY CONCEPTS
#5 # (#8)
#5 # (#8) #
Additive Inverse
Property The sum of
any number and its
additive inverse is 0.
a. 7 # 15
, so
, so
.
Your Turn Find each sum.
b. #14 # (#17)
(pages 28–29)
If the
of two numbers is
or
.
.
35
2–3
(#9) # 8
ORGANIZE IT
Write an expression that
is the sum of one
negative integer and one
positive integer under
the tab for Lesson 2-3.
Tell how you know
whether the sum is
positive or negative.
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
Elimination using addition and subtraction
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
##9# # #8# #
or
.
.
b. (#1) # 9
# 6]y
Use the
Property.
#7 # 6 #
Page(s):
Exercises:
36
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
2–4
Subtracting Integers
GLE 5. Demonstrate computational fluency with all rational numbers
(e.g., estimation, mental math, technology, paper/pencil) (N-5-H)
• Subtract integers.
10 # 3
10 # 3 # 10 #
To subtract 3, add
To subtract 8, add
To subtract 6, add
KEY CONCEPT
Subtracting Integers To
subtract an integer, add
its additive inverse.
#7 # (#6)
#7 # (#6) # #7 #
#
#1 # 8
#1 # 8 # #1 #
#
3 # (#5)
3 # (#5) # 3 #
#
© Glencoe/McGraw-Hill
ORGANIZE IT
Write an expression
that is the difference
of two negative integers
under the tab for
Lesson 2-4. Rewrite
the expression as an
addition expression.
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
4#6
4#6#4#
#
#7 # (#10)
#7 # (#10) # #7 #
37
2–4
Your Turn Find each difference.
a. 9 # 6
b. #8 # (#2)
c. #4 # 6
d. 7 # (#2)
e. 1 # 8
f. #2 # (#5)
a # #8, b # #2.
Write #8 # (#2) as
#8 # 2 #
#2
#10 # (#2) #
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
38
© Glencoe/McGraw-Hill
Your Turn
2–5
Multiplying Integers
GLE 5. Demonstrate computational fluency with all rational numbers (e.g.,
estimation, mental
math, technology, paper/pencil) (N-5-H)
GLE 26. Perform translations and line reflections on the coordinate plane (G-3-H)
• Multiply integers.
4(#3)
4(#3) #
signs.
The product is
KEY CONCEPTS
Multiplying Two Integers
with Different Signs
The product of two
integers with different
signs is negative.
#2(7)
#2(7) #
Your Turn Find each product.
b. #3(10)
a. 2(#2)
sign.
.
© Glencoe/McGraw-Hill
#8(#6)
#8(#6) #
Your Turn Find each product.
a. 5(3)
b. #1(#8)
39
2–5
Find 7(#3)(#6).
7(#3)(#6) #
7(#3) #
(#6)
#21(#6) #
b. 2(#1)(#9)(5)
ORGANIZE IT
Write a multiplication
expression using two
negative integers under
the tab for Lesson 2-5.
Will the solution be
positive or negative?
How do you know?
(#5)
Simplify (4m)(#7n).
(4m)(#7n) # (4)
(#7)
4m # (4)
#7n # (#7)
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
# (4)(#7)
Commutative Property
(4)(#7) #
Your Turn
Page(s):
Exercises:
40
b. Simplify (#3n)(2x).
;
© Glencoe/McGraw-Hill
(m)(n) #
HOMEWORK
ASSIGNMENT
;
2–6
Dividing Integers
GLE 5. Demonstrate computational fluency with all rational numbers
(e.g., estimation, mental math, technology, paper/pencil) (N-5-H)
• Divide integers.
#12 # 3
#12 # 3 #
The quotient is
KEY CONCEPT
Dividing Integers The
quotient of two integers
with the same sign is
positive. The quotient of
two integers with
different signs is
negative.
#50 # (#10)
#50 # (#10) #
The quotient is
b. #35 # (#7)
3a
Evaluate ## if a # #6 and b # 9.
b
3a
3(#6)
## # ##
b
9
© Glencoe/McGraw-Hill
#
#
Replace a with
and b with
3(#6) #
Divide
by
x
Your Turn Evaluate #5#
if x # #4 and y # 2.
y
41
2–6
ORGANIZE IT
In your own words,
summarize the rules for
dividing integers under
the tab for Lesson 2-6.
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
# #220
There were
fewer
years.
.
#
change in the number of students with no
per
Page(s):
Exercises:
42
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 2 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
2-1
Graphing Integers on a Number Line
Refer to the Venn diagram shown. Write true or false for
each of the following statements.
Whole
Numbers
Integers
Natural Numbers
Replace each
5. 6
#3
#5
7. ##3#
#2#
8. ##1#
##8#
43
Chapter
2-2
The Coordinate Plane
Graph the given points on
the coordinate plane shown.
9. A(0, 3)
10. B(1, 4)
11. C(#4, 2)
12. D(#6, #1)
2-3
Adding Integers
13. Explain how to add integers with the same sign.
15. If two numbers are additive inverses, what must be true about
their absolute values?
44
16. #3 # (#6)
17. 4 # (#1)
18. 7 # (#10)
19. #1 # 10
© Glencoe/McGraw-Hill
2-4
Subtracting Integers
Write each subtraction problem as an addition problem.
20. 12 – 4
21. #15 # 7
22. 0 # 11
© Glencoe/McGraw-Hill
28. (#4)(9)
29. (#2)(#13)
30. 5(#8)
31. 6(3)
32. 4(#3)
33. #7(#10)
35. 9 # #1
35
36. ##
#78
37. ##
#7
#13
45
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 2.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
46
APTER
Fold
Fold the short sides to
meet in the middle.
Fold
Fold the top to the
bottom.
© Glencoe/McGraw-Hill
Label
Label each tab as shown.
Chapter 3
Open
Cut along second fold to
make four tabs.
Rational Mean
Numbers Median
Mode
Range
Equations Absolute
Value
47
CH
APTER
3
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 3.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
cross products
empty set
equivalent equations
inequality
[IN-ee-KWAL-a-tee]
mean
measure of variation
median
48
© Glencoe/McGraw-Hill
measure of central
tendency
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
mode
open sentence
range
rational numbers
[RA-shun-ul]
replacement set
sequence
[SEE-kwens]
solution
© Glencoe/McGraw-Hill
solving
statement
unit cost
49
3–1
Rational Numbers
GLE 5. Demonstrate computational fluency with all rational numbers
(e.g., estimation, mental math, technology, paper/pencil) (N-5-H)
(page 48)
rational numbers.
and
KEY CONCEPTS
Rational Number A
rational number is any
number that can be
expressed as a fraction
where the numerator
and denominator
are integers and the
denominator is not zero.
Comparison Property
For any two numbers
a and b, exactly one of
the following sentences
is true.
a # b a#b a # b
Replace each
#1
3
5
###
3
5
Since #1 is to the
3
5
#1
###.
#3(2)(0)
7 # (#8)
#3(2)(0)
7 # (#8)
Find the value of each side.
0 is to the
7 # (#8).
50
1
##
3
#1.
with #, #, or # to make a
b. 7(0)
9 # (#9)
© Glencoe/McGraw-Hill
So, #3(2)(0)
ORGANIZE IT
Replace each
7
##
12
5
##
8
###
4
15
# ##
7
##
12
5
##
8
#4
##
15
#3
##
10
(7)
12
Find the
cross products.
# 60
7
12
4
15
3
10
So, ###
15
(#4)
#40 # #45
5
##.
8
So, ##
3
10
###.
with #, #, or # to make
9
11
5
##
7
b. ## #
7
8
###
5 7
4
Write ##, ##, and ## in order from least to greatest.
6 9
5
## # 0.8333 . . . or
6
This is a
decimal.
7
## # 0.7777 . . . or
9
This is a
decimal.
4
## #
5
This is a
decimal.
Your Turn Write #2#, #5#, and #3# in order from least to
3 8
5
greatest.
51
3–1
(page 49)
# number of
# 0.2241 or about
per bar.
# 0.1972 or about
Since $0.20
per bar.
granola bars
Page(s):
Exercises:
52
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
3–2
0.41 # (#1.3)
rational numbers.
0.41 # (#1.3)
# #(#
###
##(
#)
3
3
#5## # 2##
REVIEW IT
Explain the procedure
for finding the LCD of
two fractions. (previous
course)
10
3
10
3
5
#5## # 2##
#
3
10
# #5## # 2
3
## with
5
## #
###
##
#
© Glencoe/McGraw-Hill
#
#
#
#
# (#1.3)
Commutative &
Associative Properties (#)
Add.
#
53
3–2
Your Turn Find each sum.
a. (#3.2) # (#1.1)
3
5
b. #2## # 5##
4
1
6
5
8
5
8
c # d # 5## # #3##
1
5
# 5## # 3##
6
Page(s):
Exercises:
54
5
8
5
5
To subtract #3##, add 3##.
#5
#3
or
The LCD is
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
1
6
c # 5##, d # #3##
3–3
(page 48)
, value.
0
1
2
KEY CONCEPTS
4 5 8
0 2 5 5 8
1
2|1 # 21
mean #
© Glencoe/McGraw-Hill
Leaf
Then
4 # 5 # 8 # 10 # 12 # 15 # 15 # 18 # 21
or
8 10
Since there is an
to
15 15 18
number of data items, the
students.
55
3–3
Find the mode of the gymnastics data.
Look for the number that occurs most often.
4 5 8 10 12 15 15 18 21
In this set
appears
students.
0
1
2
Leaf
5 7 8
0 3 3 5 6
1
2|1 # 21
(page 48)
KEY CONCEPT
Range The range of a
set of data is the
difference between the
greatest and the least
values of the set.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
56
So, the range is
value.
.
.
#
or
students.
© Glencoe/McGraw-Hill
Include mean,
median, mode, and
range in your notes.
Be sure to include an
example of each.
3–4
Equations
GLE 9. Model real-life situations using linear expressions, equations, and
inequalities
(A-1-H, D-2-H, P-5-H)
(page 49)
or
REMEMBER IT
A replacement set
contains numbers that
may result in a false
sentence.
13 # 33 # 4d
Value of d
© Glencoe/McGraw-Hill
#6
13 # 33 #
#5
13 # 33 #
#4
13 # 33 #
#3
13 # 33 #
Since
the solution is
True or False?
57
3–4
Your Turn Find the solution of each equation if the
replacement set for x is {3, 4, 5, 6} and for n is {0, 1, 2, 3}.
n#1
b. n # 2 # ##
a. 4x # 7 # 13
REVIEW IT
Explain the difference
between an expression
and an equation.
(Lesson 1-1)
h#
)#1
#1
#3 and 2.
Divide 24 by
h#
.
1 from
The solution is
4#5#6
## # c
(3 # 4) #5
4#5#6
## # c
(3 # 4) #5
4#5#6#
#c
(3 # 4) # 5 #
# 5 or
58
# 6 or
b. 3(7) # 4 # z
© Glencoe/McGraw-Hill
#c
The solution is
HOMEWORK
ASSIGNMENT
t#3#1
subtraction equations
by using models.
STEP 1 Model t # 3 # 1.
Place
variable
#
#
tile and
positive
t#3
. Place
#
t
#
#
zero pair.
© Glencoe/McGraw-Hill
#
t
#
#
#
t#3#3
1#3
#
#
#2
59
3–5
b # 4 # #3
STEP 1 Write the equation as
b#
Place
# #3.
variable
b # (#4)
tile and
#3
negative
STEP 2 To get
# #
the variable
#
tile by itself,
#
#
#
b
add
b # (#4)
#3
#
#
#
#
b # (#4) # 4
(#3) # 4
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
60
b. p # 4 # 2
© Glencoe/McGraw-Hill
b
3–6
(page 48)
subtraction equations
by using the properties
of equality.
KEY CONCEPTS
Addition Property of
Equality If you add the
same number to each
side of an equation, the
two sides remain equal.
Subtraction Property of
Equality If you subtract
the same number from
each side of an equation,
the two sides remain
equal.
r # (#13) # 15
r # (#13) # 15
r # 13 # 15
r # 13 #
# 15 #
Add
to each side.
r#0#
r#
Check:
r # (#13) # 15
Write the
properties under the tab
for Equations.
# (#13) # 15
# 15
Replace with
28 # (#13) #
#4.8 # y # #13.7
#4.8 # y # #13.7
© Glencoe/McGraw-Hill
#4.8 # y #
# #13.7 #
Add
to each side.
y#0 #
y#
b. 8 # m # #6
61
3–6
Solve k # 12 # #6.
k # 12 # #6
k # 12 #
# #6 #
k#
Subtract
# 5#
7
2
Solve x # ### # ##.
x#
2
x # ## #
5
10
7
# ##
7
# ## #
Subtract
10
10
7
x # ## #
2
Rewrite ## as
x#
10
5
Your Turn Solve each equation. Check your solution.
a. y # 10 # #2
Page(s):
Exercises:
62
# # #4## # #12#
3
11
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. x #
3–7
ORGANIZE IT
3 units
#2 #1
3 units
10 11 12
d#
Rational Mean
Numbers Median
Mode
Range
Equations Absolute
Value
units.
d#
or d # 4 #
d#4#
or
#3#
d#4#
d#
# #3 #
d#
Check:
© Glencoe/McGraw-Hill
Replace d with
Replace d with
#d # 4# # 3
#
#d # 4# # 3
# 4# # 3
#
##3
# 4# # 3
#
#3
The solution set is
## 3
#3
.
63
3–7
Solve #g # 3# # 2 # 6
To solve the equation, first rewrite the equation.
#g # 3# # 2 # 6
#g # 3# #2 #
#6#
Add
to each side.
#g # 3# #
Next, write a compound sentence and solve it.
g#3#
g#3#
g#3#
or
#8#
g#3#
# #8 #
g#
g#
WRITE IT
Write an example of an
absolute value equation
that has no solution.
b. #x # 4# # 3 # 8
(page 48)
Solve #y # 5# # 2 # #7.
#y # 5# # 2 # #7
#y # 5# # 2
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
# #7
Add
#y # 5# # #5
#y # 5# # #5 is never
true.
or
64
to each side.
© Glencoe/McGraw-Hill
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 3 Foldable to
help you study for your chapter
test.
3-1
Rational Numbers
#3
1. Explain why ##, 0.6
# and 15 are rational numbers.
7
Match the correct inequality symbols at the right with their correct
description on the left.
2. less than or equal to
a. #
3. greater than
c. #
4. less than
d.
b. #
© Glencoe/McGraw-Hill
3-2
Adding and Subtracting Rational Numbers
Find each sum or difference.
5. #2.6 # 5.8
# 8#
1
1
8. ## # ###
4
6. 7.3 # 12.4
# 8#
5
7
9. ## # ###
6
7. #10.1 # (#14.9)
1
8
15
16
65
Chapter
3-3
Mean, Median, Mode, and Range
Match the measure of central of tendency at the right with
its description on the left
a. mean
b. median
c. mode
13. the middle score
d range
Stem
2
3
4
5
6
Leaf
0
2
1
6
0
1
2
3
6
1
1
2
3
8
8
2 5
7 9 9
9
8 8
4|2 # 42
0
1
2
3
4
5
66
3n # 6 # 15
True or False?
© Glencoe/McGraw-Hill
Value for n
Chapter
3-5
Solving Equations by Using Models
19. For each algebra tile, write the part of the equation that it
represents.
a.
b. #
21. z # 2 # #5
22. n # 4 # #1
23. 6 # k # 1
3-6
Solving Addition and Subtraction Equations
24. To solve x # 17 # 46 using the Subtraction Property of
Equality, you would subtract
to each side.
27. #x # 3# # 12
28. #3 # #m # (#6)#
29. #n# # 8 # 4
30. #6 # # y# # 7
67
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check quizzes,
and practice tests to help
you study the concepts in
Chapter 3.
• You may want take the Chapter 3 Practice Test on page 135
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 3 Study Guide and Review
on pages 132–134 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 3 Practice Test on
page 135.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 3 Foldable.
• Then complete the Chapter 3 Study Guide and Review on
pages 132–134 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 3 Practice Test on
page 135.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
68
APTER
Fold
Fold each sheet in half
along the width.
Unfold
Unfold and cut four
rows from the left side
of each sheet, from the
top to the crease.
4-1 Multi
Rational plying
Numbers
Chapter 4
© Glencoe/McGraw-Hill
Label
Label each page with a
lesson number and title.
Multiplication and
Division Equations
Stack
Stack the sheets and staple
to form a booklet.
69
CH
APTER
4
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 4.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
combination
consecutive integers
[con-SEC-yoo-tiv]
event
Fundamental
Counting Principle
factorial
[fak-TOR-ee-ul]
grouping symbols
identity
multiplicative inverses
[mul-tah-PLIK-uh-tiv]
outcomes
reciprocal
[ree-SIP-ruh-kul]
sample space
tree diagram
70
© Glencoe/McGraw-Hill
permutation
[PUR-myu-TAY-shun]
4–1
• Multiply rational
#3.2(5)
numbers.
–3.2(5) #
KEY CONCEPTS
Multiplying Two
Rational Numbers
with Different Signs
The product of two
rational numbers with
different signs is
negative.
Multiplying Two
Rational Numbers
with the Same Sign The
product of two rational
numbers with the same
sign is positive.
#4.7(#0.4)
#4.7(#0.4) #
b. #9.1(#0.8)
(144)
Multiply 0.5 and #32.1.
© Glencoe/McGraw-Hill
# 12,000 #
feet.
71
4–1
KEY CONCEPT
Multiplying Fractions
To multiply fractions,
multiply the numerators
and multiply the
denominators.
# #
2
3
## ###
7
5
# #
2
3
## ### # #
7
5
Write the
rules for multiplying
rational numbers in your
notes. Be sure to include
examples.
# #
# #
3
7
#8 # ###
# #
3
7
3
7
#8 # ### #
# ###
# #
8#3
# ##
1#7
Rewrite #8 as an improper
fraction.
or
1 1
#3## # ##
3
##
1
1
#3## # ## #
3
72
.
© Glencoe/McGraw-Hill
#10 # 1
#
##
3#7
1
# ##
4–1
Your Turn Find each product.
2 4
a. ### # ##
3
3
4
b. ### # (#7)
1
2
# #
5
6
c. #2## # ###
KEY CONCEPT
Multiplicative Property
of –1 The product of –1
and any number is the
number’s additive
inverse.
Simplify 5b(#2.2y).
5b(#2.2y) # (5)(b)(#2.2)(y)
5b # (5)(b);
(#2.2y)# (#2.2)(y)
# (5)(#2.2)
Commutative Property
(b # y)
Associative Property
Simplify.
# #
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
73
4–2
Counting Outcomes
(page 70)
of a
ORGANIZE IT
Multiplication and
Division Equations
Write an example of a
counting problem and
draw a tree diagram for
it under the tab for
Counting Outcomes.
4-1 Multi
Rational plying
Numbers
CPU1
There are
74
Printers
Outcomes
M1
P1
P2
P3
CPU1, M1, P1
CPU1, M1, P2
CPU1, M1, P3
M2
P1
P2
P3
CPU1, M2, P1
CPU1, M2, P2
CPU1, M2, P3
M3
P1
P2
P3
CPU1, M3, P1
CPU1, M3, P2
CPU1, M3, P3
M1
P1
P2
P3
CPU2, M1, P1
CPU2, M1, P2
CPU2, M1, P3
M2
P1
P2
P3
CPU2, M2, P1
CPU2, M2, P2
CPU2, M2, P3
M3
P1
P2
P3
CPU2, M3, P1
CPU2, M3, P2
CPU2, M3, P3
different ways.
© Glencoe/McGraw-Hill
CPU2
Monitors
4–2
Your Turn Suppose you can order a pizza with 2 different
types of crust, 2 different types of sauce, and 4 different types
of toppings. How many ways can you order a pizza?
(page 70)
KEY CONCEPT
Fundamental Counting
Principle If event M can
occur in m ways and is
followed by event N that
can occur in n ways, then
the event M followed
by event N can occur in
m # n ways.
Paper Type
Photo Size
1 hour
1 day
regular
glossy
deluxe
3 by 5
4 by 6
There are
processing times,
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
#
or
Topping
Bun
hot dog
hamburger
veggie burger
ketchup
mustard
onions
wheat
white
75
4–3
• Divide rational
8 # (#2.5)
numbers.
8 # (#2.5) #
KEY CONCEPTS
Dividing Rational
Numbers with Different
Signs or the Same Sign
The quotient of two
numbers with different
signs is negative.
The quotient of two
numbers with the same
sign is positive.
#9.3 # (#0.3)
#9.3 # (#0.3) #
b. 8.8 # (#1.1)
Multiplicative Inverse
Property The product
of a number and its
multiplicative inverse
is 1.
Dividing Fractions To
divide a fraction by any
nonzero number,
multiply by the
reciprocal of a number.
(page 70)
Two numbers whose product is
are called
2
#12 # ##
5
2
#12 # ## # #12 #
5
60
2
# ###
#
76
2
To divide by ##, multiply by its
5
reciprocal.
© Glencoe/McGraw-Hill
3
1
2## # ## #
7
1
# ##
1
To divide by ##, multiply by its
2
reciprocal.
or
The product is
REMEMBER IT
If one of the
numbers in a division
problem is an integer,
write it as a fraction
with a denominator of 1.
ORGANIZE IT
Multiplication and
Division Equations
1
2
a. ### # (#6)
# #
3
4
b. 3## # ###
wall measures 22## feet across. How far from the end
of the wall closest to it should the center of each
painting be located?
© Glencoe/McGraw-Hill
22## # 3 #
#
#3
#
22 14 ft
or
feet from
The board measures 18## inches long. How many inches from
each end should he make the cuts?
3
3
Evaluate ## if x # ###.
x
3
## #
x
Replace x with
#3#
3
# ## #
3
Replace 3 by ##. To divide by
3
4
# ###
Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
© Glencoe/McGraw-Hill
78
.
4–4
5b # 30
division equations by
using the properties of
equality.
KEY CONCEPT
Division Property of
Equality If you divide
each side of an equation
by the same nonzero
number, the two sides
remain equal.
5b # 30
30
5b
#
b#
5b # 30
Check:
# 30
Substitute b #
# 30
#24 # 3g
#24 # 3g
#24
3g
#5.5z # #22
#5.5z # #22
© Glencoe/McGraw-Hill
#5.5z
z#
#22
79
4–4
WRITE IT
Explain how you can
recognize when to
divide both sides of an
equation by a number.
b. #18t # #90
c. 4.2a # #21
times
number of
packages
equals
total
cost.
25
c#
REVIEW IT
Any word problem can
be solved using the
four-step plan. List the
steps below. (Lesson 1-5)
80
money to buy
packages.
Your Turn Allison is planning her birthday party. She
wants to take her guests to a movie that costs $7.25 per
person. She has $40 to spend on her guests. How many
guests can she invite?
© Glencoe/McGraw-Hill
KEY CONCEPT
Multiplication Property
of Equality If you
multiply each side of an
equation by the same
number, the two sides
remain equal.
##
w
## #
7
(6)
w#
1
#9 # ##m
2
ORGANIZE IT
1
#9 # ##m
2
Multiplication and
Division Equations
Write examples
showing how to solve
multiplication or division
equations under the tab
for Solving Multiplication
and Division Equations.
4-1 Multi
Rational plying
Numbers
# #
1
##m
2
(#9) #
#m
2
5
###x # #8
2
5
###x # #8
# #
2
5
###x #
x#
(#8)
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
1
3
b. ### b # 7
3
4
c. 24 # ### y
Algebra: Concepts and Applications
81
4–5
• Solve equations
x
## # 4 # 2
6
x
## # 4 # 2
6
x
## # 4 #
6
#2#
Add
to each side.
x
## # 6
6
##
x
## #
6
x#
ORGANIZE IT
Multiplication and
Division Equations
(6)
3m # 12 # 27
3m # 12 # 27
3m # 12 #
# 27 #
Subtract
from
each side.
4-1 Multi
Rational plying
Numbers
3m # 15
3m
82
b. 9 # 4a # 45
© Glencoe/McGraw-Hill
m#
15
4–5
3#n
Solve #6.2 # ##.
15
3#n
#6.2 # ##
15
3#n
15(#6.2) # 15 ##
15
#93 #
#93 #
#3#
#n
Subtract.
#n
#x # 3
Your Turn Solve #
# # #3. Check your solution.
7
REMEMBER IT
When solving word
problems, always check
to make sure your
answer is reasonable.
Ask yourself: Does this
answer make sense?
equals
35 feet
plus
1268
#
35
3x
© Glencoe/McGraw-Hill
1268 # 35 # 3x
1268 #
# 35 # 3x #
Subtract
each side.
from
1233 # 3x
1233
3x
Divide each side by
#x
The fifth tallest building is
feet tall.
83
4–5
Your Turn The Parker family recently purchased a new car.
Their old car had 105,000 miles on its odometer. This is 50,000
more than four times the number of miles on the new car. How
many miles does the new car have on its odometer?
(page 70)
# #8
4n # 12 # #8
4n # 12 #
# #8 #
4n # #20
#20
4n
#
n#
and n # 6 or
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
84
, n # 4 or
© Glencoe/McGraw-Hill
, n # 2 or
y # 8 # 9y
y # 8 # 9y
y#8#
# 9y #
Subtract
8 # 8y
ORGANIZE IT
Multiplication and
Division Equations
8y
#y
Your Turn Solve each equation.
1
2
b. ##t # 4 # ###t
a. 4x # 10x # 3
that is
(page 70)
# 4y # 6 # 4y #
Add
to each side.
3#6
The equation has
. 3 # 6 is never true.
85
4–6
8m # 2 # 2 # 3m # 11m
8m # 2 # 2 # 3m # 11m
8m # 2 # 2 #
#3m # 11m #
8m # 2 # 8m # 2
The equation is an
Property
.
8m # 2 # 8m # 2 is true
for all values of m.
b. 3y # 11 # 8y # 4 # 5y # 6
Page(s):
Exercises:
86
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
4–7
Grouping Symbols
GLE 9. Model real-life situations using linear expressions, equations, and
inequalities (A-1-H, D-2-H, P-5-H)
(page 70)
ORGANIZE IT
Write and solve an
equation that involves
grouping symbols. Write
your equation under the
tab for Grouping
Symbols.
5(2x # 1) # #25
5(2x # 1) # #25
10x # 5 # #25
10x # 5 #
Distributive Property
# #25 #
Add
to each side.
Multiplication and
Division Equations
10x # #20
4-1 Multi
Rational plying
Numbers
10x # #20
Divide.
x # #2
5(h # 6) # 6 # 3(5h #2)
5(h # 6) # 6 # 3(5h # 2)
#6#
© Glencoe/McGraw-Hill
5h #
5h # 24 #
Distributive Property
# 15h # 6
# 15h # 6 #
Subtract.
24 # 10h # 6
24 #
# 10h # 6 # 6
Add
to each side.
30 # 10h
30
3#h
10h
Divide.
87
4–7
REMEMBER IT
When you add
integers with the same
sign, add their absolute
values. The sign is the
same as the sign of
the integers.
When you add integers
with different signs,
first find the difference
of their absolute values.
The sign will be the
same as the sign of
the integer with the
greater absolute value.
(Lesson 2-3)
b. 7(3 # p) # 7 # #4(p # 5)
(x + 2) mm
8 mm
(2x – 1) mm
1
A # ##(b1# b2)h
Area of a trapezoid
1
# ## [
1
64 # ##(3x # 1)8
Add 2x # 1 and x # 2.
1
64 # ## # 8 # (3x # 1)
Commutative Property
2
2
64 #
(3x # 1)
64 # 12x # 4
64 #
Distributive Property
# 12x # 4 #
60 # 12x
60
12x
#
Subtract.
Divide.
HOMEWORK
ASSIGNMENT
The value of x is
Page(s):
Exercises:
88
© Glencoe/McGraw-Hill
#x
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 4 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
4-1
Multiplying Rational Numbers
Multiply.
1. #6.2 # (#0.3)
2. 4(#8.2)
#4
3. ##(6)
#3 #5
4. ## # ##
4-2
Counting Outcomes
Kynda is playing in a chess tournament. The tree diagram for her
possible outcomes is shown below.
5. Name two different outcomes.
Game 1
Game 2
Game 3
Outcomes
win
win-win-win
lose
win
win-win-lose
win-lose-win
lose
win-lose-lose
win
lose-win-win
lose
win
lose-win-lose
lose-lose-win
lose
lose-lose-lose
win
© Glencoe/McGraw-Hill
win
lose
win
lose
lose
89
Chapter
4-3
Dividing Rational Numbers
Write negative or positive to describe each quotient. Then find the
quotient.
48.6
8. ##
16.2
9. #13.4 # 2
# #
# #
3
4
10. ## # ###
7
#5
8
11. ## # ###
6
4-4
Solving Multiplication and Division Equations
Complete the sentence after each equation to tell how you
would solve the equation.
x
12. ## # 16
7
each side by
each side by
13. 5x # 125
.
14. #8k # 96
, or multiply each side by
1
13
17
15. Explain how rewriting 4##x # 2## as ##x # ## helps you solve
3
8
3
8
the equation.
90
© Glencoe/McGraw-Hill
4-5
Solving Multi-Step Equations
x#3
16. Suppose you want to solve ## # 6.
5
4-6
Variables on Both Sides
State the first step in solving each equation.
18. #3x # 6 # #10x # 10
19. #3.6 # 4.2z # 3 # 2.1z
1
5
20. ## y # 3 # ## y
9
© Glencoe/McGraw-Hill
4-7
Grouping Symbols
Solve each equation. Check your solution.
22. #8(x # 5) # 4(2 # x)
91
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 4.
• You may want take the Chapter 4 Practice Test on page 183
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 4 Study Guide and Review
on pages 180–182 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 4 Practice Test on
page 183.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 4 Foldable.
• Then complete the Chapter 4 Study Guide and Review on
pages 180–182 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 4 Practice Test on
page 183.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
92
Chapter 5
CH
Fold
Fold lengthwise
to the holes.
Cut
Cut four tabs.
Label
Label the tabs using
lesson concepts
as shown.
Solve pr
oportions
oblems
Solve pr scale
involvingd models
an
drawings
oblems
Solve pre percent
g th d the
by usintio
n an
propor t equation
percen
y of
probabilit
Find theents, mutually
simple eve events, and
exclusiv e events
inclusiv
© Glencoe/McGraw-Hill
APTER
5
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 5.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
base
box-and-whisker plot
circle graph
complement
[kahm-PLU-ment]
compound event
dimensional analysis
[duh-MEN-shun-ul]
empirical probability
[im-PEER-i-kul]
experimental probability
[ek-speer-uh-MEN-tul]
extremes
independent events
lower quartile
[KWAR-tile]
mutually exclusive
[MYOO-chew-a-lee]
odds
94
© Glencoe/McGraw-Hill
inclusive
[in-KLOO-siv]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
percent equation
percent of decrease
percent of increase
percent proportion
percentage
percentile
probability
[PRA-buh-BIL-i-tee]
proportion
[pro-POR-shun]
random
rate
ratio
© Glencoe/McGraw-Hill
scale
scale drawing
scale model
theoretical probability
[thee-uh-RET-i-kul]
unit rate
upper quartile
95
5–1
Solving Proportions
GLE 21. Determine appropriate units and scales to use when solving measurement
problems (M-2-H, M-3-H, M-1-H)
GLE 22. Solve problems using indirect measurement (M-4-H)
A ratio is the
(page 95)
of two numbers.
• Solve proportions.
KEY CONCEPT
Property of Proportions
The cross products of a
proportion are equal.
9
63
## # ##
m
35
9
63
## # ##
m
35
# 63
315 # 63m
315
ORGANIZE IT
Write a proportion and
find its cross products
under the tab for Solve
Proportions.
63m
#
Divide each side by
#m
z
z#9
## # ##
5
4
Simplify.
z
z#9
## # ##
5
4
oportions
oblems
Solve pr scale
involvingd models
an
gs
drawin
oblems
Solve pre percent
g th d the
by usintio
an
n
or
prop t equation
percen
y of
probabilit
Find theents, mutually
simple eve events, and
siv
clu
ts
ex
even
inclusive
5z #
5z # 45 #
# 4z
Distributive Property
# 4z #
Subtract
#z
Algebra: Concepts and Applications
#45 # #z
#45
96
#z
Simplify.
© Glencoe/McGraw-Hill
(z # 9) # 4
Solve pr
.
5–1
Convert 15 pints to quarts.
Recall that 2 pints # 1 quart. Let x represent the number
of quarts. Write a proportion.
15 pints
2 pints
## # ##
x quarts
1 quart
15
2
## # ##
x
1
(1) # 2
# 2x
REMEMBER IT
15
The denominator in
a proportion cannot be
equal to zero. Division
by zero is undefined.
2x
#x
So, 15 pints #
quarts.
b#2
9
b. ## # ##
26
n
a. ## # ##
4
b#5
2
c. Convert 3 pounds to ounces.
© Glencoe/McGraw-Hill
(pages 94–95)
with a denominator of
is a
unit rate.
The process of carrying units throughout a
is dimensional analysis.
97
5–1
or
grams
grams of copper.
42 miles
8
42 miles
8 hours # ## # ## # ##
1 hour
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
98
1
Note that the units cancel.
miles
© Glencoe/McGraw-Hill
210 miles
42 miles
## # ##
5 hours
1 hour
5–2
(page 95)
• Solve problems
involving scale drawings
and models.
or too
to be drawn
object.
ORGANIZE IT
Give examples of scale
drawings or models
under the tab for Solve
Problems involving Scale
Drawings and Models.
Solve pr
Use the
.
1 inch
x inches
#
map distance
actual distance
oportions
© Glencoe/McGraw-Hill
oblems
Solve pr scale
involvingd models
an
drawings
oblems
Solve pre percent
g th d the
by usintio
an
n
propor t equation
percen
y of
probabilitually
e
th
nd
Fi
ents, mut
simple eve events, and
siv
exclu e events
inclusiv
# 15
# 15x
90
15x
Divide each side by
#x
The distance between Chicago and Milwaukee on the map is
about
99
5–2
Your Turn The scale on a map of Alaska is #7# inch # 150 miles.
8
model length
actual length
1 foot
# ##
x feet
1.5x #
(1)
Find the
products.
1.5x #
1.5x
36
Divide each side by
x#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
100
feet or
© Glencoe/McGraw-Hill
A percent is a
(page 95)
is the
percentage.
r is the percent.
#8
# 8r
500
8r
## # ##
8
8
#r
So, ## #
.
© Glencoe/McGraw-Hill
101
5–3
r
# ##
Replace P with
100
B with
KEY CONCEPT
Percent Proportion
If P is the percentage,
B is the base, and r is
the percent, the percent
(100) #
3500 # 175r
3500
175r
## # ##
175
175
#r
P
r
proportion is ## # ##.
B
and
So,
of 175 is 35.
100
40
20
## # # #
100
B
(100) #
Find the
products.
# 40B
2000
40r
Divide each side by
#r
So, 20 is
of 50.
Your Turn
a. What percent of 80 is 60?
102
© Glencoe/McGraw-Hill
#
5–3
(page 94)
Time
(days)
Activity
packing
cleaning
unpacking
Packing:
r
# ##
Cleaning:
Unpacking:
100
r
# ##
100
r
# ##
100
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
100 # 20 =
100 # 20 =
100 # 20 =
of
Activity
Time (h)
reading
sports
homework
103
5–4
P # RB
B with
KEY CONCEPT
Percent Equation
The percentage is
equal to the rate times
the base.
Write the
formulas for percent
proportion and the
percent equation under
the tab for Solve
Problems by Using the
Percent Proportion and
the Percent Equation.
Replace R with
0.17
and
.
250
ENTER
.
Replace P with
R with
105
0.35B
105 # 0.35
#B
So, 35% of
and
ENTER
is 105.
104
© Glencoe/McGraw-Hill
Your Turn
5–4
Replace P with
R with
126
#B
and
.
0.18B
Divide each side by
126 # 0.18
ENTER
© Glencoe/McGraw-Hill
(pages 94–95)
or more
105
5–4
REVIEW IT
Explain why 40 is
subtracted from each
side before each side
is divided by 56 in
Example 4. (Lesson 4-5)
Number of
Vehicles
Capacity
Total
Capacity
Buses
64
64b
Vans
5#b
8(5 # b)
# 208
Distributive Property
# 40 # 208
64b # 8b #
56b #
56b
#
168
Divide.
b#
There were
buses and
or
vans.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
106
© Glencoe/McGraw-Hill
Your Turn A T-shirt shop sells adult shirts for $15 each
and children’s shirts for $8 each. If $324 was collected for
30 shirts, how many of each type were sold?
5–5
Percent of Change
(page 95)
or
P
r
## # # #
B
100
r
# ##
100
(100) #
Cross products
# 110r
© Glencoe/McGraw-Hill
3000
11 0r
## # # #
100
1 10
REMEMBER IT
Replace the equal
sign with # to indicate
that your answer is
approximate.
107
5–5
REMEMBER IT
There may be more
than one way to solve
a problem. Refer to
page 213 in your
textbook for another
way to solve Examples 2
and 3.
to $890.
890 #
(140)
#
.
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
108
a. What is the total cost of a dress that sells for $60 if the sales
tax rate is 5%?
b. All hamsters are on sale for 20% off. What is the sale price of
a hamster that normally sells for $9.95?
© Glencoe/McGraw-Hill
(pages 94–95)
KEY CONCEPT
Population of California
Probability The
probability of an event
is a ratio that compares
the number of favorable
outcomes to the number
of possible outcomes.
Under 5
5–17
6
3
18 – 24
25 – 34
Age
5
5
35 – 44
45 – 54
4
2
55 – 64
65 and over
4
Number (millions)
Source: U.S. Census Bureau
© Glencoe/McGraw-Hill
There are
million.
The probability is
or
or
109
5–6
Your Turn A bag contains 1 yellow crayon, 3 red crayons,
4 blue crayons, and 7 green crayons. Suppose a crayon is
chosen at random. What is the probability that it is yellow?
(page 94)
it cannot occur
is odds.
or
unfavorable outcomes.
Page(s):
Exercises:
110
or
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Compound Events
(page 94)
or
time are
inclusive.
KEY CONCEPTS
© Glencoe/McGraw-Hill
Probability of
Independent Events
The probability of two
independent events is
found by multiplying the
probability of the first
event by the probability
of the second event.
Probability of Mutually
Exclusive Events
The probability of two
mutally exclusive events
is found by adding the
probability of the first
event and the probability
of the second event.
P (green) #
#
3
5
or
6
blue
green
(P # 2) #
P (green and # 2) #
1
red
or
3
Your Turn Two dice are rolled. Find the probability that an
even number is rolled on the first die and a number less than
3 is rolled on the second.
111
5–7
KEY CONCEPT
Probability of Inclusive
Events The probability
of two inclusive events
is found by adding the
probabilities of the
events, then subtracting
the probability of both
events.
Explain
compound events,
independent events and
inclusive events, under
the tab for probability.
#
10
or
10
10
P (February) #
or
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
112
© Glencoe/McGraw-Hill
Your Turn
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 5 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
5-1
Solving Proportions
For each proportion, write the cross products.
6
14
1. ## # ##
35
15
6
12
2. ## # ##
8
16
5-2
Scale Drawings and Models
4. A model car is 12 centimeters long. The real car is 12 feet long.
What is the scale of the model?
© Glencoe/McGraw-Hill
113
Chapter
5-3
The Percent Proportion
Use the percent proportion to find each number.
7. 12 is what percent of 36?
Activity
Time (hr)
sleep
school
work
homework
other
5-4
The Percent Equation
114
5-5
Percent of Change
Find the percent of increase or decrease. Round to the nearest percent.
15. original: 50
new: 42
16. original: 50
new: 58
17. When you find a discount price, do you add to or subtract from
the original price?
5-6
Probability and Odds
Write whether each statement is true or false. If false,
replace the underlined word or number to make a true
statement.
18. Probability can be written as a
fraction, a decimal, or a percent.
19. The outcomes happen at random
when all outcomes are equally likely
to happen.
20. The probability of an impossible
event is 1 .
21. The odds against an event occurring
are the odds that the event will occur.
© Glencoe/McGraw-Hill
5-7
Compound Events
22. Two dice are rolled. Find the probability that an even number is
rolled on the first die and the number 5 is rolled on the second die.
115
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 5.
• You may want take the Chapter 5 Practice Test on page 233
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 5 Study Guide and Review
on pages 230–232 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 5 Practice Test on
page 233.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 5 Foldable.
• Then complete the Chapter 5 Study Guide and Review on
pages 230–232 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 5 Practice Test on
page 233.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
116
APTER
Chapter 6
Fold
Fold lengthwise to
the holes.
Cut
Cut along the top line
and then cut 10 tabs.
Label
Label the tabs using
the vocabulary words
as shown.
Pair
Ordered
n
Relatio
ge
and Ran
Domain
Range
Set
Solution
n
Equatio
Linear
n
Functio
lue
Va
d
tation an
Functional No
riation
Direct Va
n
Variatio
Inverse
© Glencoe/McGraw-Hill
117
CH
APTER
6
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 6.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
constant of variation
[VARE-ee-AY-shun]
dependent variable
direct variation
domain
equation in
two variables
function
functional value
functional variable
118
© Glencoe/McGraw-Hill
functional notation
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
independent variable
inverse variation
linear equation
[LIN-ee-ur]
range
rate problem
relation
solution set
x-coordinate
y-coordinate
119
6–1
Relations
GLE 23. Use coordinate methods to solve and interpret problems (e.g., slope as rate
of change, intercept as initial value, intersection as common solution, midpoint as
equidistant) (G-2-H, G-3-H)
(page 119)
The
y-coordinate.
A set of
pairs is a relation.
KEY CONCEPTS
Domain and Range of a
Relation The domain of
a relation is the set of all
first coordinates from
the ordered pairs of the
relation.
The range of the relation
is the set of all second
coordinates from the
ordered pairs of the
relation.
Express the relation {(#4, 5), (#3, 2), (0, 1), (1,#1),
(3, #2)} as a table and as a graph. Then determine the
domain and range.
The domain is
#4
y
(#4, 5)
(#3, 2)
(0, 1)
(1, #1) x
(3, #2)
Write the
definition for a relation
and give an example
under the tab for
Relation.
#2
Your Turn
120
© Glencoe/McGraw-Hill
ORGANIZE IT
y
(2, 3)
(#5, 1)
O
(#2, #2)
(0, #3)
), (
x
),
, 3)}.
The domain is
, and
#5
#2
#2
#3
the range is
y
(0, 4)
(#4, 3)
(3, 1)
(#1, 2)
x
O
© Glencoe/McGraw-Hill
Algebra: Concepts and Applications
121
6–1
WRITE IT
Explain how you can tell
which decade had the
greatest increase in
population.
The range is
Year
Population
(millions)
1920
5.6
1930
6.9
1940
7.5
1950
7.9
1960
7.8
1970
7.9
1980
7.1
1990
7.3
. The
y-coordinates include values from
from
to
. You can
Population
10
8
Population 6
(millions) 4
2
0
1920 1940 1960 1980 2000
Year
Your Turn
Population
( in millions)
1730
0.6
1740
0.9
1750
1.2
1760
1.6
1770
2.1
1780
2.8
Source: www.infoplease.com
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
122
© Glencoe/McGraw-Hill
Year
6–2
Equations as Relations
GLE 15. Translate among tabular, graphical, and algebraic representations of
functions and
real-life situations (A-3-H, P-1-H, P-2-H)
GLE 36. Identify the domain and range of functions (P-1-H)
(pages 118–119)
A set of
values is
KEY CONCEPT
Solution of an Equation
in Two Variables If a
true statement results
when the numbers in
an ordered pair are
substituted into an
equation in two
variables, then the
ordered pair is a
solution of the equation.
Which of the ordered pairs (0, 0), (1, 4), (2, 1), or (#1, 2)
are solutions of y # #x # 3?
Make a table. Substitute the x- and y-values of each ordered
pair into the equation.
x
y # #x # 3
True or False?
0 # (0) # 3
#
In your own
words, tell what a
solution set is under
the tab for Solution Set.
4 # #(1) # 3
#
1 # #(2) # 3
#
© Glencoe/McGraw-Hill
#1
2 # #(#1) # 3
#
123
6–2
Your Turn
Which of the ordered pairs (0, 2), (1, #3), (2, #5),
or (#1, #2) are solutions of y # #2x – 1?
2x # 1
(x, y)
#2
2(#2) # 1
#1
2(#1)# 1
2(0) # 1
2(1) # 1
2(2) # 1
.
y
(2, 5)
(1, 3)
(0, 1)
(#1, #1) O
(#2, #3)
124
x
© Glencoe/McGraw-Hill
REMEMBER IT
Sometimes you can
solve an equation for y
before substituting each
domain value into the
equation. This makes
creating a table of
values easier.
Your Turn
into the
y # 10 # 4x
#6
#6 # 10 # 4x
#2
#2 # 10 # 4x
2 # 10 # 4x
6 # 10 # 4x
10
10 # 10 # 4x
© Glencoe/McGraw-Hill
The domain is
HOMEWORK
ASSIGNMENT
.
(x, y)
.
Your Turn
Page(s):
Exercises:
125
6–3
(page 119)
KEY CONCEPT
Linear Equation in
Standard Form A linear
equation is an equation
that can be written in
the form Ax # By # C,
where A, B, and C are
any numbers, and A and
B are not both zero.
Ax # By # C is called the
standard form if A, B,
and C are integers.
Write the
standard form of a linear
equation under the tab
for Linear Equation. Be
sure to include examples.
4xy # 4
Since the term
y#x
First, rewrite the equation so that both variables are on the
same side of the equation.
y#x
0#x#y
Subtract
Therefore,
A#
,B#
, and C #
Your Turn
126
b. 2x # 3xy
© Glencoe/McGraw-Hill
Graph 3x # y # 2.
In order to find values for y more easily, solve the equation
for
3x # y # 2
#y # 2 #
Subtract
y # #2 #
#2 # 3x
#2
–2 # 3(#2)
#1
–2 # 3(#1)
–2 # 3(0)
–2 # 3(1)
–2 # 3(2)
(x, y)
x
O
3x # y # 2
© Glencoe/McGraw-Hill
Your Turn
a. y # 2x # 2
127
6–3
Graph y # #2.
In standard form, this equation is
# y # #2. So, for
written as
any value of x, y #
example, if x # 0, y #
y#
. For
; if x # 1,
; if x # 3, y #
y # #2
3x
(x, y)
y # 3x
#2
3(#2)
x
O
#1
3(#1)
3(0)
1
3(1)
3(2)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
128
b. y # #4x
© Glencoe/McGraw-Hill
a. y # #4
Functions
GLE 35. Determine if a relation is a function and use appropriate
function notation (P-1-H)
• Determine whether
a given relation is
a function.
KEY CONCEPT
Function A function is a
relation in which each
member of the domain is
paired with exactly one
member of the range.
x
y
#2 #1
0
Write three
examples of relations
that are functions under
the tab for Function.
Write each function
in a different form.
and
,
the
corresponding member of
.
y
x
O
© Glencoe/McGraw-Hill
members of the
(the y-values).
Your Turn
129
6–4
b.
#3 #1
#1 #2 #3 #4 #5
c.
x
O
KEY CONCEPT
This relation is
since each
point of the
of the
relation.
This relation is
a
x
since
line passes through
point of the graph.
b.
130
© Glencoe/McGraw-Hill
Your Turn
6–4
ORGANIZE IT
Give an example of an
equation in functional
notation under the tab
for Functional Notation
and Value. Then choose
a number and find the
functional value of your
function for the chosen
number.
Pair
Ordered
n
Relatio
ge
and Ran
Domain
Range
Set
Solution
n
Equatio
Linear
n
Functio
lue
tation and Va
Functional No
riation
Direct Va
n
Variatio
Inverse
(page 118)
that corresponds
to a specific
#4
#
Replace x with
Add.
ƒ####
1
2
f(x) # x # 4
f #### #
1
2
#4
Replace x with
Add.
ƒ(c)
f(x) # x # 4
f(c) #
© Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
a. f(#1)
#4
Replace x with
c. f(a)
Page(s):
Exercises:
131
6–5
Direct Variation
GLE 7. Use proportional reasoning to model and solve real-life problems
involving direct and inverse variation (N-6-H)
(pages 118–119)
• Solve problems
involving direct
variations.
whose value
is chosen.
The constant of variation is the number
in an
KEY CONCEPT
Direct Variation A direct
variation is a linear
function that can be
written in the form
y # kx, where k # 0.
y
y # 1x
2
.
The constant of variation is
y#x#2
y
y#x#2
Your Turn
132
b. y # #2x
© Glencoe/McGraw-Hill
(page 119)
or d # rt is a rate problem.
Direct variation
#k#
Replace # with
with
and g
#k
WRITE IT
© Glencoe/McGraw-Hill
In Example 3, explain
the meaning of k within
the context of the
problem.
#g
22 # g
#g
A 550-mile trip would use
gallons of gasoline.
133
6–5
Your Turn
REMEMBER IT
There are several
combinations for
proportions that can be
used in direct variation.
In addition to the
proportion used in
y
1
2
Use #x# # #x# to solve the problem.
1
2
1
1
Example 4, ##
# ##
and
y
x
2
Let y1 #
x2
x1 #
x
x
1
2
## # ## can also be used.
y1
y2
x2 #
(15)
, y2 #
, and
27x2 #
27x2
270
x2 #
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
134
when y # 15.
© Glencoe/McGraw-Hill
So, x #
6–6
Inverse Variation
GLE 7. Use proportional reasoning to model and solve real-life problems involving
direct and inverse variation (N-6-H)
KEY CONCEPT
##k
Inverse Variation
An inverse variation is
described by an
equation of the form
xy # k, where k # 0.
#k
and
Replace k with
x with
.
and
© Glencoe/McGraw-Hill
hours.
Your Turn
135
6–6
Let x1 #
and x2 #
(#2) #
REVIEW IT
Why does the product
of #12 and #2 result in
a positive answer?
(Lesson 2-5)
y2
, y1 #
# 8y2
# y2
Therefore, when x # 8, y #
Your Turn
Page(s):
Exercises:
136
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 6 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
6-1
Relations
Match the relation on the left to its other form on the right.
1.
#1
#1
a.
y
(1, 5)
(1, 3)
(1, 0)
x
3.
(1, #2)
(3, 4)
(4, 3)
(2, 1)
O
(#1, #1)
#1
Range #
6-2
Equations as Relations
Solve each equation if the domain is {#1, 0, 1, 2, 3}.
5. y # 3x
6. y # 2 # x
7. x # y # 1
6-3
Graphing Linear Relations
Complete the table.
Linear or
Nonlinear?
Equation
8.
2x # 3y # 1
9.
4xy # 2y # 7
10.
2x # 4y # 3
11.
x
4y
## # ## # 2
5
3
Reason
6-4
Functions
Determine whether each relation is a function. Explain your
answer.
12.
x
y
#2 #1
1
7
13.
x
O
© Glencoe/McGraw-Hill
138
15. ƒ(#2)
16. ƒ(3)
17. ƒ(b)
Chapter
6-5
Direct Variation
For each situation, write an equation with the proper
constant of variation.
18. The distance d varies directly as time t.
6-6
Inverse Variation
Write direct variation, inverse variation, or neither to
describe the relationship between x and y described by
each equation.
21. y # 3x
22.
xy # 5
23.
y # 28x
© Glencoe/McGraw-Hill
24.
If y # 8
when x # 12,
find y when
x # 4.
25.
If x # 50
when y # 6,
find x when
y # 30.
Equation
Proportion
Algebra: Concepts and Applications
139
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 6.
• You may want take the Chapter 6 Practice Test on page 279
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 6 Study Guide and Review
on pages 276–278 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 6 Practice Test on
page 279.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 6 Foldable.
• Then complete the Chapter 6 Study Guide and Review on
pages 276–278 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 6 Practice Test on
page 279.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
140
APTER
Linear Equations
Fold
Fold each sheet in half
from top to bottom.
Cut
Cut along fold. Staple
the eight half-sheets
together to form a
booklet.
© Glencoe/McGraw-Hill
Label
Label each page with
a lesson number and
title. The last tab is
for the vocabulary.
Chapter 7
Cut
Cut tabs into margin.
The top tab is 4 lines
wide, the next tab is
8 lines wide, and so on.
Linear
Equations
7–1
7–2
141
CH
APTER
7
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 7.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
best-fit line
correlation coefficient
[CORE-uh-LAY-shun]
extrapolation
[ek-STRA-puh-LAY-shun]
family of graphs
interpolation
[in-TER-puh-LAY-shun]
linear regression
parallel lines
[PARE-uh-lel]
parent graph
142
© Glencoe/McGraw-Hill
median-median line
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
perpendicular lines
[PER-pun-DI-kyoo-lur]
point-slope form
rate of change
residual
rise
run
scatter plot
slope
© Glencoe/McGraw-Hill
slope-intercept form
[IN-ter-SEPT]
x-intercept
y-intercept
143
7–1
Slope
GLE 25. Explain slope as a representation of “rate of change” (G-3-H, A-1-H)
(page 143)
KEY CONCEPT
change in y
change in x
slope # ##
y
(1, 3)
(2, 1)
x
Name two
points and find the slope
between them under
the tab for Lesson 7-1.
Then give examples
of positive, negative,
zero and undefined
slopes.
#1
#2
#
#1
The slope is
change in y
change in x
slope # ##
#4
(1, 4)
(3, 4)
#3
x
a.
The slope is
(1, 1)
144
x
(2, #1)
O
(#1, #2)
x
(2, #1)
© Glencoe/McGraw-Hill
Your Turn
#2
7–1
#2 #1
7
#3
Each time x increases
slope #
#3
#2
#3
unit, y decreases
units.
change in y
#
change in x
Your Turn
KEY CONCEPT
Determining Slope Given
Two Points The slope m
of a line containing any
two points (x1, y1) and
(x2, y2) is given by the
following formula.
4
0
y #y
© Glencoe/McGraw-Hill
2
1
Slope # #
#
x2 # x1
#3 #2 #1
y2 # y1
x2 # x1
4#
3#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The slope is
Your Turn
145
7–2
KEY CONCEPT
Point-Slope Form For a
nonvertical line through
the point at (x1, y1) with
slope m, the point-slope
form of a linear
equation is y # y1 #
m(x # x1)
(#2, 7), m # # ##
y # y1 # m(x # x1)
Point-Slope Form
1
3
y#
# ###(x #
y#
# ### (x #
1
3
).
(#2, 7)
An equation of the
line is
.
O
Write an
equation in Point-Slope
form and graph the
equation under the tab
for Lesson 7-2.
(4, 0), m # 4
y # y1 # m(x # x1)
y#
# 4(x #
Point-Slope Form
)
# 4(x # 4)
An equation of the
.
Your Turn
146
b. (1, #3), m # 3
© Glencoe/McGraw-Hill
line is
(4, 0)
O
7–2
y
WRITE IT
How can you tell that
the two methods used
in the example provide
the same equation?
(–2, –2)
O
(2, –1)
m#
y2 #
# x1
The slope is
# (#2)
or
2#
an equation.
Method 1 Use (#2, #2).
y#
y#
y#
# m(x #
1
# ## [x #
4
1
# ##(x #
4
Point-Slope Form
(x1, y1) #
Both
# m(x #
1
# ## (x #
1
# ##(x #
Point-Slope Form
(x1, y1) #
and
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Your Turn
y
(#2, 5)
Page(s):
Exercises:
O
Algebra: Concepts and Applications
(1, #1)
147
7–3
(page 143)
is the y-intercept.
The x-coordinate of the point at which a graph crosses the
is the x-intercept.
KEY CONCEPT
Slope-Intercept Form
Given the slope m and
y-intercept b of a line,
the slope-intercept form
of an equation of the
line is y # mx # b.
Write an
equation in slopeintercept form and graph
the equation under the
tab for Lesson 7-3.
Slope-Intercept Form
x#
Replace m with
and
b with
An equation of the line is
.
#2
3
m # ##, b # 0
y # mx # b
#
Slope-Intercept Form
x#
Replace m with
.
Your Turn
148
1
b. m # ##, b # #3
2
© Glencoe/McGraw-Hill
b with
and
7–3
# m(x #
# #3(x #
(1, #4)
y # 4 # #3x # 3
y#4#
# #3x # 3 #
y # #3x # 1
y
(6, 2)
REMEMBER IT
The formula for
y2 # y1
slope is m # #
#.
x2 # x1
m#
#2 #
3#
#3
x
(3, #2)
4
or ##.
3
Point-Slope Form
(x # 6)
© Glencoe/McGraw-Hill
4
y # 2 # ##x #
3
Distributive Property
4
y # ##x #
Slope-Intercept Form
of each line.
1
b. passing through
(#1, 4) and (3, 0)
Plumber’s Charges
y
175
150
125
Charge
100
(dollars)
75
50
25
m#
y2 #
#
# x1
75 #
x#
1#
-intercept form.
Slope-Intercept Form
Replace m with
and b with
y
35
30
Charge (dollars)
Page(s):
Exercises:
© Glencoe/McGraw-Hill
A taxi driver
charges $5 for each ride plus
$2 per mile. The graph represents
the taxi driver’s charges. Write
an equation of the line in slope
intercept form.
25
20
15
10
y-intercept
(0, 5)
5
1
Miles
150
Your Turn
HOMEWORK
ASSIGNMENT
1 2 3 x
Hours of Service
or
y-intercept
(0, 25)
x
7–4
Scatter Plots
GLE 10. Identify independent and dependent variables in real-life relationships (A-
1-H)
GLE 29. Create a scatter plot from a set of data and determine if the relationship
is linear or
nonlinear (D-1-H, D-6-H, D-7-H)
(page 143)
KEY CONCEPTS
Scatter Plots
Positive relationship: As
x increases, y increases.
Negative relationship: As
x increases, y decreases.
No relationship: No
obvious pattern.
60,000
Salary
(dollars)
40,000
20,000
4
x
8
12
16
Years of Experience
. Thus, there is
Test Grade
© Glencoe/McGraw-Hill
Use the
scatter plot shown.
Determine whether the
scatter plot shows a
positive relationship,
negative relationship, or no
relationship. If there is a
relationship, describe it.
60
50
40
30
20
10
0
10
Number of Absences
151
7–4
ORGANIZE IT
Give an example of a
scatter plot that has a
positive relationship
under the tab for Lesson
7-4. Also give an example
of one that has a
negative relationship
and one that has no
relationship.
Linear
Equations
7–1
7–2
Instruction
Time (min)
Number of
Cavities
10
5
3
Dental Care
y
6
5
Number 4
of
Cavities 3
2
1
O
x
4
8
12
Instruction Time (min)
number of cavities
amount of instruction
relationship.
The number of
depends on the
, so the number of
cavities is the
variable. The
is the
© Glencoe/McGraw-Hill
Longevity
(years)
kangaroo
36
leopard
98
12
tiger
105
16
baboon
187
20
hippopotamus
238
41
gorilla
258
20
Animal
REMEMBER IT
The domain is the
set of all of the first
coordinates in a set
of ordered pairs and
the range is the set of
all of the second
coordinates in the set
of ordered pairs.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
153
7–5
Replace y with 0.
#8
ORGANIZE IT
#x
8
## # ##
#1
#1
x#
To find the y-intercept, let x # 0.
Linear
Equations
7–1
7–2
2y # x # 8
2y # 0 # 8
Replace x with 0.
#8
2y
8
## # ##
2
2
Divide each side by 2.
y#
The x-intercept is
y-intercept is
, and the
. This means
(0, 4)
(–8, 0)
O
Your Turn
154
© Glencoe/McGraw-Hill
at
7–5
REMEMBER IT
A negative slope
means that the graph of
the line decreases when
tracing the line from left
to right. A positive slope
means that the graph of
the line increases when
tracing the line from
left to right.
1
5
y # ### x # 2
y#
mx # b
1
5
(5, 1)
(0, 2)
y # ### x # 2
The slope is
, and the
y-intercept is
Then go
1 unit and
the point at
.
5 units. This will be
and
.
3x # y # 4
First, write the equation in slope-intercept form.
3x # y # 4
3x # y # 3x # 4 # 3x
#y #
#y
#4
#3x # 4
y#
#4
y
The slope is
© Glencoe/McGraw-Hill
is
. The y-intercept
O
and
the point at
3 units
(1, –1)
(0, –4)
and
155
7–5
Your Turn
b. 2x # 4y # 8
Graph y # #3.
y # mx # b
Slope-Intercept Form
y # 0x # 3
slope #
, y-intercept #
Page(s):
Exercises:
156
) and
(–3, –3)
(2, –3)
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
). Some
).
Your Turn
a. x # #4
y
7–6
(page 142)
y # # ## x # 2
ORGANIZE IT
Summarize the two
categories of families of
graphs under the tab
for Lesson 7-6. What is
the effect of a change in
the slope and y-intercept
on the graph of a line?
Linear
Equations
7–1
7–2
y = – 1–2x + 2
x
y=
– 1–2x
–1
y # 5x # 1
y # #x # 1
Each graph has a
y
y = 5x – 1
slope.
x
y = –x – 1
Your Turn
a. y # x # 3
y#x#2
b. y # 3x # 2
2
y # ##x # 2
3
157
7–6
300
y # 20x # 150
250
Balance
200
y # 20x # 100
150
100
50
0
Months
, but the
of Gretchen’s graph is
than the
8
7
6
Cost ($)
y # 5x
y # 4x
3
2
1
0.5
1.5
Time (hours)
© Glencoe/McGraw-Hill
158
(page 142)
KEY CONCEPT
Parent Graphs
y # x: As the value of m
increases, the line gets
steeper.
y # #x: As the value of
m decreases, the line
gets steeper.
y # 2x: As the value of
b increases, the graph
shifts up on the y-axis.
As the value of b
decreases, the graph
shifts down on the y-axis.
of graphs is a
y
y#x#1
y # #3x # 1
also have a
order for the slope to be less steep and positive, its value
must be
is
. Check by
graphing.
© Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
159
7–7
KEY CONCEPT
Parallel Lines If two
lines have the same
slope, then they
are parallel.
The slope is
Slope-Intercept Form
9x # 3y # 12
9x # 3y #
Give two
examples of equations
whose graphs are parallel
and two examples of
equations whose graphs
are perpendicular under
the tab for Lesson 7-7.
# 12 #
3y
y#
The slope is
#9x # 12
The slopes are not the same so the lines are not
Your Turn
2y # #6x # 8
© Glencoe/McGraw-Hill
160
are parallel.
3x # y # 2
.
7–7
point-slope form.
y # y1 # m(x # x1)
2
3
# ##(x #
y#
Point-Slope Form
)
x1 #
, y1 #
and m #
2
y # 1 # ## x #
Distributive Property
2
y # 1 # 1 # ## x # 2 # 1
2
y # ## x #
3
2
3
Your Turn
KEY CONCEPT
Perpendicular Lines
If the product of the
slopes of two lines is #1,
then the lines are
perpendicular.
161
7–7
First, determine the slopes of the lines. Write each equation in
slope-intercept form.
1
y # 2x # 4
y # ##x # 3
2
y # 2x #
#4#
y#
#4
y
or
y # 2x # 3
y # #2x # 4
.
O
Your Turn
1
# ##(x #
2
Point-Slope Form
)
x1 #
, y1 #
and m #
1
# ##x #
2
1
y # 3 # 3 # ##x # 1 # 3
2
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Distributive Property
Subtract 3 from each side.
1
y # ##x #
2
Your Turn
162
© Glencoe/McGraw-Hill
y#
,
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 7 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
7-1
Slope
Find the slope between each set of points.
1. (2, #3), (5, 1)
7-2
Writing Equations in Point-Slope Form
4. In the formula y # y1 # m(x # x1), what do x1 and y1 represent?
1
5. y # 3 # ##(x # 2)
6. y # 2x
a.
b.
y
O
2
3
7. y # 1 # ###x
c.
163
Chapter
7-3
Writing Equations in Slope-Intercept Form
Complete the chart below by writing the formula for each form of
equation. Then write an example of each equation.
Form of Equation
8.
standard form
9.
slope-intercept form
Formula
Example
7-4
Scatter Plots
Refer to the scatter plot shown at the right.
10. Which quantity is the independent quantity?
the dependent quantity?
Length (minutes)
30
20
10
5 10 15 20 25 30 35 x
164
© Glencoe/McGraw-Hill
7-5
Graphing Linear Equations
7
Chapter
7-6
Families of Linear Graphs
Tell whether each set of graphs is a family of graphs.
15.
16.
7-7
Parallel and Perpendicular Lines
17. Parallel lines
(always/never) intersect.
19.
© Glencoe/McGraw-Hill
O
x
165
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 7.
• You may want take the Chapter 7 Practice Test on page 331
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 7 Study Guide and Review
on pages 328–330 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 7 Practice Test on
page 331.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 7 Foldable.
• Then complete the Chapter 7 Study Guide and Review on
pages 328–330 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 7 Practice Test on
page 331.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
166
APTER
Fold
Fold each sheet of grid
paper in half along the
width. Then cut along
the crease.
Staple
Staple the eight half-sheets
together to form a booklet.
Cut
Cut even lines from the
bottom of the top sheet,
six lines from the second
sheet, and so on.
Chapter 8
© Glencoe/McGraw-Hill
Label
Label the tabs with
lesson topics as shown.
167
CH
APTER
8
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 8.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on these
pages. Remember to add the textbook page number in the second column for
reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
base
composite number
[kahm-PA-zit]
converse
exponent
[ek-SPO-nent]
hypotenuse
[hi-PA-tin-oos]
leg
negative exponent
168
© Glencoe/McGraw-Hill
irrational numbers
[i-RA-shun-ul]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
perfect square
power
prime factorization
[FAK-tor-i-ZAY-shun]
prime number
Pythagorean Theorem
[puh-THA-guh-REE-un]
radical
[RAD-ik-ul]
radical expression
© Glencoe/McGraw-Hill
radical sign
scientific notation
square root
169
8–1
expressions.
is called a base.
. It is a factor
times. 5 # 5 # 5 #
d#d#d#d#d#d
The base is
. It is a factor
times.
d#d#d#d#d#d#
Your Turn
a. c
170
© Glencoe/McGraw-Hill
Write (6)(6)(#7)(#7)(#7)(#7)(#7) using exponents.
8–1
ORGANIZE IT
Write three examples of
expressions with
exponents under the
appropriate tab. Then,
write them again in
expanded form.
Powers and roots
Use powers in expressions
Multiply and divide Powers
Simplify expressions containing negative exponents
Scientific Notation
Simplify Radicals
Estimate square roots
Pythagorean Theorem
6 #
h #
3 2
7a b
3 2
7a b #
Your Turn
expression.
a. 8
3
b. b
KEY CONCEPT
Order of Operations
1. Do all operations
within grouping
symbols first; start
with the innermost
grouping symbols.
c. 3yz
© Glencoe/McGraw-Hill
Evaluate 5a if a # 4.
#
#
5a # 5
#5
#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
3
a. 2x if x # 4
#
#
2
Replace a with 4.
Evaluate the power 4 # 4 # 16.
Multiply.
b. 4b # c if b # #2 and c # #2
171
8–2
5 #5
powers.
5 #5 #5
KEY CONCEPTS
Product of Powers You
can multiply powers with
the same base by adding
the exponents.
Quotient of Powers You
can divide powers with
the same base by
subtracting the exponents.
10
#s
10
#s #s
s
s
(10a)(5a )
4
(10a)(5a ) #
##
#5
#a
# 50a
#
5 4
3 7
(m n )(m n )
5 4
3 7
(m n )(m n ) # (m # m )(n # n )
#m
#n
© Glencoe/McGraw-Hill
#
Your Turn
3
6
4
a. 5 # 5
b. a # a
c. (6x)(3x )
172
2 3
8 5
d. (a b )(a b )
8–2
ORGANIZE IT
Write three examples of
multiplying terms with
powers and three
examples of dividing
terms with powers
under the tab for
Lesson 8-2.
Powers and roots
Use powers in expressions
Multiply and divide Powers
Simplify expressions containing negative exponents
Scientific Notation
Simplify Radicals
Estimate square roots
Pythagorean Theorem
76
##
2
7
76 # 7
##
2
7
#2
#
p10
##
p
p10
## # p
p
#1
15a6b4
#4#
3
3a b
6 4
15a b
#
#4#
3
3a b
# #
##aa##
6
# 5a
# 5a b
#
Your Turn
c
c
10
10
b. ##
a. ##5
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
5 6
20x y
c. #
2
5x y
8 9
21y z
d. #
2 8
3y z
Page(s):
Exercises:
173
8–3
Negative Exponents
#2
6
#
6#6#
KEY CONCEPT
Negative Exponents
1
a
n
; ###
a#n # ##
n #a
n
q r
3 #4
q r
#4
3
#q #r
#q #
#
2 10
m n
#5#
2
m n
# ## #
2 10
10
m n
m
n
# ##5 # ##
#5#
2
2
m n
m
n
#m
#n
ORGANIZE IT
Write three examples of
variables with negative
exponents under the tab
for Lesson 8-3. Then,
write those examples
using positive
exponents.
Powers and roots
Use powers in expressions
Multiply and divide Powers
Simplify expressions containing negative exponents
Scientific Notation
Simplify Radicals
Estimate square roots
Pythagorean Theorem
174
#
#n
1
#n
Your Turn
a. x
#3
b. a
c2d5
c. #
3#
c d
© Glencoe/McGraw-Hill
#m
Quotient of powers.
8–3
#6 4
#10h k
25h k
Simplify ##
.
3 7
#6 4
#10
#10h k
# ##
##
3 7
25
25h k
#6
## # # #
4
h
##
3
h
# #
#2
k
##
7
k
#6
##hh## ##kk##
# #2h
#10
25
5
# #2h
5
#
1
10
# ##
##
#2
#2
10
10
1 # 100
0#
# 10
#
or
© Glencoe/McGraw-Hill
Your Turn
#2 5
#8a k
.
a. Simplify #
#
4 8
18a k
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
175
8–4
Scientific Notation
GLE 3. Apply scientific notation to perform computations, solve problems, and
write representations of numbers (N-2-H)
• Express numbers in
8 kilobytes
scientific notation.
8 kilobytes
#8#
KEY CONCEPTS
Multiplying by Powers
of 10
• If the exponent is
positive, move the
decimal point to the
right.
• If the exponent is
negative, move the
decimal point to the
left.
2.5 microseconds
2.5 microseconds
# 2.5 #
#
Scientific Notation A
number is expressed in
scientific notation when
it is the form a # 10n,
1 # a # 10 and n is
an integer.
.
Your Turn
.
places
form.
a. 5 gigabytes
b. 4.5 milliseconds
325,000
325,000 #
#
176
# 10
© Glencoe/McGraw-Hill
0.00028 #
# 10
Your Turn
a. 78,000,000
b. 0.0032
Evaluate 30 # 30,000,000.
ORGANIZE IT
Write three large
numbers and three very
small numbers under
the tab for Lesson 8-4.
Then, write each
number using scientific
notation.
# (3 # 3)
Associative and
Commutative
Properties.
# 9 # 10
© Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
a. 20 # 40,000
4 # 10
Page(s):
Exercises:
177
8–5
Square Roots
The symbol,
indicate a
An
radical expression.
A whole number that has only two
, one
composite number.
The prime factorization of a number is an expression of the
of the prime factors.
KEY CONCEPTS
Square Root A square
root of a number is one
of its two equal factors.
Quotient Property of
Square Roots The square
root of a quotient of
positive numbers is equal
to the quotient of each
square root.
#
#100
.
##81
#
, ##81
##
2
Since 9 #
#
#256
Find the prime factorization of 256.
##
#256
2#2#2#2#2#
# #16
##
#
178
, #100
##
Since 10 #
© Glencoe/McGraw-Hill
Product Property of
Square Roots The square
root of a product of
positive numbers is equal
to the product of each
square root.
#16
#
ORGANIZE IT
#
#400
##
#400
2 # 2 # 2 # 2#
# #16
# # #25
#
#
Your Turn
or
a. #4
#
b. ##121
#
c. #225
#
d. #289
#
100
##
9
Simplify # ##.
100
##
# ## # #
9
#
© Glencoe/McGraw-Hill
Your Turn
Simplify
100
##.
##
324
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
179
8–6
#
#48
List some perfect squares to find the two perfect squares
closest to 48.
ORGANIZE IT
Write the square of each
integer from 1–20 and
write the squares under
the tab for Lesson 8-6.
2
For example, 1 = 1,
2
2 = 4, etc.
Powers and roots
Use powers in expressions
Multiply and divide Powers
Simplify expressions containing negative exponents
Scientific Notation
Simplify Radicals
Estimate square roots
Pythagorean Theorem
48 is between
and
# 48 #
# # #48
# # #49
#
#36
# #48
##
Since 48 is closer to
than to
, the best
#
#200
# 200 #
# #200
##
HOMEWORK
ASSIGNMENT
Pages(s):
Exercises:
Your Turn
a. #15
#
180
than to
, the best
.
© Glencoe/McGraw-Hill
# # #200
# # #225
#
#196
8–7
of a right triangle is
KEY CONCEPT
Pythagorean Theorem
In a right triangle, the
square of the length of
the hypotenuse, c, is
equal to the sum of the
squares of the lengths of
the legs, a and b.
12 in.
2
c #a #b
2
Draw a right
triangle and label the
right angle, hypotenuse,
and the legs under the
tab for Lesson 8-7. Under
the triangle, write the
Pythagorean Theorem.
x in.
9 in.
c #
c #
Pythagorean Theorem
#
Replace a and b.
# 81
c #
© Glencoe/McGraw-Hill
c # #225
#
c #
The length is
inches.
Your Turn
10 ft
c ft
24 ft
181
8–7
c #a #b
15 cm
y cm
Pythagorean Theorem
2
22 #
22 cm
#b
#b
Subtract.
#b
##b
#259
#b
Use a calculator.
KEY CONCEPT
Converse of the
Pythagorean Theorem If
c is the measure of the
longest side of a triangle
c # a #b
2
Pythagorean Theorem
2
13 # 6 # 11
and c # a # b , then
the triangle is a right
triangle.
2
centimeters.
#
169
≠ 157
2
a right triangle.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
182
© Glencoe/McGraw-Hill
Your Turn
CH
APTER
VOCABULARY
PUZZLEMAKER
BUILD YOUR
VOCABULARY
www.glencoe.com/sec/math/
t_resources/free/index.php
8-1
Powers and Exponents
x
1. Using 5 , fill in the boxes with the correct terms. Five is the
and x is the
32
42
52
62
72
82
92
102
8-2
Multiplying and Dividing Powers
Write the letter of the correct answer at the right that best
matches each expression.
© Glencoe/McGraw-Hill
a. b
b. b
3. b # b
4. b # b
5. b # b # b
4
b
b
6. ##3
c. b
15
d. b
e. b
183
Chapter
8-3
Negative Exponents
7. Complete the table.
103
102
101
#1
100
#2
10
10
#3
10
True or False?
#4
8. 5
1
5
is equal to ##4
#.
8-4
Scientific Notation
Complete each sentence to change from scientific notation
to standard notation.
6
places to the
#3
.
in standard notation, move the
places to the
.
8-5
Square Roots
Simplify each expression.
13. ##49
#
15.
184
25
#
###
81
14. #121
#
##
100
36
16. # ##
© Glencoe/McGraw-Hill
decimal point
Chapter
8-6
Estimating Square Roots
Complete the chart of the following square roots.
Square Root
#?# # x # #?#
Estimate
#
#45
# # #45
# # #49
#
#36
17.
#
#18
18.
#
#88
19.
#
#112
20.
#
#125
8-7
The Pythagorean Theorem
Complete the sentence.
21. The side opposite the right angle of a right triangle is called the
.
22. In a right triangle, each of the two sides that form the right
angle is a
25.
© Glencoe/McGraw-Hill
10 ft
9 ft
10 ft
10 ft
6 ft
9 ft
185
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 8.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
186
Chapter 9
CH
Polynomials
Fold
Fold lengthwise to the holes.
Cut
Cut along the top line
and then cut three tabs.
Label
Label the tabs using the
lesson concepts as shown.
and
Identify
classify
ls
ia
m
no
poly
d
Add an
subtract
ials
polynom
Multiply
ials
polynom
© Glencoe/McGraw-Hill
187
CH
APTER
9
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 9.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on these
pages. Remember to add the textbook page number in the second column for
reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
binomial
[by-NO-mee-ul]
degree
FOIL method
like terms
polynomial
[PA-lee-NO-mee-ul]
trinomial
[try-NO-mee-ul]
188
© Glencoe/McGraw-Hill
monomial
[ma-NO-mee-ul]
9–1
Polynomials
A monomial is a number, a
, or a
is called a polynomial.
A polynomial with
A polynomial with
terms is a binomial.
terms is a trinomial.
a b c
WRITE IT
Write three examples of
expressions that are not
monomials.
2 3
a b c is a monomial because it is a
1
##
x
1
## is not a monomial because it includes
x
of variables.
© Glencoe/McGraw-Hill
Your Turn
a. #10x y z
b. 5
189
9–1
ORGANIZE IT
Write an example of a
monomial, binomial,
and trinomial under the
tab for Identify and
Classify Polynomials.
Then write a polynomial
with more than 3 terms.
and
Identify
classify
ls
ia
polynom
d
Add an
subtract
ials
m
no
ly
po
monomials,
5 # 3x # x # 2
2
Multiply
ials
polynom
#2
3x
monomials, it is a
3
# 4x
exponent,
Your Turn
#3
a. 9x # 2x # 4
b. #3x # 2x
c. a # 3b
190
(page 188)
of the
© Glencoe/McGraw-Hill
WRITE IT
8b # 9
Degree
Describe how a
monomial can have
degree zero. Write an
example of a monomial
with degree zero.
Term
2
2
The degree of 8b # 9 is
8b
.
9
2
4 2
2ab # 3a b # 5a b
Term
2
4 2
Degree
1 # 1 or
2ab
3a b
2
2 # 1 or
4 2
4 # 2 or
5a b
Your Turn
3 5
a. 3a b # 2ab
b. #2x # x # xy
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
191
9–2
polynomials.
REMEMBER IT
Terms that have the
same variable(s) and
power(s) are like terms.
# (4t # 2t)
s#
Distributive Property
#
Method 2 Add in column form.
3s #
# 2t
(#)
(b # 4b # 6) # (3b # 3b # 1)
To add, use either method. Let’s use Method 1. That is, group
the like terms together.
2
(b # 4b # 6) # (3b # 3b # 1)
# (4b # 3b) #
2
b # (4 # 3)
#
#
#
192
b #1
© Glencoe/McGraw-Hill
#
9–2
2
2d # 7de #
2
#d
(#)
Your Turn
2
# 8e
b. (x # 5x # 2) # (5x # 4x # 5)
REMEMBER IT
Subtracting an
integer is the same as
adding its inverse.
List an example of a
monomial, binomial,
and trinomial under the
tab for Add and
Subtract Polynomials.
Then, name their
additive inverses.
and
Identify
classify
ls
ia
m
polyno
d
Add an
subtract
ials
m
no
ly
po
Multiply
ials
polynom
# (2g # g) # (7 # 2)
Distributive
Property
g # (7 # 2)
#
Method 2 Arrange like terms in column form.
2g # 7
2g # 7
(#) g # 2
2g # 7
(#)
#
Algebra: Concepts and Applications
193
9–2
2
(4a # 3a # 4) # (a # 6a # 1)
2
or #a #
(4a2 # 3a # 4) # (a2 # 6a # 1)
# (4a2 # 3a # 4) #
# (4a2 # 1a2) #
# (4 # 1)a2 # (#3 # 6)
# (4 # 1)
or 3a2 # 9a # 3
Your Turn
2
REMEMBER IT
Before adding or
subtracting polynomials,
be sure that the powers
of the variable are in
descending order.
a. (6a # 2) # (a # 4)
b. (6x # 2x # 2) # (x # 5x # 3)
c. (6x # x) # (10 # 5x # x )
Pages(s):
Exercises:
194
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
9–3
• Multiply a polynomial
x(x # 1)
by a monomial.
x(x # 1) # x
KEY CONCEPT
Multiplying a Polynomial
By a Monomial To
multiply a polynomial
by a monomial, use the
distributive property.
#x
g(3g # 4)
2
g(3g # 4) # g
#g
#y(2y # 6)
#y(2y # 6) # #y
# (#y)
#
2
b (2b # 4b # 9)
2
2
2
b (2b # 4b # 9) # b
#
Your Turn
#b
#b
© Glencoe/McGraw-Hill
a. #3x(x # 4)
b. y(5y # 2)
c. #a(3a # 4)
d. x (3x # 2x # 6)
195
9–3
#5#3
Distributive
Property
#2
Combine like
terms.
# 25d # 2 #
Subtract.
# 20 # 2
#22d # 20 #
#2#
Add
to
each side.
#22d #
#
The solution is
Divide.
.
a(3 # a) # 2 # a(a # 1) # 6
a(3 # a) # 2 # a(a # 1) # 6
3a #
#2#
3a # a # 2 #
REVIEW IT
#a#6
2
#a #a#6#
Distributive
Property
Subtract.
# 2 # #a # 6
3a # 2 # a # #a # 6 # a
Add a to each
side.
#2#6
4a # 2 #
#6#
Add
each side.
4a # 8
#
The solution is
196
Divide.
to
© Glencoe/McGraw-Hill
a. 6(a # 3) # 2 # 5(a # 1) # 4
2x + 1
4x
x
5x + 5
(5x # 5)
A # #w
(2x # 1)
4x(5x # 5) #
# # 4x(5) # x#
# 20x #
# # x(1)
#x
© Glencoe/McGraw-Hill
The area is
Combine like
terms.
square units.
Your Turn
HOMEWORK
ASSIGNMENT
Distributive
Property
3x + 5
3x
2x
x+1
Page(s):
Exercises:
197
9–4
Multiplying Binomials
(x # 1)(x # 5)
(x # 1)(x # 5)
# x(x # 5) # (#1)
# x(x) # x
Distributive
Property
# (#1)(x) # (#1)
#x #
Distributive
Property
#x#5
Simplify.
Combine like
terms.
Your Turn
a. (x # 4)(x # 1)
b. (p # 3)(2p # 4)
KEY CONCEPT
L
the Last terms
Write what
the letters in FOIL stand
for under the tab for
Multiply Polynomials.
198
#
#
# (d)(8) # (2)
# 8d #
L
# (2)(8)
# 16
Combine like
terms.
© Glencoe/McGraw-Hill
(e # 4)(2e # 4) # (e)
# (e)(#4) # (4)
# 4e #
# (4)(#4)
# 16
Combine like
terms.
# (5x)(#2y) # (y)
# (y)(#2y)
2
# 10xy #
# 2y
Combine like
terms.
#a #
# (#2)(a ) # (#2)
2
# 2a #
There are no
like terms.
Your Turn
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
a. ( y # 9)( y # 5)
b. (k # 3)(3k # 5)
d. (y # 2)(y # 5)
Page(s):
Exercises:
199
9–5
Special Products
# 2ab #
Square of a Sum
# 2(b)(5) #
Replace a with
(a # b) #
(b # 5) #
and b with
(c # 3)
KEY CONCEPTS
(a # b) #
(c # 3) #
# 2ab #
Square of a Difference
# 2(c)(3) #
Replace a with
(a # b)2 # a2 # 2ab # b2
(a # b)2 # a2 # 2ab # b2
and b with
(2d # 1)
(a # b) #
2
(2d # 1) #
# 2ab #
# 2(2d)(1) #
Square of a Sum
Replace a with 2d
and b with 1.
(a # b) #
2
(3e # 3f) #
# 2ab #
Square of a
Difference
# 2(3e)(3f) #
Replace a with 3e
and b with 3f.
200
© Glencoe/McGraw-Hill
(3e # 3f)
9–5
ORGANIZE IT
(3 # a)(3 # a)
(a # b)(a # b) #
#b
(3 # a)(3 # a) #
#a
Replace a with
b with
and
Identify
classify
ials
polynom
d
Add an
subtract
ls
ia
m
polyno
Multiply
ials
polynom
and
(5b # 2)(5b # 2)
(a # b)(a # b) #
(5b # 2)(5b # 2) #
2
#b
# (2)
Replace
with 5b
KEY CONCEPT
and b with
Product of a Sum and a
Difference
(a # b)(a # b) # a2 # b2
Your Turn
a. (y # 3)
b. (k # 4)
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
c. (2x # 5)
d. (3x # 2y)
e. (x # 6)(x # 6)
Page(s):
Exercises:
201
CH
APTER
VOCABULARY
PUZZLEMAKER
Use your Chapter 9 Foldable to
help you study for your chapter
test.
www.glencoe.com/sec/math/
t_resources/free/index.php
9-1
Polynomials
Match the expression on the left with the correct term at
the right.
2 3
1. #5x y z # 2x
a. monomial
3x
2. ##
b. binomial
2 3 4
3. 12a b c
c. trinomial
4. 2k # 3m # 4mn
d. not a polynomial
5. 5ab # 2a b # 4a b
6. #6xy z # xy
7. 12
8. 3a b # 2a
9. (#3x # 4x # 5x # 1) # (#5x # 2x # 2x # 7)
10. (5k # 4) # (k # 1)
202
© Glencoe/McGraw-Hill
9-2
Adding and Subtracting Polynomials
2
Chapter
9-3
Multiplying a Polynomial by a Monomial
11. The
polynomial by a monomial.
Find each product.
2
12. 2y (3y # 2y # 7)
13. #3x (x # 2x # 3)
9-4
Multiplying Binomials
14. Complete. To multiply two binomials, find the sum of the
products of
F #
O #
I #
, and
L #
9-5
Special Products
Match each model to its special product name.
© Glencoe/McGraw-Hill
2
a. square of a sum
b. square of a difference
15. (a # b) # a # 2ab # b
16. (a # b) # a # 2ab # b
2
17. (a # b)(a # b) # a # b
c. product of a sum
and a difference
d. sum of a difference
203
CH
APTER
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 9.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
204
APTER
10
Factoring
Chapter 10
Fold
Fold in half lengthwise.
Fold
Fold again in thirds.
Open
Cut along the second fold
to make three tabs.
© Glencoe/McGraw-Hill
Label
Label each tab as shown.
Factoring
Greatest
The
Common Distributive Trinomials
Factor Property
205
CH
APTER
10
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 10.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on these
pages. Remember to add the textbook page number in the second column for
reference when you study.
Vocabulary Term
Found
on page
Definition
Description or
Example
difference of squares
factoring
prime polynomial
206
© Glencoe/McGraw-Hill
perfect square
trinomial
10–1
Factors
and
. Therefore, 47 is a
number.
35
To find the factors of 35, list all pairs of whole numbers whose
product is 35.
1#
5#
, and
factors, it is a
number.
Your Turn
REVIEW IT
a. 51
b. 18
© Glencoe/McGraw-Hill
16b c
2 2
16b c # 2 # 2 # 2 #
#b#
#c#c
207
10–1
2
#15xy
#15xy #
# 15xy
#15xy # #1 # 3 #
Your Turn
#x#y#
3 2
a. #36xy
KEY CONCEPT
Greatest Common Factor
The greatest common
factor of two or more
integers is the product
of the prime factors
common to the integers.
Find the
greatest common factor
for a set of three
numbers and write it
under the tab for
Greatest Common
Factor.
b. 6a b
20 # 2 # 2 # 2 # 3 # 5
or
21ab and 9a b
2
21ab # 3 # 3 # 7 # a # a # b # b
2
9a b # 3 # 3 # 7 # a # a # b
2
or
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
monomials.
a. 10, 20, and 50
208
b. 10 and 11
3 2
c. 9a b and 12a b
© Glencoe/McGraw-Hill
2
The GCF of 21ab and 9a b is
10–2
(page 206)
24y # 18y
REVIEW IT
How can you use the
Distributive Property to
check your work?
(Lesson 9-3)
24y # 2 # 2 # 2 # 3 # 3 # y
2
18y # 2 # 2 # 2 # 3 # 3 # y # y
2
24y # 18y #
(4) #
(3y)
# 6y
18ƒg # 21gh
Distributive Property
2
2
The GCF is
.
2
18ƒg # 21gh #
# 3g
Your Turn
2
a. 10a # 5a
(6ƒ) #
(7h )
Distributive Property
b. 12mn # 15n
209
10–2
10a # 2 # 2 # 5 # a # a
The GCF is
remaining factor is
5a # 20ab # 10a #
(1) #
(4b) #
# 5a
Your Turn
(2a)
Distributive
Property
2 2
a. 6ab # 15ab # 3a b
b. 15c # 11ab
ORGANIZE IT
Multiply a monomial
and a trinomial together
under the tab for
Distributive Property.
24a
2
(24a # 20a) # 4a #
20a
term by
1
Factoring
Page(s):
Exercises:
Simplify.
Your Turn
© Glencoe/McGraw-Hill
210
##2
##5#a
#
2
###
2
2#2#3##
a#a
#
# ###
##
#
#
#
###
#
#
#
a
2
2
1
1 2
1
2#a
1
1
1
Greatest
The
Common Distributive Trinomials
Factor Property
HOMEWORK
ASSIGNMENT
Divide each
Factoring Trinomials: x 2 # bx # c
10–3
x # x # 12
form x # bx # c.
x # x # 12 # (x # # )(x # #)
REMEMBER IT
The product of a
positive integer and
a negative integer is
negative. The product
of two negative integers
is positive.
.
Product
Integers
Sum
#12
#2, 6
#2 # 6 #
#12
2, #6
2 # (#6) #
#12
#3, 4
#3 # 4 #
You can stop listing factors when you find a pair that works.
2
Therefore, x # x # 12 # x #
##
x#
x # 9x # 8
2
x # 9x # 8 # (x # # )(x # #)
© Glencoe/McGraw-Hill
.
Product
Integers
#1, #8
Therefore, x # 9x # 8 # x #
Sum
#1 # (#8) #
##
x#
211
10–3
2
x #x#1
REMEMBER IT
Square models can
be used to help find the
correct combination
when factoring
trinomials.
x # x # 1 # (x # # )(x # # )
Find integers whose product is
Product
Integers
1, 1
#1, #1
1#1#
#1 # (#1) #
whose sum is
Therefore, x # x # 1 is a
Your Turn
polynomial.
a. x # 14x # 24
b. x # 7x # 18
2
c. x # 2x # 1
Factor 4x # 8x # 60.
First, check for a GCF.
2
(x # 2x # 15)
The GCF is
x # 2x # 15 # x #
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
212
##
x#
4x # 8x # 60 #
© Glencoe/McGraw-Hill
4x # 8x # 60 #
10–4
Factoring Trinomials: ax 2 # bx # c
Factor 3y # 7y # 6.
form ax # bx # c.
3y # 7y # 6 # (3y # #)(y # #)
ORGANIZE IT
Choose two binomials
and use FOIL to multiply
them together under
the tab for Trinomials.
Then use the factoring
techniques you’ve
learned to factor the
result back into two
binomials.
Factoring
Greatest
The
Common Distributive Trinomials
Factor Property
outside terms,
pairs of
. Try factor
.
Try 2 and #3.
3y #
##
y#
# 3y # 9y # 2y # 6
2
# 3y
#6
is
not the correct
middle term.
3y #
© Glencoe/McGraw-Hill
##
y#
# 3y # 6y # 3y # 6
2
# 3y
#6
is not
the correct
middle term.
Try #2 and 3.
3y #
##
y#
# 3y # 9y # 2y # 6
2
# 3y #
2
Therefore, 3y # 7y # 6 #
#6
.
213
10–4
Your Turn
a. 2x # x # 3
b. 5z # 22z # 8
Factor 4x # 4x # 15.
Number
Factor Pairs
4
#15
4 and 1, 2 and 2
3 and #5, #3 and 5, 15 and #1, #15 and 1
Try 4 and 1.
2
# 15
(4x # 3)(x # 5) # 4x #
# 4x #
# 15
is not the
correct middle term.
(4x # 15)(x # 1) # 4x #
# 4x #
# 15
# 15
is not the
correct middle term.
2
# 15
Therefore, 4x # 4x # 15 #
HOMEWORK
ASSIGNMENT
Your Turn
Page(s):
Exercises:
214
Factor 4c # 16c # 7.
© Glencoe/McGraw-Hill
# 4x #
#15
10–5
Special Factors
x # 14x # 49
2
KEY CONCEPT
Factoring Perfect Square
Trinomials A perfect
square trinomial is a
trinomial that has two
equal binomial factors.
For example, x2 # 6x # 9
# (x # 3)(x # 3) and
x2 # 6x # 9
# (x # 3)(x # 3).
x is the square of
(7x).
x # 14x # 49 #
.
2
9a # 16a # 4
• Is the first term a perfect square?
2
9a is the square of
© Glencoe/McGraw-Hill
REMEMBER IT
In a perfect square
trinomial, the last term
is always positive.
# 16a
215
10–5
Your Turn
a. x # 10x # 25
b. 4c # 20c # 100
c. 9m # 12m # 4
KEY CONCEPT
Factoring a Difference of
Squares A binomial that
can be factored into two
binomials is a difference
of squares. For example,
x2 # 9 # (x # 3)(x # 3).
d # 81
2
and d # 81 is a
d # 81 #
# #
# (d # 9)
# d 2,
# 81
Difference of Squares
ƒ # 64
2
polynomial.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
216
a. r # 100
c. 9x # 121
b. n # 4
© Glencoe/McGraw-Hill
APTER
10
VOCABULARY
PUZZLEMAKER
Use your Chapter 10 Foldable to
help you study for your chapter
test.
10-1
Factors
Find the prime factorization of each number or monomial.
3
1. 36
2. 14
3. 25a b
4. 27x
5. 81
6. 42mn
10-2
Factoring Using the Distributive Property
2
217
Chapter 10 BRINGING IT ALL TOGETHER
10-3
Factoring Trinomials: x 2 # bx # c
Tell what sum and product you want m and n to have to use
the pattern (x # m)(x # n) to factor the given trinomial.
2
sum:
product:
sum:
product:
sum:
product:
sum:
product:
10. x # 10x # 24
11. x # 12x # 20
12. x # 4x # 21
13. x # 6x # 16
a. (x # 2)(x # 8)
b. (x # 1)(x # 6)
c. (x # 10)(x # 3)
14. x # 7x # 30
15. x # 7x # 6
16. x # 8x # 15
d. (x # 3)(x # 5)
e. (x # 2)(x # 4)
2
f. prime polynomial
17. x # 6x # 16
18. x # 2x # 5
10-4
Factoring Trinomials: ax 2 # bx # c
2
20. What are the possibilities for the last term in each binomial?
218
© Glencoe/McGraw-Hill
19. What are the possibilities for the first term in each binomial?
Chapter 10 BRINGING IT ALL TOGETHER
10-5
Special Factors
Explain why each binomial is a difference of squares.
2
21. 4x # 25
23. 9x # 64
a. factor as x # bx # c
24. 9x # 12x # 4
b. factor as ax # bx # c
25. x # 5x # 6
c. difference of squares
2
26. 4x # 13x # 9
2
27. x # 25
2
28. x # 4x # 4
© Glencoe/McGraw-Hill
29. 2x # 16
APTER
10
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 10.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
220
APTER
11
Fold
Fold each sheet in half
along the width.
Unfold
Unfold each sheet and tape
to form one long piece.
atic
adr
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
Chapter 11
Label
Label each page with the
lesson number as shown.
117
© Glencoe/McGraw-Hill
Refold
Refold to form a booklet.
Label the front cover
“Quadratic and Exponential
Functions.”
NOTE-TAKING TIP: When taking notes, listen for
key words your teacher may use to emphasize
important concepts.
221
CH
APTER
11
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 11.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
axis of symmetry
[SIH-muh-tree]
discriminant
[dis-KRIMH-uh-nunt]
exponential function
[EKS-po-NEN-chul]
geometric sequence
[JEE-uh-MET-rik]
maximum
222
© Glencoe/McGraw-Hill
initial value
Chapter 11 BUILD YOUR VOCABULARY
Vocabulary Term
Found
on Page
Definition
Description or
Example
minimum
parabola
[puh-RA-buh-la]
quadratic equation
[kwad-RAT-ik]
Quadratic Formula
quadratic function
roots
© Glencoe/McGraw-Hill
vertex
[VER-teks]
zeros
223
11–1
(page 223)
The shape of a
functions.
KEY CONCEPT
Quadratic Function A
quadratic function is
a function that can
be described by an
equation of the form
y # ax2 # bx # c, where
a # 0.
First choose
x #2
#2
(#2) # 2
#1
(#1) # 2
0 #2
1 #2
2
2 #2
(x, y)
224
© Glencoe/McGraw-Hill
y
11–1
Your Turn Graph each quadratic equation by making a
table of values.
2
a. y # #x # 3
b. y # x # 2
KEY CONCEPT
Equation of the Axis of
Symmetry The equation
of the axis of symmetry
for the graph of
y # ax2 # bx # c, where
b
a # 0, is x # ###.
2a
Draw a
parabola under the tab
for Lesson 11-1. Label
the axis of symmetry and
the vertex.
y # ax # bx # c
2
y # #x # 2x # 1
So, a #
,b#
#x # #1x
, and c #
x##
x#
2
© Glencoe/McGraw-Hill
x#
a#
,b#
Simplify.
,
. Substitute
225
11–1
2
y # #x # 2x # 1
2
##
#
#2
# 1 or
The point at
REMEMBER IT
The axis of
symmetry can help you
graph quadratic
functions. If you know
the axis of symmetry,
additional points can
be found by reflecting
across the axis of
symmetry.
#1
is the vertex.
#x # 2x # 1
#1
#(#1) # 2(#1) # 1
#(0) # 2(0) # 1
#(1) # 2(1) # 1
2
#(2) # 2(2) # 1
#(3) # 2(3) # 1
(x, y)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
226
© Glencoe/McGraw-Hill
y # #x , y # #0.5x , y # #2x
Each graph opens
and has its vertex at the
KEY CONCEPT
Families of Parabolas In
families of parabolas,
graphs either share a
vertex or an axis of
symmetry, or both. Also,
a family can consist of
parabolas of the same
shape.
Draw an
example of a family of
parabolas that share the
same axis of symmetry
under the tab for
Lesson 11-2.
y # #x .
2
of y # #x .
2
The shape of the parabola narrows as the coefficient of #x
becomes greater. The shape widens as the coefficient of #x2
becomes smaller.
y # #x , y # #x # 1, y # #x # 4
Each graph opens
and has the same shape as y # #x
© Glencoe/McGraw-Hill
so they form a
located along
the y-axis.
A constant greater than 0 shifts the graph
the axis of
along
227
11–2
2
y # x , y # (x # 3) , y # (x # 1)
Each graph opens
and
2
located
inside the
to the
.
2
y # x , y # (x # 2) # 1
2
will result in
It also shifts
WRITE IT
a. y # x , y # 0.5x , y # 3x
228
© Glencoe/McGraw-Hill
b. y # 2x , y # 2x # 3, y # 2x # 2.
y
c. y # #x , y # #(x # 2) , y # #(x # 3)
4
2
#8#6#4#2 O 2 4 6 8 x
#2
#4
#5
#8
#10
#12
d. y # x , y # (x # 1) # 2
y
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
229
11–3
(page 223)
, where a ≠
The
zeros.
ORGANIZE IT
Draw a parabola and
label the zeros under
the tab for Lesson 11-3.
tic
adra
Qu nd
a tial
n
one s
Exp ction
n
Fu
111
2
11-
113
4
11-
115
6
11-
117
Graph the
b
2a
x # ###
x##
x#
2
or
a#
230
,b#
. Now,
. Graph each point
© Glencoe/McGraw-Hill
x # 2x # 15
#5
(#5) # 2(#5) # 15
#3
(#3) # 2(#3) # 15
#1
(#1) # 2(#1) # 15
f(x)
(1) # 2(1) # 15
(3) # 2(3) # 15
and
and
f(x)
#5 #4#3#2#1 O 1 2 3 x
#2
#4
#6
#8
#10
#12
#14
b
2a
x # ###
x##
x# 2
or
a#
,b#
. Now, make
coordinate plane.
Algebra: Concepts and Applications
231
11–3
2
#x # 4x # 1
#0 # 4(0) # 1
#1 # 4(1) # 1
#2 # 4(2) # 1
#3 # 4(3) # 1
#4 # 4(4) # 1
f(x)
2
2
#1
and the
232
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
11–4
• Solve quadratic
If #2x(x # 5) # 0, then
equations by factoring
and by using the Zero
Product Property.
#0
KEY CONCEPT
Zero Product Property
For all numbers a and b,
if ab # 0, then a # 0,
b # 0, or both a and b
equal 0.
Summarize
the Zero Product
Property in your own
words under the tab for
Lesson 11-4.
# 0 or
#0
or
x#
# 0.
x#
or
##
#
##0
#5 #0
#
0
#2x(x # 5) # 0
##
#2
#5 #0
(0) # 0
#0
#0
© Glencoe/McGraw-Hill
or
# 0 or
# 0.
#0
#2t #
t#
233
11–4
The solutions are
and
the beginning of the throw. So, the ball would reach the height
from which it was thrown after
of a second.
x # 4x # 21 # 0
#x #
##x #
##0
#0
or
x#
Check:
#0
x#
or
2
# # 21 # 0
# 21 # 0
#0
HOMEWORK
ASSIGNMENT
x # 4x # 21 # 0
2
# # 21 # 0
# 21 # 0
#4
#0
Page(s):
Exercises:
234
x # 4x # 21 # 0
#4
Zero Product
Property
© Glencoe/McGraw-Hill
Factor
11–5
(page 222)
• Solve quadratic
equations by
completing the square
expression a
ORGANIZE IT
Create your own
quadratic equation
(choose any integers
for a, b, and c) and
write it under the tab
for Lesson 11-5. Solve
the equation by
completing the square.
tic
adra
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
117
# #4
(#4) #
2
x # 8x #
Thus, c #
.
2
Notice that x # 8x # 16 #
© Glencoe/McGraw-Hill
REMEMBER IT
#.
235
11–5
x # 4x # 5 # 0
x # 4x # 5 is not a perfect
square.
x # 4x #
Add
to each side.
# #
x # 4x #
#5#
Since
, add
to each side.
#x #
#x #
# #222
x#
Factor x 2 # 4x # 4.
Take the square root of each
side.
##
x#2#
# #3 #
Subtract
side.
from each
x#
or x #
x#
or x #
and
Page(s):
Exercises:
236
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
11–6
• Solve quadratic
2x # 5x # 3 # 0
#b ###
b # 4ac
#
x # ## , a #
2
2a
KEY CONCEPT
The Quadratic Formula
For ax2
x#
## #
2
#b##b#
# 4ac
#
x # ### ,
2a
2
# 0.
Write the
Quadratic Formula under
the tab for Lesson 11-6.
Use the formula to solve
the quadratic equation
that you created under
the tab for Lesson 11-5.
© Glencoe/McGraw-Hill
##
x#
or
5#
4
x#
x#
or
5#
5#
x#
Standard 19.0 Students
know the quadratic
formula and are familiar
with its proof by
completing the square.
(Key)
# # 4#
#
, and c #
#
# bx # c # 0,
,b#
or
4
5#
4
or
#x # 6x # 9 # 0
2
#b###
b # 4ac
#,a#
x # ##
,b#
2a
x
#
## #
##
2
x
#4
, and c #
#
#6 #
#2
#2
or
237
11–6
Your Turn Use the Quadratic Formula to solve each
equation.
2
a. 2x # 3x # 2 # 0
REMEMBER IT
The square root of
a negative number is
not a real number. This
means that there is no
real solution for x.
b. 6n # 7n # 3 # 0
t
#
t
#
t#
,b#
, and c #
#(1)
#4
2(#16)
#58 #
#58 #
t#
#32
or t #
or
#58 #
#32
about
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
238
© Glencoe/McGraw-Hill
solution is
11–7
Exponential Functions
(page 222)
• Graph exponential
functions.
is a variable is an
exponential function.
The initial value of an exponential function is the value of
the function when
ORGANIZE IT
Sketch an exponential
function under the tab
for Lesson 11-7. Label
the initial value.
tic
adra
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
117
Graph y # 1.5 .
x
x
1.5
#1
1.5
1.5
1.5
1.5
1.5
#1
© Glencoe/McGraw-Hill
239
11–7
y#3 #1
x
3 #1
#1
#1
#1
3 #1
3 #1
3 #1
3 #1
0
y # 3 # 1 or
So, the y-intercept is
a. y # 2 # 1
Page(s):
Exercises:
240
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. y # 3 # 2
CH
APTER
11
VOCABULARY
PUZZLEMAKER
Use your Chapter 11 Foldable to
help you study for your chapter
test.
www.glencoe.com/sec/math/
t_resources/free/index.php
11-1
Graphing Quadratic Functions
Complete each statement about the graph
at the right.
1. The graph is a curve called a
at
(maximum/minimum) point
of the graph.
4. If you fold a parabola along a line to get two halves that match
exactly, the line where you fold the parabola is the
© Glencoe/McGraw-Hill
11-2
Families of Quadratic Functions
Refer to these parabolas that were graphed on a calculator.
5. Do the parabolas graphed form a
family of parabolas? Explain why
or why not.
y # (x # 3)2
y # (x # 4)2
y#x
241
Chapter 11 BRINGING IT ALL TOGETHER
11-3
Solving Quadratic Equations by Graphing
The graphs of two functions are shown. Use the graphs to provide
the requested information about the related quadratic equations.
2
a. ƒ(x) # x # 2x # 3
b. ƒ(x) # x # x # 2
O
O
12. 2x # 8x # 42 # 0
2
242
© Glencoe/McGraw-Hill
2
2x # 8x # 42
Chapter 11 BRINGING IT ALL TOGETHER
11-5
Solving Quadratic Equations by Completing the Square
Find the value of c that makes each trinomial a square.
2
17. x # 2x # c
18. x # 9x # c
19. Solve x # 6x # 72 # 0 by
completing the square.
11-6
The Quadratic Formula
2
w # 2 in.
Area # 84 in.
w # 3 in.
11-7
Exponential Functions
© Glencoe/McGraw-Hill
23.
a. y # 3
#x
b. y # 4
24.
c. y # 3 # 3
d. y # #4
243
CH
APTER
11
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 11.
• You may want take the Chapter 11 Practice Test on page 499
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 11 Study Guide and Review
on pages 496–498 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 11 Practice Test on
page 499.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 11 Foldable.
• Then complete the Chapter 11 Study Guide and Review on
pages 496–498 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 11 Practice Test on
page 499.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
244
APTER
12
Inequalities
Fold
Fold each sheet in half
from top to bottom.
Cut
Cut along fold. Staple
the eight half-sheets
together to form
a booklet.
Label
Label each page with a
lesson number and title.
12–1
Inequalitie
Chapter 12
© Glencoe/McGraw-Hill
245
CH
APTER
12
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 12.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
boundary
compound inequality
half-plane
intersection
quadratic inequalities
union
246
© Glencoe/McGraw-Hill
set-builder notation
12–1
to 65 years.
is the same as 65 # a.
Then a is
65.
REMEMBER IT
© Glencoe/McGraw-Hill
A bullet, or closed
circle, is used when the
inequality includes the
endpoint. An open circle
is used when the
inequality does not
include the endpoint.
x ∞ #1
Since x can equal
shade to the
, graph a
at
and
.
–3 –2 –1
1
3
k # ##
4
, graph a
at
and
.
0
1–
4
1–
2
3–
4
247
12–1
Your Turn Graph each inequality on a number line.
a. b # #1.8
b. w # 5
ORGANIZE IT
Summarize the meaning
of the following signs:
#, #, #, and # under
the tab for Lesson 12–1.
12–1
Inequalitie
.
a.
b.
–9 –8 –7 –6 –5
248
1–
4
© Glencoe/McGraw-Hill
than
to the
10 11 12 13 14
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
249
12–2
# #2 #
Add
to each side.
y#
KEY CONCEPT
Addition and
Subtraction Properties
for Inequalities For any
inequality, if the same
quantity is added or
subtracted to each side,
the resulting inequality
is true.
, the
into
the inequality.
Let x # 0.
Let x # 3.
Let x # 5.
y # 5 # #2
y # 5 # #2
y # 5 # #2
# 5 / #2
# 5 / #2
# 5 / #2
/ #2
/ #2
/ #2
}.
(page 246)
250
; {x # x # 3}.
© Glencoe/McGraw-Hill
ORGANIZE IT
Write the solution set
for Example 3 using
words under the tab for
Lesson 12-2.
Inequalitie
12–1
# m # 7.5
4.5 # m #
# 7.5 #
Subtract
from
each side.
m#
The solution can be written as {m #
REMEMBER IT
The vertical line, #,
used in set builder
notation can be read
“such that”.
}. So, at least
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
KEY CONCEPT
Division Property
for Inequalities If you
divide each side of an
inequality by a positive
number, the inequality
remains true. If you
divide each side of an
inequality by a negative
number, the inequality
symbol must by reversed
for the inequality to
remain true.
130
t#
© Glencoe/McGraw-Hill
Solve #2.5x # 10. Check your solution.
#2.5x # 10
#2.5x
10
x#
252
and
12–3
Check: Substitute
Let x # #5.
#2.5x # 10
#2.5
#2.5x # 10
0 10
#2.5
# 10
# 10
KEY CONCEPT
Multiplication Property
for Inequalities If you
multiply each side of an
inequality by a positive
number, the inequality
remains true. If you
multiply each side of an
inequality by a negative
number, the inequality
symbol must be reversed
for the inequality to
remain true.
Write the
Multiplication and
Division Properties for
Inequalities under the
tab for Lesson 12–3.
}.
1
2
Solve ###x # #5. Check your solution.
1
2
###x # #5
(# x) #
1
##
2
(#5)
x#
Check: Substitute
Let x # 10.
Let x # 8.
1
###x # #5
2
1
2
###
1
2
###x # #5
1
2
2 #5
© Glencoe/McGraw-Hill
The solution is {x #
Page(s):
Exercises:
###
(
# #5
HOMEWORK
ASSIGNMENT
0 10
2 #5
# #5
}.
3
4
b. ###y # 12
253
12–4
• Solve inequalities
involving more than
one operation.
5x # 9 #
# 21 #
Add
to each side.
5x #
5x
30
# # # ##
5
5
x#
Check: Substitute 6 and 7 into the original inequality.
5x # 9 # 21
5x # 9 # 21
5(6) # 9 0 21
5(7) # 9 0 21
30 # 9 0 21
35 # 9 0 21
# 21 false
The solution is {x #
# 21
true
}.
16 # 2x #
# 3x # 1 #
16 # 5x # 1
16 # 5x #
12–1
Inequalitie
#1#
#5x # #15
#5x
#15
## # ##
#5
#5
x#
254
© Glencoe/McGraw-Hill
ORGANIZE IT
16 # 2x # 3x # 1
16 # 2(3) 1 3(3) # 1
16 # 2(4) 1 3(4) # 1
10 #
8#
true
The solution is {x #
true
}.
# #75
Distributive Property
# #75 #
Subtract
3x #
3x
#81
x#
The solution is {x #
Your Turn
b. 10 # 3x # 5x # 4
© Glencoe/McGraw-Hill
c. 15 # #5(x # 6)
255
12–4
15 # 12 # 19 # 18 # t
Multiply each
(16)
side by
15 # 12 # 19 # 18 # t #
# t # 80
64 # t #
Subtract.
# 80 #
t#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
256
(page 246)
or
inequalities.
ORGANIZE IT
Summarize the
difference between
“intersection” and
“union” under the tab
for Lesson 12–5. Then,
give examples of when
to use each one.
#x#
or
12–1
Inequalitie
s
© Glencoe/McGraw-Hill
257
12–5
STEP 1 Graph w #
0 10 20 30 40 50 60 70
STEP 2 Graph w #
0 10 20 30 40 50 60 70
The solution is {w #
#w#
0 10 20 30 40 50 60 70
}.
# #1
and
x # 3 # #1
and
# #6 #
x#3#
x#
x#
# x#
258
.
© Glencoe/McGraw-Hill
The solution is {x #
# #1 #
12–5
STEP 2 Graph x #
2
Solve ##x # 4 or #5x # 20. Graph the solution.
3
2
##x # 4
3
#5x # 20
or
( )
2
##x #
3
(4)
#5x
x#
20
x#
HOMEWORK
ASSIGNMENT
–4 –2
–4 –2
4
6
–4 –2
}.
Page(s):
Exercises:
259
12–6
x # 3 is negative.
x#3#
x#3#
#(x # 3) #
#4 #
x#3#
x#
x#3#
# #4 #
x#
The solution is {x #
#x#
}.
–7 –6 –5 –4 –3 –2 –1 0 1
and
are at most
Summarize the
difference between the
solution of # x # # 4 and
# x # # 4 under the tab
for Lesson 12–6.
Inequalitie
12–1
4x is positive.
4x #
4x
16
# # # ##
4
4
x#
© Glencoe/McGraw-Hill
ORGANIZE IT
x#
The solution is {x x #
260
or x #
}.
–4 –3 –2 –1 0 1 2 3 4
12–6
REMEMBER IT
1
4
Then, p # 3## #
.
1
Write ## as 0.25.
# p # 3.25# # 0.025
CASE 1
p # 3.25 is positive.
p # 3.25 #
p # 3.25 #
# 0.025 #
p#
CASE 2
p # 3.25 is negative.
#(p # 3.25) #
p # 3.25 #
© Glencoe/McGraw-Hill
p # 3.25 #
# #0.025 #
p#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The solution is {p #
#p#
}.
261
12–7
(page 246)
half-planes is a boundary.
The region of the graph of an inequality on
side
of a boundary is a half-plane.
Graph y # x # 2.
STEP 1 Determine the boundary by graphing the
WRITE IT
related equation, y # x # 2.
x#2
#2
#2 # 2
#1
#1 # 2
0#2
1#2
2#2
line since
y
262
© Glencoe/McGraw-Hill
STEP 2 Draw a
y
12–7
STEP 3 Test any point to find which half-plane is the
solution. Use (0, 0) since it is the easiest point to use
in calculations.
y#x#2
1
#2
0#
ORGANIZE IT
Explain when to use a
dashed line and when to
use a solid line when
graphing inequalities in
two variables under the
tab for Lesson 12–7.
Then explain how to
determine which halfplane should be shaded.
x#
,y#
false
12–1
Inequalitie
© Glencoe/McGraw-Hill
Graph #3x # y # 1.
To make a table or graph for the
inequality for y in terms of
#3x # y # 1
#3x # y #
#1#
y#
Add
#1
to each side.
Rewrite
as
3x # 1.
Algebra: Concepts and Applications
263
12–7
STEP 1 Determine the boundry by graphing the related
equation, y # 3x # 1
x
3x # 1
#2
3(#2) # 1
#1
3(#1) # 1
3(0) # 1
3(1) # 1
3(2) # 1
STEP 2 Draw a
line
)#1
x#
,y#
0 # 1 false
Since (0, 0) does not result
in a true inequality, the
half-plane containing (0, 0)
is not the solution. Thus, shade
the other half-plane.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
264
© Glencoe/McGraw-Hill
y
CH
APTER
12
VOCABULARY
PUZZLEMAKER
Use your Chapter 12 Foldable to
help you study for your chapter
test.
12-1
Inequalities and Their Graphs
Write the letter of the graph that matches each inequality.
1. x # #1
a.
2. x # #1
b.
3. x # #1
c.
4. x # #1
d.
#3 #2 #1
#3 #2 #1
0
#3 #2 #1
#3 #2 #1
12-2
Solving Addition and Subtraction Inequalities
Write an inequality for each statement. Then solve.
© Glencoe/McGraw-Hill
265
Chapter 12 BRINGING IT ALL TOGETHER
12-3
Solving Multiplication and Division Inequalities
Solve each inequality. Check your solution.
19. 12 # 6n
t
10. ## # 14
#3
11. 12x # 32
12-4
Solving Multi-Step Inequalities
Solve each inequality. Check your solution.
12. 2x # 8 # #16
13. 3y # 5 # 16
14. n # 3(n # 1) # 1
12-5
Solving Compound Inequalities
Write the letter of the graph that matches each
compound inequality.
a.
#3 #2 #1
16. #3 # x # 3
b.
#3 #2 #1
17. x # #3 or x # 3
c.
#3 #2 #1
1
2
266
© Glencoe/McGraw-Hill
15. x # 3 or x # #3
Chapter 12 BRINGING IT ALL TOGETHER
12-6
Solving Inequalities Involving Absolute Value
Solve each inequality. Graph the solution.
20. #2x # 2# # 8
2x # 2 # 8
2x # 2 # #8
21. #x # 5# # 4
x#5 #4
x # 5 # #4
22. #2x # 3# # 5
2x # 3 # 5
2x # 3 # #5
23. #2x # 2# # 6
2x # 2 # 6
2x # 2 # #6
12-7
Graphing Inequalities in Two Variables
© Glencoe/McGraw-Hill
267
CH
APTER
12
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 12.
• You may want take the Chapter 12 Practice Test on page 545
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 12 Study Guide and Review
on pages 542–544 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 12 Practice Test on
page 545.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 12 Foldable.
• Then complete the Chapter 12 Study Guide and Review on
pages 542–544 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 12 Practice Test on
page 545.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
268
13
Chapter 13
CH
Stack
Stack sheets of paper
with edges four grids
apart to create tabs.
Fold
Fold up bottom edges.
All tabs should be the
same size.
Staple
Staple along the fold.
© Glencoe/McGraw-Hill
Label
Label the tabs using lesson
numbers and titles.
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
269
CH
APTER
13
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 13.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
augmented matrix
consistent
[kun-SIS-tunt]
dependent
digit problems
identity matrix
270
© Glencoe/McGraw-Hill
elimination
[ee-LIM-in-AY-shun]
Chapter 13 BUILD YOUR VOCABULARY
Vocabulary Term
Found
on Page
Definition
Description or
Example
inconsistent
[in-kun-SIS-tunt]
independent
matrices
[MAY-tra-seez]
quadratic-linear system
of equations
row operations
© Glencoe/McGraw-Hill
substitution
[SUB-sti-TOO-shun]
system of equations
system of inequalities
271
13–1
• Solve systems of
y#x#6
y # 3x
equations by graphing.
y
(3, 9)
KEY CONCEPT
System of Equations
A system of equations
is a set of two or more
equations with the same
variables. The solution
is the ordered pair that
satisfies all of the
equations.
intersect at
y =x+6
y = 3x
x#y#3
x#y#1
The graphs appear to
intersect at
y
.
x–y=3
Your Turn
x
(2, –1)
x+y=1
a. y # x
x#y#6
272
b. y # x # 4
y#x#6
© Glencoe/McGraw-Hill
graphing.
13–1
ORGANIZE IT
Tell what a system of
equations is under the
tab for Lesson 13-1.
Then describe the
solution to a system of
equations.
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
4x # 5y #
Graph x # y #
and 4x # 5y #
appear to intersect at (
. The graphs
50
40
(10, 40)
30
4x + 5y = 240
20
10
x + y = 50
10
20
30
40
50
x # y # 50
#
# 50
# 50 ✓
4x # 5y # 240
4(
) # 5(
#
) # 240
# 240
# 240 ✓
T-shirts and
caps.
© Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
273
13–2
(pages 270–271)
solution
is consistent.
A system of equations with
solutions
solutions is dependent.
A system of equations with
is inconsistent.
A system of equations with
solution is independent.
WRITE IT
How do you know if two
lines are parallel without
drawing their graphs?
How do you know,
without graphing, when
two equations represent
the same line?
x–2=y
there are
y=x–2
the point at
y=3
is
O
. Because there
solution, this system of
x
y = 1–2x – 1
equations is
and
.
274
© Glencoe/McGraw-Hill
.
13–2
Your Turn
b.
y # #x # 3
y # #2x # 4
x
y # #2x
y#x#1
y#
6x # 2y # 2
y#
and
. The system
y = 3x – 1
© Glencoe/McGraw-Hill
ORGANIZE IT
Describe the possible
graphs of a system of
linear equations under
the tab for Lesson 13-2.
Then name the type of
system that each graph
represents.
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
of equations has
6x – 2y = 2
solutions.
y # #x
y#x#2
The graphs appear to intersect at
(1, –1)
y = –x
275
13–2
Your Turn
b. 2x # 3y # 1
4x # 6y # 5
y#
8x # 4y # 20
y#
and
y-intercepts, so the lines are
O
not intersect.
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
276
© Glencoe/McGraw-Hill
Substitution
GLE 16. Interpret and solve systems of linear equations using graphing,
substitution,
elimination, with and without technology, and matrices using technology (A-4-H)
(page 271)
ORGANIZE IT
Summarize the
substitution method
and explain when it
is preferred over the
graphing method under
the tab for Lesson 13-3.
The first equation tells you that x is equal to 2y. So, substitute
2y for x in the second equation. Then solve for y.
2x # 3y # 5
2(
) # 3y # 5
Replace x with
# 3y # 5
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
#5
Now substitute 5 for y in either equation and solve for x.
Choose the equation that is easier to solve.
x # 2y
x # 2(
) or
Replace y with
© Glencoe/McGraw-Hill
8
6
4
2
#8#6#4#2 O
2 4 6 8x
#4
#6
#8
Your Turn
x # y # #3.
277
13–3
y # 2x #7
Now substitute
3x # 2y # 12
3x # 2(
3x #
#2(
) # y # #7
) # 12
#
# y # #7
# 12
#4 # y #
# 14 # 12
#x # 14 #
for
# #7 #
y#
# 12 #
#x #
#x
#2
x#
The solution is
Your Turn
.
Use substitution to solve each system of
equations.
278
b. 2x # y # 3
x # 2y # 6
© Glencoe/McGraw-Hill
a. x # 2y # 0
3x # 2y # 12
13–3
REMEMBER IT
When using an
algebraic method to
solve a system of
equations, a true
statement with no
variables represents
an infinite number
of solutions. A false
statement with no
variables represents
no solution.
3x # 1 # y
9x # 3y # #3
Find the value of x by substituting
for y in the
second equation.
9 # 3y # #3
9x # 3(
9x #
) # #3
#
Replace y with
# #3
Distributive Property
# #3
The statement #3 # #3 is
solutions.
y # 3x # 5
6x # 2y # 4
6x # 2(
6x #
)#4
#
#4
Replace y with
Distributive Property
#4
The statement 10 # 4 is
Your Turn
equations.
HOMEWORK
ASSIGNMENT
a. x # 2y # 2
3x # 6y # 12
b. y # 2x # 2
2x # y # 2
Page(s):
Exercises:
279
13–4
(page 270)
equations by the
elimination method
using addition and
subtraction.
REVIEW IT
How can you tell when
a linear equation is
in standard form?
(Lesson 6-3)
3x # 2y # 21
(#)3x # 4y # 3
#
# 18
# 18
#6y
18
## # ##
#6
#6
y#
The value of y is
)#3
3x #
#3
3x # 12 #
#3#
x#
The value of x is
Your Turn
280
.
.
© Glencoe/McGraw-Hill
3x # 15
3x
15
## # ##
3
3
13–4
.
4a # 3s # 84
2a # 3s # 54
(#)
group
group
4a # 3s # 84
2a # 3s # 54
# 30
# 30
2a
30
## # # #
2
2
a#
The value of a is
) # 3s # 84
# 3s # 84
60 # 3s #
# 84 #
© Glencoe/McGraw-Hill
3s # 24
3s
24
## # ##
3
3
s#
The value of s is
. This
and the cost for
281
13–4
Your Turn
ORGANIZE IT
# #16
# #16
8x
#16
# # # ##
8
8x
x#
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
The value of x is
) # 4y # 6
# 4y # 6
#6 # 4y #
#6#
4y # 12
y#
The solution of the system is
Your Turn
3x # 3y # 21.
282
The value of y is
© Glencoe/McGraw-Hill
4y
12
# # # ##
4
4
13–4
(page 270)
#t # u # 2
# 16
# 16
2u
16
# # # ##
2
2
u#
# 14
t # 8 # 8 # 14 # 8
© Glencoe/McGraw-Hill
t#
Since t is
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
, the number is
.
.
Your Turn
283
13–5
(#) 3x
# 6y # #30
#0#
# #36
18x
#36
x#
ORGANIZE IT
Summarize the
difference between the
elimination method
taught in Lesson 13-4
and the elimination
method taught in
Lesson 13-5 under the
tab for Lesson 13-5.
Then give examples of
when to use each
method.
5(
#10 # 2y # #2
#10 # 2y #
# #2 #
2y #
Systems of Equations
and Inequalities
2y
8
## # ##
2
2
Your Turn
284
© Glencoe/McGraw-Hill
y#
13–5
Use elimination to solve 3x # 2y # 4 and 9x # 4y # 7.
REMEMBER IT
Another method
can be used to check
your answers. For
example, if elimination
is used to solve the
system, the system can
then be graphed or
substitution can be used
to check the answer.
3x # 2y # 4
9x # 4y # 7
(#)
x#
y#
9x #
4y # 7
0#
#
# #5
#10y
#5
y#
Now find the value of x by replacing y in either equation.
3x # 2y # 4
3x # 2
3x #
#4
#4
3x # 1 #
#4#
3x #
3x
x#
The solution of the system of equations is
© Glencoe/McGraw-Hill
Your Turn
285
13–5
A music store has one price for all CDs except for the
CDs in the Sale section. One customer bought 8 regular
CDs and 2 sale CDs and paid $79.50. Another customer
bought 4 regular CDs and 5 sale CDs and paid $62.75.
What are the costs of regular and sale CDs?
Let r represent the cost of the regular CDs and let s represent
the cost of the sale CDs.
8r # 2s # 79.50
4r # 5s # 62.75
8r #
Multiply
by #2.
4r # 5s # 62.75
(#)
2s # 79.50
r#
s # #125.50
0#
#
# #46
#8s
#46
s#
Now find the value of r by replacing s with
either equation.
in
8r # 2s # 79.50
8r # 2#
# # 79.50
8r #
# 79.50
© Glencoe/McGraw-Hill
8r #
8r
68
r#
The solution is
CDs sell for
286
.
13–5
Your Turn
4x # 3y # #8
Multiply by 3.
7x # 5y # 27
(#)
x#
y#
x#
y#
41x #
41x
41
## # ##
41
41
x#
Now find the value of y by replacing x in either equation.
7x # 5y # 27
REMEMBER IT
© Glencoe/McGraw-Hill
7(
) # 5y # 27
# 5y # 27
7 # 5y # 7 # 27 # 7
5y # 20
5y
20
# # # ##
5
5
y#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
3x # 4y # #6.
The solution is
287
13–6
Solving Quadratic-Linear
Systems of Equations
and
KEY CONCEPT
Check:
y # x2
Quadratic-Linear Systems
(x, y) #
##
#0✓
#2 (x, y) #
# ##
#1✓
one solution graphs
intersect at one point
(x, y) #
y # #x
##
x
# (x, y) #
#1✓
y # #x2 # 1
y#1
(#1, 32)
at
(0, 1)
y=1
x
y = –x 2 + 1
Check:
y # #x2 # 1
# ##
1#
288
#2 # 1
✓
y#1
(x, y) #
#1✓
© Glencoe/McGraw-Hill
x
O
#0✓
y # x2
O
y = –x
y # #x
no solution graphs do
not intersect
(0, 0)
13–6
Your Turn
b. y # #x2 # 3
2x # y # 6
#1 #
# 2x2 # 3
Replace y with
# 2x2 # 3 #
Add
to each side.
# 2x2
2
2x2
© Glencoe/McGraw-Hill
1 # x2
#x
and
289
13–6
Use substitution to solve y # 2x2 # 3 and y # 1.
Substitute 1 for y in the first equation.
y # 2x2 # 3
1#
ORGANIZE IT
List the different
methods of solving
quadratic-linear systems
under the tab for Lesson
13-6. Then describe the
situations in which each
method is preferred.
# 2x2 # 3
Replace y with
# 2x 2 # 3 #
Subtract
.
from each side.
# 2x2
#2
2x2
#1 # x2
#x
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
Your Turn
equations.
a. y # #3x2 # 4
y # #1
b. y # x2 # 3
y#7
Page(s):
Exercises:
290
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
c. y # x2 # 6
y#x
13–7
(page 271)
inequalities by
graphing.
ORGANIZE IT
Compare the solution
of a linear system of
equations with a linear
system of inequalities
under the tab for Lesson
13-7. Then give an
example of each.
Systems of Equations
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
of the graphs
y=x+4
of this region.
x=3
x
O
The graph of y # x # 4 is a
line and is
in the solution of the system. Choose a point
and check the solution.
x#y#2
2y # #2x # 2
y
© Glencoe/McGraw-Hill
x+y=2
2y = –2x – 2
solution.
291
13–7
Your Turn
b. y # 5
y#x#2
Page(s):
Exercises:
292
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
13
VOCABULARY
PUZZLEMAKER
Use your Chapter 13 Foldable
to help you study for your
chapter test.
13-1
Graphing Systems of Equations
1. Solve the system of equations by graphing.
y # 2x # 1
y # #3x # 6
13-2
Solutions of Systems of Equations
Describe the solution of each system of equations.
© Glencoe/McGraw-Hill
2.
3.
293
Chapter 13 BRINGING IT ALL TOGETHER
13-3
Substitution
4. Describe how you would use substitution to solve the system
of equations. y # #2x
x # 3y # 15
13-4
Elimination Using Addition and Subtraction
7. The sum of the digits of a
two-digit number is 8. If the
tens digit is 6 more than the
units digit, what is the number?
Use elimination to solve each system of equations.
10. 3x # 5y # 7
3x # 2y # 14
294
9.
#x # 4y # #4
4x # 4y # 6
11. 5x # 7y # 17
8x # 7y # 9
© Glencoe/McGraw-Hill
8. 3x # 5y # 15
#3x # 2y # 6
Chapter 13 BRINGING IT ALL TOGETHER
13-5
Elimination Using Multiplication
Match each system with its solution.
12. x # y # 4
a. (4, #2)
b. (1, 2)
c. (0, 4)
13. 4x # 3y # #1
#3x # 2y # 8
2x # y # 2
14. 2x # y # 4
15. 5x # 3y # #5
4x # y # 2
2x # 7y # #2
(2 )
1
d. ##, 1
e. (#1, 0)
13-6
Solving Quadratic-Linear Systems of Equations
Match each graph with the correct system of equations.
16.
17.
18.
O
b. y # x2 # 6
a. y # x2
y # 2x # 3
1
c. y # ## x # 4
y#3
d. y # 2x # 3
y # #3x2 # 5
y # #x2
13-7
Graphing Systems of Inequalities
© Glencoe/McGraw-Hill
Write the inequality symbols that you need to get a system whose
graph looks like the one shown. Use #, #, #, or #.
19.
20.
y#x#2
y # #2x # 1
x
y # #2x # 1
y#x#2
x#2
x#2
#2x # 1
y
#2x # 1
Algebra: Concepts and Applications
295
CH
APTER
13
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 13.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
296
APTER
14
Radical Expressions
Chapter 14
Fold
Fold the short sides to
meet in the middle.
Fold
Fold the top to the
bottom.
Open
Cut along the second fold
to make four tabs.
© Glencoe/McGraw-Hill
Label
Label each tab as shown.
297
CH
APTER
14
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in
Chapter 14. As you complete the study notes for the chapter, you will
see Build Your Vocabulary reminders to complete each term’s definition
or description on these pages. Remember to add the textbook page
number in the second column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
conjugates
[CON-ja-guts]
Distance Formula
radical equations
rationalizing the
denominator
[RA-shun-ul-eyes-ing]
298
© Glencoe/McGraw-Hill
radicand
[RA-di-KAND]
14–1
• Describe the
relationships among
sets of numbers.
10
This number is a natural number, a
an
, and a
number,
number.
##100
#
ORGANIZE IT
Explain the similarities
and differences between
the sets of natural
numbers, whole
numbers, integers,
rational numbers,
irrational numbers, and
real numbers under the
tab for “Describe the
relationships among sets
of numbers.”
Describe the Find the distance
relationships between two
among sets points in the
of numbers coordinate
plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
equations
expressions
Since ###
100 #
, this number is an
and a
rational number.
2
Since 5 #
#0.666 . . .
This repeating decimal is a
number since it is
2
3
equivalent to ###.
#
#17
© Glencoe/McGraw-Hill
number.
18
3
b. ###
299
14–1
c. ##2
#
3
d. #2
e. 0.5
#
KEY CONCEPT
Completeness Property
for Points on the
Number Line Each real
number corresponds to
exactly one point on the
number line. Each point
on the number line
corresponds to exactly
one real number.
#
#10
Enter:
2nd
[##]
ENTER
3.16227766
##
10
–1 0
##8
#
Enter:
(–)
2nd
[##] 8
ENTER
–2.828427125
###
8
–5 –4 –3 –2 –1 0
a. #7
#
b. ##19
#
300
© Glencoe/McGraw-Hill
REMEMBER IT
To find the two
consecutive integers
between which an
irrational square root
lies, make a list of
perfect square numbers:
1, 4, 9, 16, 25, 36, 49, 64,
81, . . . Then find the
two numbers between
which the number
under the square root
symbol lies.
and
#
#121
Since #121
##
, it is a
© Glencoe/McGraw-Hill
b. #23
#
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
301
14–2
two
KEY CONCEPT
The Distance Formula
The distance d between
any two points with
coordinates (x1, y1) and
(x2, y2) is given by d #
(page 298)
2
2
(x2 # #
x1) ##
(y2 ##
y1)
##
d#
Distance Formula
# ##
2
2
(x2 # x#
(y2 ##
y1)2.
##
1) ##
d#
d#
d#
The distance between points E(#3, 8) and F(5, 1) is
or about
units.
New
F St.
.
Ave
York
G St.
Metro Center
O
White House
x
8th St.
9th St.
E St.
D St.
© Glencoe/McGraw-Hill
McPherson
Square
10th St.
Mount Vernon
Square
Green Ct.
L St.
11th St.
302
y
Sales St.
15th St.
A coordinate system is
superimposed over a
map of Washington, D.C.
Two taxis leave the
intersection of 15th
Street and G Street.
One taxi travels 7
blocks north, and the
other taxi travels
11 blocks east. How
far apart are the
taxis when they stop?
14–2
Let the first taxi’s location be represented by (0, 7)
and the other taxi’s location by (11, 0). So, x1 #
y1 #
d#
d#
, x2 #
, and y2 #
2
2
(x2 # #
x1) ##
(y2 ##
y1)
##
Distance Formula
# ##
#
or about
units
blocks apart when they stop.
Your Turn
a. Find the distance between points C(2, 7) and D(6, #4).
ORGANIZE IT
Write the distance
formula and two
examples to help you
remember how to use it
under the tab for “Find
the distance between
two points in the
coordinate plane.”
© Glencoe/McGraw-Hill
Home
303
14–2
REVIEW IT
2
2
(x2 # #
x1) ##
(y2 ##
y1)
##
Distance Formula
# ##
###
#4 # 4a # a ## 9
##
#18
(2 # a)2 #
4 # 4a # a2
and (#3)2 # 9
2
# 4a
#
# 13
#
# # #a#
#18
# 4a
#
# 13
##
## # ##a#
##18
2
# a # 4a # 13
0#
Subtract.
0 # (a # 1)(a # 5)
Factor.
# 0 or
#0
a#
HOMEWORK
ASSIGNMENT
or
# units apart.
#194
Page(s):
Exercises:
304
a#
© Glencoe/McGraw-Hill
The value of a is
(page 298)
sign.
of a fraction.
REVIEW IT
The Product Property of
Square Roots says that
the square root of a
product is equal to the
product of each square
root. In symbols,
b if a # 0
# # ##a # ##
#ab
and b # 0. (Lesson 8-5)
Simplify #48
#.
##
#48
Prime factorization
#3
# #16
#
2 # 2 # 2 # 2 # 16
# #16
##
Product Property of
Square Roots
Simplify #16
#.
Simplify #15
# # #75
#.
© Glencoe/McGraw-Hill
3 # 5 # ##
3 # 5 ##
5
# # #75
# # ##
#15
Prime factorization
# #3
# # #5# # #3# # #5# # #5#
Product Property of
Square Roots
# #5
# # #5# # #5#
#
#
##
32 # ##
52 #
Commutative Property
#3# # #3# # ##
32 and
#5# # #5# # ##
52
#3#5#
#
Simplify.
305
14–3
Your Turn Simplify each expression.
a. #72
#
b. #6
# # #12
#
#.
#300
Simplify #
15
##
REVIEW IT
The Quotient Property
of Square Roots says
that the square root of
a quotient is equal to
the quotient of each
square root. In symbols,
#a# if a # 0 and
###ba# # #
#
#b
300
##
#
#
15
##
300
#
###
15
# #20
#
# #2
# 2 ##
5
#
Prime factorization
#5
#
b # 0. (Lesson 8-5)
#2#2 #
2 # 2 # 22
Product Property of Square Roots
Simplify.
#6# .
Simplify #
30
##
KEY CONCEPT
• No radicands have
perfect square factors
other than 1.
• No radicands contain
fractions.
• No radicals appear in
the denominator of a
fraction.
# 30
#6#
30
#
# # 30#
# ##
Simplify.
#
9 # 4 ##
5
##
# ##
30
#
30
Product Property of
Square Roots
3 # 2 # #5
#
# ##
30
306
900
##
Simplify.
© Glencoe/McGraw-Hill
#
#30
#
#1
#
#30
#
##6
#6#
#30
#
# # # #
30
30
#
##
##
#30
14–3
Your Turn Simplify each expression.
12
##
b. #
16
##
a. #
72
##
48
##
5
Simplify ## .
4#
##3
#
4 # #3
5
5
## # ## # ##
4 # #3
4 # #3
#
# 4 # #3#
5(4) # 5#3
#
Distributive Property;
(a # b)(a # b) # a 2 # b 2
Simplify.
16 # 3
20 # 5##3
##
#
13
Simplify
3 6
48y z#.
##
3 6
48y z
##
3 6
# #2
# 2 ##
2#2#
# 3 # y#
#z
#
16 # 3 #
Prime factorization
6
#y #z
2 # 2 # 2 # 2 # 16
# #3
y # ##
z
# # #y# # ##
2
#
© Glencoe/McGraw-Hill
# 4 # #3
# # #y# #
#z
Simplify.
# 4#y#z #3y
#
3
The absolute value of y
ensures a nonnegative
result.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Product Property of
Square Roots
b.
4 3
108a #
b
##
307
14–4
12#10
# # 15#10
#
radical expressions.
12#10
# # 15#10
#
#
#
##10
Distributive Property
#
3#2
# # 9#2#
3#2
# # 9#2# #
##2#
Distributive Property
REMEMBER IT
To add or subtract
radicals, the radicands
must be the same.
#
#
and 9#3
#
# 10#3
# # 9#3# # 5#5#
Commutative
Property
# (10 # 9)#3
##
Distributive
Property
© Glencoe/McGraw-Hill
308
#
Like terms: 10#3
14–4
b. 2#11
# # 4#11
# # 9#11
#
ORGANIZE IT
Write a note to explain
the process for
simplifying, adding, and
subtracting radical
expressions under the
tab for “Simplify, add
and subtract radical
expressions.” Then show
one example of each.
Describe the Find the distance
relationships between two
among sets points in the
of numbers coordinate
plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
expressions equations
Simplify 2#48
# # 3#75
#.
2#48
# # 3#75
#
4
#2
#2#
#3#3
# #
# #3
# #3
#3
Prime factorization
# #3
#
Simplify.
# 2 # 4 # #3
# # 15#3#
#
# 15#3
#
© Glencoe/McGraw-Hill
# (8 # 15)#3
#
Distributive Property
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
309
14–5
(page 298)
expression.
# 12 #
Subtract
#x# # 9
(#x#)2 #
x#
3 # #x# # 12
Check:
ORGANIZE IT
Explain how to
eliminate the radical
from an equation
under the tab for
“Solve simple radical
equations.” Then show
two examples.
# 12
3#
Replace x with
# 12
12 # 12 ✓
y#2#1
#6 # ##
y#2#1
#6 # ##
#6 # ##
y#2#
#1#
Add
to each side.
y#2#
##
2
(##
y # 2) #
y # 2 # 49
y # 2 # 2 # 49 # 2
y#
310
© Glencoe/McGraw-Hill
3#
14–5
REMEMBER IT
When solving a
radical equation, always
isolate the radical before
squaring each side.
Your Turn
a. #2 # #x# # 9
b. ##
z#5#1#8
WRITE IT
#m
3m # 3m # 4 # 4 # m # 3m # 4
Why is it important to
check your solutions
when solving radical
equations?
Subtract 3m and 4
from each side.
0#
##m #
0# m#
m#
# 0 or m #
#0
m#
© Glencoe/McGraw-Hill
m#
##4#4
Factor.
Zero Product
Property
##
4#m
#
#3m
Check:
Since
3m ##
4#m
##
# # 4 # #1
#4#4
# 4 # #1
#4
# #1
4#4
1 #1
is
n # 5 # n # 10n # 25
2
n # n # 5 # 5 # n # 10n # 25 # n # 5 Subtract.
2
0#n #
# 20
##n #
0# n#
n#
# 0 or n #
n#
Check:
#0
Zero Product
Property
n#
n#5#n#5
##
Factor.
##5##
#0# # 0
0 # 0✓
Since both
and
n#5#n#5
##
# #5
##5##
##5
#1# # 1
1 # 1✓
satisfy the original equation,
# 10
a. y # #3y
#
#
b. ##
x#3#x#3
Page(s):
Exercises:
312
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
14
VOCABULARY
PUZZLEMAKER
Use your Chapter 14 Foldable to
help you study for your chapter
test.
www.glencoe.com/sec/math/
t_resources/free/index.php
14-1
The Real Numbers
For each of the following, choose the letter of each set of
numbers to which each real number belongs. Each real
number may belong to more than one set of numbers.
1. 3.6
a.
Natural numbers
b.
Whole numbers
2. #5
c.
Integers
3. #41
#
d.
Rational numbers
e.
Irrational numbers
4. 0
5. 120
© Glencoe/McGraw-Hill
14-2
The Distance Formula
6. Suppose you want to use the Distance Formula to find the
distance between M(3, 7) and N(9, #2). Use (x1, y1) # (3, 7) and
(x2, y2) # (9, #2). Complete the equation by writing the correct
numbers in the boxes.
d#
# ##
2
313
Chapter 14 BRINGING IT ALL TOGETHER
14-3
Simplifying Radical Expressions
8. Of 5#3
#, 5#6#, and 3#3#, which two radical expressions have
the same radicand?
10. #6
# # #18
#
2
11. ##
1#
##7
b. To simplify
2 4
28x y# is not in
##
2 4
28x y#, you first find the
##
12t
##
13. What method would you use to simplify # ?
15
##
314
© Glencoe/McGraw-Hill
2 4
14-4
Adding and Subtracting Radical Expressions
14. Radical expressions can be added or subtracted if they have
the same
b. 12#6
# # 7#10
#
c. 4#15
# # 3#60
#
d. 3#20
# # 5#30
#
14-5
Solving Radical Equations
16. Provide the reason for each step in the solution of the given
radical equation.
5x # 1 # 4 # x # 3
##
Original equation
5x # 1 # x # 1
##
© Glencoe/McGraw-Hill
2
2
(##
5x # 1 ) # (x # 1)
2
5x # 1 # x # 2x # 1
2
0 # x # 3x # 2
0 # (x # 1)(x # 2)
x # 1 # 0 or x # 2 # 0
x # 1 or
x#2
315
CH
APTER
14
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 14.
• You may want take the Chapter 14 Practice Test on page 633
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 14 Study Guide and Review
on pages 630–632 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 14 Practice Test on
page 633.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 14 Foldable.
• Then complete the Chapter 14 Study Guide and Review on
pages 630–632 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 14 Practice Test on
page 633.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
316
APTER
15
Fold
Fold lengthwise to the holes.
Label
Lable the tabs using the
vocabulary words
in the chapter.
Chapter 15
Cut
Cut along the top line
and then cut ten tabs.
© Glencoe/McGraw-Hill
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
317
CH
APTER
15
BUILD YOUR VOCABULARY
This is an alphabetical list of new vocabulary terms you will learn in Chapter 15.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each term’s definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
excluded value
least common
denominator (LCD)
least common
multiple (LCM)
rational equation
[RA-shun-ul]
rational expression
work problems
318
© Glencoe/McGraw-Hill
rational function
15–1
(page 318)
• Simplify rational
expressions.
KEY CONCEPT
Rational Expression
A rational expression
is an algebraic fraction
whose numerator
and denominator
are polynomials.
20
##
(x # 3)x
(x # 3)x #
# 0 or
#0
Product Property
or
10y
#
2 #
y #4
2
y #4#
#0
y#
Factor
or y #
© Glencoe/McGraw-Hill
Your Turn
#y
b. #
2 #
y # 16
319
15–1
REMEMBER IT
Division by zero
is undefined.
20x5y
#
##
2 3
25x y
2#2#5#x#x#x#x#x#y
or
4x
The GCF is 5x y.
4x # 12
##
7x # 21
4x # 12
## #
7x # 21
(x # 3)
(x # 3)
1
(x # 3)
or
The GCF is
(x # 3)
ORGANIZE IT
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
e
on Multipl
m
m
Co
t
Leas
Denominator
on
mm
Co
Least
n
l Equatio
Rationa
lems
otion Porb
M
rm
ifo
Un
320
18a2b
a. #
#
5 4
21a b
3x # 12
b. #
#
5x # 20
© Glencoe/McGraw-Hill
Write an example of a
rational expression
under the tab for
Rational Expression.
Then find all the
excluded values for the
expression and write
those under the tab for
Excluded Values. Write
the rational expression
as a function and draw
its graph on the tab for
Rational Function.
REVIEW IT
Explain how to factor
a trinomial. How do
you find the correct
combination of inner
and outer terms?
(Lesson 10-3)
a2 # 25
#
#
2
a # 2a # 15
a2 # 25
#
##
2
a # 2a # 15
(a #
)(a #
(a #
)(a #
Factor a # 25
2
and a # 2a # 15.
(a # 5)
(a # 3)
#
#
# or #
#
a#3
#
.
The GCF is
6 # 2x
#
#
2
x # x # 12
2(3 # x)
6 # 2x
#
##
2
x # x # 12
(x #
)(x #
2(# 1)(x # 3)
(x # 4)
Factor 6 # 2x
2
and x # x # 12.
Factor #1 from
2(#1)
(x # 4)
© Glencoe/McGraw-Hill
Your Turn
15 # 5x
a. #
#
2
HOMEWORK
ASSIGNMENT
x # 2x # 15
#
#
# or #
#
x#4
The GCF
is x # 3.
Page(s):
Exercises:
321
15–2
4ab
10a2
## # ##
5
10a
8ab
rational expressions.
4ab
4ab
10a2
10a2
##
## # ##
# # ##
5
5
10a
10a
8ab
8ab
Simplify.
1 a3
Multiply.
z # 3 3z2 # 15z
## # ##
z#5
4z # 12
(z # 5)
z # 3 3z2 # 15z
z#3
## # ## # ## #
z#5
4z # 12
z#5
Factor 3z # 15z
and 4z # 12.
(z # 3)
1
1
z#5
1
3z(z # 5)
(z # 3) and
(z # 5) are
common factors.
4
1
m#4
m2 # 1
##
##
#
2
2
m # 3m # 4
m
m#4
m2 # 1
m#4
##
#
##
# # ##
2
2
2
m # 3m # 4
m
m
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
(m #
)(m #
(m #
)(m #
1
1
m#4
#
##
#
2
m
(m # 1)
(m # 4)
1
322
or m # 1
© Glencoe/McGraw-Hill
ORGANIZE IT
15–2
Your Turn
ORGANIZE IT
y2 # 64
y2 # 2y
15n2 4mn2
2d # 10 3d # 21
b. #
#
c. #
a. #
# # ##
# # ##
5
2 # ##
2
3
12m
8n
d # 7d
d#5
y # 10y # 16
2y
5a2
The reciprocal of #
# is
2b
2b
15a3
##
##
#
#
3
2
5a
b
1 1
6a
6x # 6
## # (x # 1)
x#3
6x # 6
## # (x # 1)
x#3
6x # 6
# ## #
The reciprocal of
x#3
© Glencoe/McGraw-Hill
(x # 1) is
x#3
Factor 6x # 6.
x#3
is a
common factor.
1
x#3
Algebra: Concepts and Applications
323
15–2
x2 # 36
6#x
##
##
2
2#
5
4x y
4x y
x2 # 36
6#x
##
##
2
2#
5
4x y
4x y
x2 # 36
##
#
#
2
6#x
The reciprocal of #
is
2#
5
4x y
4x y
2 5
4x y
4x y
Factor x # 36.
1
1 1
2 5
#
2
(4x y)
4x y
Factor
from 6 # x .
111
1
(x # 6)
x # 6, x , y, and
factors.
are common
Your Turn
4t3
12t4
a. #
##
#
#
3
s
2s
10q p
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
324
5q p
2x # 10
c. #
# # (x # 5)
x#5
© Glencoe/McGraw-Hill
p2 # 4
2#p
b. #
##
#
#
2 3
2
15–3
Dividing Polynomials
15x # 3x #
(#) 15x #
Multiply 5 and
.
(x # x # 12) # (x # 3)
x
x # 3####################
x #
x
# 12
2
x #x#x
Multiply x and
(#) x #
#4x
Subtract: #x # 3x # # 4x;
bring down
(#) #4x
Multiply #4 and
.
Subtract.
ORGANIZE IT
© Glencoe/McGraw-Hill
Give an example of a
division problem using
two polynomials under
the tab for Dividing
Polynomials. Then
identify the dividend,
divisor, quotient
and remainder.
Therefore, (x # x # 12) # (x # 3) #
Your Turn
a. (14x # 7) # (2x # 1)
b. (x # 8x #9) # (x # 1)
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
iple
mmon Mult
Least Co
minator
no
De
on
Least Comm
n
l Equatio
Rationa
s
on Porblem
oti
M
rm
Unifo
325
15–3
2
(#) 8a #
8a # 2a #
Multiply 4a and
2a
(#)
2a
Multiply 1 and
.
2a # 3
(x # 20) # (x # 5)
x#
x#5
x #
# 20
Rename x # 20 as
2
x #
2
(#) x #
# 20
Multiply x and
5x
Multiply 5 and
REMEMBER IT
After the divisor is
multiplied by the last
term in the quotient,
the result is subtracted.
If you prefer, you may
add the opposite of the
entire expression.
326
Therefore, (x # 20) # (x # 5) #
#
x#5
© Glencoe/McGraw-Hill
(#) 5x
.
15–3
Your Turn
a. (9y # 9y # 4) # (3y # 1)
b. (x # 32) # (x # 6)
3x # 1 12x2 # 13x # 3
by
4x #
3
12x #
13x #
3
3x # 1######################
2
(#) 12x #
Multiply 4x and
9x #
9x #
(#)
.
.
units.
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
5a2 # 8a # 4
327
15–4
7
10
## # ##
y
y
rational expressions
with like denominators.
7#
7
10
## # ## #
y
y
Standard 13.0 Students
add, subtract, multiply,
and divide rational
expressions and functions.
Students solve both
computationally and
conceptually challenging
problems by using these
techniques. (Key)
3
y
or ###
13a
2a
# # # ##
17
17
13a
2a
# # # ## #
17
17
13a #
#
Your Turn
17
17
3
12
a. ## # ##
n
5x
2x
b. ## # ##
11
11
8
4
## # ## #
15n
15n
8#
15n
12
# ## or
15n
328
15n
5n
Divide by the GCF,
© Glencoe/McGraw-Hill
8
4
## # ##
15n
15n
15–4
REMEMBER IT
When adding or
subtracting rational
expressions, always check
to see if your final
answer can be simplified.
5
13
## # ##
2p
2p
5
13
## # ## #
2p
2p
5#
2p
2p
4
2p
or #
10
3
## # ##
3x # 1
3x # 1
#3
10
3
## # ## #
3x # 1
3x # 1
3x # 1
3x # 1
4
a#3
## # ##
a#3
a#3
4
a#3
## # ## #
a#3
a#3
a#3#
a#3
a#
a#3
© Glencoe/McGraw-Hill
2x # 5
x#4
## # ##
x#3
x#3
2x # 5
x#4
# # # ##
x#3
x#3
2x # 5 # x # 4
3x #
Algebra: Concepts and Applications
329
15–4
(x # 3)
(x # 3)
#
12a
2a # 5
## # ##
2a # 1
2a # 1
12a
2a # 5
## # ##
2a # 1
2a # 1
# (2a # 5)
2a # 1
12a #
2a # 1
#5
Distributive Property
2a # 1
Your Turn
m#2
5
d. ## # ##
m # 10
Page(s):
Exercises:
330
3b
m # 10
7
6
c. ## # ##
x#5
3b
3x
x#4
e. ## # ##
x#1
x#1
x#5
y#1
y
f. ## # ##
4y # 3
4y # 3
© Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
20
2
b. ## # ##
14y
15–5
12m n , 14m n
rational expressions
with unlike
denominators.
4 5
12m n # 2 # 2 # 3 # m # m # m # m # n # n # n # n # n
2
14m n #
ORGANIZE IT
Write two expressions
and explain the steps
you would take to find
the LCM for the
expressions under the
tab for Least Common
Multiple.
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
e
on Multipl
m
m
Co
t
Leas
Denominator
on
mm
Co
Least
n
l Equatio
Rationa
lems
otion Porb
M
rm
ifo
Un
#m#m#m#m#n#n#n#n#n
x # 3x # 10, 3x # 7x # 2
Factor each expression.
2
x # 3x # 10 # (x # 5)
2
3x # 7x # 2 #
© Glencoe/McGraw-Hill
(x # 2)
Your Turn
3 5
Find the LCM for each pair of expressions.
a. 15x y , 18x
b. x # 2x # 15, x # 11x # 30
331
15–5
(page 318)
of
ORGANIZE IT
Write two rational
expressions and explain
the steps you would
take to find the LCD
for the expressions
under the tab for Least
Common Denominator.
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
2m #
LCD # 2 # 5 #
or
4
#
##
2
2m
10m
1
5x
##, ##
x # 3 2x # 6
WRITE IT
2x # 6 # 2
LCD #
Then write each fraction with same LCD.
1
## #
x#3
2(x # 3)
5x
## #
2x # 6
2(x # 3)
332
5a
n
3
b. ##, ##
n # 8 4n # 32
© Glencoe/McGraw-Hill
A common denominator
can always be found by
multiplying the two
denominators together.
What are the reasons
this method is not
always used?
x#3#x#3
15–5
4m # 2 # 2 # m # m # m
LCD #
8m # 2 # 2 # 2 # m # m
# m # m # m or
5
# #m# #
##
2
8m
m
8m
8m
Add.
3
# #5#3 #
#
##
3
3
4m
8m
8m
3
or
5m #
3
8m
8m
3
4x
## # #
2 #
x#6
x # 36
x#6#x#6
x # 36 #
LCD #
3
4x
4x
(x # 6)
# #3# # #
## # #
# # ##
2 #
x#6
x # 36
x # 6 (x # 6)
(x # 6)(x # 6)
3x #
(x # 6)(x # 6)
x
# #4#
(x # 6)(x # 6)
© Glencoe/McGraw-Hill
3x # 18 # 4x
# 18
(x # 6)(x # 6)
or #
(x # 6)(x # 6)
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
a. #3#2 # #5#3
Your Turn
10b
5b
2x
b. #7# # #
#
2
x#3
x # 3x # 18
333
15–6
(page 318)
is a rational equation.
ORGANIZE IT
Tell the difference
between a rational
expression and a
rational equation under
the tab for Rational
Equations. Then
compare the method
of solving rational
equations with the
method of adding
rational expressions
with unlike
denominators.
#
##
# #
# #
7x
##
12
5x
2
## # ## #
4
3
# #
5x
## #
4
7x
##
12
2
## #
3
# #
##
Distributive Property
# #
7x
5x
2
12 ## # 12 ## # 12 ##
4
12
# 7x
15x # 8 #
# 7x #
Subtract
from each side.
8#
8
#x
So, the solution is
334
#8x
© Glencoe/McGraw-Hill
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
7x
5x
2
## # ## # ##
12
4
3
15–6
5
4
26
## # ## # ##
3x
5x
15
5
4
26
# # # # # # ##
3x
5x
15
#
# #
# #
5
## #
3x
4
## #
5x
# #
# #
# #
26
##
15
5
4
## # ## #
3x
5x
# #
# #
26
##
15
5
4
26
15x ## # 15x ## # 15x ##
3x
5x
15
# 26x
Simplify.
# 26x
#x
Divide.
7
2x
## # ## # 5
x#1
x#1
7
2x
## # ## # 5
x#1
x#1
The LCD is x # 1.
#
# #
# #
7
2x
## # # # #
x#1
x#1
2x
## #
x#1
7
2x
(x # 1) ## #(x # 1) ## #
# #
# #
7
## #
x#1
1
x#1
x#1
© Glencoe/McGraw-Hill
7#
7 # 2x #
7#
7#
# 5x #
# 5x # 5 #
# #5
# 7 # #5 #
#3x # #12
x#
335
15–6
Your Turn
6n
n
a. ## # ## # 5
7
3
4
11
b. ## # ## # # #
y
2y
2
x
x#1
c. ## # ## # ##
x#1
x#1
a#1
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
336
a#1
© Glencoe/McGraw-Hill
6
12
#5
d. ## # ## # ##
CH
APTER
15
VOCABULARY
PUZZLEMAKER
Use your Chapter 15 Foldable
to help you study for your
chapter test.
www.glencoe.com/sec/math/
t_resources/free/index.php
15-1
Simplifying Rational Expressions
Simplify each rational expression.
( # 6)
2. #
#
7a2b
1. #
#
3
yy
4y # 24
28ab
x#4
3. #
#
2
9m # 18m
4. #
#
2
2
x # 5x # 4
m # 6m # 16
15-2
Multiplying and Dividing Rational Expressions
Find each product or quotient.
10x3y xz2
5. #
# # ##
2
6.
3n # 15
# #n#
##
2
6n # 30
n
9ab3
7. #
# 27ab
#
2
8.
x2 # 9
x2 # 10x # 21
## # ##
2
8
© Glencoe/McGraw-Hill
8y
337
Chapter 15 BRINGING IT ALL TOGETHER
15-3
Dividing Polynomials
Find each quotient.
9. (12d # 30) # (2d # 5)
10. (x # 6x # 7) # (x # 7)
12. (a # 4a # 4) # (a # 1)
15-4
Combining Rational Expressions with Like Denominators
Find each sum or difference. Write in simplest form.
n
7n
13. #
# # ##
5
13
14. #
# # ##
10
10
9x
y#2
338
y#2
3x2
2x # 8
16. #
# # ##
x#2
x#2
© Glencoe/McGraw-Hill
1
15. #6# # ###
9x
Chapter 15 BRINGING IT ALL TOGETHER
15-5
Combining Rational Expressions with Unlike Denominators
Find each sum or difference. Write in simplest form.
x#3
17. #2# # #
#
2
a#2
18. #8# # #
#
x
9
20. #2#
##
2 #
3x
5a
9x
n#4
x#3
x #9
15-6
Solving Rational Equations
Solve each equation. Check your solution.
3
2n
n
21. ## # ## # ##
5
7
22. ## # 3 # ##
y 1
2
3
23. ## # ## # ###
a
8
24. ## # ## # 1
5
© Glencoe/McGraw-Hill
5y
10
6x
a#2
2x
a#1
339
CH
APTER
15
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
• You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 15.
• You may want take the Chapter 15 Practice Test on page 679
of your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
• You should complete the Chapter 15 Study Guide and Review
on pages 676–678 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 15 Practice Test on
page 679.
I asked for help from someone else to complete the review of
all or most lessons.
• You should review the examples and concepts in your Study
Notebook and Chapter 15 Foldable.
• Then complete the Chapter 15 Study Guide and Review on
pages 676–678 of your textbook.
• If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
• You may also want to take the Chapter 15 Practice Test on
page 679.
© Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
340