Foundation of Mathematics 11 Workbook

Foundations of Mathematics Grade 11 Workbook
Absolute Value Publications
Measurement
Mathematical Reasoning
Reasoning with Angles and Triangles
Trigonometry
Statistics
Radicals (Alberta)
Quadratic Functions
Quadratic Equations
Systems of Linear Inequalities (WNCP)
Mathematics Project
Foundations of

Mathematics
Grade
Workbook
11
$28.95 CAN
PMS 877 Silver, BLACK, PMS 343 green,

Site License Agreement
Please read this license carefully before using the enclosed pdf
file. By using this pdf file you are agreeing to be bound by the
terms of this license. If you do not agree to all of the terms of
this license, promptly delete this pdf file.
Terms
1. This pdf file contains copyright material. It may only be used by an instructor with
students who have purchased the corresponding workbook. Each and every
student must have purchased a new workbook.
2. The material in the pdf file may only be used to make copies for overhead
projectors, or multimedia presentation subject to the conditions in term 1.
Multiple copies of the material in the pdf file may not be made.
3. The pdf file may only be used at the site for which it was purchased. Any instructor
at this site may use the material in the pdf file subject to terms 1 and 2.
Printing from this Document
Printing is not allowed directly from the pdf, but may be done indirectly. To make
overheads, or clips for multimedia presentations, AVP suggests the following:
• Enlarge the document to 300% or greater using the magnification tool in

Acrobat reader (you may want to enlarge it more depending on how much
resolution is required for the overhead or presentation - the greater the
magnification, the more resolution (clarity) will be in the clip).
• Use Acrobat’s select tool to select the part of the document for overhead or
multimedia presentations.
• Copy the selected area (clip).
• Paste the clip in a word, drawing, or slide show document and scale down to
the size required. If the clip is enlarged in the drawing or slide show document,
a loss of clarity will result. If the clip needs to be enlarged, then go back to the
first bullet and use a larger magnification before selecting the clip.
Publisher: Absolute Value Publications
Authors: Alan Appleby, Greg Ranieri
Reviewers and Contributors: Nickolas Rollick, Susan Appleby,

Carolyn Pawelko, Victoria Lozinski,
Monica Dhaliwal, Anthony Audia
Copyright © 2011
All rights reserved.

This book is not covered under the Cancopy agreement.
No part of this book may be reproduced, in any form or by any
means, without permission in writing from the publisher.
Printed in Canada.
ISBN 978-0-9780872-7-2
For information contact:
Absolute Value Publications Inc.

P.O. Box 71096
8060 Silver Springs Blvd. N.W.
Calgary, Alberta
T3B 5K2
Bus: (403) 313-1442

Fax: (403) 313-2042
e-mail: workbooks@absolutevaluepublications.com
web site: www.absolutevaluepublications.com
About this Foundations of Mathematics Grade 11 Workbook
• The Foundations of Mathematics Grade 11 Workbook is a complete resource and

a 100% fit for the combined Western and Northern Canadian mathematics
curriculum. In addition, there is some enrichment material which can be completed
individually or in groups.
• There are nine curricular units plus a mathematical research project. Each curricular unit
is subdivided into individual lessons. The last lesson in each unit is a practice test
containing 15 multiple choice questions, 5 numeric response questions, and 1
extended response question.
• Most lessons can be covered in one hour (plus homework time), but some may
require more time to complete. Most lessons are composed of four parts:
• Investigations, Explorations, or Review

which include inquiry based learning that can be teacher led, student led,
or a combination of both.
• Class Examples
which are applications of the investigations, explorations or review.
• Assignments
which include short response, extended response, multiple choice,
and numeric response questions provided for student practice.
• Answer Key
which contains the answers to the assignment questions.
The Teacher Solution Manual is a complete copy of the workbook with

detailed solutions to all the investigations/explorations/review, class examples,
and assignments.
The Student Solution Manual provides detailed solutions to all the

investigations/explorations/review, class examples, and assignment questions.
It does not include the actual questions.
Advantages for Students Advantages for Teachers
• Students write in the workbook so that the math • Written by teachers experienced in
theory, worked examples, and assignments are preparing students for success in high
all in one place for easy review. school and diploma examinations.
• Students can write on the diagrams and graphs. • Comprehensively covers the Western
and Northern Canadian curriculum.
• Provides class examples and assignments so that
students can use their time more efficiently. • Can be used as the main resource, or in
By focusing on solving problems and making conjunction with a textbook, or for
their own notes, students improve their study extra assignments, or review.
skills.
• Reduces school photocopying costs
• For independent learners, the workbook plus and time.
solution manual fosters self-paced learning.
• Allows for easy lesson planning in the
• Encourages inquiry-based learning, group case of teacher or student absence.
learning, and peer tutoring.
• Available in the following forms:
• The design of the workbook ensures that Workbook, PDF, Smart Notebook,
students are fully aware of the course Promethean Flipchart, Interactive
expectations. Board PDF, e-Book , and Online.
• We hope you enjoy using this workbook and

that with the help of your teacher you realize the
success that thousands of students each year are
achieving using the workbook series.
Student, teacher, and parent responses to the workbook series have been very positive.
We welcome your feedback. It enables us to produce a high quality resource meeting
our goal of success for both students and teachers.
Foundations of Mathematics 11/Mathematics 20-2 Workbook
Table of Contents
Measurement
Lesson 1......... Review and Preview .............................................................................. 1
Lesson 2......... Rates................................................................................................. 11
Lesson 3......... Rate of Change....................................................................................17
Lesson 4......... Linear Scale Factors and Perimeter...........................................................25
Lesson 5......... Scale Diagrams....................................................................................33
Lesson 6......... Linear Scale Factors and Area................................................................. 41
Lesson 7......... Linear Scale Factors, Surface Area, and Volume.........................................47
Lesson 8......... Practice Test........................................................................................55
Mathematical Reasoning
Lesson 1......... Inductive Reasoning, Conjectures, and Counterexamples..............................63
Lesson 2......... Deductive Reasoning.............................................................................73
Lesson 3......... Determining the Validity of a Proof or Argument.......................................79
Lesson 4......... Analyzing Puzzles and Games.................................................................87
Lesson 5......... Practice Test........................................................................................97
Reasoning with Angles and Triangles

Lesson 1......... Investigating Angle Relationships - Review............................................ 105
Lesson 2......... Angles Associated with Parallel Lines.................................................... 113
Lesson 3......... Proving Angle Relationships................................................................119
Lesson 4......... Reasoning with Polygons.................................................................... 127
Lesson 5......... Reasoning with Congruent Triangles (Alberta Only)................................. 135
Lesson 6......... Practice Test......................................................................................143
Trigonometry
Lesson 1......... Review of Right Triangle Trigonometry................................................. 151
Lesson 2......... The Sine Law.................................................................................... 159
Lesson 3......... The Cosine Law.................................................................................167
Lesson 4......... The Ambiguous Case of the Sine Law (WNCP only)................................175
Lesson 5......... Applications Involving the Sine Law and the Cosine Law..........................181
Statistics
Lesson 1......... Review and Preview............................................................................199
Lesson 2......... Standard Deviation..............................................................................209
Lesson 3......... The Normal Distribution......................................................................219
Lesson 4......... Using z-Score Tables...........................................................................231
Lesson 5......... Problems Involving the Normal Distribution...........................................237
Lesson 6......... Using a Graphing Calculator to Solve Normal Distribution Problems.......... 243
Lesson 7......... Confidence Intervals and Margin of Error.................................................251
Foundations of Mathematics Grade 11 Workbook ii Table of Contents
Radicals (for Alberta only)

Lesson 1......... Entire Radicals and Mixed Radicals........................................................ 271
Lesson 2......... Adding and Subtracting Radicals............................................................283
Lesson 3......... Multiplying Radicals...........................................................................289
Lesson 4......... Dividing Radicals............................................................................... 297
Lesson 5......... Radical Equations............................................................................... 305
Quadratic Functions
Lesson 1......... Review and Preview............................................................................321
Lesson 2......... Analyzing the Graph of y = ax2 + bx + c................................................ 329
Lesson 3......... Analyzing the Graph of y = a(x – h)2 + k................................................339
Lesson 4......... Analyzing the Graph of y = a(x – m)(x – n)............................................. 349
Lesson 5......... Applications of Quadratic Functions.......................................................359
Lesson 6......... Using a Quadratic Function to Model a Situation......................................365
Quadratic Equations
Lesson 1......... Review of Factoring............................................................................377
Lesson 2......... Factoring Trinomials of the Form ax2 + bx + c........................................385
Lesson 3......... Determining the Roots of a Quadratic Equation........................................ 393
Lesson 4......... Connecting Roots, Zeros, and x-intercepts...............................................401
Lesson 5......... Expressing a Quadratic Equation/Function in Factored Form
using Roots, Zeros, or x-intercepts........................................................ 407
Lesson 6......... Roots of Quadratic Equations - The Quadratic Formula.............................. 415
Lesson 7......... Problems involving Quadratic Equations.................................................423
Systems of Linear Inequalities (for WNCP only)

Lesson 1......... Review: Graphing Linear Equations...................................................... 441
Lesson 2......... Graphing Linear Inequalities in Two Variables......................................... 447
Lesson 3......... Solving Systems of Linear Inequalities...................................................457
Lesson 4......... Determining an Optimal Solution..........................................................467
Lesson 5......... Modelling and Linear Programming....................................................... 475
Mathematics Research Project...............................................................................493

Measurement Lesson #1:
Review and Preview
Conversion of Units
In previous math courses we learned to convert within and between the SI System and the
Imperial System of measurements. These conversions were done using one of the following
three methods:
Method 1: Using the SI Chart (the Metric Unit Chart) as a Number Line
Method 2: Proportional Reasoning
Method 3: Unit Analysis
In this lesson we will do a basic review of these methods and also introduce the concepts of
accuracy and precision in measurement.
Recall the following charts used for conversion.
Metric System of Measurement with the Relationship to 1 Metre, 1 Gram, or 1 Litre
Prefix giga mega kilo hecto deca deci centi milli micro nano
Symbol G M k h da d c m μ n
Units 1 000 000 000 1 000 000 1 000 100 10 1 0.1 0.01 0.001 0.000 001 0.000 000 001
Gm Mm km hm dam m dm cm mm μm nm
Symbol Gg Mg kg hg dag g dg cg mg μg ng
GL ML kL hL daL L dL cL mL μL nL
Metric Unit Number Line

Each movement of one position represents a power of 10.
Unit
G M k h da d c m μ n
Conversion Within and Between the SI and Imperial Systems
Imperial to Imperial Imperial to SI (Metric) SI (Metric) to Imperial
1 foot (ft) = 12 inches (in) 1 in = 2.54 cm 1 cm = 0.3937 in
1 yard (yd) = 3 feet (ft) 1 ft = 0.3048 m 1 m = 3.2808 ft
1 mile (mi) = 5280 ft 1 yd = 0.9144 m 1 m = 1.0936 yds
1 mi = 1760 yards (yds) 1 mi = 1.6093 km 1 km = 0.6214 mi
More conversions can be found on the internet at: www.convert-me.com

and www.unit-conversion.info/speed.html (for speed and velocity conversions).
Copyright © by Absolute Value Publications. This book is NOT covered by the Cancopy agreement.
2 Measurement Lesson #1: Review and Preview
Using the Metric Unit Number Line to Convert Within SI Units
In the metric system, the units are related to each other by factors of ten. From the metric unit
chart we can create a metric unit number line for use in conversions. When converting
between units, we need to know how many positions on the line we have to move. Each
movement of one position represents a power of 10.
For example, to convert from kilometres to centimetres we move 5 positions to the right.
i.e. 1 km = 105 or 100 000 cm.
To convert from centimetres to kilometres we move 5 positions to the left.

1
i.e. 1 cm = 10 − 5 or km.
100 000
Class Ex. #1 Use the metric unit number line to complete the following.
a) 1 m to cm b ) 2.3 L to mL c) 750 cm to m d ) 72 350 mg to kg
Using Proportional Reasoning to Convert
In order to use proportional reasoning, we need to know one of the following:

i) a commonly known conversion, such as 1 metre is 100 cm, or,
ii) a ratio given in the question.
a c
As in previous math courses, set the ratio in the form = .
b d
There are a number of ways of setting out the work for proportional reasoning.
Whichever method is used, it is essential that the units are equivalent in each ratio.
Class Ex. #2 Sideshow Collectables is considering making a statue of a dinosaur. They are considering
a scale whereby 1 cm represents 2.1 feet. The height of the statue of the dinosaur will
be 12.5 cm. What is the actual height of the dinosaur?
Class Ex. #3 Use proportional reasoning to convert 0.05 miles to inches.
Measurement Lesson #1: Review and Preview 3
Using Unit (or Dimensional) Analysis to Convert
When several changes of units are required in a conversion, a different process called
Unit Analysis, is often used. Note: proportional reasoning can be used when several
changes of units are required, but we must do it several times to complete the conversion.
In unit analysis, if only one conversion is required, the basic set-up in this approach is
required = (given) × (conversion)
with units being placed properly in the numerator and denominator. If done correctly, as in
proportional reasoning, the unit left over is the unit required in the answer.
Consider the process of converting 3.5 km to mm. Using unit analysis, you would first
convert from km to m and then from m to mm as shown.
3.5 km 1000 m 1000 mm

× ×
1 1 km 1m
3.5 km 1000 m 1000 mm

= × × = 3.5 × 1000 × 1000 mm = 3 500 000 mm
1 1 km 1m
Class Ex. #4 In Class Ex. #3 we used proportional reasoning to convert 0.05 miles to inches.
a) What conversions will the student need to consider to solve this problem using unit
analysis?
b ) Convert 0.05 miles to inches using unit analysis and show the cancellation in units.
Class Ex. #5 A Physics student was required to convert an answer of 75 m/s to km/min.
a) What conversions will the student need to consider to solve this problem using unit
analysis?
b ) Convert the student’s answer of 75 m/s to km/min using unit analysis and show the
cancellation in units.
Complete Assignment Questions #1 - #6, and #13
Slope Review
In this unit, we also use the concept of slope (the steepness of a line) as a rate.
We will review basic concepts of slope. Recall the following:
rise y2 − y1
Slope = m = =
run x2 − x1
Class Ex. #6 Consider line segments AB and CD y

shown.
B
a) Determine the slope of each line by
10
rise
using m = .
run
A
b ) Determine the slopes of each line

y2 − y1 5 C
using m = .
x2 − x1
x
0 5 10
c) Does it matter if the slope in b) is calculated using the two endpoints of the line or two
points found anywhere on the line? Explain.
Class Ex. #7
Complete the following statements.
a) Slope is the measure of the _______________ of a line.
b ) Slope is the ratio of the vertical change (called the __________) over
the horizontal change (called the __________) .
c) A line segment which rises from left to right has a ______________ slope.
d ) A line segment which falls from left to right has a ______________ slope.
e) A horizontal line segment has a slope of _____.
f) A vertical line segment has an ______________ slope.
g) The slopes of all line segments on a line are ________ .
Complete Assignment Questions #7, #8, and #14
Enrichment Accuracy and Precision

All measurements contain a degree of uncertainty, and so there is no perfect measurement.
To minimize the degree of uncertainty in a measurement, there are two concepts to consider
when choosing a unit or tool in taking a measurement: accuracy and precision.
• Accuracy indicates how close a measurement comes to its real value. The smaller the
difference between the measurement and its accepted (real) value, the more accurate the
measurement. The accuracy of a measurement can only be as accurate as the measuring
device used.
• Precision: There are two aspects to precision in measurement.
1. In a single measurement, precision is determined by the number of significant digits
used to express the measurement. This in itself can be influenced by the measuring
instrument used. The smaller the unit used to measure with, the more precise the
measurement. e.g. a measurement recorded as 5.24 cm is more precise than a
measurement recorded as 5 cm.
2. Precision also refers to the ability of a measurement to be consistently replicated i.e. it
indicates how close a set of measurements are to one another using the same measuring
device.
To have high precision, we must be able to consistently replicate results and to measure
with as many significant digits as possible.
Class Ex. #8 Two students are asked to measure the width of a cupboard that is known to be 1 metre
(39.37 inches) wide. Beth gives the measurement as 39 inches and DeSean gives the
measurement as 37.55 inches.
Which student’s measurement is a) more accurate? b) more precise?
It is possible for a measurement to be accurate and precise, accurate and not precise, precise
and not accurate, or neither accurate nor precise. Each of these are illustrated in the next
example below.
Class Ex. #9 Dash throws four darts at a dart board where the goal of the game is to throw as many darts
as possible in the centre of the board. His first three attempts are illustrated below.
Figure 1 Figure 2 Figure 3
a) Determine which diagram best represents the following phrases and explain why it does.
i ) accurate and precise ii) precise but not accurate iii)neither accurate nor precise
b ) The goal of the dart game has changed. The goal is to throw as many
darts as possible in the striped region of the dart board. Use the
diagram shown to place the four darts in such a way so that it
illustrates accuracy but not precision.
Class Ex. #10 Aurora sets the temperature of her lab cooler to 35°F to test a new temperature sensor. She
has confirmed that the cooler’s sensor is working correctly and that the lab cooler maintains
a constant temperature of 35.0°F. The new temperature sensor is tested ten times in the
cooler. The results are shown.
34.8°F, 35.3°F, 35.1°F, 35.0°F, 34.6°F, 35.2°F, 35.0°F, 35.0°F, 34.4°F, 35.3°F
Aurora described her measurements as accurate but not precise. Explain why she was correct.
Complete Assignment Questions #9 - #12
Assignment
1. Use the metric unit number line to convert the following to the indicated units.
a) 3250 cm = _______________ m b ) 0.82 km = _______________ m
c) 15 m = _______________ km d ) 32.65 m = _______________cm
2. Convert the following to the indicated measurements.
a) 25 kL = _______________ L b ) 723 mL = _______________ L
c) 0.8799 kg = _______________ g d ) 8652 g = _______________ kg
3. Use proportional reasoning to do the following conversions. Answer to four decimal

places if rounding is required. Show all work.
a) 50 km = _______________ m b ) 76 200 cm = _______________ m
c) 12 miles = _______________ km d ) 52 cm = _______________ ft
4. Convert the following to the indicated measurements using unit analysis. Show all work.
a) 2.5 km = _______________ m b ) 56 300 cm = _______________ mm
c) 290 mL = _______________ L d ) 73.5 m = _______________ mm
5. Convert the following to the indicated measurements using unit analysis. Show all work.
a) 120 m/s = _______________ km/min b ) 9.2 m/s = _______________ km/h
c) 246 m/h = _______________ mm/min d ) 5 m/min = _______________ km/h
6. Convert the following measurements using the metric number line, proportional reasoning,
or unit analysis. Round off your answers to the nearest tenth where necessary.
a) 15 ft = __________ yd b ) 5 ft = __________ in
c) 20 km = _______________ cm d ) 30 miles = __________ km
e) 20 yd = __________ m f) 15 ft = __________ m
g) 1.2 ft = _______________mm h ) 2.5 ft = _______________ cm
3 y
7. Joe calculated the slope of the line in the diagram to be – .
2 5
a) How can you tell, without doing any calculation, that
his answer is incorrect?
x
-5 5
b ) Calculate the slope of the line.
-5
8. Calculate the slope of a line
a) passing through the points b ) with a run of 12 and

B(–3, 8) and C(7, –2) rise of –50.
9. Determine which measuring device is more precise for each of the following.
Circle the number of the more precise alternative.
a) 1. A clock that displays hours and minutes.

2. A clock that displays hours, minutes and seconds.
b ) 1. A bathroom scale which measures to the nearest kilogram.

2. A bathroom scale which measures to the nearest gram.
10. A soccer player is practicing penalty kicks.

He takes 5 penalty shots with no goalie in the net.
a) In this scenario, how would you define accuracy?
b ) Use x to mark the spots on each diagram provided to illustrate each condition.
i) Precise but not Accurate ii) Accurate but not Precise
iii) Accurate and Precise iv) Neither Accurate nor Precise
11. Jacob measures the voltage of a 24 volt battery. He uses an instrument which measures
the voltage as 32.458 volts. Describe his measurement in terms of accuracy and
precision.
12. In each case, a scenario is given where photo radar measures the speed of an oncoming
car in km/h. A radar detector in the car is measuring the speed of the car after it detects
the photo radar. The radar detector is tested ten times to measure the speed it records the
car travelling.
Each of the scenarios below represents a different combination of accuracy and precision.
Determine in each case if the speed measurements of the radar gun are one of the
following: i) accurate and precise, ii) accurate and not precise, iii) precise and not
accurate, or iv) neither accurate nor precise.
a) Photo radar measures the speed of an oncoming car at 50.0 km/h, the actual speed of the
car. A radar detector in the car is tested ten times against the photo radar. The radar
detector measures the speed of the car as
51.4, 50.1, 51.3, 49.5, 50.3, 51.1, 49.1, 49.8, 50.8, 51.0 .
b ) Photo radar measures the speed of an oncoming car at 50 km/h, the actual speed of the
49.8, 50.3, 50.1, 50.0, 49.6, 50.2, 50.0, 50.0, 49.4, 50.3 .
c) Photo radar measures the speed of an oncoming car at 50 km/h, the actual speed of the
51.2, 51.3, 51.1, 51.0, 51.1, 51.3, 51.2, 51.1, 51.2, 51.2 .
d ) Photo radar measures the speed of an oncoming car at 50 km/h, the actual speed of the
50.0, 50.0, 49.8, 50.1, 50.0, 49.9, 50.0, 50.2, 50.0, 49.9 .
Multiple 13. The number of km in 27 cm is

Choice
A. 2 700 000 B. 27 000
C. 0.027 D. 0.000 27
14. A line has an x-intercept of 4 and a y-intercept of –3. The slope of the line is
3 3
A. 4
B. –4
4 4
C. 3
D. –3
Answer Key
1 . a) 32.5 m b ) 820 m c ) 0.015 km d) 3265 cm
2 . a) 25 000 L b ) 0.723 L c ) 879.9 g d) 8.652 kg
3 . a) 50 000 m b ) 762 m c ) 19.3116 km d) 1.7060 ft
4 . a) 2500 m b ) 563 000 mm c ) 0.29 L d) 73 500 mm
5 . a) 7.2 km/min b ) 33.12 km/h c ) 4100 mm/min d) 0.3 km/h
6 . a) 5 yd b ) 60 in c ) 2 000 000 cm d) 48.3 km e ) 18.3 m

f ) 4.6 m g ) 365.8 mm h) 76.2 cm
2
7 . a) The line slopes up from left to right, so the slope cannot be negative. b) 3
8 . a) –1 b ) – 25
6 9 . a) 2 b) 2
1 0 . a) Shooting the soccer ball anywhere in the net five times.

b ) See below, answers may vary.
i) Precise but not Accurate ii) Accurate but not Precise iii) Accurate and Precise iv) Neither Accurate nor Precise
X
X
X
X X
X X XX
X X X XXX X
X X
X X
Player hits the same area Player scores all five times Player scores all five times Player misses all five
of the same post in all five but the shots are not in the in the same area of the net. shots, and all missed shots
shots, player never scores. same spot. are in different places.
11. Precise but not accurate
1 2 . a) Neither accurate nor precise b ) Accurate and not precise

c ) Precise but not accurate d) Accurate and precise
13. D 14. A
Rates
Investigating the Difference Between Rates and Ratios
Newad, a statistics agency, conducted a survey of 2943 Canadians

aged 18 - 34 on their web, mobile, and social network habits.
They found that this group sent, on average, 23 text messages per day.
( http://www.newad.com/140-presse-room/newad-reveals-the-results-of-a-
pan-canadian-survey-on-the-habits-of-18-to-34-year-old-adults.html )
Prompted by this survey, Rachel and Sara decide to record the number of text messages they
sent per day on Wednesday, Thursday, and Friday as part of their Communications
Technology project. They would compare their findings with the findings of the survey.
Rachel’s Text Data Sara’s Text Data

Day # of Texts Day # of Texts
Wednesday 46 Wednesday 23
Thursday 38 Thursday 40
Friday 81 Friday 54
a) A comparison of one number to another with the same units is called a ratio. Compare
the number of texts Rachel sent on Friday to the number of texts Sara sent on Friday.
a
Write this ratio, simplified, in the form a : b and .
b
b ) Write a ratio, in reduced form, comparing the number of texts Sara sent on Friday to the
number of texts Rachel sent on Friday.
c) Compare the ratio found in a) to the one found in b). Is there a difference between
the two ratios? Explain.
d ) A comparison of quantities which cannot be expressed in the same units is called a rate.
i ) Rachel sent texts at a rate of 165 texts in three days. Express the total number of texts
Sara sent over three days as a rate.
ii) A unit rate is a rate expressed with a denominator of 1.

Express the total number of texts Sara sent over three days as
a rate per day (i.e. a unit rate).
e) Sara continues to text at the same rate as in d).

How many texts does she send in one month (30 days)?
12 Measurement Lesson #2: Rates
Rates and Ratios Summary
• Whereas a ratio compares quantities with the same units, a rate compares quantities with
different units.
• Typically a ratio compares quantities of the same type of object so no unit is included in
the calculation.
• Unless stated otherwise, ratios are always simplified and may be written
a
in the form a:b or .
b
• A rate is a specific type of ratio. A rate is a comparison between 2 quantities where one is
changing relative to the other with different measuring units for the two quantities.
25 m
• A unit rate is a rate expressed with a denominator of 1. For example, can be
2s
12.5 m
expressed as a unit rate of .
s
Using Proportional Reasoning, Unit Analysis, and Unit Rates to Solve Rate Problems
Many rate problems can be solved using proportional reasoning, unit analysis, or unit rate.
Class Ex. #1 Kim and Cole were given the following problem to solve.
Tommy purchases 3 bottles of Vitamin Water for $4.95. After paying, he receives a text
message from his wife informing him that some more of his friends are coming to visit.
He goes back into the store and purchases 4 more bottles.
What was the total amount he paid for the 7 bottles of Vitamin Water?
Kim solved the problem using proportional reasoning. Cole solved the problem by
determining a unit rate. Part of their work is shown below. Complete their work to determine
the total amount Tommy paid for 7 bottles of Vitamin Water.
Kim’s work using Cole’s work by

proportional reasoning. converting to a unit rate.
$4.95 x $4.95
= = $____ per bottle
3 bottles 7 bottles 3 bottles
$4.95( )
x= Total = 7( )
3 bottles
x=
Measurement Lesson #2: Rates 13
Class Ex. #2 Paul hosted an annual wrap-up party for his hockey team last year. This year he is
hosting the party again, and like last year, he will be serving prime rib roast. Last year he
bought 8 kg of prime rib roast for $173.12. This year, he bought the roast for $10.13/lb.
Note: 1kg = 2.2 lb.
Use unit analysis in your work to determine which rib roast was more expensive.
Class Ex. #3 Property owners are required to pay property tax on an annual basis. The property tax
amount is based on the mill rate (it is called a mill rate because the number is expressed in
“mills”, where one mill is 1/10th of a percent) and the assessed value of the property.
To calculate the property taxes, some municipalities use the formula
Assessed Value
Property Tax = × mill rate.
1000
a) If Charlene paid $1 924.39 in property tax last year when the mill rate was 4.6038, what is
her home’s assessed value, to the nearest dollar?
b ) How much does her property tax bill change for the current year if her property is
assessed 10% lower and the mill rate increases to 5.2113?
Assignment
1. Identify each of the following as a rate or ratio.
7 20 km
a) 5:2 b ) 1 mm : 10 s c) d)
3 s
2. Ask eight students who have a mobile phone in your class how many text messages they
send per day. How do these text message rates compare to the text message rate found in
the Newad study? If the rates are different than Newad’s study, give a possible explanation
for why they are different.
3. A nutrition label is peeled off the packaging of a food item.

a) How many calories per cup does the food item have?
b ) Give two nutrition facts which could be used to advertise this

food item to a health conscious consumer who is concerned
about their heart health. Answer as a unit rate.
c) Give one nutrition fact which a health conscious consumer would

be concerned about with this food item. Answer as a unit rate.
4. In each case:
• determine the unit rate for each scenario
• state which is the greater rate.
a) Tania is paid $350 for 10 hours of work.

Brandon is paid $544 for 17 hours of work.
b ) Bo buys 7 kg of chicken for $45.50.

Helen buys 10 pounds of chicken for $32.50.
c) Ann burns 150 calories playing 20 minutes of recreational soccer.

In 45 minutes of playing doubles tennis, Ann burns 306 calories.
5. Jennifer took 40 minutes to ride her bike from home to school. The distance from her
house to school is 10 km. If her speed is constant, how long did it take her
to ride the first 8 km?
Measurement Lesson #2: Rates 15
6. Face-to face video (FFV) on mobile phones is currently free over Wi-Fi
or internet connection. Cell-Tell is exploring two possible network plans
which will allow a mobile phone user to use FFV over a 3G or higher
network when a user does not have a Wi-Fi or internet connection.
Data Pack A would cost the user 5 cents per minute. Data Pack B
would cost the user an initial set-up fee of $70 with an additional charge
of 1.5 cents per minute.
a) Brandon plans to use 500 minutes of FFV over the next month over
the 3G network. How much will each plan cost him?
b ) At what point do the two Data Packs become equal in cost?
c) What factors should a person consider when choosing Data Pack B plan instead of
Data Pack A?
Use the following information to answer the next question.
Two students were given the following problem to solve.

“ Luke and Tyler prefer to use text messaging to communicate with their
friends. On their own, each can text and send a message at the same rate.
Individually, they can each text a short text message to twenty-four friends
in three minutes. Working together, how long would it take Luke and Tyler
to text 72 friends?”
Student A Student B
24 friends 8 friends 24 friends 72 friends
= =
3 minutes 1 minute 3 minutes x minutes
16 friends 72 friends
= x = 9 minutes
1 minute x minutes
x = 4.5 minutes
It will take luke and Tyler It will take Luke and Tyler
4.5 minutes to text 72 friends. 9 minutes to text 72 friends.
7. Whose calculation is correct? Justify your answer.
8. Yogi’s Yogurt may be bought individually for $1.09 each, as a package of 6 for $6.39, or as
a package of 12 for $12.99. Determine which is the best buy and justify your answer.

Katie’s favorite cereal may be purchased in the following sizes
at different grocery stores:
• $9.99 for the jumbo 1.1 kg size

• $5.29 for the family 540 g size
• $1.99 for the 150 g individual size
Multiple 9. The cereal size which costs most per gram is

Choice
A. jumbo size
B. family size
C. individual size
D. both the family size and individual size
Numerical 10. Jason uses his external hard drive to store photos and this external drive is connected to
Response his computer with a Firewire 400 cable. The hard drive has a transfer rate of 288 MB
(megabytes) every 3 seconds. The drive can transfer 9 GB (gigabytes) of information in
a minutes and b seconds (1GB = 1024 MB). The value of a + b is _____ .
(Record your answer in the numerical response box from left to right.)
Answer Key
1. a) Ratio b ) Rate c ) Ratio d) Rate 2 . Answers may vary.

3. a) 180 cal/cup b ) 0 g fat/cup or 0 mg cholesterol/cup c ) 0.94 g sodium/cup
4. a) Tania @ $35/hr b ) Helen, $3.25/lb c ) Soccer, 7.5 cal/min
5. 32 min
6. a) Plan A: $25.00 Plan B = $77.50 b ) 2000 minutes of use
c ) If long term or frequent use is needed, Data Pack B is a better option.
7 . Student A is correct. Working together the combined rate is 16 texts per minute.
8 . Six pack yogurt has the cheaper unit rate. 9. C 10. 3 7
Rate of Change
Investigating a Relationship Between Slope and Rate
Part One:
Robyn is preparing to make Taquitos for supper. Oven (5, 400)

She pre-heats the oven to 400°F. Temperature
(°F)
The graph shown represents the temperature of an oven as it

warms up. (0, 50)
Time (minutes)
a) What does the point (0, 50) on the graph represent?
b ) What does the point (5, 400) on the graph represent?
c) Calculate the slope of the line joining these two points.
d ) The slope represents a rate of change - a change in temperature divided by a change

in time. What units are used to represent this rate of change?
e) Complete the following statement.

The temperature is (increasing/decreasing) at the rate of ______ ____ per ______ .
Part Two:
Water is leaking out of the bottom of a barrel at a constant rate. After 2 min the water level
is 62 cm and after 7 min the water level is 22 cm.
a) On the grid, plot ordered pairs (time, water level) to represent this
information.
b ) Calculate the slope of the line segment joining the ordered pairs.
c) The slope represents a rate of change - a change in water level divided by a change in
time. What units are used to represent this rate of change?
d ) Complete the following to explain what the rate of change in this scenario represents.
• The water level is changing at the rate of ______ ____ per ______.
• The water level is decreasing at the rate of ______ ____ per ______.
18 Measurement Lesson #3: Rate of Change
Slope as a Rate of Change
In the previous investigation we discovered the following:
Slope represents a rate of change.
Note • Rate of change can be used to describe many scenarios, for example, change in distance
travelled to change in time, change in temperature to change in time, change in salary to
change in sales, etc.
• A positive slope indicates a positive rate of change.
A negative slope indicates a negative rate of change.
• On a graph of distance as a function of time, the slope of a line segment joining two points
represents the average speed between the two points, as illustrated in the class example
below.
Class Ex. #1 Dave entered his car in a long distance car race. He travelled the first 150 km in 2 hours.
After 6 hours he had travelled 650 km.
a) Plot the ordered pairs to represent this information.

Explain why (0, 0) is included as an ordered pair in this
scenario.
b ) Calculate Dave’s average speed between 2 hours and 6 hours.

Is this considered a rate of change?
c) By looking at the grid and without doing any calculations, how can we tell that the
average speed during the first 2 h was less than the average speed during the next 4 h?
The graph shown represents the amount of fuel in Dave’s

Number
gas tank as a function of the distance travelled during a of (20, 50)
portion of the race where he drove at a constant speed. Litres
in
Fuel
d ) Calculate the slope of the line. Tank (120, 40)
(N)
Distance in km (d)
e) Complete the following statements.

The amount of fuel in the tank is (increasing/decreasing).
The rate of change of fuel in the fuel tank is ______ ____ per ______ .
The amount of fuel in the fuel tank is decreasing at the rate of ______ ____ per _____.
Measurement Lesson #3: Rate of Change 19
Assignment
1. Consider the following circles, each with centre O.
Circle B
Circle Diameter Circumference Circle C

A 6.28 cm O Circle A
B 9.42 cm O
C 12.56 cm O
D 15.70 cm Circle E
E 21.98 cm
Circle D
O
O
a) Measure the diameter of each circle to the nearest cm.

Record each diameter in the table above.
20
b ) Plot the points on the grid provided by using the letter of
the circle to indicate the point.
c) Calculate the slopes of the following line segments: 15

AB BC CD
10
DE AE
d ) Complete the following statements:
• The slope of the line represents the rate of change 0 5

of ______________ with respect to ______________ . Diameter (cm)
circumference
• The ratio can be expressed using the irrational number _____ .
diameter
2. John and Andrea are driving from Winnipeg to

Calgary. They record their distances and times at 480
certain points on the journey. Calculate their average R
speed 400 Q
km
320
a) between O and P b ) between P and Q
240
P
160
80
O
c) between Q and R d ) for the first six hours 0 1 2 3 4 5 6 7
of the journey hours
3. Jolten Tablets Inc. started selling digital tablets, and by the end of Jan 2011 had
sold 53 326. By July 2011, the company had sold 62 782 digital tablets.
Calculate the average rate of change in this time period, stating appropriate units.
4. A large city with a bus transit system added a new city rail transit in 2006. The city transit
department wanted to measure the rail transit system’s impact on bus ridership. The bus
transit department reported there were 22 380 025 passenger journeys by bus in 2006. In
2011 the number of bus passenger journeys was 18 723 235.
a) Calculate the average rate of change stating appropriate units.
b ) Does this rate of change indicate conclusively that the city railway transit is being used
more often in 2011 than in 2006?
5. Donna is paid a base salary per month plus commission for working in a ladies boutique.
In March her sales totalled $10 500 and she earned $2 460. In April her sales totalled
$9 350, and she earned $2 322.
a) Plot ordered pairs to represent this information on the grid. Earnings
($ E)
b ) Calculate the slope of the line segment joining the ordered pairs.
c) Explain what the slope of the graph represents. Sales ($ S)
d ) Calculate Donna’s base salary per month.
e) If her sales in May were $14 200, calculate her earnings for that month.
6. Betty bought a new SUV. The salesperson informed her that

this particular SUV would not get its optimum gas mileage
until it had been driven for at least 5000 km. Betty drove the
SUV for 5000 km and then tested the gas consumption.
She filled up the gas tank of 76 L and drove the SUV until it
was empty. She drove the SUV for 608 km.
a) On the grid provided, sketch a graph, with distance

travelled on the horizontal axis, which represents her test.
b ) Determine the slope of the graph, and explain what it represents in the
context of the question.
c) Use the rate of change in this question to determine the distance travelled
on 15 litres of gas.
7. Julie leaves her house and goes for a

walk. The diagram illustrates her
distance from home as a function of Distance from
Home (km)
time.
Describe a scenario involving rate of

change which could be represented by
the graph. Time (minutes)
8. As part of a Physics experiment, a college Time (s) Velocity

student drops an object out of a plane. His (m/s)
partner on the ground uses an instrument 0 0
which measures the velocity of the object 1 –9.8 (0, 0)
every second. The student’s data and a 2 –19.6 Time (s)
graph of the data is shown. 3 –29.4
4 –39.2
a) Determine the slope of the line. 5 –49.0
6 –58.8
7 –68.6
(10, –98)
8 –78.4
b ) The slope represents the acceleration of 9 –88.2
the object. State the acceleration in m/s2. 10 –98.0
Do you recognize this answer?
c) The total distance travelled by the object in the ten seconds can be calculated by
determining the area between the line and the s-axis. Calculate the distance travelled.
Multiple 9. A negative slope on a graph indicates

Choice
A. a positive rate of change
B. a negative rate of change
C. a increasing rate of change
D. a decreasing rate of change
Group Some medical professionals have strongly recommended nicotine replacement therapies
Work (NRT) such as Nicoderm® to smokers who are struggling to stop smoking . These are
patches which aid smokers in their quest to stop smoking. The body absorbs nicotine from
the patch. For heavy smokers it is recommended that a person use a 3 step smoking cessation
program as follows:
Step 1 - 1 patch/day (21mg/patch) for 6 weeks
Step 2 - 1 patch/day (14 mg/patch) for 2 weeks
Step 3 - 1 patch/day (7 mg/patch) for 2 weeks
a) Create a table of values of total nicotine absorbed vs. number of days (assume all nicotine
from the patch is absorbed by the body).
b ) Graph the results.
c) Determine the slope i) representing the Step 1 patch

ii) representing the Step 2 patch
iii) representing the Step 3 patch
iv) from the first point in Step 1 to the last point in Step 3
d ) Explain what the slope in c) iv) represents in the context of this situation.
Answer Key
1 . a) A → 2 cm, B → 3 cm, C → 4 cm, D → 5 cm, E → 7 cm

c ) All slopes are 3.14
d) • circumference, diameter •π
2 . a) 80 km/h b ) 120 km/h c ) 40 km/h d) 73 13 km/h
3 . 1576 tablets per month
4 . a) –731 358 passenger journeys per year

b ) No. It only indicates that buses are being used less. Data about passenger journeys for railway transit
would need to be obtained.
5 . b ) 0.12 c ) the rate of commission (earnings per sales) is 12 cents per dollar
d) $1200 e ) $2904
1
6 . b ) slope = – 18 , the volume of fuel in the gas tank is decreasing at the rate ofL/km c ) 120 km
8
7 . Julie started walking a constant speed. She stopped for a while, and then continued walking at a slower
constant speed. She turned around and walked home at a constant speed.
8 . a) –9.8 b ) The acceleration of the object is –9.8 m/s2 . This is acceleration due to gravity.
c ) 490 m
9. B
Group c ) i ) 21 i i ) 14 iii) 7 i v ) 16.8

Work d) The average rate of nicotine absorption per day during the ten week period.
Linear Scale Factors and Perimeter
In earlier math courses we studied the concept of similar objects - objects which
have the same shape but not the same size. One way of describing the enlargement or
reduction of an object proportionally is by scale factors.
Linear Scale Factor Investigation
Rectangles B, C, and D are all similar to rectangle A.
A
B
1. Measure in cm, and then complete the following.
• First answer as a reduced fraction.

• Second, express the reduced fraction to one decimal place.
Length of B 6 2 Width of B
a) i ) = = = 2 ii) = = =
Length of A 3 1 Width of A
Length of C Width of C
b) i) = = = ii) = =
Length of A Width of A
Length of D Width of D
c) i ) = = = ii) = =
Length of A Width of A
2. Use your results from #1 to complete the following.
a) i ) The length of B is _____ times the length of A.

ii) The width of B is _____ times the width of A.
b ) i ) The length of C is _____ times the length of A.

ii) The width of C is _____ times the width of A.
c) i ) The length of D is _____ times the length of A.

ii) The width of D is _____ times the width of A.
26 Measurement Lesson #4: Linear Scale Factors and Perimeter
Linear Scale Factor
A linear scale factor describes the enlargement or reduction of length. It is described

a
as a ratio in the form a : b or as a rational number , or as a percent. For example
b
• The linear scale factor of B from A is 2 : 1 or 2 or 200%
• The linear scale factor of C from A is 3 : 2 or 1.5 or 150%
• The linear scale factor of D from A is 1 : 2 or 0.5 or 50%
A scale factor greater than 1 describes an enlargement.

A scale factor between 0 and 1 describes a reduction.
Investigating Relationship Between Linear Scale Factor and Perimeter Scale Factor
Part 1
Circle A Circle B
Circle C
Circle D
a) Measure, to the nearest cm, the radius of each circle and write the measure on the diagram.
b ) Circles B, C, and D are enlargements or reductions of Circle A. Determine the linear scale
factor in each case.
• The linear scale factor of circle B from circle A is
• The linear scale factor of circle C from circle A is
• The linear scale factor of circle D from circle A is
Measurement Lesson #4: Linear Scale Factors and Perimeter 27
c) The perimeter of a circle is called the circumference, which can be calculated using the
formula C = 2πr. Calculate the circumference of each circle as an exact value (i.e. as a
multiple of π). The first one has been completed.
Circle A: Circumference = 2π(2) = 4π Circle B: Circumference =

Circle C: Circumference = Circle D: Circumference =
d ) Determine the perimeter scale factors by completing the following.
Circumference of B 8π 2
i) Perimeter scale factor of B from A = = = = 2
Circumference of A 4π 1
Circumference of C
ii) Perimeter scale factor of C from A = =
Circumference of A
Circumference of D
iii) Perimeter scale factor of D from A = =
Circumference of A
e) What do you notice about the linear scale factors in part b) and the perimeter scale factors
in part d)?
Part 2
a) Complete the following to investigate the relationship between

linear scale factor and perimeter scale factor. The first one has been done.
Original Original Linear Scale New New Perimeter Scale Factor

Dimensions Perimeter Factor Dimensions Perimeter
of Applied to of New Perimeter
Rectangle Rectangle Rectangle Original Perimeter
(cm) (cm) (cm) (cm)
New Perimeter 32 2
P 3x5 16 cm 2 : 1 or 2 6 x 10 32 cm = ⇒ ⇒ 2
Original Perimeter 16 1
Q 2x6 3 : 1 or 3
1
R 9x6 1 : 3 or
3
2
S 3 x 12 2 : 3 or
3
b ) Compare the linear scale factors to the perimeter scale factors on the chart in a).
Use these results to make the following statement true:
Perimeter scale factor ____ linear scale factor

c) Complete the table using Linear Scale Enlargement

the linear scale factors in a). Factor or
Reduction
P
Q
R
S
Class Ex. #1 Determine the scale factor that will transform

diagram P to diagram Q. Give your answer as
a) a ratio
Q
b ) a rational number P
c) a percent
Class Ex. #2 Sara increased the length and width of a rectangular 8″ x 10″ photograph by a factor
of 5:2.
a) Is this an enlargement or reduction?
b ) Calculate the new dimensions of the picture.
new perimeter 5
c) Show that the ratio =
original perimeter 2
Assignment
1. State whether the following scale factors represent enlargements or reductions.
2
a) scale factor = b ) scale factor = 1.2 c) scale factor = 80%
3
2. Determine the scale factor that will transform

circle S to circle T. Give your answer as
a) a ratio
S T
b ) a rational number
c) a percent
3. a) Determine, as a ratio, the scale factor

that was used to transform
A B
i ) A to B ii) B to A
b ) Determine, as a rational number, the scale C

factor that was used to transform
i ) A to C ii) D to A
c) Determine, as a percent, the scale factor that was used to transform
i ) C to A ii) D to B iii) B to D iv) C to B
4. Complete the table.

Original New Enlargement
Linear
Dimensions Dimensions or
Scale Factor
of Figure of Figure Reduction
(cm) (cm)
a) 2x5 6 x 15
b) 3x7 1.5 x 3.5
c) 12 x 8 18 x 12
d) 9x6 6x4
e) 8 x 10 14 x 17.5
f) 15 x 11 11.25 x 8.25
5. Diagram 2 is a reduction of Diagram 1.
12 x
6
y 8 4.5
12 z
w 10
Diagram 1 Diagram 2
a) State the scale factor of the reduction.
b ) Use proportional reasoning to determine the values of w, x, y, and z.
6. A triangular object has a perimeter 87 m. What is the new perimeter if a linear scale factor
of 4:1 is applied to it?
7. A corn field is rectangular in shape and has a perimeter of 8 km. Based on last year’s
demand, the farmer decides to increase his corn production by dedicating more land to
growing corn. He increases the dimensions of his original corn field by a linear scale factor
of 2.5. Determine the perimeter of the new cornfield.
8. The circumference of a circle is reduced from 35 cm to 14 cm. What is the linear scale
factor of the reduction?
9. Emillie has a rectangular-shaped political cartoon drawing measuring 16 cm x 24 cm.
a) She needs to enlarge the dimensions by 25% for inclusion in her Social Studies
presentation.
i ) Determine the linear scale factor of the enlargement in simplest ratio form.
ii) Calculate the perimeter of the enlargement.
b ) Emillie’s Social Studies teacher also asked for a written report after the presentation.
Emillie decides to reduce the original political drawing by 75%.
i ) What is the scale factor of the reduction?
ii) Determine the perimeter of the reduced drawing.

A circle has a diameter of 20 cm. It is transformed into a smaller circle whose
diameter is 12 cm smaller. Students were asked to determine the scale factor
of the reduction. Their answers are given below:
3
Lien: 0.4 Kendra: 60% Helen: Bonnie: 40%
5
Multiple 10. The correct answer was given by

Choice
A. Kendra and Helen only
B. Lien and Kendra only
C. Lien and Bonnie only
D. some other combination of the students
Answer Key
1 . a) reduction b ) enlargement c ) reduction 2 . a) 5:4 b ) 1.25 c ) 125%
2
3 . a) i ) 3:4 i i ) 4:3 b) i ) 2 ii) 3 c) i) 50% ii) 50% i i i ) 200% i v ) 37.5%
4 . See chart below

Original New Linear Enlargement
Dimensions Dimensions Scale Factor or
of Figure of Figure Reduction
(cm) (cm)
a) 2x5 6 x 15 3:1 or 3 Enlargement
b) 3x7 1.5 x 3.5 1:2 or 0.5 Reduction
c) 12 x 8 18 x 12 3:2 or 1.5 Enlargement
d) 9x6 6x4 2:3 or 2/3 Reduction
e) 8 x 10 14 x 17.5 7:4 or 1.75 Enlargement
f) 15 x 11 11.25 x 8.25 3:4 or 0.75 Reduction
3
5 . a) 4 b ) w = 16, x = 9, y = 6, z = 7.5 6. 348 m 7. 20 km 8. 2:5 or 0.4
9 . a) i ) 5:4 ii) 100 cm b) i) 1:4 ii) 20 cm 10. C
Scale Diagrams
Great white sharks can

grow to a length of
approximately 6.5 metres.
The diagram is a scale

drawing of a great white
shark.
To determine the actual

length of the shark, we
need to know the scale
used in the diagram.
The scale can be given in the following ways:
1. As a statement: 1 cm represents 0.5 m.

This statement tells us that 1 cm on the diagram represents 0.5 m of actual length
of the shark.
1 cm
2. As a rate: 1 cm : 0.5 m or .
0.5 m
This rate also tells us that 1 cm on the diagram represents 0.5 m of actual length
of the shark.
3. As a ratio: 1:50
This ratio indicates that one unit on the diagram represents 50 units of actual length
of the shark. (eg 1 cm on the diagram represents 50 cm of actual length of the shark).
4. As a line graph scale: m 0.5 m

0 0.5 1.0 1.5 2.0 2.5
This scale indicates a measure of 1 cm on the scale diagram represents 0.5 m of actual
length of the shark.
Class Ex. #1 The lengths of sharks are generally measured from the tip of the nose to the middle of the tail.
Measure the length of the shark in the scale diagram and use proportional reasoning to
determine the actual length of the shark represented in the scale diagram.
34 Measurement Lesson #5: Scale Diagrams
Original map data provided by The Atlas of Canada http://atlas.gc.ca/

© 2006. Produced under licence from Her Majesty the Queen in Right of Canada, with permission of
Natural Resources Canada.
Class Ex. #2 Use the line graph scale to determine the approximate straight line distance between Calgary
and Edmonton.
Measurement Lesson #5: Scale Diagrams 35
Original map data provided by The Atlas of Canada http://atlas.gc.ca/

© 2006. Produced under licence from Her Majesty the Queen in Right of Canada, with permission of
Natural Resources Canada.
Class Ex. #3 a) Calculate the approximate straight line distance between New Hazelton
and Prince George.
b ) Is the answer in a) a realistic estimate of the actual driving distance between New Hazelton
and Prince George? Describe a method for determining a more accurate estimate of the
driving distance between New Hazleton and Prince George.
Class Ex. #4 Tyler’s scale diagram of a tower is shown.

The actual tower is 240 m tall.
Write the scale Tyler used
a) in statement form
b ) as a rate
c) as a ratio
Class Ex. #5 Kylie from Abstract Renovations designs a plan for a candy store to be renovated. The scale
drawing on the plan of the candy store is 1 cm : 50 cm.
a) What are the actual dimensions of the storage room if the scale diagram dimensions
are 8 cm x 12 cm?
b ) What are the dimensions on the plan if the dimensions of the chocolate section of the
store are to be expanded to be 3.5 m x 4.75 m?
Assignment
1. Use the Alberta map on a previous page to calculate the approximate straight line distance
between
a) St. Albert and Red Deer b ) Innisfail and Drumheller
2. Which of the straight line distances from question 1 is a more accurate estimate of the actual
driving distance between the two places?
3. Use the British Columbia map on a previous page to calculate

the straight line distance from
a) Abbotsford to Kamloops b ) Golden to Fort St. John
4. Rubber Erasers Inc. have designed new erasers. They have also
designed a new mascot, on stilts, in the image of an eraser.
A scale diagram of the mascot eraser is shown at the right.
The actual mascot is 3.6 m tall.
Write the scale used in the diagram

a) in statement form b ) as a rate c) as a ratio
5. Extreme Renos is designing a plan for renovating a house. A scale drawing of the house
is made using a scale of 1:50.
a) Determine, in metres, the actual dimensions of the living room if the scale drawing
dimensions are 12 cm by 16 cm.
b ) What is the width of the garage on the scale drawing if the actual width of
the garage is 6.72 m?
c) The renovated kitchen is to measure 3.8 m x 4.3 m. Determine the dimensions of the
kitchen on the scale drawing.
6. Vancouver is approximately 350 km from Kamloops. On a map of British Columbia, the

cities are 7 cm apart.
a) Determine the scale factor of the map with the units shown:
i ) 1 cm : _______ km ii) 1 cm : ________________ cm
iii) 1 : ________________
b ) Find the actual distance in km between Victoria and Parksville if the distance on
the map is 2.9 cm.
7. The Calgary Tower was built in 1967-68 and has a height of 190.8 m = 626 feet.
For a school project, Kevin is to make a scale model of the tower.
a) If Kevin uses a linear scale factor of 0.0001, determine the height of the model
i ) to the nearest hundredth of a cm ii) to the nearest hundredth of an inch
b ) Kevin decides to make two sketches of the tower before making the scale model.
Determine the scale factor of the sketch if the height of the tower in the sketch is
i ) 9.54 cm ii) 9.39 inches
8. Consider the first generation iPod shown below.
The iPod is a music player and registered trademark of Apple Computers.

More information about the iPod may be found at www.apple.com/ca .
On the grid below, draw an accurate scale diagram of the iPod using a scale factor of 1:2.
9. Gerad has made a sketch of a custom door for a client. Use the 0.2 m
grid provided to make an accurate scale diagram using a scale

1
factor of .
20 0.6 m
0.6 m
0.2 m 2m
1.2 m 0.8 m 0.8 m
0.2 m 0.2 m
1m
Multiple 10. On a scale map of Western Canada, the distance between Calgary and Edmonton was
Choice measured at 11.2 cm. Which of the following gives the best estimate of the real distance
between Calgary and Edmonton if the scale on the map is 1cm:25 km?
A. 250 km
B. 280 km
C. 300 km
D. 2 800 km
Answer Key
1 . Answers may vary slightly: a) 150 km b ) 105 km 2 . St. Albert to Red Deer
3 . Answers may vary slightly: a) 230 km b ) 610 km
4 . a) 1 cm represents 0.9m b ) 1cm:0.9m c ) 1:90
5 . a) 6 m by 8 m b) 13.44 cm c) 7.6 cm × 8.6 cm
6 . a) i) 50 ii) 5 000 000 i i i ) 5 000 000 b ) 145 km
7 . a) i ) 1.91 cm i i ) 0.75 inches b) i) 1:2000 or 0.0005 ii) 1:800 or 0.00125
10. B
Linear Scale Factors and Area
Investigating the Relationship Between Linear Scale Factor and Area Scale Factor
a) Complete the following table to investigate the relationship between

linear scale factor and area scale factor. The first one has been done.
Original Original Linear Scale New New Area Scale Factor
Dimensions Area Factor Dimensions Area
of Applied to of New Area : Original Area
Rectangle Rectangle Rectangle
(cm) (cm 2) (cm) (cm 2) New Area
Original Area
New Area 60 4
A 3x5 15 2 : 1 or 2 6 x 10 60 = ⇒ ⇒ 4
Original Area 15 1
1 New Area
B 9x6 1 : 3 or = ⇒
3 Original Area
3 New Area
C 4x8 3 : 2 or = ⇒
2 Original Area
2 New Area
D 3 x 12 2 : 3 or = ⇒
3 Original Area
b ) Compare the linear scale factors to the area scale factors on the chart in a).
Complete: area scale factor = (linear scale factor)
Class Ex. #1 Maggie has scanned an 8'' x 10'' photograph to her computer.
a) Maggie would like to increase the size (area) by 44%.
Determine the area scale factor and the linear scale factor.
b ) Explain why these scale factors are different.
c) Determine the dimensions of the enlarged photograph.
d ) The enlarged photograph will be printed at a digital print shop on a colour printer.
Assuming the white areas of the photograph will also use ink, calculate the area the printer
must cover by the following two methods:
Using the dimensions of the enlargement Using the original area and the area scale
factor value
42 Measurement Lesson #6: Linear Scale Factors and Area
e) Maggie must also produce a print whose area will be reduced by 25%.
Determine the dimensions of the print to the nearest hundredth of an inch.
Class Ex. #2 Marco, owner of Map-It Inc. has produced a map of Canada with his employees.
a) The area of the province of Alberta is approximately 661 850 km2.

On Marco’s map, the area of Alberta is represented as 264.74 cm2.
The scale of the map (linear scale factor) can be written in the form 1 : x.
Calculate the value of x to the nearest whole number.
b ) On the same map, the area of the province of British Columbia is represented
as 376.839 cm2.
Determine the actual area of British Columbia to the nearest hundred square kilometres.
Measurement Lesson #6: Linear Scale Factors and Area 43
Assignment
1. Circle A is transformed from Circle A to Circle B, then Circle A to Circle C, and then Circle
A to Circle D as shown below.
Circle A
Original
Circle D
O
O
Circle B
Circle C
O
O
a) Complete the table below based on the changes of Circle A. Measure to the nearest cm.
Radius Area Linear Scale Area Scale Factor

of Factor
Circle (cm2) Applied to New Area : Original Area
(cm) Radius of
Circle New Area
Original Area
A 2 12.56 Original Original
New Area
B 4 50.24 2 : 1 or 2 = ⇒
Original Area
3 New Area
C 3 : 2 or = ⇒
2 Original Area
1 New Area
D 1 : 2 or = ⇒
2 Original Area
b ) Do your results in the table above agree with the investigation at the beginning of this
lesson in regard to the relationship between linear scale factor and area scale factor?
2. Complete the table for the following rectangles.
Original New Linear

Dimensions Dimensions Scale Factor Area Scale
of Figure of Figure Factor
(cm) (cm)
a) 3x5 6 x 10
b) 4x9 12 x 27
c) 14 x 10 21 x 15
d) 9x6 36 x 24
e) 9x6 6.75 x 4.5
f) 12 x 11 4.2 x 3.85
3. Convert the following area scale factors to linear scale factors.
a) 16:1 b ) 25:9 c) 4:36
4. Convert the following area scale factors to linear scale factors. Round off to the nearest
hundredth where necessary.
a) 0.25 b) 8 c) 0.1
5. For environmental reasons, City Council votes on a major expansion to a rectangular park
with an area of 158 525 m2.
a) If City Council decides to triple the current dimensions of the park, then by what factor
does the area increase?
b ) Calculate the area of the expanded park in km2.
c) Determine the dimensions of the expanded park if the original dimensions

were 373 m by 425 m.
Measurement Lesson #6: Linear Scale Factors and Area 45
6. Rose Marie accesses the

Statistics Canada website for
the land and freshwater area
of the provinces and
territories of Canada.
a) How many times larger

is the total area of
Quebec than the total
area of New Brunswick.
Answer to the nearest
whole number?
b ) Rose Marie has a map of Canada, but coffee has been spilled on the scale table.
She calculates the total area of Yukon on the map to be about 98.5 cm2.
If the scale on the map is given in the form 1 cm represents x km, determine
the value of x to the nearest whole number.
c) The land area of Northwest Territories on the map has been calculated to be 241.5 cm2.
Use the scale in b) to verify the land area of Northwest Territories on the table.
Explain why there is a small discrepancy between the two values.
d ) Explain how you could use your answer in b) to find the straight line distance between
any two towns on the map.
7. The circumference of a circle is enlarged from 12 cm to 18 cm.

Determine the area scale factor.
Multiple 8. Bauback used the following steps to find the linear scale factor from an area scale factor.
Choice The original area was 30 m2 and the enlarged area was 45 m2.
45m2
Step 1: = 1.5
30m2
Step 2: (1.5)2 = 2.25
Step 3: The linear scale factor is 2.25.
Which of the following statements is true about the procedure Bauback used?
A. He made an error in step 1 by putting the 45 in the numerator.

B. In step 2, he should have taken the square root of the answer in step 1 to find the
linear scale factor value.
C. The statement in step 3 should say the area scale factor is 2.25.
D. He did the calculation correctly.
Answer Key
1. a ) See chart below. 2 . See chart below.
Radius Area Linear Scale Area Scale Factor Original New
Linear
of Factor Dimensions Dimensions Scale Factor Area Scale Factor
Circle (cm 2) Applied to New Area : Original Area of Figure of Figure
(cm) (cm) (cm)
Radius of
Circle New Area
a) 3x5 6 x 10 2 4
Original Area
b) 4x9 12 x 27 3 9
A 2 12.56 Original Original
c) 14 x 10 21 x 15 3 9
New Area 50.24 4 or 1.5 or 2.25
2 4
B 4 50.24 2 : 1 or 2 = ⇒ ⇒ 4
Original Area 12.56 1
d) 9x6 36 x 24 4 16
New Area 28.26 9
C 3 28.26 3 = ⇒
3 : 2 or Original Area 12.56 3 9
2 4 e) 9x6 6.75 x 4.5 or 0.75 or 0.5625
4 16
New Area 3.14 1
D 1 3.14 1 = ⇒ 7 49
1 : 2 or Original Area 12.56 f) 12 x 11 4.2 x 3.85 or 0.35 or 0.1225
2 4
20 400
b ) Yes, the results are the same, i.e. Area Scale Factor = (linear scale factor)2
3 . a) 4:1 b) 5:3 c) 1:3
4 . a) 0.5 b) 2.83 c) 0.32
5. a) 9 times b) 1.426 725 km 2 c) 1119 m × 1275 m
6 . a) 21 times b) 1 cm : 70 km c ) 1 183 350 km2, approximation and rounding error

d) Measure the distance on the map and use linear scale factor of 1 cm:70 km.
7. 2.25 8. B
Linear Scale Factors, Surface Area, and Volume
Investigating the Relationship Between Linear Scale Factor & Surface Area Scale Factor
a) Complete the following to investigate the relationship between linear scale factor and
surface area scale factor for the following rectangular prisms.
Original Original Linear Scale New New Surface Area Scale Factor
Dimensions Surface Factor Dimensions Surface
Area Area New Surface : Original Surface
(cm) (cm 2) (cm) (cm 2 ) Area Area
New SurfaceArea
Original Surface Area
New Surface Area 184 4

A 3x5x1 46 2 : 1 or 2 6 x 10 x 2 184 = ⇒ ⇒4
Original Surface Area 46 1
1 New Surface Area
B 9 x 6 x 12 1 : 6 or = ⇒
6 Original Surface Area
3 New Surface Area
C 4x8x5 3 : 2 or = ⇒
2 New Surface Area
D 3 x 12 x 6 2 : 3 or = ⇒
b ) Compare the linear scale factors to the surface area scale factors on the chart in a).
Complete: surface area scale factor = (linear scale factor)
Investigating the Relationship Between Linear Scale Factor & Volume Scale Factor
a) Complete the following to investigate the relationship between linear scale factor and
volume scale factor for the following rectangular prisms.
Original Original Linear Scale New New Volume Scale Factor
Dimensions Volume Factor Dimensions Volume
New Volume : Original Volume
(cm) (cm3) (cm) (cm3)
New Volume
Original Volume
New Volume 120 8

A 3x5x1 15 2 : 1 or 2 6 x 10 x 2 120 = ⇒ ⇒8
Original Volume 15 1
1 New Volume
B 9 x 6 x 12 1 : 6 or = ⇒
6 Original Volume
3 New Volume
C 4x8x5 3 : 2 or = ⇒
2 Original Volume
2 New Volume
D 3 x 12 x 6 2 : 3 or = ⇒
3 Original Volume
b ) Compare the linear scale factors to the volume scale factors on the chart in a).
Complete: volume scale factor = (linear scale factor)
48 Measurement Lesson #7: Linear Scale Factors, Surface Area, and Volume
Scale Factor Summary

a
Linear scale factor is a ratio in the form a : b or . This ratio describes an enlargement or
b
New Length
reduction in one dimension, and can be calculated using .
Original Length
c
Perimeter scale factor is a ratio in the form c : d or . This ratio describes how many
d
times to enlarge or reduce the perimeter of a figure. Perimeter scale factor can be calculated
New Perimeter
using , or perimeter scale factor = linear scale factor.
Original Perimeter
e
Area scale factor is a ratio in the form e : f or . This ratio describes how many times to
f
enlarge or reduce the area of a two dimensional figure. Area scale factor can be calculated
New Area
using or area scale factor = (linear scale factor)2.
Original Area
g
Surface Area scale factor is a ratio in the form g : h or . This ratio describes how many
h
times to enlarge or reduce the surface area of a three dimensional figure.
New Surface Area
Suface area scale factor can be calculated using or
Original Surface Area
surface area scale factor = (linear scale factor)2.
i
Volume scale factor is a ratio in the form i : j or . This ratio describes how many times
j
to enlarge or reduce the volume of a three dimensional figure. Volume scale factor can be
New Volume
calculated using or volume scale factor = (linear scale factor)3.
Original Volume
The Scale Factor Relationships
Perimeter Perimeter Scale Factor = Linear Scale Factor
Area Area Scale Factor = (Linear Scale Factor)2
Surface Area Surface Area Scale Factor = (Linear Scale Factor)2
Volume Volume Scale Factor = (Linear Scale Factor)3
Measurement Lesson #7: Linear Scale Factors, Surface Area, and Volume 49
Class Ex. #1 Axis Globes Ltd. produces globes with a diameter of 30 cm. Isabel, the
manager of Axis, has her employees construct a globe with a diameter of
1.5 m to put on the roof of their building.
a) The surface area and volume calculations of the globes with a diameter
of 30 cm are shown below. Complete the work below to calculate the
surface area, to the nearest 0.1 cm2, and the volume, to the
nearest 0.1 cm3, of the globe with a diameter of 1.5 m.
radius = 75 cm
S.A.30 cm globe = 4πr 2 S.A.1.5 m globe = 4πr 2
= 4π(15)2
= 2827.4 cm2
4
Volume30 cm globe = πr 3
3
4
= π(15)3
3
= 14 137.2 cm3
b ) Use the above results to determine, to the nearest whole number, the following scale
factors from the 30 cm globe to the 1.5 m globe.
linear scale factor surface area scale factor volume scale factor
c) Show how to use the volume scale factor to determine the linear scale factor.
d ) Show how to use the volume scale factor to determine the area scale factor.
Note If a question asks for the scale factor of an enlargement or reduction, it is implied that
the linear scale factor is required.
Assignment
1. Consider two spheres which are similar to one another. Complete the table by determining:
Surface Area
Linear Scale Factor Area Scale Factor Scale Factor Volume Scale Factor
a) 3:1
b) 1:4
c) 1:125
d) 16
5
e)
2
27
f)
8
g) 0.3
h) 25
1
i)
1000
2. Complete the table. Round your answer to the nearest hundredth where necessary.
Linear
Shape Surface Area Volume Scale Factor New Surface Area New Volume
Applied
Cube 150 m2 125 m3 3:2
Rectangular
Prism 340 mm 2 400 mm 3 5:4
Sphere 804 m2 2144 m 3 3:7
3. Eraser Inc. makes large erasers with dimensions 4 cm x 3 cm x 2 cm.

To increase the profile of the erasers in the marketplace, they also make
extra large erasers with dimensions 24 cm x 18 cm x 12 cm.
a) Calculate the surface area and volume of the original large eraser.
b ) Determine the linear scale factor applied to produce the extra large eraser from
the large eraser.
c) Using the linear scale factor value, calculate the surface area and volume of
the new extra large eraser.
d ) One of the longest rectangular faces of the extra large eraser is to be painted with a logo.
Calculate the area of the painted face.
e) The cost of the polymer rubber used in the erasers is $125.50/m3. Determine the cost
of the polymer rubber to be used in an extra large eraser.
4. Sllab Ltd. produces two types of hard rubber bouncy balls.

The Linear Bouncer has a radius of 1.5 cm and the Exponential Bouncer has
a radius of 3 cm.
a) Calculate the volume of each ball to 3 decimal places.
b ) Use the volumes of the balls to determine the volume scale factor applied
to the Linear Bouncer to produce the Exponential Bouncer.
Answer to the nearest whole number.
c) Show how you could have determined the volume scale factor using the radii of the
spheres.
Multiple 5. Charo designs a Christmas decoration in the shape of a sphere. The sphere has
Choice a surface area of 200 cm2. She makes an enlargement of the decoration with a surface area
of 800 cm2. Which statement below is true?
A. The diameter of the original Christmas decoration is approximately 4 cm.

B. The linear scale factor of the enlargement is 4.
C. The volume scale factor enlargement is 8.
D. The surface area scale factor enlargement is 8.
Numerical 6. Raj Jars Ltd. sells different types of similar jars. One of their jars has a volume of 54 cm3
Response and another has a volume of 0.45 L. The linear scale factor, to the nearest hundredth, which
could be applied to the smaller jar to produce the larger jar is _____ .
Note 1L = 1000 cm3.
7. An architect has designed a three-dimensional model of a hotel. The swimming pool in the
model holds 24 cm3 of water and the actual pool has a volume of 81 000 L.
If the scale factor of the three dimensional model hotel is written in the form 1 : x, then the
value of x is _____ .
Answer Key
1. See table below

Surface Area
Linear Scale Factor Area Scale Factor Scale Factor Volume Scale Factor
a) 3:1 9:1 9:1 27:1

b) 1:2 1:4 1:4 1:8
c) 1:5 1:25 1:25 1:125
d) 4 16 16 64
5 25 25 125
e)
2 4 4 8
3 9 9 27
f)
2 4 4 8
g) 0.3 0.09 0.09 0.027
h) 5 25 25 125
1 1 1 1
i)
10 100 100 1000
2 . See table below.

Linear
Shape Surface Area Volume Scale Factor New Surface Area New Volume
Applied
Cube 150 m2 125 m3 3:2 337.5 m 2 421.88 m3
Rectangular
Prism 340 mm2 400 mm3 5:4 531.25 mm2 781.25 mm 3
Sphere 804 m2 2144 m3 3:7 147.67 m 2 168.77 m3
3 . a) SA = 52 cm 2 V = 24 cm 3 b) 6
c) SA: 52 × 36 = 1872 cm 2 V: 24 × 216 = 5184 cm 3 d) The area of the painted face is 432 cm 2 .
e ) The cost of the rubber is $0.65.
4 . a) V LB = 14.137 cm 3 V EB = 113.097 cm 3
b) 8
radius of EB 3
c) = =2 23 = 8 = volume scale factor
radius of LB 1.5
5. C 6. 2 . 0 3 7. 1 5 0
Practice Test
1. A ratio differs from a rate with respect to the fact that a ratio
A. compares two quantities with different units

B. compares two quantities with the same units
C. must be written in the form a:b
D. must be written as a rational number
2. Marco is going to buy some milk. Which of the following offers him the best buy?
A. A personal 250 mL carton for $1.00.

B. A small 1 L jug for $2.50.
C. A regular-sized 2 L jug for $3.50.
D. A large 4 L jug for $6.50.
Use the following information to answer the next three questions.

Marcus and Fred are performing a Physics experiment in which they measure
the speed of a car. Over a period of ten minutes, the car travels in a straight
line for a total distance of 8 km.
3. The average speed of the car, in km/h, is
A. 48
B. 75
C. 80
D. 800
4. In order to perform calculations on the data, it becomes necessary for Marcus and Fred to
convert this speed to m/s. What is the average speed of the car in m/s?
A. 0.48 B. 13.33
C. 80.00 D. 172.80
Numerical 1. If the car were to travel at the same speed for 25 minutes, then the distance, to the nearest
Response tenth of a km, the car would have travelled is _____ .
56 Measurement Lesson #8: Practice Test
Use the following information to answer the next two questions.

The graph relating the temperature of a cup of (8, 50)
tea to the time for which it is heated is shown. (5, 45)
(3, 40)
Temperature
of
Tea
(degrees C)
(0, 20)
Time Elapsed (min)
5. The average rate of change in the temperature of the tea for the first five minutes is
A. 3.8°C/min
B. 5.0°C/min
C. –5.0°C/min
D. 0.25°C/min
6. The heat source is removed from the tea. The slope of the graph will
A. increase B. immediately drop to zero
C. decrease and become negative D. remain constant

The perimeter of a
triangle is increased
from 5 cm to 7.5 cm.
7. The linear scale factor of this change is
A. 125% B. 0.67
C. 1.6 D. 3:2
Numerical 2. The triangle with a perimeter of 7.5 cm is reduced by a factor of 0.6.

Response The perimeter of the new triangle, to the nearest tenth of a cm, is _____ .
Measurement Lesson #8: Practice Test 57

The Tim Burton Batmobile (also commonly referred to as the Michael Keaton Batmobile)
is one of the most recognized movie cars, yet only five of these cars exist. As part of his
measurement assignment, William, a Grade 11 student, made a sketch of the Burton
Batmobile. An illustration of his sketch is shown below, with the dimensions he used.
William used a scale factor of 1 cm : 24 inches for his sketch.
2 cm
11 cm
4 cm
Numerical 3. The actual dimensions of the Burton Batmobile are a feet high by b feet long by c feet
Response wide. The value of a + b + c = _____ .
8. The equivalent surface area scale factor to a linear scale factor of 1.5 is
A. 1.500 B. 3.375
C. 2.250 D. 1.225

Jordan needs to create a scale drawing of the front of his house for Art
class. He measured the height of his house to be 24.5 ft. He is instructed to
use a scale where 1 cm represents 1 m.
9. The height of Jordan’s scale drawing, to the nearest tenth of a unit, is
A. 7.5 cm
B. 24.5 cm
C. 7.5 m
D. 74.7 km
10. A scale factor of 1 applied to an object describes
A. an enlargement
B. a reduction
C. no change
D. none of the above
11. The volume scale factor 2.744, written as a linear scale factor in the form a:b, is
A. 5:7
B. 7:5
C. 49:25
D. 343:125
A circular amoeba’s surface area is

growing at the rate of 5 μm2/min.
12. If the amoeba starts with an initial surface area of 10 μm2 and grows for 12 minutes, then
the amoeba’s new surface area is
A. 70 μm2
B. 125 μm2
C. 12.4 μm2
D. 15 μm2
Numerical 4. The linear scale factor of the amoeba’s transformation in these 12 minutes,
Response to the nearest tenth, is _____ .

A student, reviewing for his measurement exam, wrote the following fill
in the blank statements. If the linear scale factor is 2, then
Statement 1: the surface area scale factor is _____ .

Statement 2: the perimeter scale factor is _____ .
Statement 3: the volume scale factor is _____ .
Statement 4: the area scale factor is _____ .
Numerical 5. Record your answer to Statement 1 in the first box.

Response Record your answer to Statement 2 in the second box.
Record your answer to Statement 3 in the third box.
Record your answer to Statement 4 in the fourth box.

In order to advertise their new line of basketballs, Mega Sports, Inc. has commissioned
the construction of a large basketball to place on the roof of their building. The radius of
their regular basketballs is 15 cm and the radius of the large basketball is to be 2.5 m.
13. The scale factor of the enlargement is
5 50
A. B.
3 3
500 5000
C. D.
3 3
14. If the original basketball holds 14 000 cm3 of air, then the large basketball will hold
A. 4629.6 m3
B. 64.8 m3
C. 2.5 m3
D. 65.4 m3
15. If the surface area of the large basketball is 78.5 m2, then the surface area of the regular
basketballs should be
A. 15 cm2
B. 21 805 cm2
C. 2826 cm2
D. 78.5 cm2
Written Response - 5 marks
Use the following information to answer the Written Response question.

Emma was researching the life cycle of a certain species of earthworm. As part
of her research, she would sketch a particular earthworm at certain stages of its
life cycle. Her sketch below represents the earthworm three weeks from when
the worm was hatched from its cocoon.
Her sketch of the worm has been drawn to a scale of 1 cm : 2 mm.
• Is the scale drawing an enlargement or a reduction of the actual size of the worm?
Explain your answer.
• Measure the length of the scale drawing to the nearest cm and use the scale factor to
determine the actual length of the worm in mm.
• The worm is to be redrawn with a scale factor of 10.

Create the new drawing on the 5 cm x 14 cm grid below.
Answer Key
Multiple Choice
1. B 2. D 3. A 4. B 5. B 6. C 7. D 8. C
9. A 10. C 11. B 12. A 13. B 14. B 15. C
Numerical Response
1. 2 0 . 0 2. 4 . 5 3. 3 4
4. 2 . 6 5. 4 2 8 4
Written Response
• The drawing is an enlargement. When the scale factor is written as a rational number, it is 5, which is
greater than 1.
• The worm measures approximately 6 cm, so the actual length of the worm is 12 mm.
• See grid below.
Mathematical Reasoning Lesson #1:
Inductive Reasoning, Conjectures, and Counterexamples
C
Investigation
Part 1
A B
O
The circle shown has centre O and diameter AB.
• Use a protractor to measure ∠ACB and

record your answer.
• Mark any point D on the circumference of the circle. Connect D to A and B. Measure
∠ADB and record your answer.
• Repeat this process with another 3 points.
• What conclusion can you make based on the observations from your work and answers?
Part 2
Bruno is investigating a fabric design for new furniture he is making. The original design is
based on a trapezoid. His first two complete sketches and a third incomplete sketch are
shown.
Original Sketch 1 Sketch 2 Sketch 3
a) Complete his third sketch.
b ) Bruno wondered how many new trapezoids would have to be added in a fifth sketch
without drawing the sketch. Complete his table below to determine how many new
trapezoids would have to be added from the fourth sketch to make the fifth sketch.
Sketch 1 2 3 4
Number of New
2
Trapezoids Added
c) Based on your table, what conclusion can you make about the number of new trapezoids
to be added in the 10th sketch?
64 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples
Inductive Reasoning
In the investigation on the previous page, we based our conclusion on the patterns and
observations we made. This is an example of inductive reasoning.
Inductive reasoning is a type of reasoning in which we arrive at a conclusion, generalization,

or educated guess based on experience, observations, or patterns. The conclusions to the
investigation on the previous page are conjectures.
Conjecture
The conclusion, generalization, or educated guess which is arrived at by inductive reasoning is

called a conjecture.
Note • The use of tables when determining conjectures, such as those in Part 2 of the Investigation,
is strongly encouraged.
• Conjectures may or may not be true. Therefore, basing a conclusion on inductive

reasoning alone is not a valid method of proof.
Class Ex. #1 Explain how:
a) you used inductive reasoning to arrive at a conjecture from Part 1 of the Investigation
b ) Bruno used inductive reasoning to arrive at a conjecture from Part 2 of the Investigation
Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples 65
Counterexample
A counterexample is an example which shows that a conjecture is not true (false).
Class Ex. #2 Katy and Perry were given the following number 22 + 1 = 5 (prime number)
pattern by their teacher.
42 + 1 = 17 (prime number)
Katy’s task was to make a conclusion based only on 62 + 1 = 37 (prime number)
the number patterns shown with no further
investigation. 102 + 1 = 101 (prime number)
202 + 1 = 401 (prime number)
Perry’s task was to see if Katy’s conjecture was correct
or not. 362 + 1 = 1297 (prime number)
a) Katy made the following conclusion:

“When an even number is squared and one is added, the result is a prime number”.
Katy’s conclusion is a _____________ based on _____________ _______________.
b ) Perry investigated Katy’s conjecture further by using even numbers not shown.
She correctly stated that Katy’s conjecture is false. Determine a counterexample to
show Katy’s conjecture is false.
Note When a conjecture is shown to be false, it may be possible to revise the conjecture, as
illustrated in the next example.
Class Ex. #3 Mick and Sue were discussing what conjecture could be made regarding 3 + 5 = 8
the prime number pattern shown.
5 + 7 = 12
They both agreed to the following conjecture: 7 + 11 = 18
“The sum of two prime numbers is an even number.” 13 + 17 = 30
19 + 23 = 42
a) Provide a counterexample which shows their conjecture is false. 29 + 31 = 60
b ) Revise their conjecture so it holds true for prime numbers.
c) Make a conjecture based on the number pattern if the condition “prime number”
was removed.
Class Ex. #4 Jerome investigated the following number patterns: 1+2+3=6

a) He noticed that in all the patterns three consecutive 5 + 6 + 7 = 18
integers were being added. Write two more number
patterns showing the sum of three consecutive integers.
(–6) + (–5) + (–4) = –15
(–12) + (–11) + (–10) = –33
b ) Use inductive reasoning to make a conjecture based on the sum of

three consecutive integers.
Note • Inductive reasoning can be used to make conjectures, but cannot be used to
determine if a conjecture is true. We can never be certain that the conjecture is true
for EVERY possible case. We know it to be true only for the cases we have investigated.
• To prove a conjecture is true, we need to use logical or deductive reasoning, as we shall

see in the next lesson. To prove that a conjecture is false, we need only find one
counterexample.
• The conjectures in Class Ex. #3 and Class Ex. #4 are true, and will be proved in the next
lesson using deductive reasoning.
Class Ex. #5
Dawn graphed the equation y = x x using her graphing calculator and the window
x: [–5, 5, 1] y:[–4, 4,1]. After observing the screen, she made the conjecture y = x x has the
domain D = {x⏐x > 0, x ∈ ℜ}. Show that her conjecture is not true by providing
a counterexample.
Assignment
1. Carrie created a design by adding circles to circles. Illustrations of her original shape and
first two complete sketches are shown.
Original Sketch 1 Sketch 2
Sketch # of New
a) After drawing two more sketches and making a table, Carrie reached the #
Circles
Added
conclusion that she would have to add 128 more circles in her seventh
sketch. Complete sketches three and four below, and transfer the results 1
to the table. Determine whether her conclusion is correct or not. 2
3
Sketch 3 Sketch 4
4
5
6
7
b ) Use inductive reasoning to determine the total number of circles needed to

draw Sketch 7. (Hint: construct a table with three columns titled
Sketch #, # of Circles Added, Total # of Circles in Sketch ).
2. The triangular array shown is known as Pascal’s 1

Triangle. It was named after Blaise Pascal who 1 1
developed the triangle and its applications in 1 2 1
the 17th century. The Chinese also developed such 1 3 3 1
an array seven centuries earlier. 1 4 6 4 1
1 5 10 10 5 1
a) Use inductive reasoning to complete the next 1 6 15 20 15 6 1
two rows of Pascal’s Triangle.
b ) Based on your observations, explain how to determine the next row in Pascal’s
Triangle.
c) Consider the pattern of multiplications shown. 11 × 11 = 121

i ) Make a conjecture based on the pattern. 11 × 11 × 11 = 1331
11 × 11 × 11 × 11 = 14641
ii) Provide a counterexample to prove your conjecture is false.
3. Consider the following pattern of triangles.

a) Draw the next two figures in the pattern above.
b ) Construct a table of results and make a conjecture relating the number of small triangles
and the figure number.
c) Use your conjecture to determine the number of small triangles in Figure 10.
4. Consider a pattern of multiplications.
1×1=1
11 × 11 = 121
111 × 111 = 12321
1111 × 1111 = 1234321
a) Predict the answers to: 11111 × 11111 = ________________________
1111111 × 1111111 = ____________________________
b ) Verify your answers to a) using a calculator.
5. Consider the pattern of multiplications.
12345679 × 9 × 1 = 111111111
12345679 × 9 × 2 = 222222222
12345679 × 9 × 3 = 333333333
a) Use this information to make a conjecture.
b ) Show two more examples that demonstrate your conjecture.
c) Provide a counterexample to show your conjecture is false.
6. Jason accidentally spilled coffee on Cee Lo’s solution to his inductive reasoning
assignment. One of the conjectures in the solutions was mostly legible and is shown.
The sum of three consecutive integers is always three times the
Determine the missing portion using inductive reasoning.
7. The diagrams below show the number of distinct regions which can be formed when points
on a circle are joined.
a) Complete only the first three entries in the table below.
Number of points on the circle 2 3 4 n

Number of regions
b ) Which of the following three statements is the correct conjecture for the table in a)?
1. If there are n points on a circle, the number of regions equals 2n + 1 .

2. If there are n points on a circle, the number of regions equals 2n .
3. If there are n points on a circle, the number of regions equals 2n − 1 .
c) Complete the diagram to show that n = 5 supports the

correct conjecture in b).
d ) Complete the diagram for n = 6 and use the

result to test the correct conjecture in b).
e) Complete the following statement.
“The value of n = 6 is a _____________________ to the conjecture in b).”
Questions #8 - #9 refer to the following.

A Fibonacci sequence of numbers is a sequence in which the sum of two consecutive terms
gives the next term, eg. starting with the sequence 1, 1 . . ., the third term is 1 + 1 = 2, etc.
Consider the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13, 21, . . .
8. a) Write the first 15 terms of the sequence.

1, 1, 2, 3, 5, 8, 13, 21, ____, ____, ____, ____, ____, ____, 610
b ) Heidi picked four consecutive Fibonacci numbers. She multiplied the outside two and
the inside two and subtracted the answers. She tried this procedure with the following
sets of four numbers. Complete her work.
2, 3, 5, 8 → 2 × 8 =16, 3 × 5 = 15 → 16 − 15 = 1
8, 13, 21, 34 →
____, ____, ____, 610 →
c) Use this information to make a conjecture.
d ) Show one more example that demonstrates your conjecture.
9. a) Write any ten consecutive Fibonacci numbers.
b ) Find the sum of the ten numbers.
c) Multiply the fourth last number by 11. What do you notice?
d ) Repeat parts a) - c) by selecting two further sets of ten consecutive Fibonacci numbers.
e) Make a conjecture based on your observations.
Multiple 10. Stacey makes the following conjecture for all real numbers a, b, and c.
Choice If a < b then ca < cb.
Which of the following values of c provides a counter example to Stacey’s conjecture?
A. 2
B. 0.5
C. –2
D. π
Answer Key
1 . b ) 255 circles
2 . a) Row 8: 1, 7, 21, 35, 35, 21, 7, 1 Row 9: 1, 8, 28, 56, 70, 56, 28, 8, 1
b ) Any number in Pascal’s Triangle is equal to the sum of the two numbers above it. Also, the numbers
on the edge of any row are 1.
c ) i ) Multipling 11 × 11 × 11 × ... to n factors results in a numeral which is the (n + 1)th row
of Pascal’s Triangle
i i ) 11 × 11 × 11 × 11 × 11 × 11 = 116 = 1771561 which is not the 7th row of Pascal’s Triangle.
3 . b ) The number of triangles is the square of the figure number.

c ) 100
4 . a) 123454321, 1234567654321
5 . a) When the number 12345679 is multiplied by 9 and then by the whole number n, the result is the
number nnnnnnnnn.
b ) Answers may vary; 12345679 × 9 × 5 = 555555555, 12345679 × 9 × 8 = 888888888
c ) Answers may vary; 12345679 × 9 × 10 = 1111111110
6 . The sum of three consecutive integers is always three times the middle number of the three integers.
7 . a) 2, 4, 8 b ) Statement 3 c ) There are 16 regions, so n = 5 supports the conjecture.

d) There are 31 regions, so n = 6 does not support the conjecture. e ) counterexample
8 . a) 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610

b ) 8, 13, 21, 34 → 8 × 34 = 272, 13 × 21 = 273 → 273 − 272 = 1
144, 233, 377, 610 → 144 × 610 = 87840, 233 × 377 = 87841 → 87841 − 87840 = 1
c ) When four consecutive Fibonacci numbers are chosen, the difference of the product of the outside two
and the product of the inside two is ±1. d) Answers may vary.
9 . a), b), c), d), answers may vary

e ) The sum of 10 consecutive Fibonacci numbers equals the fourth last number multiplied by 11.
10. C
Deductive Reasoning
Review of Inductive Reasoning
Recall that inductive reasoning is a type of reasoning in which we arrive at a conjecture based
on experience, observations, or patterns.
Inductive reasoning, however, does not guarantee that a conjecture is true in all cases, no
matter how many examples we have to support the conjecture. Just because we cannot find a
counterexample does not mean that one does not exist.
Inductive reasoning can never be used to prove a conjecture.
Inductive reasoning can play a part in a discovery of mathematical truths, but some other form
of reasoning is required to make the proof.
Using Logic to Reason
Suzy dropped off a film at “Quick One Hour Photo”. Quick One Hour Photo advertises
that your film will be developed within one hour or there is no charge.
Suzy dropped off a film at 10:00 am and it wasn’t developed until 11:15 am.
What can Suzy deduce from this information?
Deductive Reasoning
Deductive reasoning (also called logical reasoning) is the logical process of using true
statements to arrive at a conclusion. In the scenario above, Suzy used deductive reasoning to
conclude her film would be developed free of charge.
Class Ex. #1 Write a conclusion which can be deduced from each pair of statements.
a) Every whole number is an integer. Six is a whole number.
b ) Water freezes below 0°C. The temperature is –15°C.
Theorem
A theorem is a statement which can be proved using logical or deductive reasoning.
74 Mathematical Reasoning Lesson #2: Deductive Reasoning
Class Ex. #2 In Lesson 1, Class Ex. 4, we used inductive reasoning to write a conjecture
that the sum of three consecutive integers was divisible by three.
Use deductive reasoning to prove the following conjecture:
“The sum of any three consecutive integers is a multiple of three.”
Class Ex. #3 a) Complete the chart and make a conjecture using inductive reasoning.
Test Test Test

Case 1 Case 2 Case 3
Instruction
Choose a number less than 10
Add 7
Multiply by 2
Subtract the original number
Subtract 2
b ) Prove your conjecture using deductive reasoning.

Let x represent the original number chosen.
Instruction General Case
Choose a number less than 10
Add 7
Multiply by 2
Subtract 2
c) We have proved that whatever original number is chosen the final answer is _____ .
d ) Does the original number have to be less than 10?
Mathematical Reasoning Lesson #2: Deductive Reasoning 75
Note In this lesson we will be considering statements involving odd numbers or even numbers.
Note that we use the notation
• 2n, where n ∈ N, for even numbers.
• 2n − 1, where n ∈ N, for odd numbers (conversely, 2n + 1 may also be used).
Class Ex. #4 Explain why:
a) 2n, n ∈ N, can be used to denote every even number
b ) 2n − 1, where n ∈ N, can be used to denote every odd number
Class Ex. #5 Consider the following statement:
“When two odd numbers are added, their sums are always even.”
a) Use inductive reasoning (three cases) to suggest the statement is true.
b ) Use deductive reasoning to complete the proof of the statement above.
Let the numbers be 2n − 1 and 2m − 1.
Note We will explore deductive reasoning further with two column proofs in the next unit,
Reasoning With Angles and Triangles.
Assignment
1. Write a conclusion which can be deduced from each pair of statements.
a) Leona lives in 100 Mile House. 100 Mile House is in British Columbia.
b ) Joan is taller than Stefan. Stefan is taller than Patrick.
c) The sides of a rhombus are equal. PQRS is a rhombus.
d ) Prime numbers have two factors. 13 is a prime number.
2. a) Complete columns “Choice 1”, “Choice 2”, and “Choice 3”, only.
Instruction Choice 1 Choice 2 Choice 3 General Case

Choose a number less than 10 n
Add on 4
Double it
Add on 7
Add on the original number
Divide by 3
Add on the number of the month you were born
Add on 4
Multiply by 100
Add on the number of the day you were born
Multiply by 100
Add the last two digits of the year you were born
Subtract 90 000
b ) Make a conjecture based on your answers in columns

“Choice 1”, “Choice 2”, and “Choice 3”.
c) Use deductive reasoning to complete column “General Case” and show that no matter
which number you choose to start with, the conjecture is true.
Mathematical Reasoning Lesson #2: Deductive Reasoning 77
3. Use deductive reasoning to prove the following statements.
a) The sum of any three consecutive even numbers is divisible by six.
b ) The sum of any three odd numbers is an odd number.
c) A product of any two odd numbers is an odd number.
d ) The difference of the squares of two consecutive even numbers is divisible by four.
4. In the last lesson, we made a conjecture about Fibonacci numbers, which stated that the sum
of any 10 consecutive Fibonacci numbers was equal to 11 times the fourth last number.
Use deductive reasoning with the Fibonacci sequence starting x, y, x + y, x + 2y, . . to

prove the conjecture.
Answer Key
1 . a) Leona lives in British Columbia. b ) Joan is taller than Patrick.

c ) The sides of PQRS are equal. d) 13 has two factors.
2 . a) Answers may vary, Choice 1 was for birth date May 12, 1998.
Instruction Choice 1 General Case
Choose a number less than 10 4 n
Add on 4 8 n+4
Double it 16 2n + 8
Add on 7 23 2n + 15
Add on the original number 27 3n + 15
Divide by 3 9 n+5
Subtract the original number 5 5
Add on the number of the month you were born 10 5+M
Add on 4 14 9+M
Multiply by 100 1400 900 + 100M
Add on the number of the day you were born 1412 900 + 100M + D
Multiply by 100 141200 90000 + 10000M + 100D
Add the last two digits of the year you were born 141298 90000 + 10000M + 100D + Y
Subtract 90 000 51298 10000M + 100D + Y
b ) The answer is the birth date MM/DD/YY.
Determining the Validity of a Proof or Argument
Investigating a Fallacious Proof
In mathematics, a fallacy is an incorrect argument in logic and deductive reasoning.

One of the most famous fallacious proofs is the attempt at using deductive reasoning
to prove 2 = 1. Here is the “proof”.
The Fallacious Proof 2 = 1 Reasoning Used
Step 1: Let a = b Set-up
Step 2: Then a + a = a + b Add a to each side
Step 3: 2a = a + b
Step 4: 2a − 2b = a + b − 2b
Step 5: 2(a − b) = a − b
2(a − b) a−b
Step 6: =
(a − b) (a − b)
Step 7: 2(1) = 1
Step 8: 2=1
a) Write the reasoning used beside each step. Steps 1 and 2 have been completed.
b ) Determine the step in which the error in deductive reasoning was made.
80 Mathematical Reasoning Lesson #3:Determining the Validity of a Proof or Argument
Validity
In mathematics, a proof is valid if the reasoning is true in every step of the proof.
We say the fallacious proof 2 = 1 is invalid because in one of the steps, namely Step 6, the
reasoning is not correct. It is correct to divide both sides of an equation by the same quantity,
except if that quantity is zero (in Step 1 a = b, therefore a − b = 0).
Even though all the other steps are correct, it only takes one improper action to make the proof
invalid.
In mathematics, an argument is when two or more statements or propositions (called

premises) are used together to form a conclusion. An argument can be valid or invalid, as in
the next example, Class Ex. #1.
Note Although the following points regarding arguments are beyond the scope of
this curriculum, it may be worthwhile to note the following:
• Whether the premises of an argument are true or not true depends on

the content. The validity or invalidity of an argument is determined
by its logical form. This is why in logic, validity does not necessarily
imply truth.
• An argument can be valid, but not sound. An unsound argument is
when the premises of the argument are not actually true but lead to a logical conclusion.
This concept is beyond the scope of this math course, but may be seen in further studies.
See the link http://www.iep.utm.edu/val-snd/ for a more detailed explanation.
Class Ex. #1 Consider the following arguments shown.
Argument 1 Argument 2
1. All women are mortal. 1. Some people who cough
2. Ann Irwin Young is a woman. have the flu.
2. Jayden has a cough.
Therefore, Ann Irwin Young is mortal.
Therefore Jayden has the flu.
Determine i) which argument has the error in reasoning, and, ii) explain what the error in
reasoning is in the argument.
Mathematical Reasoning Lesson #3: Determining the Validity of a Proof or Argument 81
Class Ex. #2 The following is a famous story in logical reasoning and has appeared in various settings.
Three friends purchase a package deal to the San Diego Comic Convention (SDCC). The
package deal includes tickets to SDCC, and room and board during the convention only.
The three friends travel together by car from Lethbridge to San Diego and arrive a day
before the convention is to start, late at night, and consequently need one more night’s
stay at the hotel not included in the package deal.
They arrive late at night and are very tired. The hotel has one room left, but it is still
under renovation. The manager gives them a discounted rate since the room is not
completed and they are attending SDCC. The manager charges them $30.00 for the
room. The three friends contribute $10.00 each.
The next morning, the manager rethinks the rate and decides to give them a further
discount in hopes that they book the room again for next year’s SDCC. The manager
gives the bell boy $5.00 to take to the room and give back to the three friends.
The devious bell boy realizes the three friends are not expecting any sort of refund, and
feels it will be too difficult for the three friends to split $5 equally. He decides to give
them back only $3.00 and keeps $2.00 for himself.
He gives the three friends the $3.00 refund. Each friend takes a dollar. The three friends
had originally each paid $10.00, but each of them received a dollar back. Now, they have
only paid $9.00 each for the room. They are happy that the manager has given them a
further discount, and will come back to the same hotel next year ... and the bell boy is
happy as well, as he has $2.00 extra in his pocket.
Bill, a student, reads the story above. He calculates the total cost of the room should now be
($9 per person)(3 people) + ($2 bellboy kept) = $29.
Explain Bill’s error in reasoning.
Complete Assignment Questiions #1 - #8
Assignment
1. The following is another version of the fallacious proof of 2 = 1.
a) Write the reasoning used beside each step.
b ) Determine the step in which the error in deductive reasoning was made.
Step 1: Let a = b
Step 2: Then a 2 = ab
Step 3: a 2 + a 2 = a 2 + ab
Step 4: 2a 2 = a 2 + ab
Sep 5: 2a 2 − 2ab = a 2 + ab − 2ab
Step 6: 2a 2 − 2ab = a 2 − ab
Step 7: 2(a 2 − ab) = a 2 − ab
2(a 2 − ab) (a 2 − ab)

Step 8: =
(a 2 − ab) (a 2 − ab)
2(1) (1)
Step 9: =
(1) (1)
Therefore 2=1
2. Determine the error in reasoning to show that the proof of 5 = 4 is invalid.
Proof that 5 = 4
Step 1: Let a + b = c .
Step 2: 5a − 4a + 5b − 4b = 5c − 4c
Step 3: 5a + 5b − 5c = 4a + 4b − 4c
Step 4: 5(a + b − c) = 4(a + b − c)
Step 5: Divide both sides by a + b − c.
Therefore 5 = 4.
3. Create a fallacious proof showing 8 = 7. After completing the invalid proof, write down the
error in reasoning. (Hint: use the steps in question number 2 as your guide).
4. As part of her invalid proofs assignment, Tammy designed a fallacious proof of 1 = 3.

Her steps are shown.
Proof 1 = 3
Step 1: 2= 2
Step 2: 2= 2 + 2 - 2
Step 3: ( 8 − 6) = 4 - (8 − 6)
( 8 − 6) ( 8 − 6)
Step 4: =4-
( 8 − 6) ( 8 − 6)
Step 5: 1=4-1
Therefore 1 = 3
Tammy has looked at her work but has forgotten where she purposely made the error.
Use the space beside her invalid proof to explain the error in reasoning.
5. Albert played a trick on his 4 year old niece Nicole. He told Nicole that he can prove to her
that she has 11 fingers. Nicole diligently counted her fingers to Albert
1 2 3 4 5 6 7 8 9 10
“I think you made a mistake,” said Albert.
“Let’s count backwards starting with the little finger.”
9 8 7 “10, 9, 8, 7, 6, plus five fingers on your other hand makes 11.”
10
Where did Albert make his error?
6
6. A student arrived at the following reduced fraction and her work is shown.
16 16 1
= =
64 64 4
The student arrived at the correct answer, but with the incorrect reasoning. Describe the
error the student made in the space above.
7. Four sets of arguments are shown, of which three have an error in reasoning.
Identify and explain the error in reasoning in those three.
1. All soccer balls are round. 1. Joan is taller than Stefan.
2. Mars is round. 2. Stefan is taller than Patrick.
Therefore, Mars is a soccer ball. Therefore, Patrick is taller

than Joan.
1. Canadian citizens 18 years or older 1. All rain comes from clouds.
are allowed to vote in Canadian elections. 2. It is cloudy outside.
2. Brandon is an 18 year old Canadian citizen.
Therefore, it must be raining.
Therefore, Brandon is allowed to vote.

Patty is given four statements:
Statement 1: English is taught to every student.
Statement 2: Every student is younger than 18.
Statement 3: Paulo is a student.
Statement 4: Jenny is taught English.
Patty’s friends arrived at the following conclusions:

Rhianna: Paulo is taught English.
Isabella: Paulo is younger than 18.
Sophia: Jenny is younger than 18.
Jacob: Both Paulo and Jenny are taught English.
Multiple 8. The student whose conclusion is invalid is
Choice
A. Rhianna
B. Isabella
C. Sophia
D. Jacob
Answer Key
1 . b ) Step 8. Since a = b in Step 1, then a − b = 0. In Step 8 both sides are divided by a 2 − ab = a(a − b)
but we are not allowed to divide by zero.
2 . Step 5. Since a + b = c in Step 1, then a + b − c = 0. In Step 5 both sides are divided by a + b − c, but
we are not allowed to divide by zero.
4 . Tammy was supposed to include the 4 when dividing by (8 − 6) in Step 4.
5 . 10, 9, 8, 7, 6 is not 6 fingers. It is only five fingers.
6 . The student incorrectly cancelled by subtracting six from the numerator and 60 from the denominator.
The student should have divided the number 16 by 16, and 64 by 16.
7 . Argument 1: Soccer balls and Mars have a shared property, but this does not make them identical.
Argument 2: Patrick is shorter than Stefan, who is shorter than Joan, making Patrick the shortest of the
three. He cannot be taller than Joan.
Argument 4: Not all clouds produce rain, therefore it is not necessarily raining just because it is cloudy.
8. C
Analyzing Puzzles and Games
Investigation
Chris, a computer programmer, is designing a digital arcade app for the iPad©. The game will
have ten levels of difficulty, with the first level being the easiest level.
At the first level, the object of the game is to drop the ball so that it lands at a predetermined
exit marked by one of the letters.
An illustration of the draft of the first level is shown.
A B C D E F G
a) Determine how many ways there are to get to each black dot. Write the numbers over
each black dot on the illustration.
b ) Explain a pattern that may be developing. Did you use inductive or deductive reasoning to
find the pattern?
c) Use your strategy in b) to determine how many ways there are for the
ball to reach each letter A - G.
d ) Refer back to Lesson 1 of this unit, assignment question #2, page 68. How does your
explanation of the pattern you determined in b) compare to that of question #2?
88 Mathematical Reasoning Lesson #4: Analyzing Puzzles and Games
Game Theory
The investigation on the previous page uses Pascal’s Triangle to develop the first level of
the digital arcade app.
In mathematics, game theory is the study of mathematical models of strategic situations or

games in which a player’s success in making choices depends on the choices of other players
(Myerson, Game Theory: Analysis of Conflict, 1991). Game theory has many applications in
economics and the social sciences. Game theory became a unique field of its own in 1928
when John von Neuman published a paper (although many mathematicians were discussing
this topic before the 1700s).
Investigating Inductive and Deductive Reasoning in Games and Puzzles
Nim is a game of strategy played with two players. Two players take turns
removing blocks, or other objects, from separate piles. On each turn, a
player must remove at least one object from only one pile.
Players may remove as many as objects as they wish, so long as all objects
come from the same pile on that turn. The game may be played in two ways: 1) the player
who takes the last object loses, or 2) the player who takes the last object wins. Many variants
of Nim have been played since its origins in ancient times.
Nguyen and Henry play the simplest variation of Nim to see if a winning strategy can be
discovered. They set up one pile of pennies, and each player must remove one or two pennies
only from the pile, alternating turns. The player to remove the last penny is the winner.
Number of
a) Nguyen will be Player 1 (P1) and Henry will be Player 2 (P2). Pennies the Winning
Nim Game Player
They begin with one penny in the pile and start the game over by Begins With
adding another penny each game until they reach six pennies. 1 P1
Play the games several times with a partner and see who wins. 2 P1
3 P2
b ) If you play the game with four coins, can you come up with a strategy 4
for Player 1 to win every time? 5
6
c) Complete the table and complete the list of reasons for players
winning started below.
Reasons for players winning:
• Starting with 1 penny, Player 1 wins because he takes the penny and wins.
• Starting with 2 pennies, Player 1 wins because he takes both pennies and wins.
• Starting with 3 pennies, Player 2 wins because no matter whether Player 1 takes one or two
pennies first, one or two pennies are left over for Player 2 to take.
• Starting with 4 pennies, Player 1 wins so long as Player 1 takes one penny and leaves Player
2 with three pennies to take from. Player 2 must take one or two pennies from the three, leaving
one or two pennies left over for Player 1 to take and win.
• Starting with 5 pennies
Mathematical Reasoning Lesson #4: Analyzing Puzzles and Games 89
d ) i ) It is Nguyen’s turn. What is the smallest number of coins that can be left by Henry
so that Henry knows he will win?
ii) It is Nguyen’s turn. What is the second smallest number of coins that can be left by
Henry so that Henry knows he will win?
e) Nguyen and Henry realize that a winning strategy may involve a link between the number
of pennies in the pile and the number of pennies the first person removes.
i ) Play the game several times with seven pennies and devise a strategy to ensure that
Player 1 always wins.
ii) Repeat for 8, 9, 10, 11 pennies and complete the table below.
Number of Number of
Pennies the Pennies Winning
Nim Game Player 1 Player
Begins With Takes
1 1 P1
2 2 P1
3 1 or 2 P2
4 1 P1
5 2 P1
6
7
8
9
10
11
f) Which player (first or second), has control of the outcome of the game if the original
number of coins in the pile is
i ) 12 ii) 25 iii) 50 iv) 300?
Class Ex. #1 Breanne asked Joanne to choose any four days September 2011
(numbers) in the month of September that form a square.
An example is shown. SU M T W TH F SA
1 2 3
Breanne told Joanne to tell her only the sum of the four
numbers. Breanne then said that she could correctly tell 4 5 6 7 8 9 10
Joanne the calendar days she had chosen.
11 12 13 14 15 16 17
Joanne said the four numbers added up to 72. 18 19 20 21 22 23 24
Breanne correctly guessed the calender days as the 14th, 25 26 27 28 29 30
15th, 21st, and 22nd.
Breanne used deductive reasoning to determine the numbers. Part of her reasoning is shown
below. Complete her work.
Let n = smallest number.

Then the other three numbers are
Assignment
1. Chris, the programmer from the first investigation, is also developing a treasure maze app
program. He needs to know the number of ways the treasure hunter can go from Start to
Finish in each diagram below without moving backwards. Determine the number of ways
to go from Start to Finish in each diagram.
Start Start
a) b)
Finish Finish
2. Nguyen and Henry decide to play a slightly different version of

Nim to the one played in the second investigation. Instead of
having the last player who picks up a penny win the game, they
modify the game so that the player who picks up the last penny
loses the game.
Develop a strategy to ensure that the first player who starts the
game wins the game if there are 15 pennies in the pile.
3. Consider the month of April shown. April 2012

a) Ask a classmate to choose any four days (numbers) SU M T W TH F SA
in the month of April that form a square and have
your classmate tell you only the sum of those 1 2 3 4 5 6 7
numbers. Then determine which four days they
have chosen. 8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
b ) Consider the following groups of numbers in the month of April which form a square.
1 2 2 3 3 4
8 9 9 10 10 11
i ) Make a different conjecture about the numbers in these squares.
ii) Test your conjecture on two other groups of four numbers which form squares in
the month of April.
iii) Prove your conjecture using deductive reasoning.
4. Gomoku, also known as Connect Five and Five in a Row, is a board game traditionally
played with black and white stone pieces. Because the pieces are not removed from the
board, Gomoku may also be played as a paper and pencil game. The game is played by two
players, in which they take turns placing stones on the corners of a grid. The winner is the
first player to get an unbroken row of five stones of their colour horizontally, vertically, or
diagonally. Traditionally, the game is played on a 19 x 19 grid, and black plays first, white
plays second.
a) A player has an arrangement of stones as shown on the

partial sketch of the grid. An arrangement of stones in this
manner is known as a “Four” in the game. Is this
arrangement a guaranteed win? Explain if it is or is not.
b ) Carla (white) and Tony (black) are playing a game of Gomoku. On Carla’s turn, she
places a white stone on the grid so that she now has an unbroken row of three white
stones (termed as a “Three” in Gomoku). It is Tony’s turn. Explain what will happen
if Tony does not block Carla’s Three.
c) A snapshot of Carla and Tony’s game is shown. It is Carla’s

turn next. Is there a move Carla can make to ensure that she
wins the game? If so, explain the strategy, using deductive
reasoning, she could use to win the game. Use the grid to
illustrate your explanation.
d ) Tony and Carla play a new game. It is Tony’s turn to place a

stone on the grid. Tony, hoping to win, makes move T
shown on the grid to set up a Three. Is there a more strategic
move Tony could have made to ensure a win?
If so, explain what strategy this may have been.
e) Digital games of Gomoku are available online and along with

various apps. Play online against the computer at
http://www.5stone.net/en/ .
5. Magic Squares and Sudoku are mathematical number games.
a) In Magic Squares, the squares of a 3 x 3 grid are to be filled with the numbers 1 to 9 so
that the sum of each column, row, and diagonal add up to 15. The numbers can only be
used once. Complete the magic squares shown.
i) 2 7 ii) 4
5 1
7
b ) Number puzzles similar to Sudoku have appeared in French newspapers since the late
1800’s. Today’s modern version of Sudoku is credited to Howard Games whose
puzzle was published in 1979. Since then, Sudoku has become a popular number
puzzle worldwide. The following rules apply when playing the game of Sudoku.
• The empty cells must be filled using numbers 1 through 9.

• Every column must contain all numbers from 1 through 9.
• Every 3 x 3 sub-square must contain all numbers from 1 through 9.
• A number may only be used once in any row, column, or 3 x3 sub-square.
i ) Complete the Sudoku puzzle shown.
ii) Explain where inductive reasoning can be used

as a strategy to solve the puzzle.
iii)Explain how deductive reasoning is used as a

strategy to solve the puzzle.
iv) To investigate Sudoku Puzzles further, search online

for Sudoku puzzles, or visit http://sudokupuzzle.org/
6. At the end of the third period in a hockey game, the score was
tied 2 - 2. Ethan did not know the score at the end of the
second period, but was able to determine that there were nine
possible scores.
a) List all nine possible scores.
b ) In the next game between the teams, the score at the end of the third period
was tied 4 - 4. Use reasoning to determine the number of possible scores at the end of
the second period.
7. Dave and Tim are playing the “Last Call Twenty”

number game.
In this game, players count aloud from 1 to 20. 8 and 9
To play the game:
• The first player can call out the number 1, or the numbers
1 and 2.
• The second player must call out the next number or the next two numbers.
• The players alternate turns and each player must call out one or two numbers
on their turn.
• The player to call out the number 20 in his turn wins the game.
a) Dave is the first player to call a number. Devise a strategy so that Dave wins the game.
b ) Dave and Tim modify the game so that the player who calls out the number 20 loses.
If Tim goes first this time, what strategy should he use to win the game?

A prisoner in an old medieval castle is presented with an opportunity to earn his
freedom. All that he has to do is outwit two new prison guards.
He is told that he will be presented with two doors, each blocked by one of the new
guards. One of the doors will lead to his freedom, and the other simply leads to
another cell, where he would remain for the rest of his life.
He is allowed to ask one question to either of the guards. He has also been told that
one of the guards will always lie, and one will always tell the truth. The prisoner
does not know which guard is the truthful one.
Multiple 8. The question which the prisoner should ask of either guard which will guarantee the
Choice information he needs to be released is
A. “Which door leads to my freedom?”

B. “Which door leads to my imprisonment?”
C. “What would the other guard say is the door to my freedom?”
D. “Which guard always tells the truth?”
Group Generate a variation to the puzzle from question #8 of this assignment.

Work Try changing the number of doors, guards, or other parameters, and explain a strategy for
solving the puzzle. Or, demonstrate how such a variation would be unsolvable.
Answer Key
1 . a) 126 b ) 53
2 . Player 1 needs to ensure that only one penny is left for his opponent to pick up and lose. He can do this by
making sure only four pennies are left in the previous turn. The pattern continues with seven pennies, ten
pennies, thirteen pennies, as the critical number of pennies left. So, Player 1 should remove two pennies
in his first shot.
3 . b ) i ) The sum of the numbers in each diagonal is equal.

i i i ) Show that n + (n + 8) is equal to (n + 1) + (n + 7)
4 . a) Four stones in a row unblocked by any opposing stones is an automatic win,

termed a four-in-a-row, since the opponent can only block one end of the chain,
leaving the other end for a five-in-a-row. If blocked on one side already by an
opposing stone, called “four”, the opponent may block the other end to prevent
a win. Note, however, that the opponent must do so to stay in the game.
b ) If a three is not blocked by the opposing player, the first player can add a stone
to create a four-in-a-row, which is an automatic win, as previously stated.
c ) Carla should place a stone at the position labelled “W1”. This triggers two
simultaneous threes, called a three-three. Tony is obliged to block one end of one
three, for the reasons above, leaving Carla to make a four-in-a-row with the other
three, and creating an automatic win situation.
d) If Tony drops a stone at the position indicated at the right instead of the position in
the question, he springs a move called a four-three, combining both a four and a three.
If Carla blocks one end of the three, Tony can get an instant five-in-a-row. Or, if
Carla blocks the four, Tony can get a four-in-a-row, and a win automatically follows.
Tony’s current move is a mistake, since Carla can block Tony’s three as well as this
combo in a single move.
5 . a) See charts below b ) i ) See chart at the right.

i i ) A number may be inserted by
i) 2 7 6 ii) 8 3 4
guesswork and the number will
9 5 1 1 5 9
work if no counterexample
4 3 8 6 7 2 is found.
i i i ) Possiblities for numbers can be

eliminated by the knowledge that
a number may not be duplicated
in the same row, column, or sub-square.
6 . a) 0-0, 1-0, 2-0, 0-1, 1-1, 2-1, 0-2, 1-2, 2-2
b ) 25
7 . a) Dave needs to call the numbers 17, 14, 11, 8, 5, 2, in order to guarantee a win.
Dave should call “1 and 2” with his first turn.
b ) Tim needs to call the numbers 19, 16, 13, 10, 7, 4, 1 in order to guarantee a win.
Tim should call “1” with his first turn.
8. C
Practice Test
1. A conclusion which is arrived at by inductive reasoning is called a
A. counterexample B. proof C. conjecture D. theorem

Georgina is working with Pascal's Triangle. 1
The first first five rows are shown. She adds 1 1
together the numbers in each row of the 1 2 1
1 3 3 1
triangle and makes a conjecture. 1 4 6 4 1
2. A conjecture which could be made from Georgina’s process is
A. the sum of the numbers in row n is 2n

B. the sum of the numbers in row n is 2n − 1
C. the sum of the numbers in row n is 2n
D. the sum of the numbers in row n is n

Mildred is working with a number sequence shown.
2, 5, 7, 12, 19, 31, 50, …
Numerical 1. If the sequence continues in this pattern, then the next number will be _____ .
Response
3. Mildred believes she sees a pattern in this sequence for determining which numbers will
be prime. Seeing that there were three primes followed by one composite, then two
primes followed by two composites, she makes a conjecture that the sequence will
continue with one prime followed by three composites, before another prime number.
The number which provides a counterexample to this conjecture is
A. 131
B. 212
C. 343
D. 898
Numerical 2. Mildred also divides each number in the sequence by the previous number. As she moves
Response down the list, she makes a conjecture that this quotient approaches a single number. To
the nearest hundredth, the number the quotient approaches is _____ .
98 Mathematical Reasoning Lesson #5: Practice Test
4. Consider the following statements:

• All clarinet players are musicians.
• Fred is a clarinet player.
Which of the following is a conclusion which can be reached from the statements?
A. All clarinet players are named Fred.

B. All musicians are clarinet players.
C. Fred is a musician.
D. Fred is not a musician.
5. Consider the following scenario. Michael was given two statements:

• All even numbers are composite.
• 2 is an even number.
He concluded from the statements that 2 must be a composite number.
What was the error in this scenario?
A. The original statement “All even numbers are composite” is untrue.

B. The original statement “2 is an even number” is untrue.
C. The conclusion should have been that all composite numbers have 2 as a factor.
D. There is no error in the scenario.

Mario is attempting to prove that the difference between an even number
and an odd number is always odd. His work is shown:
Line 1: Let 2n represent the even number,

and let 2m –1 represent the odd number.
Line 2: (2n) – (2m – 1)
Line 3: = 2n – 2m – 1
Line 4: = 1, which is odd.
6. Mario made his first error in

A. line 1 B. line 2
C. line 3 D. line 4
7. Which of the following expressions does not represent a number divisible by 3,

where m, n ∈ N?
A. 15m − n + 3
B. 3(m + n)
C. 6(2m + 3n)
D. 12m 2 − 3n
Mathematical Reasoning Lesson #5: Practice Test 99
8. Which of the following would make an argument invalid?
A. Not enough premises. B. An error in the reasoning.

C. Too many premises. D. No conclusion.
Olivia showed her friend Alexander a fallacious proof for 2 = 1.
Step 1: Let a = b = c. Step 6: 2a 2 − 2ac = a 2 − ac
Step 2: Then a + b = b + c. Step 7: 2a(a − c) = a(a − c)
Step 3: a 2 + ab = ab + ac Step 8: Divide both sides by (a − c)

to get 2a = a.
Step 4: 2a 2 + ab = a 2 + ab + ac
Step 9: Divide both sides by a
to get 2 = 1
Step 5: 2a 2 = a 2 + ac
Numerical 3. The first error occurred in Step _____ .

Response (Record your answer in the numerical response box from left to right.)
9. Which of the following is an error in logic in the proof?
A. a, b, and c cannot all be equal to each other at the same time.

B. Dividing both sides by (a − c) results in division by 0.
C. Dividing both sides by a results in division by 0.
D. The expressions in Step 6 cannot be factored.

Katelyn used inductive reasoning to make
22 = 4 and 4≥2
a conjecture from the information shown.
32 = 9 and 9≥3
Her conjecture was that the square of a number (–4)2 = 16 and 16 ≥ –4
is greater than or equal to the number. 12 = 1 and 1≥1
10. Which of the following numbers represents a counterexample to her conjecture?

1
A. –1 B. 10 C. 2 D.
2
Terrance notices a pattern 32 + 1 = 10

developing in the numbers shown.
52 + 1 = 26
72 + 1 = 50
92 + 1 = 82
11. Which of the following is a conjecture Terrance could propose based on the pattern?
A. One more than the square of a prime number is an even number.

B. One more than the square of a prime number is a multiple of 5.
C. One more than the square of an odd number is an even number.
D. One more than the square of an odd number is a multiple of 5.
12. Terrance wanted to prove the conjecture using deductive reasoning. A first step which
could be used is
A. “Let (2n − 1) represent the odd number and consider (2n − 1)2+1.”
B. “Let p represent the prime number and consider p 2 + 1.”
C. “Let 2n represent the odd number and consider (2n)2 + 1.”
D. “Let p represent the prime number and consider (p + 1)2.”
Numerical 4. Terrance looks at the first three rows of the pattern and makes the conjecture that
Response one more than the square of a prime number is an even number.
The only counterexample that would disprove his conjecture is ____.
13. All of George and Ava’s sons have brown eyes and all of their daughters have blue eyes.
They know from the ultrasound their new baby will be a boy. George and Ava conclude
their new son will have brown eyes. Which statement below is correct?
A. The conclusion is true, since it is based on inductive reasoning.

B. The conclusion may be false, since it is based on inductive reasoning.
C. The conclusion is true, since it is based on deductive reasoning.
D. The conclusion may be false, since it is based on deductive reasoning.

Two friends, Amy and Sunny, are playing a variation on the game of Nim in which there
is one pile of pennies and players must remove one, two, or three pennies each turn.
Player 1 is the player who takes the first turn.
The player who removes the last penny is the winner.
Numerical 5. The smallest number of coins that Amy can leave Sunny to choose from and guarantee
Response that Amy will win is _____ .
14. The first game starts with 12 coins, and the second game starts with 18 coins. Amy starts
both games. Which statement is correct?
A. Amy can guarantee she will win both games.

B. Sunny can guarantee she will win both games.
C. Amy can guarantee she will win the first game, and Sunny can guarantee she will
win the second game.
D. Sunny can guarantee she will win the first game, and Amy can guarantee she will
win the second game.
15. Amy and Sunny change the rules so that the player who takes the last penny is the loser,
while still taking 1, 2, or 3 pennies each turn. They play four new games:
Game A with 4 pennies, Game B with 5 pennies, Game C with 8 pennies, and Game D
with 10 pennies. Amy starts every game.
Which of the games can Amy guarantee to win?
A. Game A only.
B. Games A and C only.
C. Games A, C, and D only.
D. Games A, B, C, and D.
The game of Dots and Boxes is played with two players on a grid of any size consisting of
distinct “dots”. Players take turns connecting two of the dots in either a horizontal or vertical
direction and a point is scored for each box ( or square) completed by a player. If a player
completes a box, they are obliged to make additional moves until they do not complete a box.
The game ends when all possible lines have been drawn, and the winner is the player with the
most boxes.
• Two players, Betty and Clyde, are playing a game of Dots and
Boxes and have arrived at the position shown where Betty has B
already earned two points.
i ) What is the smallest number of points a person needs to win B

the game?
ii) It is Clyde’s turn. Explain how he can win the game from
this position.
• Explain why drawing the third line of a particular box would invite your opponent to score.
• Betty and Clyde start a new game and reach the position shown.
It is Betty’s turn.
i ) How many boxes can Betty complete on her turn? Show

how this can be done on the diagram.
ii) The diagram shows Betty winning the two boxes and making
the move shown by the thick line. It is now Clyde’s turn.
B
Complete the game for both players. In each of the boxes
write the initial of the player who completed the box. (You
may want to use different colours for each person’s turn). B
Who wins the game?
Extra grids are provided for investigative purposes.
B B
B B
iii) Betty realizes that she could have made a better move in ii)
above. She makes the move shown.
B
Complete the game for both players.
Who wins the game? B
Extra grids are provided for investigative purposes.
B B
B B
Answer Key
Multiple Choice
1. C 2. B 3. D 4. C 5. A 6. C 7. A 8. B
9. B 10. D 11. C 12. A 13. B 14. D 15. C
Numerical Response
1. 8 1 2. 1 . 6 2 3. 8
4. 2 5. 4
Written Response
• i) 5
i i ) Clyde can complete either square at the top row of the grid to start a series of moves that will earn him
every open box left on the board.
• When the third line is drawn around a box, your opponent should most likely complete the box, because it
gives them a point. If they do not, you are able to score the point that they did not claim.
• i) 2
ii) If each player makes the best available move at each turn, Clyde will win the game.
iii) If each player makes the best available move at each turn, Betty will win the game.
Reasoning with Angles and Triangles Lesson #1:
Investigating Angle Relationships - Review
Introduction
In this unit we will use inductive reasoning and deductive reasoning to determine
relationships between pairs of angles formed by transversals and parallel lines.
We will also determine properties of angles in triangles and in polygons.
A protractor and a ruler will be required for measuring purposes.
Types of Angle
Draw an appropriate arc to represent the angle x° in each case.
For the figure which represents a right angle, use the symbol .
a) b) c)
acute angle right angle obtuse angle

0° < x ° < 90° 90° 90° < x ° < 180°
d) e) f)
straight angle reflex angle complete rotation

180° 180° < x ° < 360° 360°
Angles on One Side of a Straight Line

In each case, use a protractor to measure the indicated angles and complete the work.
a) b) c)
a° q° r°
b° p°
x° y°
x= a= p=
y= b= q=
x+y= a+b= r=
p+q+r=
Using inductive reasoning, angles on one side of a straight line add up to _______°.
Two angles which add up to 180° are called supplementary angles.

Each is the supplement of the other.
In part a) above, x and y are supplementary angles.

x is the supplement of y, and y is the supplement of x.
106 Reasoning with Angles and Triangles Lesson #1: Investigating Angle Relationships - Review
Class Ex. #1 Calculate the angles marked with letters.
a° 51° c°
155° 68° e° 80°
d°
b°
Opposite Angles at a Vertex - Vertically Opposite Angles
Straight lines which cross make an X shape.

The point where the two lines cross is called a vertex. p°
r° s°
In the diagram, p and q are opposite angles at the vertex. q°
r and s are also opposite angles at the vertex.
Class example 1c), shown to the right, is an example 100°

of a rule involving the opposite angles of an X shape. 80° 80°
100°
a) Use a protractor to measure each of the following angles.
c° u°
a° b° s° t°
d° v°
a = _____ b = _____ s = _____ t = _____
c = _____ d = _____ u = _____ v = _____
b ) Complete the following.
Opposite angles at a vertex are ___________.
Opposite angles at a vertex are called vertically opposite angles.
Note: The word “vertically” refers to the vertex and has nothing to do with being vertical.
Reasoning with Angles and Triangles Lesson #1: Investigating Angle Relationships - Review 107
Angles Around a Point
a) In each case, use a protractor to measure the indicated angles and complete the work.
f° m°
e° g° p° q°
n°
e = ____ f = ____ g = ____ m = ____ n = ____ p = ____ q = ____
e + f + g = _____ m + n + p + q = _____
b ) Based on a), a conjecture that can be made is that

angles around a point add up to _______°.
Class Ex. #2 Calculate the angles marked with letters.
60°
52°
57° 55°
a° 120°
71° c°
80° b°
Investigating the Sum of Angles in a Triangle

Diagram 1
• Draw a triangle on a piece of scrap paper and cut it out.
1
• Cut off each of the angles as shown in diagram 1.
• Place the three angles together as shown in diagram 2.

2 3
• Does the sum of the three angles make a straight angle?
• Repeat for two different triangles.

Diagram 2
• Based on this investigation, the angles in a triangle add up to _______°.
Angles in an Isosceles Triangle
Recall the following triangle property:
In an isosceles triangle, there are two equal sides and two equal angles.
Verify this property by measuring the sides and angles of the triangles shown.
A E
B C D
Exterior Angles of a Triangle
In the diagram shown at the right, angle x is an exterior angle.

b°
Angles a and b are interior opposite angles.
a° c° x°
a) In the following examples measure the exterior angle

and the interior opposite angles.
i) ii) iii)
exterior angle is ___ ° exterior angle is ___ ° exterior angle is ___ °

interior opposite angles interior opposite angles interior opposite angles
are ___ ° and ___ ° are ___ ° and ___ ° are ___ ° and ___ °
b ) Use inductive reasoning to describe any relationship you can see.
Class Ex. #3 Calculate the angles marked with letters. The diagrams are not drawn to scale.
a° b°
29° 36°
x°
c° d°
83° 65°
t°
s° 71° 34°
r° d°
e°
f°
q° p° 128°
111°
Summary
We have used inductive reasoning to suggest some angle relationships. All of the conjectures
are true, and some of them will be proved using deductive reasoning later in this unit.
1. Angles on one side of a straight line add up to 180°.
2. Opposite angles at a vertex are equal (vertically opposite angles).
3. Angles around a point add up to 360°.
4. Angles in a triangle add up to 180°.
5. The exterior angle of a triangle equals the sum of the interior opposite angles.
Assignment
The diagrams are not drawn to scale in this assignment.
1. Calculate the angles marked by letters.
64° 75°
b°
c° e°
80°
139° a°
d° 40°

42°
a°
60°
c°
70° 71° 62° b°
3. Students have been asked to measure angles. The answers have been recorded on the
diagrams. In each case, explain why there must have been a measurement error.
a) b) c)
41° 47°
64°
127°
92° 93°
76°
125° 37°

a) b) c)
g°
r° d°
f° 36°
46° c°
a° b°
p° 78° q° 138° 51° 85°

h°
e°
i°
5. Mark on the diagram the measures of eight other angles,

including one reflex angle.
76°
53°
6. Mark on the diagram the measures of the eleven angles marked with dots.
137°
. ..
. .. .
.. . .
58°
322°
B
Multiple 7. In the diagram, AB = AC
Choice and angle BAC = 124°.
The measure of angle BCD is
A. 28°
B. 124°
C. 147°
D. 152° D C A
8. In the diagram, which of the following pairs of angles are not supplementary angles?
A. a and b B. b and c a
b
d
C. b and d D. c and d c
Numerical
Response 9. In the diagram, the value of x is ________.
38°
x°
70°
Answer Key
1 . a = 41, b = 64, c = 116, d = 100, e = 65 2 . a = 39, b = 122, c = 69
3 . a) The vertically opposite angles should be equal.

b ) The sum of the angles in the triangle should equal 180°
c ) The sum of the angles around the point should equal 360°.
4 . a) p = 102, q = 42, r = 60
b ) e = 129, f = 93, g = 87, h = 129, i = 51
c ) a = 46, b = 49, c = 131, d = 49
5 . See diagram below. 6 . See diagram below.

309 °
137° 43° 53° 127°
51° 84°
96° 96°
104° 76° 84°
53° 127° 122°
76° 104° 58 ° 38°
127° 58°
53° 122°
322°
7. D 8. C 9. 7 2
Angles Associated with Parallel Lines
Parallel Lines and a Transversal
On a diagram, parallel lines are often marked by arrows.
A line that crosses parallel lines is called a transversal.
When a transversal intersects parallel lines there are

several relationships between the angles formed.
Angles Associated with Parallel Lines
A. Corresponding Angles - “F angles”
The dashed lines were all drawn using a ruler and set-square.
The dashed lines are parallel.
The marked angles are all copies of the angle of the set square.
• Measure all the angles marked.

Are they all equal?
Any pair of parallel lines makes an F-shape with a transversal that

crosses them.
The angles marked a° are equal and are called a°

corresponding angles.
• On the diagrams below mark three other pairs of F-shaped a°

corresponding angles and label them b°, c°, and d°.
(Note that the F-shape can be backwards or upside down).
114 Reasoning with Angles and Triangles Lesson #2: Angles Associated with Parallel Lines
Class Ex. #1 Use corresponding angles and straight angles to calculate the angles marked by letters.
120° 124° 132°

d° f°
a°
b°
c° e°
B. Alternate Interior Angles - “Z angles” a°
The Z in the diagram is made by two parallel lines and a transversal.

50°
If we extend two of the lines we make an X and have two equal angles a°
that are opposite at a vertex.
50°
50°
Now we have an F- shape as well, so the top angle a° must be 50° as well.
50°
So both of the angles of the Z are equal.
50°
50°
• Measure the angles in each of the following Z diagrams. Are they equal?
Any pair of parallel lines makes a Z-shape with a transversal that

crosses them.
a°
(Note that the Z-shape can be backwards or upside down.)
a°
The angles marked a° are equal and are called alternate interior
angles or sometimes just alternate angles.
• On the diagram, mark another pair of Z-shaped alternate angles and label them b°.
Class Ex. #2 Use alternate angles and straight angles to calculate the angles marked by letters.
a) b)
b° c° a° 42°
d°
69° 47° e° f°
Reasoning with Angles and Triangles Lesson #2: Angles Associated with Parallel Lines 115
Note When a pair of non-parallel lines is intersected by a transversal the

corresponding angles and the alternate angles are not equal. a° b°
d° c°
Corresponding angles which are not equal: a ≠ e, b ≠ f, c ≠ g, d ≠ h .
e° f °
Alternate angles which are not equal: d ≠ f, c ≠ e .
h° g°
Check by using a protractor to measure each angle shown at the right.
C. Co-interior Angles - “C angles”
The C in each diagram is made by two parallel lines and a transversal.

The angles marked o and x are called co-interior angles.
o o o
x x x
• Measure the angles o and x in each of the diagrams. Are they equal?
• Can you discover a relationship between the values of o and x?
We can make a conjecture that co-interior angles are supplementary i.e. they add up to 180°.
This conjecture will be proved in Lesson 3.
Class Ex. #3 Calculate the measures of the three remaining angles

in the parallelogram.
48°
Summary
1. When parallel lines are intersected by a transversal,

• corresponding angles are equal,
• alternate angles are equal,
• co-interior angles are supplementary.
2. If a transversal intersects two lines such that corresponding angles are equal, alternate
angles are equal, and co-interior angles are supplementary, then the two lines are parallel.
Assignment
1. Use the given diagram to answer the following questions.
1 2
a) State the number of the angle corresponding to
4 3
i) 1 ii) 2 iii) 3 iv) 4 5 6
8 7
b ) State the number of the angle alternate to
i) 3 ii) 4
c) State the number of the angle co-interior to
i) 3 ii) 4
2. Calculate the degree measure of the angles marked by letters.
51°
28° d
b
e g
70°
f
a c
3. Calculate the degree measure of the angles marked by letters.
a) b)
c 65°
155°
d
30°
b
a
c) d)
73° i 95°
k
e 150°
f 51°
117° j
g
h
Reasoning with Angles and Triangles Lesson #2: Angles Associated with Parallel Lines 117
a) 52° b)
64°
a° f° d°
79°
e°
c°
132°
b°
c) d) m°
l°
g° 28°
h° i°
88° j°
64°
k°
5. In the following example, you will need to work out other

angles before you can determine the value of the marked b° c°
angles. Calculate the angles marked with letters.
42°
121°
a°
6. Consider the diagram shown. A C
Explain why CD is not parallel to AB. 32°
32°
29°
29°
B D
Multiple 7. In the diagram, angle BAC = 48°, angle ECD = 70°, and AB ⏐⏐ CE.
Choice The measure of angle ACB is A
A. 48° 48° E
B. 62°
C. 66°
D. 70°
70°
D
B C
120°
89°
70°
60°
70°
89°
8. The diagram(s) which show(s) parallel lines is (are)
A. Figure 1 only
B. Figure 3 only
C. Figures 1 and 3 only
D. Figures 1, 2, and 3
b°
Numerical 9. In the diagram, the value of a − b is _____ . a°
Response
122° 46°
Answer Key
1 . a) i ) 5 ii) 6 iii) 7 iv) 8 b) i ) 5 ii) 6 c) i ) 6 ii) 5
2 . a = 28°, b = 110°, c = 110°, d = 51°, e = 129°, f = 129°, g = 129°
3 . a = 155°, b = 25°, c = 30°, d = 85°, e = 73°, f = 137°, g = 137°, h = 43°, i = 34°, j = 34°, k = 29°
4 . a) a = 52, b = 49, c = 52 b ) d = 64, e = 48, f = 68

c ) g = 88, h = 88, i = 64, j = 92 d) k = 296, l = 52, m = 308
5 . a = 138, b = 79, c = 121
6. The alternate angles BAD and ADC would be equal if the lines were parallel.
7. B 8. C 9. 2 8
Proving Angle Relationships
A protractor, a ruler and a compass will be required for this lesson.
Constructing Parallel Lines
The objective is to construct a line parallel to a given line using only a straight edge
and a compass.
Diagram 1
Use the following procedure to construct two parallel lines.
1. Draw the first line and mark a point A on the line. Diagram 2
2. Draw a second line intersecting the first line at A and mark a

point B on the second line. We will construct a line through B
parallel to the first line.
3. Using a compass, construct an arc, centred at A, that intersects Diagram 3

the two lines at C and D.
Do not change the radius on your compass.
Diagram 4
4. Using the same radius as in part 3, construct a second arc,
centred at B, that intersects the second line at E.
5. Put the point of your compass at C and the pencil at D to Diagram 5

determine a radius CD. Keeping this radius on your compass,
put the point at E and draw a third arc that intersects the second
arc at F.
6. Draw and extend the line that passes through B and F.

This line is parallel to the original line.
How are the measures of angle CAD and angle EBF related? Diagram 6
What kind of angles are angle CAD and angle EBF?
The lines are parallel because the corresponding angles formed by

the transversal are equal.
120 Reasoning with Angles and Triangles Lesson #3: Proving Angle Relationships
Class Ex. #1 Use a ruler and compass to construct the line through P parallel to QR.
Deductive reasoning involves taking known relationships to prove new relationships.
In the last lesson we used inductive reasoning to suggest angle relationships associated with
parallel lines. In the class examples, and in the assignment, we will use deductive reasoning to
prove the relationships.
We will use the following proven facts.
1. Angles on one side of a straight line are supplementary (they add up to 180°).
2. Vertically opposite angles are equal.
3. If two parallel lines are intersected by a transversal, corresponding angles are equal.
Proving Alternate Angles are Equal
Consider the diagram shown.

4 3
Angle 1 and angle 7 are alternate angles formed by the Z-shape.
1 2
We need to prove that angle 1 = angle 7. 8 7
5 6
Complete the following two column proof.
Statement Reason
angle 1 = angle 3
angle 3 = angle 7
so angle 1 = angle 7 both = angle 3 (transitive property)
Alternate angles are equal.
Reasoning with Angles and Triangles Lesson #3: Proving Angle Relationships 121
Class Ex. #2 Complete the following two column proof to prove that co-interior angles
are supplementary. 1 2
We need to prove that ∠1 + ∠4 = 180°
Statement Reason
4 3
∠1 + ∠2 = 180°
∠2 = ∠4
Assignment
1. Use a ruler and compass to construct a line through A parallel to BC.
B C
2. Use a ruler and compass to construct a line through L parallel to MN.
3. Consider the following diagram. 1 3

a) Name two pairs of alternate angles in the diagram. 2
b ) Complete the following two column proof to prove that

the angle sum of a triangle is 180°. 4 5 6
We need to prove that ∠2 + ∠4 + ∠5 = 180°

Statement Reason
∠1 + ∠2 + ∠3 = 180°
∠1 = ∠4
∠3 = ∠5
so ∠2 + ∠4 + ∠5 = ∠2 + ∠1 + ∠3
so
c) Use the result in b) to complete the following two column proof to prove that the exterior
angle of a triangle is equal to the sum of the interior opposite angles.
We need to prove that ∠6 = ∠2 + ∠4

Statement Reason
∠2 + ∠4 +∠5 = 180° angle sum of a triangle
∠6 + ∠5 = 180°
so
4. The diagram shows a triangle with three exterior angles. Use deductive reasoning to prove
that the sum of the exterior angles is 360°.
x
a
y b
c
z
5. Consider the diagram shown. B

A 40°
Julian and Jay have been asked to determine the value y°
of t in the diagram. Their work is shown below.
a) Which student has shown a correct solution?

E
z°
b ) Explain the error that the other student made. t°
48° 38°
x° 50°
D C
Julian Jay
x = 40 (alternate angles) y = 38 (alternate angles)
x + t + 50 = 180 (angle sum of triangle) y + z + 48 = 180 (angle sum of triangle)
so t = 90 so z = 94
z + t = 180 (straight angle)
so t = 86
6. In the diagram, PQR is an isosceles triangle with PQ = PR. R Q

The lines PT and QR are parallel.
a) Name a pair of corresponding angles.
b ) Name a pair of alternate angles.

T P
c) Why does PT bisect angle SPR?
7. Consider the diagram shown.
Use a two column proof to show that a = g. a b
d
c e f g
8. The diagram shows part of a parallelogram A B C

tiling consisting of identical parallelograms.
A is joined to E and E is joined to I.
D a° E F
a) If AEI is a straight line, what can you say b° c°
about a, b, and c?
G H I
b ) By finding another angle equal to b and another angle equal to c, show that
a + b + c = 180 and that ∠AEI is a straight angle.
9. Prove that, in the diagram, triangles ABC and ADE have three A C E
pairs of equal angles.
10. Prove that, in the diagram, triangles ABE and CDE have three pairs B
of equal angles.
A
Answer Key
1 . See below. 2 . See diagram below.
3 . a) ∠1 and ∠4, ∠3 and ∠5
5 . a) Jay b ) In the first step, Julian assumed that AB || DC, which it is not.
6 . a) ∠RQP, ∠TPS b ) ∠QRP, ∠RPT
8 . a) a + b + c = 180 b ) ∠ADE = b°, ∠DAE = c°
Reasoning with Polygons
Regular and Irregular Polygons
A closed plane figure with 3 or more sides is called a polygon. When all its sides are equal
and all its angles are equal, it is called a regular polygon. A polygon which is not regular is
called an irregular polygon.
Polygons have special names according to the number of sides, e.g., pentagon (5-sides),
hexagon (6-sides), etc.
Regular polygons can be constructed inside a circle as shown below.
Regular Polygons Calculating the Measure of the Interior Angle and the
Sum of the Measures of the Interior Angles of a Regular Polygon
• The diagrams above show some regular polygons inscribed in a circle. Joining each
vertex to the centre results in a number of isosceles triangles.
• Complete the table below to determine the measure of the interior angle of each polygon
and the sum of the measures of the interior angles of each polygon.
Name of Number Measure Measure of the Measure Sum of
Regular of Sides of the Base Angle of of the the
Polygon Central the Isosceles Interior Measures
Angle Triangle Angle of of the
the Interior
Polygon Angles in
Degrees
Triangle 360 ÷ 3 (180 -120) ÷ 2 2 x 30° 3 x 60°

3 = 120° = 30° = 60° = 180°
Square 360 ÷ 4 (180 - 90) ÷ 2 2 x 45° 4 x 90°
4 = 90° = 45° = 90° = 360°
Pentagon
Nonogon
9
Dodecagon
12
n-sided
polygon
128 Reasoning with Angles and Triangles Lesson #4: Reasoning with Polygons
Note • The work on the previous page shows that the sum of the measures of the interior angles of
an n-sided regular polygon is 180(n − 2)°.
Irregular Polygons Calculating the Sum of the Measure of the Interior Angles
of an Irregular Polygon
The diagrams below show some irregular polygons. Choosing a vertex and joining to other
vertices we can split the area of the polygon into non-overlapping triangles.
a) Choose a vertex on each of the irregular polygons below. Then join that vertex to other
vertices to construct non overlapping triangles.
b ) Complete the table below to determine the sum of the measures of the interior angles
of each polygon.
Name of Polygon Number Number of Sum of the
of Sides Non- Measures of the
Overlapping Interior Angles
Triangles in Degrees
Triangle
3 1 180° x 1 = 180°
Quadrilateral
4 2 180° x 2 = 360°
Pentagon
Octagon
Decagon
100 sided polygon
n-sided polygon
Reasoning with Angles and Triangles Lesson #4: Reasoning with Polygons 129
Note • The work on the previous page shows that the sum of the measures of the interior angles of
an n-sided irregular polygon is 180(n − 2)°.
• The work on the previous two pages shows that the sum of the interior angles of an n-sided
polygon does not depend on whether the polygon is regular or irregular.
We have the following property:
The sum of the interior angles of an n-sided polygon is 180(n – 2)°.
Extension to the above property
- Since there are n equal interior angles in a regular polygon, the measure of each angle is
°
180(n − 2)° ⎛ 360 ⎞
= ⎜ 180 − ⎟
n ⎝⎜ n ⎟⎠
The interior angle of an n-sided regular polygon

⎛ °
360 ⎞
measures ⎜ 180 − ⎟
⎜⎝ n ⎟⎠
°
interior angle = ⎛⎜ 180 −
360 ⎞
⎟
⎜⎝ n ⎟⎠
Extension to the above property
- Since the exterior angle is supplementary to the interior angle, the measure
of the exterior angle = (180 − interior angle),

⎛ ° ⎛ °
360 ⎞ 360 ⎞
i.e. exterior angle = 180° − ⎜ 180 − ⎟ =⎜ ⎟
⎝⎜ n ⎟⎠ ⎜⎝ n ⎟⎠
The exterior angle of an n-sided regular polygon

⎛ 360 ⎞ °
measures ⎜ ⎟ °
⎜⎝ n ⎟⎠ exterior angle = ⎛⎜ 360 ⎞⎟
⎜⎝ n ⎟⎠
It follows from the above property that:
The sum of the measures of the exterior angles of an

n-sided regular polygon is 360°
Class Ex. #1 Calculate, in degrees, the sum of the measures of the interior angles of a polygon with 9 sides.
Class Ex. #2 Determine the number of sides of a polygon whose interior angle sum equals 4140°.
Class Ex. #3 Determine the number of sides of a regular polygon whose interior angle measures 170°.
Class Ex. #4 Determine the number of sides of a regular polygon whose exterior angle measures 60°.
Class Ex. #5 Determine the values of x and a in the diagrams below.
(a + 20)°
a) b) 2a°
125° 115° (3a - 40)°
120° 130°
3a°
x°
110°
(a + 12)°
Assignment
1. Complete the table below to determine the measure of the interior angle of each polygon and
the sum of the measures of the interior angles of each polygon.
Name of Number Measure Measure of the Measure Sum of

Regular of Sides of the Base Angle of of the the
Polygon Central the Isosceles Interior Measures
Angle Triangle Angle of of the
the Interior
Polygon Angles in
Degrees
Hexagon
Octagon
Decagon
20 sided
polygon
100 sided
polygon
p-sided
polygon
2. Complete the table below to determine the sum of the measures of the interior angles
of each polygon.
Name of Polygon Number Number of Sum of the

of Sides Non- Measures of the
Overlapping Interior Angles
Triangles in Degrees
Hexagon
Heptagon
Nonagon
Dodecagon
20 sided polygon
p-sided polygon
3. Calculate the sum of the measures of the interior angles of a polygon with the given number
of sides.
a) 12 b ) 15
4. Determine the number of sides of a polygon whose interior angle sum equals:
a) 720° b ) 1260° c) 2880°
5. Determine the number of sides of a regular polygon whose interior angle measures;
a) 156° b ) 175° c) 171°
6. Determine the number of sides of a regular polygon whose exterior angle measures
a) 15° b ) 40° c) 1°
7. Determine the values of t and y in the diagrams below.
a) b) y° 33° 42°
t°
127° y°
114°
y° 135°
125° 83°
132°
The Canadian one dollar coin is gold colored

and bronze plated. It was introduced in 1987.
It is commonly called the “loonie” because

the bird featured on the coin is a loon.
Numerical 8. The sum, in degrees, of the interior angles of a loonie is _____ .

Response
9. To the nearest degree, the measure of each interior angle of a loonie is _____ .
10. The interior angle, x° of a regular polygon is 5 times as

large as the exterior angle, y°.
The number of sides in the regular polygon is _____ .

y° x°
Group The diagram shows that a five sided polygon has 5 diagonals.
Investigation
• Investigate whether an eight sided polygon has 8 diagonals.
• By considering simpler cases, determine, without drawing the

shape, how many diagonals a twenty sided polygon has.
• Find a formula for the number of diagonals in

an n-sided polygon.
Answer Key
1 . See chart below. 2 . See chart below.

Name of Number Measure Measure of the Measure Sum of Name of Polygon Number Number of Sum of the
Regular of Sides of the Base Angle of of the the of Sides Non- Measures of the
Polygon Central the Isosceles Interior Measures Overlapping Interior Angles
Angle Triangle Angle of of the Triangles in Degrees
the Interior
Polygon Angles in
Degrees Hexagon
6 4 720°
Heptagon
Hexagon
7 5 900°
6 60° 60° 120° 720°
Nonagon
Octagon 9 7 1260°
8 45° 67.5° 135° 1080° Dodecagon
Decagon 12 10 1800°
10 36° 72° 144° 1440° 20 sided polygon
20 sided 20 18 3240°
polygon p-sided polygon
20 18° 81° 162° 3240°
100 sided p p-2 [180(p - 2)]°
polygon
100 3.6° 88.2° 176.4° 17 640°
p-sided
polygon
p [180(p - 2)]°
3 . a) 1800° b ) 2340°
4 . a) 6 b) 9 c ) 18
5 . a) 15 b ) 72 c ) 40
6 . a) 24 b) 9 c ) 360
7 . a) 139° b ) 110°
8. 1 6 2 0 9. 1 4 7 10. 1 2
Group Investigation
• No, it has 20 diagonals.

• 170 diagonals
1
• n(n − 3) diagonals
2
Reasoning with Congruent Triangles
Note This lesson forms part of the Alberta curriculum for Mathematics 20-2.
It is not included as a required lesson for students and teachers outside
of Alberta following the WNCP curriculum, but could be included as enrichment.
Introduction to Congruent Triangles
Each of these five triangles is positioned

differently, but they all have the same size
and shape. They are congruent triangles.
The diagrams below show the flags of some countries in the world and of some Canadian
provinces. All the flags shown have some features in common. Each flag contains triangles
which are the same shape and size.
Nova Scotia Flag Newfoundland Flag
Flag of American Samoa Namibia Flag
Scotland Flag Jamaica Flag
Two triangles which have the same shape and the same size are said to be congruent.
• The flags of American Samoa and Namibia each contain one pair of congruent triangles.
• The flags of Scotland, Jamaica, and Nova Scotia all have two pairs of congruent triangles.
• The flag of Newfoundland has one set of four congruent triangles, and one set of two
congruent triangles.
Class Ex. #1 On each of the flags shown above, mark one set of congruent triangles with the letter A and
the second set of congruent triangles (if applicable) with the letter B.
136 Reasoning with Angles and Triangles Lesson #5: Reasoning with Congruent Triangles
Congruent Triangles
A triangle has three sides and three angles. Two triangles are congruent if all pairs of
corresponding sides and all pairs of corresponding angles are equal.
In the diagram, triangle PQR is congruent to triangle LMN. We write ΔPQR ≅ ΔLMN.
P L Note that, to describe congruent triangles,
we write the corresponding angles in
the same order.
∠P = ∠L, ∠Q = ∠M, ∠R = ∠N
Q R M N Also, PQ = LM, QR = MN, PR = LN
We do not need all six measurements in a triangle to prove that triangles are congruent.
In the work below we can show that in certain circumstances, only three measurements
are required.
There are several possible groupings of three measurements from a triangle.

AAA (All three angles) SSS
eg. 90°, 60°, 30° (All three sides)
5 cm
eg. 3 cm, 4 cm, 5 cm
3 cm
ASA 4 cm
(Two angles and the side contained
SSA (Two sides and an angle not by the two angles)
contained by the two sides) eg. 41°, 4 cm, 49°
eg. 1 cm, 2.5 cm, 17°
41° 49°
1 cm 4 cm
SAS
2.5 cm (Two sides and the angle contained by the
1 cm two sides)
eg. 3 cm, 105°, 2 cm 3 cm 105° 2 cm
2.5 cm
In each of the above situations,

different triangles can be drawn In each of these three situations, only one
that do not have the same size triangle can be drawn.
or shape.
Note AAS: In this situation, where we are given two angles and a side not contained by the
two angles, we can calculate the measure of the third angle from the fact that the three
angles in a triangle have a sum of 180°.
This grouping now falls under the category ASA.
Reasoning with Angles and Triangles Lesson #5: Reasoning with Congruent Triangles 137
Class Ex. #2 In each case, use the given information to determine if the triangles are congruent.
If they are congruent, state the congruence condition (SSS, SAS, or ASA).
a) b)
o x o x
o o
x x
y y
c) d)
Class Ex. #3 In parallelogram ABCD, prove that ΔABD ≅ ΔCDB A B

and state which congruence condition is being used.
D C
Class Ex. #4 The illustration shown represents the symbol for a A B

communicator in a new TV space series.
E
3 cm 3 cm
Use the information in the diagram to prove that AD = BC.
C D
4 cm 4 cm
Assignment
1. In each case, use the given information to determine if the triangles are congruent.
If they are congruent, state the congruence condition (SSS, SAS, or ASA).
a) b) x
o
x o
c) d)
o x
x
o
o
o
e) f) g)
x
2. The two triangles in the diagram are congruent. List six congruent parts. Q
P
O
R
3. In each case, state which triangles are congruent (order is important) and S
give the congruence condition.
T
a) A B b)
E S V
C D
W
4. a) Mark one additional piece of b) Mark a different piece of information

information on each diagram so on each diagram so that the triangles
that the triangles are congruent. are congruent.
5. The diagram shows the side view of an ironing board in which AD = EC and AD || EC.
Prove that the two triangles are congruent and state the congruence condition.
A D
E C
6. In each case explain, using a diagram, if the pair of triangles must be congruent.
a) ΔATZ and ΔDHM, in which AT = DH, TZ = HM, and ∠ATZ = ∠DHM.
b) ΔPLC and ΔSBN, in which PL = SB, PC = SN, and ∠LCP = ∠BNS.
7. Nickolas knows that ML = PL and LN = LQ . M P

Prove that MN = PQ.
N Q
8. In the diagram, AB is a vertical line and CD is a horizontal line. If C is the midpoint of AB,
prove that ΔABD is an isosceles triangle.
A
C D
9. In the diagram, C is the centre of the circle, Q

PQ = RQ = 6 cm , and angle PCR = 120°.
a) Prove that triangles PCQ and RCQ are congruent.
b ) Prove that angle PCQ = 120°. R
c) Explain why PR = 6 cm.
10. In the diagram, PQ = SR, TP || SV, and TR || QV. P

Prove that TP = SV and TR = QV.
Q
T
R V

A
In the diagram, ΔABC ≅ ΔDEC.
58°
B 5 cm C 8 cm D
Multiple 11. The length of EC is

Choice
A. 3 cm
B. 5 cm
C. 8 cm
D. unable to be determined
12. The length of AE is
A. 3 cm
B. 5 cm
C. 8 cm
D. unable to be determined
Numerical 13. The measure of angle EDC, in degrees, is _____.

Response
Answer Key
1 . a) yes, SSS b ) no c ) yes, SAS d) no e ) no f) yes, ASA g ) yes, SSS or SAS
2 . PQ = RS, PO = RO, QO = SO, ∠POQ = ∠ROS, ∠PQO = ∠RSO, ∠QPO = ∠SRO
3 . a) ΔACD ≅ ΔBDC, SAS b ) ΔSTV ≅ ΔSWV, SSS
4 . a) See diagram below. b ) See diagram below.

o
o
5 . a) ∠BAD = ∠BCE (alternate), ∠BDA = ∠BEC (alternate), AD = EC (given), congruence condition ASA
6 . a) yes, two sides and contained angle (SAS) b ) no, two sides and non-contained angle
7 . ∠MLN = ∠PLQ (vertically opposite), ML = PL, and LN = LQ. Hence ΔMLN ≅ ΔPLQ and MN =PQ.
8. Prove the two smaller triangles are congruent using SAS. Hence AD = BD and ΔABD is isosceles.
9 . a) PQ = RQ (given), PC = RC (radii), CQ = CQ (same line), congruence condition SSS
b ) ∠PCQ + ∠RCQ = 360° − 120° = 240°, ∠PCQ = ∠RCQ, so ∠PCQ = 120°
c ) Prove that ΔPCR ≅ ΔPCQ, so that PR = PQ = 6 cm.
1 0 . If PQ = SR then PR = SQ. ∠RPT = ∠QSV (alternate) and ∠TRP = ∠VQS (alternate),

so ΔTPR ≅ ΔVSQ by ASA. Hence TP = SV and TR = QV.
11.B 12.A 13. 3 2
Practice Test
Use the following information to answer the first two questions.
When two parallel lines are crossed by a

transversal, corresponding angles, alternate
angles, and co-interior angles are formed.
1. Alysha makes three statements about angle relationships.
Statement 1 : Corresponding angles are equal.

Statement 2 : Alternate angles are equal.
Statement 3 : Co-interior angles are equal.
Which statements are true?
A. Statements 1 and 2 only B. Statement 3 only
C. Statements 1 and 3 only D. Statements 1, 2, and 3
2. Jordan makes three statements about angle relationships.
Statement 1 : Corresponding angles are supplementary.

Statement 2 : Alternate angles are supplementary.
Statement 3 : Co-interior angles are supplementary.
Which statements are true?
A. Statements 1 and 2 only B. Statement 3 only
C. Statements 1 and 3 only D. Statements 1, 2, and 3
3. Four statements are made about triangles:
I. The largest angle is opposite the largest side.

II. An exterior angle of a triangle is equal to the sum of the interior opposite angles.
III. The three interior angles have an angle sum of 180°.
IV. The three exterior angles have an angle sum of 360°.
How many of the above statements are true?
A. one B. two C. three D. four
144 Reasoning with Angles and Triangles Lesson #6: Practice Test
Use the following diagram to answer the next two questions.
33°
b°
a°
4. The value of a is
A. 33 B. 57 C. 147
D. unable to be determined from the given information
5. The value of b is
A. 57 B. 123 C. 147
104° p°
q°
53°
125°
6. The value of p is
A. 23 B. 27 C. 53 D. 55
Numerical 1. The value of q is _____ .

Reasoning with Angles and Triangles Lesson #6: Practice Test 145
7. In the diagram, which of the following statements a

is false? b
A. a=c
d
B. c=g c e f g
C. b=d
D. b=f
Numerical 2. In the diagram, the value of a + b + c is _____ .

Response
69°
b°
c° 75°
a°
80° 70°
8. The fourth interior angle of the quadrilateral is

85°
A. 59°
B. 121°
C. 239° 16°
20°
D. 275°
9. The diagram shows a regular pentagon and

a triangle. The value of x is
A. 36
B. 60
C. 70
x°
D. 72

F
Craig is trying to prove that the angle sum of
quadrilateral ABCD in the diagram is 360° 40°
His attempted proof is shown below. D

E A
91°
39°
B
Statement Reason
Line 1. ∠FDA = 50° angle sum of ΔADF = 180°, (180° − 90° − 40° = 50°)
Line 2. ∠DAB = 50° alternate to ∠FDA
Line 3. ∠DCB = 140° co-interior to ∠DFA, (180° − 40° = 140°)
Line 4. ∠ADC = 130° ∠FDC is a straight angle, (180° − 50° = 130°)
so ∠DAB + ∠ABC + ∠BCD + ∠CDA = 50° + 39° + 140° + 130° = 359°
10. Which line of his proof contains an error?
A. Line 1 B. Line 2 C. Line 3 D. Line 4
Use the following diagram to answer the next question.
141°
136° 119°
a°
120°
144°
132°
Numerical 3. In the diagram the value of a is _____ .

11. The diagram shows part of the “Big Wheel” at the Calgary
Stampede. The value of x is
x°
A. 45
B. 60
C. 67.5
D. 135
Numerical 4. A regular polygon has an interior angle of 165°.

Response The number of sides in the polygon is _____.
Note Questions #12 - #15 and NR #5 are based on Lesson 5 and may be extension questions
for some students.
12. Which of the following is not a congruence condition for proving triangles are congruent?
A. 2 angles and the contained side B. 3 angles

C. 2 sides and the contained angle D. 3 sides
13. If the two triangles in the diagram are congruent, Q

which statement is false? P
A. ∠TPS = ∠QRS
S
B. ∠TSP = ∠QSR
R
C. PT = QR
T
D. PS = SQ
14. Paying attention to the order of the letters, which of the P

following is the correct statement about the congruent
triangles in the rectangle in the diagram?
A. ΔSPQ ≅ ΔSQR B. ΔSPT ≅ ΔSRT Q
C. ΔQTR ≅ ΔSTP D. ΔSTR ≅ ΔTPQ S T
R

Four students are asked to answer the following question.
Using only the given information, which of the following diagrams show pairs of
triangles that are congruent?
I. II. III.
o o
x
o
x o
• Dana says that none of the pairs of triangles are congruent.

• Sharif says that all of the pairs of triangles are congruent.
• Louis says that only diagram II shows a pair of congruent triangles.
• Marius says that only diagrams II and III show a pair of congruent triangles.
15. The student who is correct is
A. Dana B. Sharif C. Louis D. Marius

A
There are six congruent triangles C

in the diagram and AB || CD.
Numerical 5. The measure of ∠ACD, in degrees, is _____.

Response
A ruler and a protractor are required to complete this question.
• Follow the instructions in steps 1 - 3 below, showing your work at the bottom of the page.
Step 1: Look at Sketch 1. Sketch 1 Table

Draw any line through P which starts on the left a b
line and finishes on the right line. 46°
Measure the two angles a and b on the lower P

side of the line. b
a
Record your results in the table.
Step 2: Look at Sketch 2. Sketch 2

• Draw a different line through P and again measure
a and b and record the results in your table. 46°
Step 3: Repeat Step 2 until you have six sets of results.
46°
• Use inductive reasoning to make a conjecture about the relationship between a and b.
• Use deductive reasoning to prove the relationship between a and b.
Answer Key
Multiple Choice
1. A 2. B 3. D 4. A 5. B 6. A 7. C 8. C
9. A 10. C 11. C 12. B 13. D 14. C 15. D
Numerical Response
1. 3 2 2. 1 4 1 3. 1 0 8
4. 2 4 5. 1 2 0
Written Response
• answers may vary
• a + b = 226
• Angle sum of triangle 180 = (180 − a) + (180 − b) + 46
180 = 406 − a − b
a + b = 226
46°
180° – b°
180° – a°
b°
a°
Trigonometry Lesson #1:
Review of Right Triangle Trigonometry
B
Ratios of Sides in a Right Triangle
Consider the right triangle AOB shown.
Let angle AOB = x°.

x°
O A
Each of the sides of the triangle is given a special name relative to the angle of x°.
The longest side, OB, is called the HYPOTENUSE (hyp).
The side opposite the angle of x°, AB, is called the OPPOSITE (opp).
The remaining side of the triangle, OA, is called the ADJACENT (adj).
Recall the definitions of the three primary trigonometric ratios:
opposite AB
sin x° = =
hypotenuse OB The rules for determining the sine ratio,
cosine ratio, and tangent ratio for an angle
adjacent OA in a right triangle can be memorized by
cos x° = = using the acronym SOH CAH TOA.
hypotenuse OB
opposite AB
tan x° = =
adjacent OA
Class Ex. #1 Mark on each of these triangles the hypotenuse (hyp), the opposite (opp), and
the adjacent (adj) relative to the angles of x° and y°.
a) D E b) T
V y°
x°
F
S
Complete the following.
sin x° = cos x° = tan x° = sin y° = cos y° = tan y° =
152 Trigonometry Lesson #1: Review of Right Triangle Trigonometry
Note In solving problems in right triangle trigonometry we need to be given a right angle,
a side length and one other angle or side.
Note the following points emphasized in the right triangle diagrams below.
• The opposite and adjacent sides can switch depending on the angle being used.
• The Pythagorean Theorem can be used if two sides of the triangle are known
and the third side is required.
B
hypotenuse hypotenuse
(hyp) opposite (hyp) adjacent B
(opp) (adj) c
a
A
adjacent (adj) opposite (opp)
A C
b
opp opp
sin A = sin B =
hyp hyp
a2 + b2 = c 2
adj adj
cos A = cos B =
hyp hyp
opp opp
tan A = tan B =
adj adj
Class Ex. #2 Consider the following triangle. S

a) Use the Pythagorean Theorem to calculate the length of ST.
25
b ) State, as rational numbers, the values of the following trigonometric ratios.
sin R = cos R = tan R =

R 7 T
sin S = cos S = tan S =
c) Comment on any relationships you see from your answers in b).
Trigonometry Lesson #1: Review of Right Triangle Trigonometry 153
Calculating Angles in Right Triangles
Complete the following example to review how to calculate an angle measure using
SOHCAHTOA.
In the diagram we are required to determine the measure 6 cm

of the angle marked x° to the nearest degree.
Relative to the angle x°, the OPPOSITE side is 6 and

the ADJACENT side is 5 so we use the TANGENT ratio. 5 cm
6
We write tan x° = = 1.2. x°
5
If tan x° = 1.2, the measure of the angle x° can be determined by using the inverse tangent
function tan −1.
If tan x° = 1.2, then tan −1(1.2) = x.
On a calculator, access the inverse tangent function by pressing 2nd tan .
Use your calculator to complete the solution.
tan x° = 1.2 so x° = _____ (to the nearest degree).
Class Ex. #3 A telephone pole is 12 metres high and is supported by a wire, 14 metres long, fixed to the top
of the pole and to the ground.
Draw a sketch to illustrate the information and calculate, to the nearest degree, the angle
between the wire and the ground.
Calculating Sides in Right Triangles
Complete the following examples to review how to calculate a side using SOHCAHTOA.
a) In the diagram we are required to determine the measure of the side BC.
A
Relative to the angle of 49°, the given side is the HYPOTENUSE
and the required side is the OPPOSITE so we use the SINE ratio.
49°
x
We write sin 49° =
17.6 17.6
B
Cross multiply to get 17.6 sin 49° = x
x
To one decimal place, x = _______ so BC = ______.
C
b ) In the diagram we are required to determine the measure of the side QR.
Relative to the angle of 73°, the given side is P Q

the ADJACENT and the required side is
the HYPOTENUSE so we use the COSINE ratio.
24
24
We write cos 73°= a
a 73°
Cross multiply to get a cos 73°= 24 R

24
Divide both sides by cos 73° to get a=
cos 73°
To one decimal place, a = _______ so QR= ______.
Class Ex. #4 Use trigonometric ratios to determine the lengths of AB and AC in the given triangle.
Answer correct to the nearest foot. B
109 ft
C 74°
Class Ex. #5 A large tree is to be transported to a new location. The tree is held vertical by means of two
guy wires of unequal length on opposite sides of the tree. One of the wires makes an angle
of 48° with the ground. The other wire is 12 m long and makes an angle of 56° with the
ground. Both wires are attached 3 m down from the top of the tree.
a) Illustrate this scenario below. b ) Determine the height of the tree

to one decimal place.
c) Determine the length of the other wire to the nearest tenth of a metre.
d ) Determine, to the nearest tenth of a metre, the horizontal distance at ground level
between the two guy wires.
e) The guy wire in c) breaks and a new wire of the same length is attached 2 m down from
the top of the tree. Calculate, to the nearest degree, the angle which this guy wire makes
with the ground.
Assignment
M N
1. Consider ΔLMN.
Write the ratio of sides for each of the following.
i ) sin L = ii) cos L = iii) tan L =
L
iv) sin M = v) cos M = vi) tan M =
2. In each case, determine the length of the indicated side to the nearest tenth.
a) A b b) P
C
42°
36°
r
63.2 25.7
R Q
c) d)
L R
N
40°
61°
s
n
5.0
S 157.7 T
M
3. In each case, determine the measure of the indicated angle to the nearest degree.
a) b) X
D 9.7 F
1.7
3.1
5.2
Z
x° x°
E
Y
4. Determine, to 2 decimal places, the value of each trigonometric ratio.
a) cos A b ) sin K c) tan F

B L D
13 41 12
A C K M F E
5 9 7
5. Determine the exact value of the following. A

a) tan ∠ABC
10 L
b ) LM C B
14 M 10
c) sin ∠BAC
6. Christine places a ladder against the side of a house so that the top of the ladder makes an
angle of 52° with the side of the house. The bottom of the ladder is 1.20 m from the house.
a) Calculate, to the nearest hundredth of a metre, the vertical distance from the top
of the ladder to the ground.
b ) Calculate, to the nearest hundredth of a metre, the length of the ladder.
Multiple 7. In a right triangle PQR, PQ = 50 units, PR = 48 units and RQ = 14 units.

Choice The value of sin Q and cos Q are respectively
7 24
A. and
25 25
24 7
B. and
25 25
24 7
C. and
7 24
24 7
D. and
7 25
Three statements are made for the right triangle ABC.
sin A
Statement 1: tan A = A
cos A
1 17
15
Statement 2: 1 + (tan A)2 =
(cos A)2
Statement 3: (sin B)2 + (cos B)2 = 1 C 8 B
8. How many of the statements are true?
A. Zero
B. One
C. Two
D. Three
Answer Key
MN LN MN LN MN LN
1 . i) ii) iii) iv) v) vi)
LM LM LN LM LM MN
2 . a) 47.0 b ) 31.8 c ) 3.2 d) 87.4 3 . a) 62° b ) 33°
5 25 12
4 . a) 0.38 b ) 0.98 c ) 1.39 5 . a) b) or 4.25 c)
12 6 13
6 . a) 0.94 m b ) 1.52 m 7. B 8. D
The Sine Law
Trigonometry in Acute Angled and Obtuse Angled Triangles
In the last lesson, we reviewed trigonometry in right triangles using SOHCAHTOA.
In the next three lessons, we focus on solving triangles which are not right angled and in
which SOHCAHTOA is not valid.
In the next section of work we will determine the side of an acute angled triangle by
i) splitting it in two right triangles and using SOHCAHTOA as in Class Ex. #1
ii) using the Sine Law as in Class Ex. #2
Class Ex. #1 Triangle ABC has three acute angles. Use SOHCAHTOA to determine the length of BC.
Work to three decimal places and answer to two decimal places.
55°
20°
12.50 cm
35°
B C
D
160 Trigonometry Lesson #2: The Sine Law
A New Notation
Often, in trigonometry, it is convenient to use the following notation.
In triangle ABC, represent C

the length of the side opposite angle A by a,
the length of the side opposite angle B by b,
and the length of the side opposite angle C by c.
A B
The Sine Law
a b c sin A sin B sin C

In every triangle ABC, = = or = = .
sin A sin B sin C a b c
Proof of the Sine Law
The diagrams show the same triangle ABC placed with base AB on the x−axis.
In diagram i) the origin is at A, and in diagram ii) the origin is at B.
The line CD is drawn perpendicular to AB.
y y
C C
b a
x x
A D B B D A
a b
Complete the following work to show that = .
sin A sin B
CD CD
In i) sin A = = In ii) sin B = =
AC b
CD = CD =
It follows that b sin A =
Dividing both sides by sin A sin B gives the result
a c
Repeating the work above with AC placed on the x−axis would give the result = .
sin A sin C
a b c sin A sin B sin C

Hence = = or = = .
sin A sin B sin C a b c
Trigonometry Lesson #2: The Sine Law 161
Note To use the sine law, we need to know three pieces of information.
This information must include both numerator and denominator of one of the three fractions,
i.e. we need to know an angle and the measure of its opposite side.
Class Ex. #2 Triangle ABC from Class Ex. #1 is shown. Use the sine law to calculate the length of BC,
and compare your answer to the SOHCAHTOA method.
A
75°
12.50 cm
35°
B C
Class Ex. #3 Use the sine law in the triangle shown to B

determine the measure of ∠ACB to the
nearest degree.
9.4
110°
A
6 C
A surveyor measures a base line PQ to be 440 m long. He takes measurements of a

Class Ex. #4 landmark R from P and Q, and finds that ∠QPR = 46° and ∠PQR = 75°.
R
Calculate the perimeter of ΔPQR to the nearest metre.
P Q
Assignment
1. Use the Sine Law to determine the length of the indicated side to the nearest tenth.
a) A b) C c) r
P 31° Q
73° 12.9 m
8.5 cm
b 4.7 mm
80°
41° 108° 24°
B C A B R
a
2. Use the Sine Law to determine the measure of the indicated angle to the nearest degree.
6.3 cm
a) A B b) Q c) S 169 mm
T
117°
70° 5.4 cm P 92°
28.6 m 262 mm
C 19.8 m
V
R
3. In ΔABC, angle A = 49°, angle B = 57°, and a = 8 . Calculate b to the nearest tenth.
4. In ΔLMN, angle LNM = 114°, LM = 123 mm, N

and MN = 88 mm. L 114° 88 mm
Calculate ∠LMN, to the nearest degree.
123 mm M
5. P and Q are two bases for a mountain climb. R

PQ is 600 m and QR is a vertical stretch of a rock face.
The angle of elevation of Q from P, (i.e. angle QPS) is 31°.

Q
The angle of elevation of R from P is 41°.
a) Mark these measurements on the diagram and state the

measures of angle RPQ and angle PRQ. P S
b ) Use the sine law in ΔPQR to calculate the height of the vertical climb, QR,
to the nearest metre.
6. Consider the triangle shown.

a) Use the sine law to calculate the lengths of the other two sides 12 m
of the triangle to the nearest hundredth of a metre.
46° 65°
b ) Three students are trying to determine the area of the triangle in the diagram.
Each student is given a different formula with which to determine the area.
The area of the triangle is 53.3 m2.
Show how each student arrived at this answer.
Student #1: Draw a vertical line to represent the height of the triangle and
1
use the formula A = 2 bh, where b is the length of the base
and h is the vertical height.
Student #2: Calculate the perimeter of the triangle and use Heron’s formula
A = s(s − a)(s − b)(s − c) , where a, b, and c are
the lengths of the three sides and s is the semi-perimeter of the triangle.
1
Student #3: Use the formula A = 2 ab sin C, where a and b are the lengths of
two sides and angle C is the contained angle between the sides a and b.
Multiple 7. In triangle PQR, angle P = 20°, angle R = 150°, and QR = 6 m. The length of PQ is
Choice
A. 4.1 m
B. 8.8 m
C. 15.2 m
D. 17.3 m
8. In ΔABC, ∠A = 30°, BC = 10 units, and AC = 15 units. If ∠B is acute-angled, then ∠C is
A. 19.4°
B. 48.6°
C. 101.4°
D. 130.6°
D
Numerical 9. From a point A, level with the foot of a hill, the angle of
Response elevation of the top of the hill is 16°. From a point B,
950 metres nearer the foot of the hill, the angle of 16° 35°
elevation of the top is 35°. A 950 m B C
The height of the hill, DC, to the nearest metre, is ____ .
Answer Key
1 . a) 12.4 cm b ) 5.5 m c ) 9.0 mm 2 . a) 54° b ) 44° c ) 35°

3 . 8.9 4 . 25°
5 . a) 10°, 49° b ) 138 m 6 . a) 9.52 m and 12.36 m
7. B 8. C 9. 4 6 1
The Cosine Law
C
Introduction
6 cm
Consider triangle ABC in which ∠A = 36°, AB = 3 cm and
AC = 6 cm. What happens when you try to apply the sine
law to determine the length of BC?
36°
A B
3 cm
In the example above, where we are given the length of two sides
and the contained angle, the sine law is not applicable.
Class Ex. #1 We can find the length of BC by making a right triangle BCD in the diagram below
and using SOHCAHTOA to determine the lengths of CD and AD.
Determine the lengths of CD and AD to the nearest hundredth of a cm, and show how these
lengths can be used to determine the length of BC to the nearest tenth of a cm.
6 cm
36°
B D
A 3 cm
Note The method above is time consuming.

The length of BC can be determined in one step by using the cosine law.
168 Trigonometry Lesson #3: The Cosine Law
The Cosine Law
In every triangle ABC, a 2 = b 2 + c 2 − 2bc cos A.
y
Proof of the Cosine Law C
• The diagram shows triangle ABC placed with

base AB on the x−axis and A at the origin. b a
h
• The line CD is drawn perpendicular to AB and
is h units in length. x
A x D B
• AD = x units so DB = c − x units.
Complete the following work to show that a 2 = b 2 + c 2 − 2bc cos A.
AD x
In ΔADC, cos A = = In ΔBDC, BC 2 = CD 2 + DB 2
AC b
a 2 = h 2 + (c − x)2
so x = a 2 = h 2 + c 2 − 2cx + x 2
a 2 = (h 2 + x 2) + c 2 − 2cx
a2 = + c 2 − 2c( )
a 2 = b 2 + c 2 − 2bc cos A.
By placing AC and then BC on the x−axis, similar equations can be derived.
b 2 = c 2 + a 2 − 2ca cos B c 2 = a 2 + b 2 − 2ab cos C
This version of the cosine law can be used in any triangle if we are given the lengths of
Note two sides and the contained angle (SAS).
Trigonometry Lesson #3: The Cosine Law 169
Class Ex. #2 Consider the ΔABC from Class Ex. #1 in which ∠A = 36°, C
AB = 3 cm, and AC = 6 cm. Determine the length of BC, to
the nearest tenth of a cm, using the cosine law.
6 cm
36°
A B
3 cm
Class Ex. #3 Consider triangle PQR shown.
a) Complete the cosine law for calculating side q. q2 =
b ) Calculate, to the nearest tenth of a cm, the length of the third side of ΔPQR
if QP = 1.7 cm, QR = 3.1 cm, and ∠PQR = 110°.
P
Q R
Class Ex. #4 Bellevue is 30 km north of Ayr and Churchville is 18 km northwest of Ayr.

Calculate the distance between Bellevue and Churchville to the nearest km.
Alternative Form of the Cosine Law
The equation a2 = b 2 + c 2 − 2bc cos A
b 2 + c 2 − a2
can be rearranged to the form cos A = .
2bc
Note This form of the cosine law can be used to determine any angle in a triangle when
we are given the length of all three sides (SSS).
Class Ex. #5 Complete the following for triangle ABC.
a) cos B = b ) cos C =
Class Ex. #6 Determine the largest angle in ΔABC if a = 14.7, b = 8.9, and c = 12.6 .
Class Ex. #7 Two ships set sail from port, P, heading in different P
directions. The first ship sails 7 km to R and the second 8 km
7 km
ship sails 8 km to Q. If the distance between R and Q is
13 km, determine the angle between the directions of the
two ships. R Q
13 km
Assignment
1. Complete the cosine law for triangle STV.
a) s 2 = b ) v2 =
2. In each case, determine the length of x to the nearest tenth of a cm.

x
a) 20 cm b)
x
16.1 cm 15.9 cm
30° 15°
25 cm
c)
x
18.7 cm 140°
20.4 cm
3. In ΔABC, angle A = 49°, b = 24, and c = 37 .

Make a sketch of the triangle and calculate
a to the nearest whole number.
4. In the diagram, AB represents part of a road constructed on the C

incline of a hill. BC represents a telephone pole 7.5 m tall at the
side of the road. A guide wire attached to the top of the pole is
joined to the ground at A. If AB = 11.4 m and ∠ABC = 135°,
determine the length of the guide wire to the nearest 0.1 m. B
5. Complete the formula for the cosine law in triangle DEF.
a) cos E = b ) cos F =
6. In each case, find the measure of the indicated angle to the nearest degree.
a) B 7m b) Z
C
z°
10 m 6.2 m
x° 4.3 m
A X Y
3.7 m
c) A d)
23 cm D 197 cm
17 cm
F
95 cm x°
b° 116 cm
B C E
15 cm
7. Anwar and Ingrid have three trees in their garden. The trees form a
triangle as shown in the diagram. Determine, to the nearest degree,
the smallest angle between the trees.
15.1 m
19.3 m
12.3 m
8. The solid in the diagram was formed by removing a corner S

from a cube of 24 cm. The length of EB is 6 cm.
a) Calculate, to the nearest tenth, the lengths of PE and PR.

P R
A C
b ) Calculate the measure of angle PER to the nearest degree.
3
• Cos 30° can be written as an exact value as .
2
3
• Cos 150° can be written as − .
2
Multiple 9. In the diagram, the value of x 2 is

Choice
12 X
A. 112 Y
B. 304 150° 8
C. 208 − 96 3 x
Z
D. 208 + 96 3
10. The length of BC in cm is A

10 cm
A. 5 3
B. 10
30°
C. 10 3 B C
D. 20
Numerical 11. The diagram shows a glass bowl with two chop-sticks
Response resting on the rim at points S and T. The lengths of the S T
parts of the chop-sticks inside the bowl are 9 cm
and 11.5 cm respectively. 105°
The length of ST, to the nearest tenth of a cm, is _____ .

Answer Key
1 . a) s 2 = t 2 + v 2 − 2tv cos S b ) v 2 = s 2 + t 2 − 2st cos V
2 . a) 12.6 cm b ) 4.2 cm c ) 36.7 cm 3 . 28 4 . 17.5 m
d2 + f2 − e 2 d2 + e 2 − f2
5 . a) cos E = b ) cos F = 6 . a) 41° b ) 36° c ) 92° d) 138°
2df 2de
7 . 40° 8 . a) PE = 30.0 cm, PR = 33.9 cm b ) 69°
9. D 10. C 11. 1 6 . 3
The Ambiguous Case of the Sine Law
This lesson is required for students and teachers following the WNCP curriculum
Note for Foundations of Mathematics Grade 11. It is not required for students and
teachers following the Alberta curriculum but could be included for completeness or
enrichment.
Introduction
Students were asked to determine the measure of angle ACB in a triangle in which AB = 6 cm,
AC = 4 cm, and ∠ABC = 30°.
Two students, Scott and Brittany, each constructed a triangle to represent the given
information.
C
Scott Brittany
4 cm
C
4 cm
30° 30°
A B A B
6 cm 6 cm
a) Use a ruler and protractor to confirm that each student’s triangle correctly represents
the given information.
b ) Without using a measuring device, estimate, to the nearest 10°, the measure of angle ACB
in each case.
c) The work for Scott’s diagram and for Brittany’s diagram is identical in the first four steps
as shown below:
sin C sin B sin C sin 30° 6 sin 30°
= → = → sin C = → sin C = 0.75
c b 6 4 4
i ) In Scott’s case, use inverse sine to determine, to the nearest degree, the acute angle
∠ACB whose sine ratio is 0.75.
acute ∠ACB = ______°
ii) In Brittany’s case, use “guess and check” on your calculator to determine,
to the nearest degree, the obtuse angle ∠ACB whose sine ratio is 0.75.
obtuse ∠ACB = ______°
d ) Calculate the measure of ∠CAB in each case.
In this particular example, the information given allowed us to draw two different triangles
which produced two different answers to the same question.
This is an example of the ambiguous case of the sine law.
176 Trigonometry Lesson #4: The Ambiguous Case of the Sine Law
But how do we know if given information will produce a unique solution or two different
solutions? The work that follows will help us determine the answer to this question.
Investigating Sine Ratios for Acute Angles and Obtuse Angles
The graph of y = sin x for 0° ≤ x ≤ 180° is shown.
y
y = sin x
1
0.75
0.5
0.25
x
0 30° 60° 90° 120° 150° 180°
To solve the equation sin x = 0.75 we can graph y1 = sin x and y2 = 0.75 and use the
intersect feature of the graphing calculator.
On the grid show that there are two solutions to the equation sin x = 0.75 and confirm
that these are the same as Scott’s (49°) and Brittany’s (131°) from the previous page.
Class Ex. #1 a) Use the symmetry of the graph of y = sin x to explain how to get the obtuse angled
solution from the acute angled solution without using “guess and check” or the intersect
feature of a graphing calculator.
b ) State an obtuse angle whose sine ratio is the same as the sine ratio for
i) 20° ii) 80° iii) 13° iv) 38.6°
c) Determine two solutions, one an acute angle and one an obtuse angle,
for each of the following equations. Answer to the nearest degree.
Equation Acute Angle Solution Obtuse Angle Solution

1
sin x = 2
sin x = 0.788
5
sin x = 1 3
7
sin x = 25
Trigonometry Lesson #4: The Ambiguous Case of the Sine Law 177
Investigating Conditions for the Ambiguous Case of the Sine Law
The possibility of an ambiguous solution only exists if the given information is of the type
SSA (i.e. two sides and an angle not contained between the two sides).
Often, the context of the question or the diagram provided makes it obvious if the solution is
an acute angle or an obtuse angle.
If not, then there are two possibilities depending on the value of the given angle.
1. The equation has one solution which is acute.
2. The equation has two solutions, one acute and one obtuse.
When solving for the required angle in a triangle using inverse sine, the calculator will
provide an acute angle, and we can determine an obtuse angle by subtracting the acute angle
from 180°.
The three angles of a triangle add up to 180° but if the given angle added to the obtuse angle
is greater than 180° then the obtuse angle solution is not possible and there is no ambiguous
case.
a) Complete the table below for a situation where one angle has been given and an acute
angle has been calculated using the Sine Law.
The first line of the table is the information from Scott and Brittany’s example.
Given Angle Acute Angle Third Angle Obtuse Angle Third Angle
30° 49° 101° 131° 19°
25° 33°
30° 24°
25° 21°
54° 43°
54° 64°
b ) The determining factor is how the calculated acute angle compares to the given angle.
Complete the following statements.
i) If the acute angle is greater than the given angle, there will be _____ solution(s).
ii) If the acute angle is less than the given angle, there will be _____ solution(s).
Class Ex. #2 Find all possible measures of ∠C in the following triangles.
a) ΔABC where ∠A = 50°, b ) ΔABC where ∠A = 50°,

a = 7.5 cm, and c = 9.5 cm a = 9.5 cm, and c = 7.5 cm
Assignment
1. Find all possible measures of ∠C in the following triangles.
a) ΔABC where ∠A = 31°, b ) ΔABC where ∠A = 61°,
a = 4.5 cm, and c = 4.9 cm a = 7.5 cm, and c = 5.8 cm
Trigonometry Lesson #4: The Ambiguous Case of the Sine Law 179
2. In ΔLMN, angle LMN= 42°, LN = 32 mm, and LM = 42 mm.

Calculate all possible measures of angle MLN to the nearest degree.
3. In each case, determine all possible measures of the indicated angle.

a) ΔDNA where ∠N = 35°, b ) ΔEFG where ∠GEF = 53°,
d = 4.1 cm, and n = 2.1 cm. EF = 7.2 cm, and GF = 6.5 cm.
Determine ∠D. Determine ∠GFE.
4. Explain what is meant by the ambiguous case of the sine law. Make up a question which
can be solved using the sine law and for which the solution is ambiguous. Show the
solution to your question.
Multiple 5. In triangle PQR, angle P = 30°, QR = 5 cm, and PR = 7.5 cm.

Choice The measure of angle PQR is
A. 19.4°
B. 19.4° or 161.6°
C. 48.6°
D. 48.6° or 131.4°
6. Triangle ABC is drawn with AB = 3.6 cm, BC = 4.2 cm, and angle BCA = 28°.
The measure of angle ABC is
A. 33°
B. 119°
C. 33° or 147°
D. 5° or 119°
Answer Key
1 . a) 34° or 146° b ) 43° 2 . 19° or 77°
3 . a) no solution b ) 9° or 65° 5. D 6. D
Applications
Involving the Sine Law and the Cosine Law
Problems in trigonometry can be solved using SOHCAHTOA, the Sine Law, the Cosine Law
or a combination of these. In all cases, three pieces of information are required, one of which
must be the length of a side. Use the following to determine which method is appropriate.
1. In a right triangle use SOHCAHTOA.
2. In a non-right triangle use:

i ) the Cosine Law if you are given; • all three sides (SSS)
or
• two sides and the contained angle (SAS)
ii) the Sine Law in all other cases.
There are many practical examples in which students have to choose the appropriate method
Note for solution. We introduce the applications of trigonometry in circles and the concept of
bearings since they provide further applications of the sine and the cosine law.
The assignment questions include questions on circles, bearings, and other topics, and may
require calculations involving the use of more than one triangle.
Trigonometry and Circles
Complete the following circle properties from earlier math courses. The diagrams below are
provided as an aid.
a) The perpendicular from the centre of a circle to a chord ____________ the chord.
b ) The measure of the central angle is equal to ___________ the measure of the inscribed
angle subtended by the same arc.
c) The inscribed angles subtended by the same arc are _______________ .
d ) A tangent to a circle is ____________________ to the radius at the point of tangency.
a) b), c) d)
S R
C O
y°
O
z°
x° C
B A D A B
C
A
182 Trigonometry Lesson #5: Applications ... Sine Law & Cosine Law
Class Ex. #1 In the diagram, O is the centre of a circle of radius 3.25 cm. QR = 2.5 cm and RS = 4.7 cm.
Calculate to the nearest whole number:
Q
a) the length of PQ
R
P
S
b ) the measure of ∠QPR
c) the measure of ∠SQR
Bearings
• The bearing of one point from a second point is a way of giving the N
direction. The diagram shows two points A and B and the North-South
line through A. 125°
A
• The bearing of B from A is the measure of angle NAB, i.e. 125°.
• Bearings are measured from North in a clockwise direction. B

• The diagrams below show the bearing or course followed by several aircraft.
N N N
i) ii) iii)
60° 340°
240°
Trigonometry Lesson #5: Applications ... Sine Law & Cosine Law 183
Class Ex. #2 Two aircraft, A and B, leave an airport at the same time.
A flies on a course of 90° at 700 km/h, and B flies on a course of 290° at 600 km/h.
a) Calculate the distance each aircraft travels in 12 minutes.
b ) Draw a diagram to show the positions of the aircraft after 12 minutes

and calculate their distance apart to the nearest kilometre.
Class Ex. #3 The diagram shows a section of an orienteering course which Outdoor Education students
have to complete for credits. The course is from A to B to C to D to B.
• Starting at A, students travel due north to B.

• At B they change direction and head for C, which is 2.4 km due east of A, on a bearing
of 115°.
• At C they change direction and head for D on a bearing of 015°.
• From D students head back to B and angle CDB = 40°.
a) Mark the given measurements on the diagram D

and explain why angle BAC = 90°,
angle ABC = 65°, and angle BCD = 80°.
b ) Use triangle ABC to determine, to the nearest

hundredth of a km, the distances AB and BC.
A C
c) Use triangle BCD to determine, to the nearest hundredth of a km,

the distances CD and DB.
d ) Calculate, to the nearest tenth of a km, the total distance travelled in completing the course.
Assignment
1. In the diagram, chord PQ = 13.6 cm, and radius CP = 10.5 cm. P
Determine the measure of angle PRQ, to the nearest degree.
Q
2. In the diagram, the chords AB and CD intersect at E. C

EB = 12 cm, EA = 16 cm, ED = 8 cm, and ∠BED = 120°.
B
a) Calculate the length of BD to two decimal places.
D
A
b ) Determine the measure of ∠ACD to the nearest degree.
3. In the diagram, DA and DC are tangents to the A

circle with centre O. Angle ABC = 65°
and AC = 4.5 inches. B
a) Explain why angle ADC = 50°.
O
D
b ) Determine the length of CD to the nearest tenth of an inch.
4. Two spruce trees are 100m apart. From the point on the ground halfway between the trees,
the angles of elevation to the tops of the trees are 21° and 39°. Determine the distance, to
the nearest metre, between the tops of the two trees.
5. Pair the following bearings with the correct diagram.

a) 270° b ) 160° c) 285° d ) 90° e) 200°
i) N ii) N iii) N iv) N v) N
6. A liner leaves a port P and sails 15 km on a course of 37° to a position Q where it changes
course to 270° and sails 12 km to a position R.
a) Complete the sketch by drawing in North lines at P

and at Q and marking in the bearings. R Q
b ) Explain why angle RQP = 53°.
c) Calculate, to the nearest tenth of a km, the distance the

liner must sail to return from R to P. P
d ) Draw a north line at R and determine the bearing of P from R.
7. A ship is steaming at 16 km/h on a course of 78°, illustrated by

the dotted line in the diagram. L represents the position of a N N
lighthouse. At 0800 hours the ship is at P, which is on a bearing
of 314° from L, and at 0930 it is at Q, which is due north of L.
78° Q
a) Determine the measures of angles PLQ and LPQ.
P
b ) Explain why the distance PQ = 24 km.
c) Calculate the distance PL, to the nearest kilometre.
8. Students who failed to complete the orienteering course in Class Ex. #3 were required to
complete the following course. The course is from A to B to C to D to A.
• Starting at A, students travel 5 km due east to B.

• At B they change direction and head for C, which is 3.1 km from B on a bearing of 340°.
• At C they change direction and head due west to D, which is due north of A.
• From D students head back to A.
a) Mark the given measurements on the diagram and D C

state the measure of angle ABC.
A B
b ) Use triangle ABC to determine
i ) the distance between A and C ii) the measure of angle CAB
to the nearest hundredth of a km to the nearest tenth of a degree
c) Use triangle ACD and the rounded answers from b) to determine, to the nearest
hundredth of a km, the distances CD and DA.
d ) Calculate, to the nearest km, the total distance travelled in completing the course.
Multiple In questions 9 -11 you are to decide which is the most appropriate method for
Choice solving the problem.
9. Yachts in a race have to sail a triangular course. First they sail in a direction of 135°
for 8 km. They change direction and sail on a course of 045°. The last part of the course
is to return to the start by sailing due West. How far was the second part of the course?
The most appropriate method for solving this problem is
A. SOHCAHTOA
B. the Sine Law
C. the Cosine Law
D. the problem cannot be solved
without further information
10. In ΔABC, BA = 9 cm, AC = 13 cm, and ∠ABC = 113°. Calculate the measure of ∠BCA.
A. SOHCAHTOA
B. the Sine Law
C. the Cosine Law
11. A pilot leaves base flying on a bearing of 340°. After 30 minutes he changes course
to 108° and flies in this direction until he is due north of base. How far does he have to
fly South to return to base?
A. SOHCAHTOA
B. the Sine Law
C. the Cosine Law
Numerical 12. Two aircraft, X and Y, leave an airport at the same time. X flies on a course of 70°
Response at 720 km/h, and Y flies on a course of 350° at 600 km/h.
To the nearest kilometre, the distance between the aircraft after 5 minutes is _____ .
Use the following information to answer questions #13 - #15.

The minute hand of a clock is 12 cm long and the hour hand is 10 cm long.
13. To the nearest degree, the angle between these hands at 5 o’clock is _____ .
14. To the nearest degree, the angle between these hands at 7:30 pm is _____ .
15. To the nearest 0.1 cm, the distance between the tips of the hands at 9:30 pm is _____ .
Answer Key
1 . 40° 2 . a) 17.44 cm b ) 23°
3 . a) Angle DAO = Angle DCO = 90°, Angle AOC = 2 × 65 = 130°.

Angle ADC = 360° − 90° − 90° − 130° = 50°
b ) 5.3 inches
4 . 102 m 5 . a) iii) b ) i) c ) v) d) ii) e ) iv)
6. c) 12.3 km d) 166°
7 . a) 46°, 56° b ) the ship is sailing for 1.5 hours at 16 km/h and 1.5 × 16 = 24 c ) 33 km
8 . a) 70° b ) i) 4.90 km ii) 36.5° c ) CD = 3.94 km, DA = 2.91 km d) 15 km
9. A 10. B 11. D
12. 7 1 13. 1 5 0
14. 4 5 15. 1 7 . 5
Practice Test
1. Which of the following could be used to determine the measure of the largest angle
in an acute angled triangle when the length of all three sides is known?
A. SOH CAH TOA B. Pythagorean Theorem C. Sine Law D. Cosine Law
2. Triangle RST has sides RS = 5.5 cm, RT = 3.9 cm, and ST = 4.8 cm. The largest angle in
the triangle, to the nearest tenth of a degree, is
A. 43.8°
B. 58.5°
C. 77.7°
D. 79.3°

B
In triangle ABC, angle BAC = 60°,
angle ABC = 72°, and AC = 8 cm.
A C
3. Which of the following equations can be used to calculate the length of AB in the
diagram?
AB 8
A. =
sin 60° sin 72°
AB 8
B. =
sin 72° sin 60°
AB 8
C. =
sin 48° sin 72°
AB 8
D. =
sin 48° sin 60°
4. The length of AB, to the nearest tenth, is
A. 6.3 cm
B. 6.9 cm
C. 7.3 cm
D. 8.8 cm
192 Trigonometry Lesson #6: Practice Test

Y
39 cm
19°
X Z
57 cm
5. To the nearest centimetre, the length of YZ is
A. 20 cm
B. 22 cm
C. 24 cm
D. 26 cm
6. The area of triangle XYZ to the nearest square centimetre is
A. 362
B. 367
C. 372
D. 377
Numerical
Response 1. An oil company drilling off shore has pipelines from North
platform Alpha and platform Beta to the same shore
station Delta. Platform Alpha is 180 km on a bearing of
50° from Delta and platform Beta is 250 km on a bearing A
of 125° from Delta. Calculate the distance between 50°
platform Alpha and platform Beta to the nearest km.
125°
D
Trigonometry Lesson #6: Practice Test 193
Use the following diagram to answer the next three questions.

L
24°
64 cm
51 cm
M N P
7. The length of MN, to the nearest tenth of a centimetre, is
A. 25.8
B. 27.1
C. 27.8
D. 28.6
8. Which of the following is closest to the measure of angle LMN?
A. 48°
B. 50°
C. 52°
D. 54°
9. The length of LP to the nearest centimetre is
A. 43
B. 45
C. 47
D. 49
7.3 cm
P Q
50°
71° 5.2 cm
S
4.8 cm R
Numerical 2. The length of QS, to the nearest tenth of a centimetre, is _____ .

Numerical 3. The measure of angle QSR, to the nearest degree, is _____ .

Use the following information to answer the next question .

The first hole at a golf course is 210 yards long in a direct line from the tee to
the hole. Andrew Duffer hit his first shot at an angle of 15° off the direct line
to the hole. The angle between his first shot and his second shot was 105°.
His second shot landed in the hole.
105° Second Shot
First Shot Flag
Hole
15°
Tee
10. The length of his second shot, to the nearest yard, was
A. 30
B. 56
C. 105
D. 188

Q
In triangle PQR, angle QPR = 60°,

8 cm
RP = 6 cm, and QP = 8 cm.
60°
R P
6 cm
11. The length of QR, to the nearest tenth of a cm, is
A. 6.9
B. 7.1
C. 7.2
D. 7.5
sin Q
12. The ratio , to the nearest hundredth, is
sin R
A. 0.62
B. 0.75
C. 1.33
D. 1.61
13. Triangle LMN is obtuse angled at M and ∠MLN = 40°. Sin LNM is equal to
LM sin 40°
A.
MN
LM
B.
MN sin 40°
MN
C.
LM sin 40°
MN sin 40°
D.
LM
Numerical 4. At 5 p.m., the distance between the tip of the minute hand on a clock and the tip of the
Response hour hand is 17.4 cm. If the minute hand is 10 cm long, the length of the hour hand, to
the nearest tenth of a centimetre, is _____.
A student has been given the following problem to solve.

“ A pilot leaves an airport flying on a bearing of 165°. He changes
direction and flies for 80 km on a bearing of 205°. He changes
direction again and flies back to the airport. How far is he from
the airport when he makes the second change in direction?”
14. The most appropriate method for solving this problem is
A. SOHCAHTOA
B. the Sine Law
C. the Cosine Law
D. the problem cannot be solved without further information
15. Mr. Post’s two metre high fence has almost been blown
down by the wind. As a temporary measure, he wants to tie
a rope from the top of the fence to a peg one metre from
the base of the fence.
The fence has moved so that it is leaning 25° to the vertical rope fence
as shown. Determine, to the nearest tenth of a metre, the
minimum length of rope required if he allows 50 cm for
knots. 25°
A. 1.7 m
1m
B. 2.3 m
C. 2.6 m
D. 3.1 m

A
On June 30, 1956, the world’s largest free standing
totem pole was erected in Beacon Hill Park in Victoria. Totem
Recently, a surveyor took measurements to verify the pole h
height, h, of the totem pole.
In the diagram, triangle ABC lies in a vertical plane and 58°

C B
triangle BCD lies in a horizontal plane. 42°
61°
27.2 m
D
Numerical 5. The height of the totem pole, to the nearest metre, is _____ .
Response
PQ is a chord of a circle with centre C and

radius 8 cm. Angle CPQ is 35°.
Chord PQ is extended to the point R C
such that CR = 12 cm.
R
Q
P
• Determine the measure of ∠CRP to the nearest tenth of a degree.
• Determine, to the nearest tenth of a centimetre, the length of PR.
• Determine, to the nearest tenth of a centimetre, the length of the chord PQ.
Answer Key
1. D 2. C 3. C 4. A 5. C 6. A 7. B 8. B
9. D 10. B 11. C 12. B 13. A 14. D 15. D
Numerical Response
1. 2 6 8 2. 6 . 6 3. 5 1
4. 8 . 0 5. 3 9
Written Response
• 22.5° • 17.6 cm • 13.1 cm
Statistics Lesson #1:
Review and Preview
Statistics
Statistics is the name given to the branch of applied mathematics concerned with the
collection, analysis, and interpretation of numerical data.
The collection of data, by various methods, has been covered in previous math courses.
Data can be collected from a population or from a sample of the population.
Once the data has been collected, it can be analyzed in a variety of ways. In previous courses,
we have represented a collection of data by some kind of “average” value.
For example, when students receive their unit test marks, they often ask the teacher,
“What was the class average?”
Measures of Central Tendency
Once data has been collected, it is useful to be able to describe the data by
one single central value.
In previous courses we have studied three different types of central value or “average”.
The mean, median, and mode are measures of central tendency.
Mean Median Mode

• The mean of a population • The median is determined • The mode is the data
is denoted by the Greek by first sorting the data value which occurs
symbol μ (mu). into numerical order. most often, i.e. it has
the highest frequency
• The mean of a sample is • If there are an odd number of occurrence.
denoted by the symbol x . of data values, the median
is the middle data value. • It is possible to have
• The mean of a population and multiple modes or no
the mean of a sample are both • If there are an even mode.
calculated using the same number of data values, the
method. median is the mean of the
two middle data values.
• The mean is calculated by
adding all the data values and
then dividing by the number of
data values.
200 Statistics Lesson #1: Review and Preview
Class Ex. #1 The data below represents the time taken, to the nearest minute, for a high school student to
drive to school on each of the last ten school days.
11 10 19 16 15 14 13 12 17 15
a) Calculate the mean driving time b ) State the mode of the data.
for the data.
Class Ex. #2 Hideki’s unit test marks in English 20 and Math 20 are given below.
English 20 67 71 58 78 65 80 78
Math 20 74 78 61 86 84 72
Calculate his median mark in each of the subjects.
Class Ex. #3 If the mean of the data 10, 4, 7, 12, 9, 4, x, 6 is seven, find the value of x.
Statistics Lesson #1: Review and Preview 201
Measures of Central Tendency from a Frequency Distribution
Class Ex. #4 The data below represents the number of touchdowns thrown by Jason, the Centre High
School quarterback, during his high school football career.
0 1 0 2 1 2 0 1 2 2 1 3 1 2 1 2 1 2 3
a) Calculate, to one decimal place if necessary, the mean, median, and mode
for the number of touchdowns per game.
b ) Suzanne drew a frequency table to represent the data.
Number of Number of
Touchdowns Games
per Game
0 3
1 7
2 7
3 2
Show how Suzanne can use the data in the frequency table to calculate the mean, median,
and mode for the number of touchdowns per game.
Calculating Measures of Central Tendency Using the STAT Feature
A graphing calculator can be used to determine the mean and median of a set of
data values. Use the following method for a TI-83/84 Plus.
We will use the following data values as an illustration.
10 9 8 7 14 14 13 5 11 16
1. Clear all previous lists by pressing 2ND + 4 and then ENTER .
2. Access the list feature by pressing STAT and then “Edit”.
3. Enter the data values in list L1 .
4. Exit the lists using the “QUIT” command.
Notice: We input the

data value 14 twice.
5. To calculate the
descriptive measures
• press STAT then
scroll to “CALC”.
• select the command “1-Var Stats” and press ENTER .
6. Scroll up or down to view the descriptive measures.
• The mean is represented by “ x ”.
• The median is represented by “Med”.
• The calculator does not calculate the mode.
Class Ex. #5 State the mean, median, and mode for the data in the example above.
The following procedure is used when the data is represented in a frequency table.
We will use the data from Class Ex #4 to illustrate the procedure. Number of Number of
Touchdowns
Games
per Game
0 3
1 7
2 7
3 2
1. Clear all previous lists by pressing 2ND + 4 and then ENTER .

2. Access the list feature by pressing STAT and then “Edit”.
3. Enter the data values (Number of Touchdowns per Game)

in list L1, and the frequencies (Number of Games) in list L2.
4. Exit the lists using the “QUIT” command.
5. To calculate the
descriptive measures,
• press STAT then
scroll to “CALC”.
• select the command “1-Var Stats”, type in L1, L2 and press ENTER .
6. Scroll up or down to view the descriptive measures.
• The mean is represented by “ x ”.
• The median is represented by “Med”.
• The calculator does not calculate the mode.
Class Ex. #6 State the mean, median, and mode for the above data and compare your answers
with Class Ex. #4.
Assignment
1. The minimum daily temperatures in Edmonton during an 11 day period are shown.
8.6, 7.3, 10.7, 15.2, 9.3, 8.6, 7.3, 8.5, 7.3, 5.9, 1.0
Calculate, to the nearest tenth where necessary, the mean, median, and mode.
2. In the annual teachers vs. students golf challenge, the scores of the ten teachers were
74, 74, 77, 78, 79, 81, 85, 85, 86, 146.
a) Calculate the mean, median, and mode.
b ) Which of these three measures of central tendency best represent the data? Explain.
3. If the mean of the data 20, 10, 15, 14, 9, 9, x, 8 is twelve, find the value of x.
4. A student registered in a Grade 11 autobody class has been assessed on the following four
modules and his marks are shown:
Metal Repair 80% Trim Replacement 73%

Surface Preparation 76% Refinishing 86%
What mark must he achieve in the last module, Touch-Up and Finishing, to complete the
course with an average (mean) of 80%?
5. The average daily temperature can be determined by finding the mean of the daily high
temperature and the daily low temperature.
The data below shows the average daily temperature each month in Nanaimo, BC, and in
Toronto, ON. The temperatures have been rounded to the nearest degree.
Average Daily Temperature in °C
Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. Oct. Nov. Dec.
Nanaimo 3 4 6 8 12 14 18 17 14 10 5 3
Toronto –4 –3 3 8 14 19 23 22 17 10 6 –1
a) On the diagram, plot the data points for 24

Average Daily Temperature
each city. 22
b ) What similarities are there between the 20
two graphs? 18
16
Temp 14
(°C)
12
10
8
6
c) What differences are there between the 4
two graphs? 2
0
–2
–4
J F M A M J J A S O N D
Month
d ) Calculate the mean daily temperature for each city.
e) Calculate the median daily temperature for each city.
f) Compare and contrast the weather in the two cities.
6. The frequency table below represents the number of students absent from class during the
month of January. Calculate, to the nearest hundredth where necessary, the mean, the
median, and the mode of the number of students absent per day.
Number of Number of
Absent Students Days
0 8
1 4
2 7
3 0
4 2
5 1
Use the statistical features of a graphing calculator to answer the remaining questions.
7. The numbers of patients treated per month in the emergency department of Grace Hospital
are shown in the table below.
871 742 850 801 748 693 672 721 803 814 863 948
Calculate, to the nearest whole number, the mean and median number of patients
treated per month.
8. A study done by Neilsen on the mobile data habits of approximately 60 000 subscribers
found that, on average, teenagers aged 13 - 17 send and receive more than 3300 texts per
month (data from http://mashable.com/2010/10/14/nielsen-texting-stats/ ).
The number of texts sent and received by a 16 year old student, Spencer, over a 14 day
period is shown below.
80, 122, 75, 105, 100, 115, 82, 93, 99, 100, 71, 52, 135, 123
a) Calculate the mean and median, to the nearest whole number, of the number of texts
Spencer sent and received per day.
b ) If Spencer maintained this daily rate throughout the course of a year, would his mobile
data habits be regarded as below or above average with respect to the Neilsen statistics?
Use the following information to answer Questions #9 - #11.
6
A dentist recorded the number of cavities for each of
his patients during the course of a day. 4
The data is represented by the bar graph shown.

2
0
0 1 2 3 4 5
Number of Cavities
Multiple 9. The modal number of cavities 10. The median number of cavities
Choice per patient is per patient is
A. 0 A. 0
B. 1 B. 1
C. 3 and 5 C. 2
D. 4 D. 2.5
Numerical 11. The mean number of cavities per patient, to the nearest tenth, is _____ .
Response
Answer Key
1 . mean = 8.2, median = 8.5, mode = 7.3
2 . a) mean = 86.5 median = 80, mode = 74 and 85

b ) The median is the best representation of the data.
The mode, 74, is the lowest score, and the mean, 86.5, is greater than all but one of the scores.
Neither the mode nor the mean represents the data well.
3 . x = 11 4 . 85%
5 . a)
24 Average Daily Temperature b ) The average daily temperature increases from January to
22
July, and decreases from July to December.
20
18
c ) The temperatures for Toronto are more spread out than
16
the temperatures for Nanaimo. The temperatures are
Temp 14 lower for Toronto in winter and lower for Nanaimo in
(°C) summer.
12
10
8 d) mean = 9.5°C for both cities
6
4 e ) median = 9°C for both cities
2
0 f) Nanaimo and Toronto have the same mean daily
–2 temperature and the same median daily temperature, but
–4 Nanaimo has warmer winters and cooler summers than
J F M A M J J A S O N D Toronto.
Month
6 . mean = 1.41, median = 1, mode = 0
7 . mean = 794, median = 802
8 . a) mean = 97, median = 100 b ) below average
9. A 10. B 11. 1 . 2
Standard Deviation
Measures of Dispersion
Consider the assignment question from the previous lesson comparing the average daily
temperatures in Nanaimo and Toronto.
Average Daily Temperature in °C
Nanaimo 3 4 6 8 12 14 18 17 14 10 5 3
Toronto –4 –3 3 8 14 19 23 22 17 10 6 –1
24 Average Daily Temperature

22
Mean: Nanaimo 9.5°C, Toronto 9.5°C 20
18
Median: Nanaimo 9°C, Toronto 9°C
16
Temp 14
(°C)
12
The temperatures in Toronto are more
spread out, or dispersed about the mean 10
than the temperatures in Nanaimo. 8
Using only a measure of central tendency 6
to describe the data does not reflect the 4
differences in the temperatures between 2
the two cities.
0
If we include a measure of dispersion –2
together with a measure of central –4
tendency to describe the data, we can get
a clearer understanding of the similarities J F M A M J J A S O N D
and differences between average daily Month
temperatures in the two cities.
We have met one measure of dispersion in previous courses, namely the range,
i.e. the difference between the highest and lowest values.
The range of temperatures for Nanaimo is _____ °C.

The range of temperatures for Toronto is _____ °C.
One disadvantage of using the range as a measure of dispersion about the mean is that it only
uses two of the data values and can be influenced by one extreme value. A better measure of
dispersion would be a measure which uses all the data values in its calculation. Such a
measure is the standard deviation.
210 Statistics Lesson #2: Standard Deviation
Standard Deviation
Standard Deviation is a measure that describes the variation, or spread, between the data
values and the mean of the data.
A low standard deviation means that most of the data values are close to the mean, and hence
the data values are more consistent.
A high standard deviation means that most of the data values are scattered further from the
mean, and hence the data values are less consistent.
Standard deviation is often used to compare two sets of data.
The standard deviation of a population is denoted by the symbol σ (sigma).

The standard deviation of a sample is denoted by the symbol s.
In this course, we will assume that all data comes from populations and we will use the
symbols μ for mean and σ for standard deviation.
∑(x − μ) 2
The population standard deviation (σ) can be calculated using σ = .
n
Follow the procedure below to use the formula:
1. For each data value, calculate the deviation (or difference) from the mean, x − μ.
2. Square each of the deviations from the mean, (x − μ)2.
3. Add up the all the values in 2, ∑(x − μ)2.
4. Divide the answer in 3 by the number of data values,

∑(x − μ)2 .
n
∑(x − μ) 2
5. Take the square root of the answer in 4, .
n
Statistics Lesson #2: Standard Deviation 211
Class Ex. #1 The heights of the Cobras basketball team

are given in the diagram.
a) Calculate the mean height, μ.
b ) Calculate the standard deviation, σ, using the

∑(x − μ) 2 170 182 193 193 212
formula σ = . Height in centimetres
n
The table below is included as an aid in the calculation.
Deviation Deviation
Height from the squared
mean
x (x − μ) ( x − μ )2
170
182
193
193
212
Totals
Note • It is NOT a requirement of this course that standard deviation be calculated manually.
• It IS a requirement of this course that standard deviation be calculated by using the
statistical features of a graphing calculator.
Using a Graphing Calculator to Determine Standard Deviation
The following instructions are identical to those in the previous lesson.
1. Clear all lists by pressing 2ND + 4 and then ENTER .

2. Access the lists by pressing STAT ENTER .
3. Enter the data values in L1 and then exit the lists using the “QUIT” command.
4. To calculate the mean, standard deviation, and other descriptive measures,
press STAT , scroll to “CALC”, select “1-Var Stats” and press ENTER twice.
The mean of the data, μ, is represented in the calculator window by x.

The standard deviation of the data, σ, is represented in the calculator window by σx.
Class Ex. #2
a) Verify the mean and standard deviation of the data
from Class Example #1 using the statistical
features of a graphing calculator.
b ) Each player grows by 5 cm in the next year. 170 182 193 193 212
Without doing any statistical calculations, explain Height in centimetres
how to determine the change in
i ) the mean height ii) the standard deviation of the heights
Mean and Standard Deviation from a Frequency Table
A graphing calculator can be used to determine the mean and standard deviation of data
given in a frequency table.
The method is identical to the method on the previous page except for the following:
• In step 3, enter the data values in L1 and the corresponding frequencies in L2.
• In step 4, after selecting “1-Var Stats”, enter L1, L2, then press ENTER twice.
Class Ex. #3 The frequency table shows the number of hits per game by a baseball player during the
course of one month.
Calculate the mean and standard deviation, to the nearest tenth, of the number of hits per
game.
# of Hits 0 1 2 3 4
# of Games (Frequency 5 10 4 3 1
Class Ex. #4 Consider the histograms representing the class results of two math quizzes.
Quadratics Quiz Statistics Quiz

6 6
4 4
2 2
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Mark Mark
a) Without doing any statistical calculations, explain which quiz has
i ) the greater mean ii) the greater standard deviation
b ) Use the statistical features of a graphing calculator to confirm your results in a).
Assignment
1. Consider the data from the first page of this lesson.
a) Use the statistical features of a calculator to determine
i ) the mean and standard deviation of the average daily temperatures in Nanaimo
ii) the mean and standard deviation of the average daily temperatures in Toronto
b ) Explain what the standard deviations in a) tell you about the average daily temperatures
in the two cities.
2. The maximum daily temperatures in Calgary over a 7 day period are shown.
7.2, 4.8, 4.8, 2.0, 4.1, 12.7, 16.8
Calculate, to the nearest tenth, the mean, median, mode, range, and standard deviation.
3. The data shows the amount of principal left on home 10 000 39 500 51 140
mortgage loans handled by a loan officer at a bank. 13 000 25 900 43 200
75 400 30 900 123 800
Calculate, to the nearest dollar, the mean and standard
deviation of the data.
4. ITA, an independent testing agency, was contracted to check Slim Oval

the lifetimes of two brands of light bulbs. The lifetimes, in
hundreds of hours, of eight bulbs of each brand are given in 8.5 9.3
the table. 7.1 7.0
8.0 7.7
a) Determine, to the nearest hour, the mean and 9.2 6.6
standard deviation of each type of bulb. 8.4 8.5
7.6 9.8
7.7 6.7
b ) Which bulb, on average, lasts longer? 7.8 10.0
c) Which bulb is more reliable in terms of the number of hours it will last? Explain.
5. Cricket, a game which is popular in Australia, the Indian sub- Wasim Mushtaq
continent, South Africa, and the West Indies, originated in 37 56
England. The data shows the number of runs scored by two 1 20
players, Wasim and Mushtaq, in various innings. 24 12
a) On average, who is the better player? Why? 33 21
106 77
68 34
82 49
31 38
b) Which player is more consistent? Why? 5 14
45 45
Totals 432 366
6. A set of data has a mean value of 15 with a standard deviation of 3.

State the mean and standard deviation if
a) each data value is increased by 7 b ) each data value is decreased by 5
7. The number of iPads sold per day during the month of February 38 35 43 27 24 40 38
for a computer store is listed. 21 34 27 35 36 24 33
27 33 44 45 23 33 33
a) Calculate, to the nearest tenth, the mean, μ, 24 33 27 32 35 29 31
and standard deviation, σ, of the data.
b ) State the value of

i) μ − σ ii) μ + σ iii) μ − 2σ iv) μ + 2σ
c) Calculate the percent of sales, to the nearest whole number, that are
i) within one standard deviation of the mean (i.e. in the interval μ − σ to μ + σ)
ii) within two standard deviations of the mean (i.e. in the interval μ − 2σ to μ + 2σ)
8. The “Postage Stamp”, the 8th hole at Royal Troon Golf

Club in Scotland, is one of the most difficult short par # of strokes Frequency
threes in championship golf. During a recent tournament,
the scores at that hole in the first round are shown. 2 3
Calculate the mean and standard deviation, to the nearest 3 58

tenth, of the number of strokes taken.
4 47
5 8
6 3
7 1
9. The table shows the number of shots per game by a

defensive hockey player during the course of one season. # of Shots # of Games
0 5
Calculate the mean, median, mode, and standard deviation 1 11
of the data. Answer to the nearest tenth where necessary. 2 5
3 6
4 3
5 2
6 1
Use the following information to answer Questions #10 - #14.

Four local hockey teams, the Astros, the Bruins, the Celtics, and the Dynos, have just
returned from an international hockey tournament in Quebec. The histograms show the
number of goals each team scored in the 14 games they played.
Astros Bruins
6 6
4 4
2 2
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Number of Goals Number of Goals
Celtics Dynos
6 6
4 4
2 2
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Multiple 10. The histogram which represents data with the highest value for the mean is
Choice A. Astros B. Bruins C. Celtics D. Dynos
11. The histogram which represents data with the highest value for the standard deviation is
A. Astros B. Bruins C. Celtics D. Dynos
Numerical 12. The mean number of goals scored by the Astros, to the nearest tenth, is _____ .
13. The standard deviation of the number of goals scored by the Celtics,
to the nearest tenth, is _____ .
14. The standard deviation of the number of goals scored by the Bruins, to the nearest
hundredth, is _____ .
Assignment Key
1 . a) i ) mean = 9.5, standard deviation = 5.2 i i ) mean = 9.5, standard deviation = 9.2
b ) Because the standard deviation in Toronto is higher, the data values are more dispersed about the mean.
2 . mean = 7.5, median = 4.8, mode = 4.8, range = 14.8, standard deviation = 4.9
3 . mean = $45 871 standard deviation is $33 351
4 . a) Slim⇒ mean = 804 hours, standard deviation = 61 hours

Oval ⇒ mean = 820 hours, standard deviation = 130 hours
b ) Oval
c ) Slim is more reliable because it is has a lower standard deviation.
5 . a) Wasim because his mean number of runs is higher.

b ) Mushtaq. Since his standard deviation is lower, his scores are closer to his mean.
6 . a) mean = 22, standard deviation = 3 b ) mean = 10, standard deviation = 3
7 . a) μ = 32.3, σ = 6.3 b ) i ) 26.0 i i ) 38.6 i i i ) 19.7 i v ) 44.9

19 27
c) i ) ≈ 68% ii) ≈ 96%
28 28
8 . mean = 3.6, standard deviation = 0.8
9 . mean = 2.0, median = 2, mode = 1, standard deviation = 1.6
10. D 11.A
12. 3 . 1 13. 2 . 0 14. 0 . 8 6
The Normal Distribution
The Shape of Normally Distributed Data
It has been discovered that many observations of physical measurements such as length,
volume, mass, time, etc. all have common characteristics in how their data is distributed.
The examples below show histograms developed from data with these common
characteristics.
Weights of Infants Time Taken to Height of

Complete an Assignment Students
• Draw a frequency polygon by connecting all the midpoints of the top of each bar with a
smooth curve.
In each case, the frequency polygon of the data results in a bell shape.
The Normal Distribution
Data which results in a frequency polygon with a bell shaped curve is said
to be normally distributed.
The curve is referred to as the Normal Distribution Curve, the Normal Curve, or
the Bell Curve and is widely used in making predictions in statistics.
Normal Distribution Curve

(The Bell Curve)
F
r
e
q
u
e
n
c
y
Data Values
220 Statistics Lesson #3: The Normal Distribution
Understanding the Normal Distrbution Curve by Investigation
The normal distribution curve can best be understood by a concrete example.
A manufacturer who makes 100W light bulbs for Glow Brite Inc. is interested in
determining the distribution of the lifetimes of the bulbs. After testing 44 bulbs, he calculates
the mean life of the bulbs to be approximately 900 hours and the standard deviation to be
approximately 50 hours.
The lifetimes, in hours, of the 44 bulbs tested are shown.
767 849 845 830.5 835.1 840 849.9 851 851.4 854.8 860
899 898 894 872 874 875 880 881 882.3 885 899
901 903 903 905 908 910 915 919.8 920 922 925
949 932 903 922 950.4 950.9 962.7 975 980.3 997.4 1049
The mean and standard deviation of the data is approximately μ = 900 and σ = 50.
a) Verify the histogram to the data.
Histogram of Frequency Distribution of Lifetime of 44 Glo Brite 100 W Light Bulbs
15
10
0
700 750 800 850 900 950 1000 1050 1100
Lifetime of Light Bulb (hours)
b ) Use the histogram to complete the following table.
Interval <800 800 - 850 850 - 900 900 - 950 950 - 1000 >1000
# of Bulbs
in the
interval
15
% of Bulbs
in the 44
Interval = 34.09%
Statistics Lesson #3: The Normal Distribution 221
c) Using μ = 900 and σ = 50, write the following numbers in terms of μ and σ.
i ) 950 ii) 850 iii) 800 iv) 1050
d ) Complete the normal distribution curve based on the results for this example.
34.09%
Data Value 900 950
Number of
Standard Deviations 1
from the Mean
Data Value in
Terms of μ and σ μ+σ
Note The curve above is based on one particular example and is a good approximation
for the standard normal distribution curve shown on the next page.
The Standard Normal Distribution Curve
For population data with mean μ and standard deviation σ the normal curve is
denoted by N( μ, σ 2). There is a different probability distribution for each value of μ and σ.
In order to compare normal curves and to solve probability problems involving normal
distributions, we convert the normal distribution curve given in a problem into
the standard normal distribution curve.
The distribution represented by the standard normal distribution curve has a mean value of 0
and a standard deviation of 1, denoted by N( 0, 1).
1
1 − x2
The equation of the standard normal distribution curve is f(x) = e 2 .
2π
Verify the bell shape of the curve using a calculator window x: [ − 4, 4, 1] y: [ − 0.1, 0.5, 1].
Note The terminology N( μ, σ 2) and the equation of the standard normal curve are not required for
this course.
The diagram shows the approximate area under the standard normal distribution curve
sub-divided into regions each of width equal to one standard deviation. The percentage of the
area under the curve in each region is indicated.
2.15% 2.15%
34.13% 34.13%
0.13% or or 0.13%
or or
or 0.0215 13.59% 0.3413 0.3413 13.59% 0.0215 or
0.0013 or or 0.0013
0.1359 0.1359
z –3 –2 –1 0 1 2 3
Complete the following:
1. The mean of the data is _____ .
2. The standard deviation of the data is _____ .
3. % of the data is above the mean.
4. % of the data is within one standard deviation of the mean.
5. % of the data is within two standard deviations of the mean.
6. % of the data is within three standard deviations of the mean.
7. % of the data is between 1 and 2 standard deviations above the mean.
8. % of the data is between 1 and 2 standard deviations below the mean.

Basic Properties of the Standard Normal Distribution Curve
1. The total area under the curve is 1.
2. The normal curve extends infinitely to the left and

right, i.e. does not reach the horizontal axis.
3. The normal curve is symmetrical about the mean,

i.e. 50% of the area under the curve is to the left of the mean and 50% is to the right.
4. All the data is represented by the area under the curve.
5. The mean, median and mode are the same value.
Class Ex. #1 A nurse records the number of hours an infant sleeps during a day. He then records the data
on a normal distribution curve shown below. The values shown on the horizontal axis differ
by one standard deviation.
A B 10 12 14 C D
Number of Hours Slept
a) What is the mean of the data? b) What is the standard deviation?
c) What are the values for A, B, C, and D?
d) What percentage of days, to the nearest hundredth, does the infant sleep:
i ) between 12 and 14 h? ii) between 8 and 16 h? iii) less than 6 h?
e) Why is it not possible at this time to determine the percentage of days that the infant
sleeps for less than 13 hours?
To answer part e) we need the concept of z-scores.
z-scores
It is not possible with the given curve in Class Ex. #1 to determine the percentage of days the
infant sleeps for less than 13 hours because the model of the curve used is limited to integer
values of standard deviations from the mean.
The concept of z-scores can be used to determine this percentage.
A z-score for a particular data value is the number of standard deviations the data value is
above or below the mean.
Calculating and Displaying z-scores on the Normal Curve
a) Consider Class Example #1 with a mean value of 12 and a standard deviation of 2.
• The data value 18 is ___ standard deviations above the mean and has a z-score of ___ .
• The data value 8 is ___ standard deviations below the mean and has a z-score of ___ .
• The data value 12 is ___ standard deviations away from the mean and has a z-score of ___ .
• The data value 13 is ____ standard deviations _______ the mean and has a z-score of ___ .
b ) Complete the rows below the normal curve.
Data Value (x) ⇒ 6 8 10 12 14 16 18
In Terms
of μ and σ
⇒
z-score ⇒
c) How can the z-score for a data value of 13 be determined?

Calculate the z-score for the data value 13, and list both the data value and the z-score on
the normal curve above.
z-score Formula
• A z-score for a data value can be calculated using the formula
x−μ where, z is the z-score of the data value

z= x is the particular data value
σ μ is the mean
σ is the standard deviation
• A z-score indicates the number of standard deviations that a data value lies from the mean.
• A positive z-score indicates that the data value lies above the mean.
• A negative z-score indicates that the data value lies below the mean.
99.7% within 3σ
of the mean
95.4% within 2σ
of the mean
68.3% within 1σ
of the mean
34.13% 34.13%
13.59% 13.59%
2.15% 2.15%
μ – 3σ μ – 2σ μ – 1σ μ μ + 1σ μ + 2σ μ + 3σ
z ⇒ –3 –2 –1 0 1 2 3
Class Ex. #2
1. Approximately 68.3% of the data lies between z = _____ and z = _____ .
Class Ex. #3 The heights, in centimetres, of five starting members of the Wolfhounds basketball team are
170, 182, 193, 195, and 212. If the mean height is 190 cm and the standard deviation
is 15 cm, calculate the z-score, to the nearest hundredth, for the tallest player.
The calculation of the z-score for the shortest player is shown.
x−μ
z =
σ
170 − 190
z 170 =
15
z 170 = –1.33
Class Ex. #4 z-scores can be used to compare data from different normal distributions by converting the
distributions to the standard normal distribution.
Tony’s midterm marks are shown below, together with the class mean and standard deviation
for each subject. By calculating z-scores, determine in which subject Tony performed best
relative to the rest of the class.
Subject Tony’s Mark Mean Mark Standard Deviation

Mathematics 74 68 12
Chemistry 79 73 14
Physics 68 66 11
Class Ex. #5 The average mark on an English exam was 63 and the standard deviation was 12.
If the marks were normally distributed and a student’s z-score was 1.5, then what was the
student’s actual mark?
Class Ex. #6 The weights of a large shipment of cantaloupes are normally distributed with a mean
of 2.3 kg. The weight of a particular cantaloupe is 1.7 kg, which is 1.01 standard deviations
below the mean weight. Determine the standard deviation to the nearest hundredth.
Class Ex. #7 The marks on a math exam at a university were found to have a mean of 52 with a standard
deviation of 12. A professor who thought the exam was too difficult decided to adjust the
original marks by raising the mean to 65, while reducing the standard deviation to 10 and
leaving the z-scores unchanged. What would the new mark be for a student who received an
original mark of 34?
Assignment
1. State five properties of a normal distribution curve.
2. State the mean and standard deviation of the standard normal distribution.
3. The goals scored by a major league hockey player over 12 seasons are shown.
11, 18, 23, 27, 21, 30, 28, 24, 17, 21, 19, 24
a) Use the statistical features of a graphing calculator to determine, to the nearest

hundredth, the mean and standard deviation of the data.
b ) Assuming the data is normally distributed, calculate the z-scores, to the nearest
hundredth, for the highest and lowest number of goals.
4. Pat’s unit test marks are shown below, together with the class mean and standard deviation
for each unit test.
Pat’s Mean Standard

Subject Marks Mark Deviation
Measurement 79 70 12
Reasoning 71 61 14
Trigonometry 78 68 13
Statistics 76 65 13
By calculating z-scores, determine, relative to the rest of the class, in which unit test
Pat performed
a) best
b ) worst
5. At the Growers Apple Festival, a panel of ten judges award points, on a scale of 1 to 10, in
order to determine the most appealing apples. One particular apple had an overall score
of 89 with a z-score of 2.35. If the data was normally distributed with a standard deviation
of 8.5, determine the overall mean of the data to the nearest whole number.
6. On a nursing proficiency exam at a Canadian college the mean score was 63 and the
standard deviation was 10. If Nicole’s z-score was 1.7, then what was her actual exam
mark?
7. Mark owns Prime Fruits Ltd., a company which sells fruit by setting up fruit stands at
various road junctions. BC cherries are amongst the many types of fruit that he sells.
During a particular week, his fruit stands sold an average of 575 kg of cherries. One of his
fruit stands sold 478 kg of cherries, which was 1.73 standard deviations below the mean.
If the data is normally distributed, then determine the standard deviation to the nearest tenth
of a kg.
8. The weights of a large shipment of watermelons are normally distributed with a standard
deviation of 1.2 kg. The weight of one watermelon picked at random from the shipment
is 3.1 kg with a z-score of –1.19. What is the mean to the nearest tenth of a kg?
9. A university test was given where the scores are normally distributed. A student has a score
of 63%, which is 2.13 standard deviations above the mean. If the mean of the exam is 57%,
then what is the standard deviation to the nearest hundredth?

Katie played 15 rounds of golf at Fox Hollow GC and 18 rounds
of golf at Shaganappi GC. At Fox Hollow, her mean score was
85.2, with a standard deviation of 4.4, and at Shaganappi, her mean
score was 81.8, with a standard deviation of 2.7.
Multiple 10. The standard deviation of Katie’s scores for the two golf courses, indicates that her
Choice
A. average score was better at Fox Hollow
B. average score was better at Shaganappi
C. scores were more consistent at Fox Hollow
D. scores were more consistent at Shaganappi

Toni wrote four final exams.
Her exam results are shown in the table.
Toni’s Mean Standard
Subject Marks Mark Deviation
Mathematics 67 71 12
Chemistry 59 65 14
Physics 64 64 10
English 61 67 10
11. By calculating z-scores, we can determine that, relative to other students in her class, Toni
performed worst in
A. Mathematics
B. Chemistry
C. Physics
D. English
Numerical 12. Pam’s z-score of her mark on an exam is 2.31. The mean score on the exam was 58 and
Response the standard deviation was 7. Pam’s actual exam mark, to the nearest tenth, is _____ .
Answer Key
1 . i . The total area under the curve is 1.
i i . The normal curve extends infinitely to the left and right.
i i i . The normal curve is symmetrical about the mean,
i.e. 50% of the area under the curve is to the left of the mean and 50% is to the right.
i v . All the data is represented by the area under the curve.
v . The mean, median and mode are the same value.
2 . mean = 0, standard deviation = 1
3 . a) mean = 21.92, standard deviation = 5.06 b ) –2.16, 1.60
4 . a) Statistics b ) Reasoning 5 . 69 6 . 80 7 . 56.1
8 . 4.5 9 . 2.82% 10. D 11. D 12. 7 4 . 2
Using z-Score Tables
z-Score Tables
2.15% 34.13% 34.13% 2.15%
0.13% or or 0.13%
Recall the standard normal 0.0215
or or
0.0215
or 13.59% 0.3413 0.3413 13.59% or
distribution curve shown. 0.0013 0.0013
or or
0.1359 0.1359
The numbers on
z⇒ –3 –2 –1 0 1 2 3
the horizontal axis
represent z-scores.
The z-score tables, located on the last

two pages of the workbook, give the
area to the left of a particular z value x−μ
z=
as shown. σ
A(z)
This area to the left of z is
denoted by A(z).
0 z
Properties of z-Scores
1. A z-score for a data value describes the number of standard deviations

above or below the mean.
2. A negative z-score indicates that the data value is below the mean and is shown
to the left of the mean on the standard normal distribution curve.
3. A positive z-score indicates that the data value is above the mean and is shown
to the right of the mean on the standard normal distribution curve.
4. The z-score table gives the

• area under the curve, to the left of the z-score, or
• percentage of data to the left of the z-score, or
• probability that a randomly chosen data value is to the left of the z-score.
5. The mean, median, and mode have a z-score of zero.
Using z-Score Tables to Calculate Areas Under the Normal Curve
Class Ex. #1 a) On the normal curve shown, shade the region

where z < –3, i.e. A(–3).
b ) Determine the area under the curve for z < –3 using the z-score
tables at the back of the workbook.
c) Verify the answers using the standard normal distribution curve shown above.
232 Statistics Lesson #4: Using z-Score Tables
Class Ex. #2
a) Use the z-score tables to calculate
i ) A(–2) ii) A(1) iii) A(2)
b) Verify the answers using the standard normal distribution curve shown on
the previous page.
Class Ex. #3 Determine the area under the curve for a standard normal distribution for each of the
following z-score intervals. Then convert each of the areas to a percentage to the nearest
hundredth.
a) z < –2.15 b) z > –2.15 c) –2.15 < z < 2.15
Class Ex. #4 Determine, to four decimal places, the area under the curve for a standard normal distribution
for each of the following z-score intervals.
a) z < 2.08 b ) z > 0.92 c) –1.75 < z < –1.02
Class Ex. #5 Determine the following probabilities to four decimal places.
a) P(–1.83 < z < 2.65) b ) P(1.83 < z < 2.65)
Statistics Lesson #4: Using z-Score Tables 233
Using the Area Under the Curve to Determine z-Score Intervals
We can use the z-score tables in reverse to determine a z-score when an area under the normal
curve is given.
Class Ex. #6 Determine z1 and z2 in the examples below.
a) b)
17.62% 14.92%
z1 0 0 z1
c) 0.2580 d) 0.2145 0.1292
0 z1 z1 z2 0
Assignment
1. Find the area under the standard normal curve for each z-score interval. Give the area as a
decimal to the fourth decimal place and as a percent to the nearest hundredth.
Label the diagram.
a) z < –1.6 b) z > –1.6 c) z > 1.6
2. Find the area under the standard normal curve for each z-score interval. Give the area as a
decimal to the fourth decimal place and as a percent to the nearest hundredth.
Label the diagram.
a) –0.31 < z < 1.56 b) 0.31 < z < 3.32 c) –2.00 < z < –0.41
3. Determine the following probabilities as a decimal to the fourth decimal place and as a
percent to the nearest hundredth. Sketch a diagram in each case.
a) P(–2.34 < z < –1.3) b) P(z > –1.32) c) P(z < –2.42)
d) P(2.34 < z < 3.00) e) P(z > –0.09) f) P(–1.31 < z < 0.05)
4. Determine z1 and z2 in the examples below.
a) b)
0.1271
0.898
0 z1 0 z1
Statistics Lesson #4: Using z-Score Tables 235
c) 0.2995 d) 39.8%
z1 0 0 z1
e) 0.1293 f) 19.15%
0.2284 12.44%
z1 z2 0 0 z1 z2
g) h)
0.35%
97.56%
z1 0 z1
i) j)
0.4236
11.7%
z1 0 0 z1
5. Find the value of a.
a) P(z < a) = 0.1379 b) P(z > a) = 0.8508
c) P(0 < z < a) = 0.3907 d) P(a < z < 0) = 0.4306
Multiple 6. The shaded area in the diagram represents 23.97% of

Choice the area under the standard normal curve.
The value of z1 is
A. – 0.92 scores –1.54 z1
B. – 0.71
C. – 0.64
D. – 0.52
Numerical 7. The area, to the nearest tenth of a percent, under the standard normal distribution curve
Response which lies within 1.5 standard deviations of the mean is _____ .
Answer Key
1 . a) 0.0548 = 5.48% b ) 0.9452 = 94.52% c ) 0.0548 = 5.48%
2 . a) 0.5623 = 56.23% b ) 0.3778 = 37.78% c ) 0.3181 = 31.81%
3 . a) 0.0872 = 8.72% b ) 0.9066 = 90.66% c ) 0.0078 = 0.78%

d) 0.0083 = 0.83% e ) 0.5359 = 53.59% f ) 0.4248 = 42.48%
4 . a) 1.27 b ) 1.14 c ) –0.84 d) 1.27 e ) z1 = –1.07, z2 = - 0.33

f ) z1 = 0.50, z2 = 0.90 g ) –2.70 h ) 1.97 i ) z = –1.43 j ) z = 1.19
5 . a) –1.09 b ) –1.04 c ) 1.23 d) –1.48
6. D 7. 8 6 . 6
Problems Involving the Normal Distribution
Class Ex. #1 A light bulb manufacturer produces 35 000 light bulbs. From past data, the lifetimes of the
bulbs are normally distributed with a mean life of 900 hours and a standard deviation of 50
hours.
a) Predict the percentage of light bulbs that will last between 825 and 875 hours.
b ) How many of the 35 000 light bulbs would you expect to last
between 825 and 875 hours?
c) Determine the probability that a bulb selected at random will last less than 920 hours.
Class Ex. #2 A study showed that the mean duration of a certain strain of flu virus was 12 days with a
standard deviation of 3 days. If the data is normally distributed, and you caught this strain of
flu virus, determine the probability, to the nearest hundredth, that it would last:
a) longer than 17 days b ) between 13 and 15 days
238 Statistics Lesson #5: Problems Involving the Normal Distribution
Class Ex. #3 From extensive testing, an appliance distribution company knows that the average life of
“Toasty” toasters is 4.2 years, the standard deviation is 0.65 years, and the data is normally
distributed. The company does not want to replace under warranty more than 8% of the
toasters that are sold.
What warranty, to the nearest necessary year, should the company offer?
Class Ex. #4 It was found that 62.3% of the shrimp harvested at Shrimp Harvest Farms had a mass of
more than 135 grams. If the data is normally distributed, and if the mean mass of the shrimp
harvested was 146 grams, determine the standard deviation to the nearest tenth.
Class Ex. #5 The marks of a large number of students have been represented on a standard normal
distribution curve. The values given represent the number of students in each area.
452 1250
z-scores z1 0
a) How many students are represented by the area under the standard normal curve?
b) Determine the value of z1 to the nearest hundredth.
Statistics Lesson #5: Problems Involving the Normal Distribution 239
Assignment
1. The results of a provincial Grade Nine achievement test were normally distributed with a
mean of 68 and a standard deviation of 12. If 8500 students wrote the test, determine
a) the percentage of students, to the nearest tenth of a percent, who scored a mark
of 50 or above
b ) the number of students who scored a mark of 50 or above
c) the probability that a student selected at random had a mark
i ) less than 30 ii) between 50 and 60
2. The “Long Life” battery company is planning to add another 10 500 batteries to their
yearly production of batteries. The mean life of “Long Life” batteries is estimated to
be 50 hours with a standard deviation of 6 hours. If the data is normally distributed, then
how many of the new batteries to be produced can be expected to last less than 31 hours?
3. The heights of 800 officers from a police force are normally distributed with a mean
of 175 cm and a standard deviation of 8 cm.
a) How many of the officers are within one standard deviation of the mean height?
b ) How many of the officers are between 167 and 173 cm?
c) What percentage of the officers is between 165 cm and 180 cm?
4. Data collected of cars passing on a road revealed that the average speed was 90 km/h with a
standard deviation of 5 km/h and data which is normally distributed. A policeman is
assigned to set photo radar on a road in which the posted speed limit is 80 km/h. The
policeman sets the camera so that only those exceeding the speed limit by 10% are
photographed and ticketed.
a) What is the lowest speed, in km/hr, for which you could be ticketed?
b ) If 600 cars pass the photo radar, how many drivers can the police expect to ticket?
5. The results of a provincial achievement test are normally distributed and are represented in
the diagram below. The data under the curve represents all of the students who wrote the
test. The values 452 and 2500 represent the number of students in the shaded regions.
452 2500
z-scores z1 0
a) How many students wrote the test? b ) What is the value of z1?
6. The data below the curve is normally distributed and represents the birth weights of a large
number of babies. What is the value of z1?
5000 329
z-scores 0 z1
Statistics Lesson #5: Problems Involving the Normal Distribution 241
7. After reviewing previous loan records, the credit manager of a bank determines that the data
follows a normal distribution. The debts have a mean of $20 000 and the probability that the
loss could be greater than $25 000 or less than $15 000 is 0.418. Determine the standard
deviation of the data to the nearest hundred dollars.
8. A company packages rice into 10 kg bags. The machine that fills the bags can be calibrated
to fill to any specified mean with a standard deviation of 0.09 kg. Any bags that weigh less
than 10 kg cannot be sold and must be refilled. To what mean value, to the nearest
hundredth of a kilogram, should the machine be set if the company does not want to refill
more than 1.5% of the bags?
9. What z-score interval, symmetrical about the mean, contains i ) 95%, ii) 99%,
of the data under a standard normal distribution curve?
Multiple 10. A star offensive hockey player averaged 611 shots per season with a standard deviation
Choice of 57 shots. The number of shots per season is normally distributed. If the player played
for 16 seasons, then the number of seasons the player had at least 675 shots is
A. 1
B. 2
C. 3
D. 4
Numerical 11. The weights of a large shipment of coconuts are normally distributed with a standard
Response deviation of 0.71 kg. The probability that a coconut weighs less than 2.1 kg is 10.2%.
The mean of the shipment, to the nearest hundredth of a kg, is _____ .
12. The probability, to the nearest tenth of a percent, that a data value lies
in the interval μ − 0.85σ to μ + 2.31σ is _____ .
Group The lifetimes of the “Live Long” line of nine-volt batteries are normally distributed.
Work If 9.68% of the batteries last more than 46 hours and 24.2% last less than 42 hours,
what are the mean and standard deviation of the lifetimes of this brand of batteries?
(Hint: try obtaining two equations and use a system of equations to solve.)
Answer Key
1. a) 93.3% b ) 7932 students c ) i ) 0.0008 i i ) 0.1846

2. 8 batteries 3 . a) 546 officers b ) 194 officers c ) 63.01%
4. a) 88 km/h b ) 393 drivers 5 . a) 5000 students b ) –1.34
6. 1.84 7 . $6200 8 . 10.20 kg 9 . i ) –1.96 < z < 1.96 i i ) –2.58 < z < 2.58
10.B 11. 3 . 0 0 12. 7 9 . 2
Group Work mean = 43.4 standard deviation = 2
Using a Graphing Calculator to Solve Normal Distribution Problems
A graphing calculator can be used to solve SOME normal probability distribution problems.
normalcdf → Calculating Area/Probability Between Two z-Score Values
The command “normalcdf” can be used in a normal distribution to calculate

the area between two z-score values, or the area to the left or right of a z-score value.
We will illustrate the procedure by solving assignment question #12 from the previous lesson.
This question is shown below.
“ The probability, to the nearest tenth of a percent, that a data value lies
in the interval μ − 0.85σ to μ + 2.31σ is _____ .”
1. Show the information on a standard normal curve.
z –0.85 0 2.31
2. Access distribution menu DISTR by pressing 2nd VARS .
3. Select normalcdf (normal cumulative distribution function)

and press ENTER .
4. The command normalcdf( will appear on the screen.

Use the following to determine the area/probability
between two z-score values:
normalcdf( lower bound z-score, upper bound z-score )
and then press ENTER .
5. The probability is 0.792 = 79.2%.
Note • To calculate the area to the right of a z-score value, replace the upper bound by a large
positive number such as 1099.
• To calculate the area to the left of a z-score, replace the lower bound by a number
such as –1099.
• The answers obtained may not be exactly the same as those obtained from tables due
to the increased accuracy provided by the calculator.
244 Statistics Lesson #6: Using a Graphing Calculator to Solve Normal Distribution Problems
normalcdf → Calculating Area/Probability Between Two Data Values
The command “normalcdf” can also be used in a normal distribution to calculate

the area between two data values or the area to the left or right of a data value for a
specified mean, μ, and standard deviation, σ.
We will illustrate the procedure by solving Class Ex. #2 from the previous lesson.
This example is shown below.
“ A study showed that the mean duration of a certain strain of flu virus was 12 days with a
standard deviation of 3 days. If the data is normally distributed, and you caught this strain
of flu virus, determine the probability, to the nearest hundredth, that it would last:
a) longer than 17 days b ) between 13 and 15 days ”
1. Access distribution menu DISTR by pressing 2nd VARS .
2. Select normalcdf (normal cumulative distribution function)

and press ENTER .
3. The command normalcdf( will appear on the screen.

Use the following to determine the area/probability between two data values, or the area to
the left or right of a data value.
normalcdf( lower bound, upper bound, mean, standard deviation )
Press ENTER to determine the area/probability.
a) normalcdf( 17, 1099, 12, 3 ) b ) normalcdf( 13, 15, 12, 3)
4. For a) the probability to the nearest hundredth is 0.05.

For b) the probability to the nearest hundredth is 0.21.
Note • To calculate the area to the left of a data value, replace the lower bound by –1099.
• To calculate the area to the right of a data value, replace the upper bound by 1099.
• In practice, any extreme positive or negative number, with reference to the given data,
will give the same answer. In example a) above we could use 1000 as the extreme value
instead of 1099.
Statistics Lesson #6: Using a Graphing Calculator to Solve Normal Distribution Problems 245
Class Ex. #1 Postal Outlets has determined that, using standard mail service, it takes three weeks on average
for a package from China to arrive at an address in Canada . They also determined the
standard deviation to be five days and that the times are normally distributed.
a) Determine the probability, to the nearest hundredth, that a

package will take less than 15 days to be delivered.
b ) Postal Outlets guarantees that a package will arrive in

less than thirty-five days or the delivery is free.
Last month, 8257 packages were sent from China to
Canada. How many of these packages would you
expected to be delivered free of charge?
Class Ex. #2 Calculate the percentage of the population, to the nearest tenth, whose height is more
than one standard deviation above the average height of the population.
invNorm( → Calculating a Data Value Given the Area to the Left of the Data Value
Given the area to the left of a data value, the command “invNorm(” can be used to
calculate the data value. The mean and standard deviation must be given.
We will illustrate the procedure by solving Class Ex. #3 from the previous lesson.
This example is shown below.
“ From extensive testing, an appliance distribution company knows that the average life of
“Toasty” toasters is 4.2 years, the standard deviation is 0.65 years, and the data is
normally distributed. The company does not want to replace under warranty more than
8% of the toasters that are sold.
What warranty, to the nearest necessary year, should the company offer?”
1. Make a sketch of the area.
2. Access the distribution menu DISTR by 3. Select invNorm( and press ENTER
pressing 2nd VARS . (inverse normal cumulative distribution function).
4. The command invNorm will appear on the screen.

Use the following to determine the data value:
invNorm( area, mean, standard deviation )
For this example invNorm( 0.08, 4.2, 0.65 ) .
5. Press ENTER to determine the data value.
For this example, the company would round down and offer a 3 year warranty.
Note • Even if the invNorm calculation was between 3.5 or 3.99, the company would still round
down and offer a three year warranty rather than a four year warranty.
invNorm( → Calculating a z-Score Given the Area to the Left of the z-Score
invNorm may also be used to calculate a z-score if we are given the area to the left
of the z-score. In this case, the mean = 0 and the standard deviation = 1.
i.e. use invNorm( area, 0, 1 )
Class Ex. #3 Determine the z-score, to the nearest hundredth, if 1% of the data values lie
above the z-score.
Assignment
1. The marks on an examination are normally distributed with a mean of 64 and a standard
deviation of 11. Determine the probability, to four decimal places, that a student chosen at
random has a mark
a) less than 50 b ) between 50 and 60 c) greater than 80
2. The number of days it takes to receive an income tax return in a rural region of British
Columbia is normally distributed with a mean of twenty-five days and a standard deviation
of four days.
Determine the percentage of tax payers in this region, to the nearest tenth, who receive an
income tax return in
a) less than two weeks b ) more than 30 days c) between 20 and 25 days
3. Last year, 5350 people wrote the province wide driving exam. The results were normally
distributed with a mean of 82.1% and standard deviation of 5.8%.
a) Determine the probability, to the nearest hundredth, that a person taking
the exam scored more than 90%.
b ) How many people scored less than 80%?
c) The exam consisted of thirty questions. To pass the exam, a person must score 25 or
higher. What percentage, to the nearest whole number, of the people who took the exam
passed the exam?
d ) Determine the probability, to the nearest thousandth, that a person who wrote the exam
had a score which was
i) at least 1.96 standard deviations above the mean
ii) between –0.5 and 1.5 standard deviations from the mean
iii) within 1.5 standard deviations of the mean
4. A nut bolt with a circular opening is rejected if its diameter is greater than 2.01 cm
or less than 1.97 cm. What is the expected number of rejected nut bolts if the diameters
in a batch of 15 000 bolts are normally distributed with a mean of 2.00 cm and a standard
deviation of 0.01 cm?
5. A manufacturer does a study on the photo radars they produce and find that they have a
mean life of 16.3 years with a standard deviation of 4.2 years. If the data is normally
distributed, then:
a) What guarantee, to the nearest necessary year, should the manufacturer give so that
fewer than 9% of the photo radar units would be returned?
b ) What is the probability, to four decimal places, that a police purchasing department will
select, at random, a photo radar unit that needs to be returned within 8 years?
6. The heights of soldiers in a Canadian Army regiment are normally distributed with a mean
of 173 cm and a standard deviation of 12 cm. The tallest 33 per cent of the soldiers in the
regiment are eligible to drive a specially designed sub terrain vehicle. What is the minimum
height, to the nearest hundredth of a cm, required to drive this specially designed vehicle?
7. A company producing DVD players has determined that the lifetimes of the players are
normally distributed with a mean of 49.1 months and a standard deviation of 13.0 months.
a) What warranty, to the nearest necessary month, should the company give so that no
more than 11 out of 5000 DVD players will be returned?
b) Haley buys a DVD player from the company and is offered an extended warranty for a
further 12 months. Determine the probability, to the nearest thousandth, that her DVD
player requires a warranty replacement during the additional 12 months.
8. At the Department of Statistics located at Range City, employees are encouraged to car pool
for environmental reasons. Miss Median and Mr. Data are two such employees who car
pool. The mean time and standard deviation required for the trip from their apartment
building to the office is 25 minutes and 5 minutes respectively. If the data is normally
distributed, at what time, to the nearest minute, should they leave the apartment building to
give themselves a 98.5% chance that they will be at work by 8 a.m.?
Multiple 9. In a population with a standard deviation of 4.5 cm, 50 percent of the students are taller
Choice than 63 cm. If the data is normally distributed, determine, to the nearest centimetre, the
height of a student if 10% of the population are taller than he is.
A. 57
B. 61
C. 65
D. 69
Numerical 10. After keeping excellent records from the past, Air Blow Manufacturing Company knows
Response that its air compressors have an average working period of fifteen years with a standard
deviation of 2.4 years. The manufacturer guarantees these compressors for 7 years.
Assuming a normal distribution, the percentage, to the nearest hundredth of a percent, of
compressors that the manufacturer will have to repair under warranty is _____ .
Answer Key These answers have been calculated using normalcdf or invNorm. Results
obtained from z-score tables may vary slightly.
1 . a) 0.1016 b ) 0.2565 c ) 0.0729 2 . a) 0.3% b ) 10.6% c ) 39.4%
3 . a) 0.09 b ) 1919 c ) 42% d) i) 0.025 i i ) 0.625 i i i ) 0.866
4 . 2400 bolts 5 . a) 10 years b ) 0.0241 6 . 178.28 cm
7 . a) 12 months b ) 0.025 8 . 7:24 a.m. 9. D 10. 0 . 0 4
Confidence Intervals and Margin of Error
In this lesson we will interpret statistical data using confidence intervals, confidence levels, and
margin of error.
Note that the focus will be on the interpretation of data rather than on statistical calculations.
Introduction Part One
In our previous work involving the normal distribution we have determined means and
standard deviations from populations.
Consider the question, “What is the mean height of all the students in your school?”
We can determine the correct answer by measuring the height of every student in the school.
This result would be the population mean.
In practice, if the population is very large, we might use a random sample of students and
estimate the population mean using the sample mean. How confident would we be that the
sample mean and the population mean are the same?
When we take data from a sample and calculate the sample mean, we can never be sure that
the sample mean is going to be the same as the population mean. In fact, it would be a rare
occurrence for the sample mean to be exactly the same as the population mean. The best we
can hope for is that the sample mean will be close to the population mean.
We can determine a range of values around the sample mean in which we can be reasonably
confident that the population mean lies.
If the sample mean for the heights of students is 67.5 inches, we cannot be sure that the
population mean is 67.5 inches.
We would be reasonably confident that the mean height of all the students in the school lies
between 65 inches and 70 inches.
We would be very confident that the mean height of all the students in the school lies
between 63 inches and 72 inches.
The range of values from 65 inches to 70 inches is called an interval. The interval could
also be written as 67.5 ± 2.5 inches. In this case, 2.5 inches is the margin of error.
The range of values from 63 inches to 72 inches is also an interval.

The margin of error is _____________.
We will be more confident that the population mean lies in the interval 63 - 72 inches
than in the interval 65 - 70 inches.
The level of confidence that we have that the population mean lies in a particular interval is
called the confidence level and is usually given as a percentage.
The interval is known as a confidence interval.
252 Statistics Lesson #7: Confidence Intervals and Margin of Error
Introduction Part Two
Consider the following question.

“What percent of Canadian voters would vote for the Conservative Party?”
It is not practical to survey the whole population of Canadian voters, and so a sample is taken.
A polling organization conducts an opinion poll whose aim is to determine the percentage of
Canadian voters who would vote for the Conservative Party. They released the following
statement.
“ In the poll, 38% of Canadian voters said they would vote for the Conservative Party.
The results are accurate to within 3.5 percentage points, 19 times out of 20.”
In this example, we use the sample proportion, 38%, as an estimate of the true proportion of
Canadian voters who would vote for the Conservative Party.
The margin of error is the possible difference between the sample estimate, 38%, and the
true value for the population proportion (unknown). In this case, the margin of error is
±3.5%.
The confidence interval is the interval in which the true population proportion is estimated
to lie, based on the results of the sample. In this case the confidence interval is 38% ± 3.5%
or ranging from 34.5% to 41.5%.
The confidence level is the likelihood that the true population proportion lies within the
range of the confidence interval. In this case it is 95%. This means that if the survey was
repeated over and over again, 95% of the time the result would fall within the confidence
interval given.
Class Ex. #1 In order to determine the mean mass of golf balls produced at a factory, sampling is done
and the following statement is made by the company.
“ The mean mass of golf balls produced at our factory is 45.6 grams ± 0.3 grams.
The results are accurate 19 times out of 20.”
a) Determine the confidence level. b ) Determine the confidence interval.
c) State the margin of error.
d ) Is it likely that the mean mass of golf balls produced at this factory is 45.1 grams?
Explain.
e) Is it possible that the mean mass of golf balls produced at this factory is 45.1 grams?
Explain.
Statistics Lesson #7: Confidence Intervals and Margin of Error 253
The Effect of Sample Size on Margin of Error and Size of Confidence Interval
The 2011 Canadian federal election took place on May 2nd, 2011. A large number of opinion
polls were conducted in the days leading up to the election.
( link: http://en.wikipedia.org/wiki/Opinion_polling_in_the_Canadian_federal_election,_2011 )
The table below gives the results of four of these polls. The data represents the percent of the
sample who would cast their vote for each party. Some of the results do not add up to 100%
because votes for minor parties and independents are not included in the table.
The results are accurate to the stated margin of error 19 times out of 20.
Date of Number Margin

Polling in Con Lib NDP BQ Green of
Firm Poll Sample Error
Harris Apr 27 1011 35% 22% 30% 5% 7% ±3.1%

Decima
Angus Apr 29 2197 37% 19% 33% 6% 4% ±2.2%

Reid
Nanos
Research Apr 30 1048 37.0% 22.7% 30.6% 5.5% 3.2% ±3.0%
EKOS
Research May 1 2690 33.9% 21.0% 31.2% 6.4% 6.0% ±1.8%
a) Look at the columns for Number in Sample and Margin of Error.

How does the sample size affect the margin of error?
b ) For each polling firm, calculate the 95% confidence interval for the percent of Canadian
voters who would vote for the New Democratic Party (NDP) and complete the table.
How does sample size affect the range of values in the confidence interval?
Polling Firm 95% Confidence Interval

Harris Decima
Angus Reid
Nanos Research
EKOS Research
c) For each polling firm, calculate the 95% confidence interval for the percent of Canadian
voters who would vote for the Conservative Party and complete the table below.
Polling Firm Confidence Interval Conservative Confidence Interval NDP

Harris Decima
Angus Reid
Nanos Research
EKOS Research
i ) In which of the polling firms is there no overlap of percents in the confidence

intervals?
In this case, since there is no overlap, we can say with 95% confidence
that the percent of Canadian voters who will vote Conservative is
greater than the percent of Canadian voters who will vote NDP.
ii) In which of the polling firms is there an overlap of percents in the confidence
intervals?
In these cases, since there is an overlap, we cannot say with 95% confidence
that the percent of Canadian voters who will vote Conservative is
greater than the percent of Canadian voters who will vote NDP.
d ) In which of the polls can we say with 95% confidence that the NDP will receive
a higher percent of the vote than the Liberal Party?
e) In which of the polls can we say with 95% confidence that the Bloc Quebecois
will receive a higher percent of the vote than the Green Party?
The Effect of Sample Size on Confidence Level
Let us return to the question,“What is the mean height of all the students in your school?”
If you wanted to be 100% confident about the results of your measurements, you would need
to measure the height of every student in your school.
Suppose the sample mean for the heights of students is 67.5 inches and we state a
confidence interval of 66 inches to 69 inches with a margin of error of ± 1.5 inches.
If, in our sample, we had measured the heights of more than half of the students in the school,
our level of confidence that the true mean lies in the confidence interval would be very
high - well above 99%.
If, in our sample, we had measured the heights of about one quarter of the students in the
school, our level of confidence that the true mean lies in the confidence interval would still be
very high, but not as high as in the case above.
If, in our sample, we had measured the heights of only a few students in the school, our level
of confidence that the true mean lies in the confidence interval would not be very high.
Circle the correct alternative in the following statement.

For a fixed margin of error, the confidence level increases / decreases as the sample size
increases.
Class Ex. #2 A company produces hockey pucks. League regulations state that the weight of a puck used
in a game must be between 164 grams and 170 grams.
The production equipment is set to produce pucks that have a mean mass of 167.0 grams
and the standard deviation has been calculated to be 1.1 grams.
Quality control testing is done on a regular basis to determine if the pucks produced meet the
required standard.
To ensure that only a small number of pucks produced are rejected, the quality control
manager must ensure that the mean mass of pucks lies in the range 166.7 grams to
167.3 grams. During each work day a random sample of pucks is selected and weighed.
The table below gives the sample size needed for different confidence levels.
Confidence level Sample Size
99% 89
98% 73
95% 52
90% 36
a) State the confidence interval the company is using for its quality control tests.
b ) State the margin of error the company is using for its quality control tests.
c) How many pucks should be weighed in each sample if the company wants to ensure that
the mean mass is in the range 166.7 g to 167.3 g, 49 times out of 50?
d ) Pucks which do not satisfy the league regulations can be used in practice. How many
pucks should be weighed if the company wants to ensure that the mean mass is in the
range 166.7 g to 167.3 g, 9 times out of 10?
e) If the company were willing to accept a mean mass in the range 166.6 g to 167.4 g,
would they need to test more or less pucks than in the table in order to attain the same
confidence level?
Class Ex. #3 Use confidence intervals to interpret the following statement.
“ A recent survey showed that Canadian high school students spend an average
of 1.50 hours per day accessing the internet and an average of 1.75 hours per day
being physically active. The results are considered accurate to within 0.2 hours,
24 times out of 25.”
Assignment
1. In order to determine the mean mass of a type of chocolate bar produced at a factory,
sampling is done and the following statement is made by the company.
“ The mean mass of chocolate bars produced at our factory is 100.4 grams ± 0.4 grams.
a) Determine the confidence level. b ) Determine the confidence interval.
c) State the margin of error.
d ) Is it likely that the mean mass of chocolate bars produced at this factory is 99.5 grams?
Explain.
e) Is it possible that the mean mass of chocolate bars produced at this factory
is 99.5 grams? Explain.
2. In May 2011, MusicBC Charitable Foundation reported (http://musicbcfoundation.org/)

the results of a survey by Leger Marketing. In a sample of 1549 Canadians, 70% said that
learning a musical instrument has had a positive effect on their life, and 66% rated
instrument skills to be as important as learning a second language. The results are accurate
to within plus or minus 2.49%, 19 times out of 20.
a) State i) the number in the sample ii) the margin of error iii) the confidence level
b ) Use the results of this sample to determine 95% confidence intervals for
i ) the percent of Canadians who have learned a musical instrument who believe that
it has had a positive effect on their lives
ii) the percent of Canadians who have learned a musical instrument who believe that
instrument skills are as important as learning a second language

Decima Research carried out a national survey of 1500 Canadians regarding cell phone
use in cars. (http://www.distracteddriving.ca/english/documents/JeffWalker_000.pdf)
The data shown represents the percent of the sample answering the following questions.
The data is considered accurate to within 2.5%, 19 times out of 20.
Agree/Disagree:
The use of hands free cell phones by drivers is significantly
safer than the use of handheld phones.
Females 62 35 3
Males 68 29 3
% Agree % Disagree % Don’t Know
Preferred Scenario:
Which of these three statements is closest to your view about
the best way to handle the use of cell phones in cars?
Females 31.5 57.5 11
Males 24 62 14
% Banned % Handsfree % Allowed

Altogether only
3. a) Interpret the data by determining four confidence intervals with confidence level for the
percent of Canadian females/males who agree/disagree that the use of hands free cell
phones by drivers is significantly safer than the use of handheld phones.
b ) Can we state with 95% confidence that
i ) more males than females agree that the use of hands free cell phones by drivers is
significantly safer than the use of handheld phones?
ii) more females than males disagree that the use of hands free cell phones by drivers is
significantly safer than the use of handheld phones?
c) Interpret the data in the Preferred Scenario and answer the following questions.
Can we state with 95% confidence that
i ) more females than males believe that cell phone use should be banned in cars?
ii) more males than females believe that only hands free cell phone use should be
allowed in cars?
iii)more males than females believe that any cell phone use should be allowed in cars?
d ) Investigate current research on this topic.
4. In August 2010, a report for KPMG (http://www.cbc.ca/news/story/2010/08/17/mobile-

phone-usage.html?ref=rss) stated that Canadians were behind the rest of the world in using
mobile phones for banking and making purchases. The following table shows the survey
results for Canada, China, India, and the World.
Canada China India World

For banking 15% 77% 43% 45%
For retail purchases 8% 44% 38% 28%
5627 mobile phone users in 22 countries were surveyed, including 300 in Canada.
The Canadian results are considered accurate to ± 5.7 percent points, 19 times out of 20.
a) Determine 95% confidence intervals for the percent of Canadians who

use a mobile phone for i) banking ii) retail purchases
b ) Assuming there are 24.5 million mobile phone users in Canada, determine, to the nearest
0.1 million, 95% confidence intervals for the number of Canadians who
use a mobile phone for i ) banking ii) retail purchases
c) If we assume that the margin of error for China and India is the same as the margin of
error for Canada, are we able to conclude with 95% confidence that
i ) the percent of people in China who use a mobile phone for banking is greater than
the percent of people in India who use a mobile phone for banking?
ii) the percent of people in China who use a mobile phone for retail purchases is
greater than the percent of people in India who use a mobile phone for retail
purchases?
5. A manufacturer of bottles of ketchup knows that the volume of ketchup in the bottles being
filled is normally distributed. He takes a random sample to check the volumes of ketchup in
the bottles being filled. In a sample of 250 bottles the mean volume is 402.08 mL with a
margin of error of ±0.99 mL. The result is considered accurate 19 times out of 20.
a) Determine the 95% confidence interval for the mean volume of ketchup in the bottles.
b ) Is it possible that the mean volume of ketchup in the bottles is below 400 mL? Explain.
c) Is it likely that the mean volume of ketchup in the bottles is below 400 mL? Explain.
d ) Four other samples of different sizes were taken using a 95% confidence level.
Robbie knew that the sample sizes were 141, 316, and 105, and that the margins of error
were 0.88, 1.32, and 1.53, but he forgot to record which margin of error was associated
with which sample size.
Complete the table below:
Margin of Error 0.88 0.99 1.32 1.53

Sample Size 250
6. Explain why
a) for a given confidence level, the margin of error decreases as the sample size increases
b ) for a given sample size, the confidence level increases as the margin of error increases
Use the following information to answer questions #7 and #8.

Three candidates are running for mayor. The candidate who receives the highest
percentage of votes on election day will be elected as mayor.
A poll was conducted to ask voters which of the candidates they would vote for.
The results of the poll were Ashby 37.1%, Benin 33.9%, Cruz 28.0%
and are stated as being accurate to within 2.9 percentage points, 19 times out of 20.
7. Determine 95% confidence intervals for each candidate.
Multiple 8. Using the results of the poll, which of the following statements can be made with 95%
Choice confidence?
A. Ashton will be elected mayor.

B. Benin will finish in second place.
C. Cruz will finish in third place.
Answer D. if all or none of the above statements can be made with 95% confidence.
9. Which of the tables below correctly relates sample size and margin of error?
Sample Size Margin of Error Sample Size Margin of Error

250 1.1 250 6.2
A. 1000 2.2 B. 1000 3.1

2000 3.1 2000 2.2
8000 6.2 8000 1.1
Sample Size Margin of Error Sample Size Margin of Error

250 2.2 250 1.1
C. 1000 3.1 D. 1000 6.2
2000 6.2 2000 3.1
8000 1.1 8000 2.2
Numerical 10. Based on the results of an opinion poll, a statement is made that the 95% confidence
Response interval for the percent of the population who would not vote in the election is 39.7% to
41.1%. To the nearest tenth, the percent of the sample who said they would not vote
in the election is_____ .
11. In order to determine the mean mass of coffee in a jar produced at a factory, sampling is
done and the following statement is made.
“ The mean mass of coffee in the jars produced at our factory is 301.2 g ±0.8 g.
The confidence level, to the nearest percent, is _____ .
Answer Key
1 . a) 90% b ) 100.0 g to 100.8 g c ) ±0.4 g

d) No. 99.5 g is not in the 90% confidence interval, so it is not likely that the mean mass is 99.5 grams.
e ) Yes. We are only 90% confident that the mean mass is between 100.0 grams to 100.8 grams, so it is
possible that the mean mass is 99.5 grams.
2 . a) i ) 1549 i i ) ±2.49% i i i ) 95% b ) i ) 67.51% to 72.49% i i ) 63.51% to 68.49%
3 . a) With a 95% confidence level, we have the following confidence intervals:

Females who agree 59.5% to 64.5% Females who disagree 32.5% to 37.5%
Males who agree 65.5% to 70.5% Males who disagree 26.5% to 31.5%
b) i ) Yes i i ) Yes c) i ) Yes i i ) No i i i ) No
4 . a) i ) 9.3% to 20.7% i i ) 2.3% to 13.7%

b) i ) 2.3 million to 5.1 million i i ) 0.6 million to 3.4 million
c) i ) Yes, there is no overlap between the intervals 71.3% to 82.7%, and 37.3% to 48.7%
i i ) No, there is an overlap between the intervals 38.3% to 49.7%, and 32.3% to 43.7%
5 . a) 401.09 mL to 403.07 mL
b ) Yes, we are only 95% confident that the mean lies within the range 401.09 mL to 403.07 mL.
It is still possible for the mean to lie outside the confidence interval.
c ) No, 400 mL is outside the 95% confidence interval 401.09 mL to 403.07 ml.
d) Sample size: 316, 250, 141, 105
6 . a) If we sample the whole population, there would be no margin of error, so as the sample size increases,
we are learning more information about the population and the margin of error decreases.
b ) The larger the margin of error, and hence the larger the range of values in the confidence interval, the
more likely it is that the population mean or proportion lies in the interval, and hence the greater the
confidence level.
7 . Ashby: 34.2% to 40.0% Benin: 31.0% to 36.8% Cruz: 25.1% to 30.9%
8. C 9. B 10. 4 0 . 4 11. 9 3
Practice Test
1. A measure of dispersion of a set of data is the
A. mode B. median C. mean D. standard deviation
Use the following information to answer the next four questions.

The Black Widows, the Barracudas, the Cheetahs, and the Bumble Bees are four
ringette teams that have just returned from a hockey tournament in Red Deer. The
histograms show the number of goals each team scored in the 14 games they played.
Black Widows Barracudas

6 6
4 4
2 2
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Cheetahs
6 Bumble Bees
6
4
4
2
2
0
0 1 2 3 4 5 6 7 8 9 10 0
Number of Goals 0 1 2 3 4 5 6 7 8 9 10
Number of Goals
2. The histogram which represents data with the highest value for the mean is
A. Black Widows B. Barracudas C. Cheetahs D. Bumble Bees
3. The histogram which represents data with the highest value for the standard deviation is
A. Black Widows B. Barracudas C. Cheetahs D. Bumble Bees
Numerical 1. The mean number of goals scored by the Cheetahs, to the nearest tenth, is _____ .
Numerical 2. The standard deviation of the number of goals scored by the Bumble Bees,
266 Statistics Lesson #8: Practice Test
4. The mean of a set of 40 exam marks is 58. If 20 is added to each exam mark in the set,
then the mean of the new marks will be
A. 58 B. 58.5
C. 60 D. 78
Numerical 3. The number of adults attending an evening art class each week is recorded below.
Response
25, 23, 17, 22, 26, 19, 22
The standard deviation of this data, to the nearest hundredth, is _____ .


The heights of Grade 1 students are normally distributed with
a mean of 100 cm and a standard deviation of 10 cm.
5. Nik is a grade 1 student and his height is 0.8 standard deviations below the mean.
Nik’s height, to the nearest tenth of a centimetre, is
A. 92 .0 cm
B. 99.2 cm
C. 100.8 cm
D. 108.0 cm
6. The number of students whose height is less than 95 cm is equal to the number of
students whose height is
A. greater than 95 cm B. greater than 105 cm

C. less than 100 cm D. less than 105 cm
7. For a standard normal distribution, the probability of getting a z-value

between z = −0.3 and z = 0.6 is
A. 0.9
B. 0.3774
C. 0.3437
D. 0.1078
Statistics Lesson #8: Practice Test 267
z-scores –1.19 0
Numerical 4. The shaded area under the standard normal curve, correct to the nearest hundredth,
Response is _____ .
8. A population has a normal distribution with mean μ and standard deviation σ .

The percent of the population that lies between μ − σ and μ + 2σ is
A. 47.5
B. 68.3
C. 81.9
D. 95.4
9. The number of peanuts in a packet is normally distributed with a mean of 35 and a

standard deviation of 4. If a packet of peanuts is selected at random, the probability, to the
nearest hundredth, that there are between 37 and 45 peanuts in the packet is
A. 0.30
B. 0.48
C. 0.50
D. 0.70
10. The results of an exam are normally distributed with a standard deviation of 15.0.
4.85% of the students who wrote the exam achieved a mark of 80% or above.
The mean mark on the exam is
A. 55.1
B. 56.0
C. 57.4
D. 58.8

The lifetimes of KettlePro kettles are normally distributed with a
mean of 38 months and a standard deviation of 8 months.
11. If a chain of stores sells 2800 of these kettles and gives an 18 month warranty, how many
of them would be expected to fail before the warranty expires?
A. 8
B. 17
C. 83
D. 170
Numerical 5. Erika purchases an extended warranty for her kettle for one additional year.
Response The probability, to the nearest hundredth, that she makes a claim during the additional one
year period is _____ .
In the sketch of a normal distribution

shown, the shaded area is 0.3849.
x 140 160
12. If 50% of the area is above 160, then the standard deviation is
A. 16.7
B. 30.7
C. 52.0
D. 69.0
Statistics Lesson #8: Practice Test 269
13. The speeds of motorists passing a particular point on the Queen Elizabeth II Highway are
normally distributed with mean 115 km/h and standard deviation 14 km/h. If 64% of the
motorists are driving at, or above, the posted speed limit, then the speed limit is
A. 90 km/h
B. 100 km/h
C. 110 km/h
D. 120 km/h
14. A survey of Canadian teenagers determined that 58% of teenagers sent more than 40
texts on the day before the survey. The results of the survey are considered accurate to
within plus or minus 4.3 percentage points, 19 times out of 20.
Which statement below is false?
A. The confidence level is 95% and the margin of error is 4.3%.
B. The confidence interval is 53.7% to 62.3%.
C. It is possible, but not likely, that less than 50% of Canadian teenagers sent
more than 40 texts on the day before the survey.
D. It is not possible that 65% of Canadian teenagers sent more than 40 texts
on the day before the survey.

Four statements have been made relating to confidence levels, sample size,
and margin of error.
Statement 1: For a constant confidence level, the margin of error increases

as the sample size increases.
Statement 2: For a constant confidence level, the margin of error decreases

as the sample size increases.
Statement 3: For a constant sample size, the margin of error increases

as the confidence level increases.
Statement 4: For a constant sample size, the margin of error decreases

as the confidence level increases.
15. Which two of the statements are true?
A. 1 and 3 B. 2 and 4 C. 2 and 3 D. 1 and 4
Royalty Chocolates advertises that it sells bags of chocolates with at least 40 chocolates in
each bag. A large sample of bags are opened and the number of chocolates is counted.
The results are normally distributed with a mean of 43.5 chocolates and a standard deviation
of 1.4 chocolates.
• Calculate the z-score for a data value of 40.
• Use z-score tables to determine the percentage of bags, to the nearest hundredth,
that contain at least 40 chocolates.
• If the company produces 20 000 bags of chocolates, how many of the bags of chocolate
produced can be expected to contain at least 40 chocolates?
• Use the statistical features of a graphing calculator to determine, to the nearest hundredth,
the probability that a bag chose at random contains between 40 and 45 chocolates.
• Determine an interval, symmetrical about the mean, for the number of chocolates in a bag
within which 95% of the bags will lie. Answer to one decimal place.
Answer Key
Multiple Choice
1. D 2. A 3. D 4. D 5. A 6. B 7. C 8. C
9. A 10. A 11. B 12. A 13. C 14. D 15. C
Numerical Response
1. 3 . 2 2. 2 . 6 3. 2 . 9 3
4. 0 . 8 8 5. 0 . 1 5
Written Response
• –2.5 • 99.38% • 19 876 bags of chocolates • 0.85 • 40.8 to 46.2
Radicals Lesson #1:
Entire Radicals and Mixed Radicals
Note This unit forms part of the Alberta curriculum for Mathematics 20-2.
It is not included as a required unit for students and teachers outside
of Alberta following the WNCP curriculum, but could be included as enrichment.
Square Roots
Complete the following statements:
7 × 7 = 49 so a square root of 49 is _____ .
(–7) × (–7) = 49 so another square root of 49 is _____ .
The number 49 has two square roots, one positive and one negative.
The positive square root is the called the principal square root and is denoted by 49 = 7.
The negative square root is the called the secondary square root and is denoted
by – 49 = –7.
Every positive number has two square roots, a principal square root
and a secondary square root.
A negative number does not have a square root in the real number system.
The square roots of a perfect square are rational numbers,

e.g. the square roots of 36 are 6 and –6.
The square roots of a non-perfect square are irrational numbers,

e.g. the square roots of 35 are 35 and – 35 .
Cube Roots
3 × 3 × 3 = 27 so the cube root of 27 is _____ .
(–3) × (–3) × (–3) = 27 so the cube root of –27 is _____ .

3
All numbers (positive and negative) have only one cube root, denoted by the symbol .
The cube root of a perfect cube is a rational number,

3
e.g. the cube root of 1 000 is 10, i.e. 1 000 = 10,
3
the cube root of –8 is −2, i.e. –8 = –2.
The cube root of a non-perfect cube is an irrational number,

3
e.g. the cube root of 49 is 49 , which is irrational.
272 Radicals Lesson #1: Entire Radicals and Mixed Radicals
Class Ex. #1 Without using a calculator, evaluate where possible.
a) 64 b) −64 c) – 64
3 3 3
d) 64 e) –64 f) – 64
Class Ex. #2 3
Use the or feature of a calculator to determine the exact value.
3 3 512
a) 729 b) 196 c)
343
Class Ex. #3 Evaluate, to the nearest hundredth.

3
a) 52 b) 71
Radicals
3
Numbers like 52 and 71 are examples of radicals.
A radical consists of three parts: the radical symbol, the index, and the radicand,
as illustrated below.
Index
3 3
41 Radicand 41 Radical
Radical Symbol
Note When the index is not written in the radical, as in square root, it is assumed to be 2.
Class Ex. #4 Identify the index and the radicand in each of the following.
3 3 1
a) 123 b) 77 c) 8 –
2
index: _______ index: _______ index: _______
radicand: _______ radicand: _______ radicand: _______
Radicals Lesson #1: Entire Radicals and Mixed Radicals 273
Combining Radicals
Use your calculator to do the following calculations and complete the following statements
by writing “is equal to” or “is not equal to” in the space.
25 × 16 ____________________ 25 × 16
25 ÷ 16 ____________________ 25 ÷ 16
25 + 16 ____________________ 25 + 16
25 − 16 ____________________ 25 − 16
The calculations above are examples of some general rules involving radicals.
i) The product(quotient) of the roots of two numbers is equal to the root of the
Note product(quotient) of the two numbers.
ii) The sum (difference) of the roots of two numbers is NOT equal to the root of
the sum (difference) of the two numbers.
x x
In general x × y = xy where x, y ≥ 0 and = where x ≥ 0, y > 0.
y y
Class Ex. #5 State whether each statement is true or false.

60
a) 6× 3 = 18 b) 36 + 64 = 36 + 64 c) = 10
6
Entire Radicals and Mixed Radicals
Use a calculator to approximate the value of each radical to 5 decimal places.
i) 48 = ____________ ii) 2 12 = ____________ iii) 4 3 = ____________
What do you notice about the answers? _____________________
Use the rule xy = x × y to complete the following which explains why the three
radicals are equivalent.
48 = 4 × 12 = × = _____
48 = 16 × 3 = × = _____
48 is an example of an entire radical; the number is entirely under the root symbol.
2 24 and 4 6 are examples of mixed radicals.
Entire Radicals Mixed Radicals
n
• Radicals expressed in the form b • Radicals expressed in the form a n b
are called entire radicals. are called mixed radicals.
3
• For example, 36 , 50 , 20 . • For example 2 7 , 3 3 3, – 4 5 .
Converting Entire Radicals to Mixed Radicals 12 = 1

22 = 4
An entire radical of index 2 may be expressed as a mixed radical when 32 = 9
the highest perfect square has been factored out of the entire radical.
42 = 16
Complete the following to convert 20 to a mixed radical. 52 = 25
62 = 36
Entire Radical ⇒ Mixed Radical
72 = 49
20 = ×5 82 = 64
92 = 81
= × 5
102 = 100
= ___ × 5 112 = 121
122 = 144
20 = _______
Class Ex. #6 Jake and Shanel have been asked to convert 72 into a mixed radical.
a) Jake recognized that the highest b) Shanel thought that the highest perfect
perfect square which is a factor square was 4. Complete her work below.
of 72 is 36.
Complete his work below. 72 = 4 × 18
= 2× 18
72 = 36 ×
72 = _____ = 2× 9 × 2
= 2 × ____ × 2
72 = _____
Class Ex. #7 Convert the following radicals to mixed radicals in simplest form.
a) 160 b ) 3 98
Application - Pythagorean Theorem or Distance Formula
Class Ex. #8 Consider line segment AB shown on the grid.

y
Determine the exact length of the line segment, 5
in simplest mixed radical form, using
B (3, 1)
a) the Pythagorean Theorem c 2 = a 2 + b 2 x
–5 5
A(–6, –2)
–5
b ) the Distance Formula d = (x2 − x1)2 + (y2 − y1)2

Converting Mixed Radicals to Entire Radicals
Every mixed radical can be expressed as an entire radical.

A mixed radical of index 2 may be expressed as an entire radical by converting
the number outside the radical symbol into a radical and then multiplying it by the radicand.
The number outside the radical symbol can be converted into a radical by raising it to the
power of 2.
Complete the following to convert 4 5 to an entire radical.
Mixed Radical ⇒ Entire Radical
4 5 = × 5
= × 5
4 5 =
Class Ex. #9 Convert the following mixed radicals to entire radicals.

2
a) 2 6 b) –5 7 c) 18
3
Application - Ordering Mixed Radicals
A set of mixed radicals can be placed in numerical order from least to greatest
or greatest to least by converting them to entire radicals.
Class Ex. #10 Without using a calculator, arrange the following mixed radicals in order
from greatest to least.
a) 3 5 b) 5 3 c) 15 d) 6 2 e) 2 6
Extension - Entire Radicals and Mixed Radicals With Index 3
An entire radical of index 3 may be expressed as a mixed radical when

13 = 1
the highest perfect cube has been factored out of the entire radical.
23 = 8
3
Complete the following to convert 40 to a mixed radical. 33 = 27
43 = 64
Entire Radical ⇒ Mixed Radical
3 3 53 = 125
40 = ______ × 5 63 = 216
3 3 73 = 343
= ______ × 5
83 = 512
3 93 = 729
= 2× 5
103 = 1000
3
40 =
A mixed radical of index 3 may be expressed as an entire radical by converting the number
outside the radical symbol into a radical and then multiplying it by the radicand. The number
outside the radical symbol can be converted into a radical by raising it to the power of 3.
3
Complete the following to convert 4 9 to an entire radical.
Mixed Radical ⇒ Entire Radical

3 3 3
4 9 = × 9
3
= × 9
3
4 9 =
Assignment
1. State whether each statement is true or false.
a) 20 − 5 = 15 b) 6 × 7 = 42
12
c) = 6 d) 36 + 9 = 36 + 9
2
2. State whether the following are true or false.
a) The square roots of 36 are ±6. b) The cube roots of 27 are ±3.
3
c) 36 = ±6 d) 27 = ±3
e) If x 2 = 36, x ∈ R, then x = ±6. f) If x 3 = 27, x ∈ R, then x = ±3.
3. Without using a calculator, determine, where possible, the exact value of the following.
3
a) 49 b) −4 c) –1000
4. Without using a calculator explain how you know which of the following radicals is larger.
3
a) 15 , 18 b) 24 , 24
5. Convert the following radicals to mixed radicals in simplest form.

a) 50 b) 60 c) 54 d) 2 75
e) 108 f) 2 180 g) −5 162 h ) 7 63
6. a) Use the Pythagorean Theorem to determine the exact length A

of AD in simplest mixed radical form.
12
B C
6 D 8
b ) Determine the length of AB and express the answer as

i ) an exact value in simplest mixed radical form
ii) a decimal to the nearest hundredth
7. Determine the exact distance between the following pairs of points.

Answer as a mixed radical in simplest form.
a) (−3, 8) and (−1, 4) b ) (3, 2) and (−3, −4)
8. Convert the following mixed radicals to entire radicals.

a) 6 3 b) 2 10 c) −3 2
1 2
d) 24 e) 9 6 f) 90
2 3
9. Without using a calculator, arrange the following radicals in order from greatest to least.
1
3 6, 6 3, 120 , 2 35 , 300
2
10. Without using a calculator, arrange the following radicals in order from least to greatest.
1
8 10 , 10 8 , 3 70 , 145 , 1350
3
Multiple 11. Without using a calculator, determine which of the following radicals is not equal
Choice to the others.
A. 3 20
B. 720
C. 12 5
D. 2 180
Numerical 12. The smaller square has side length 15 cm. The side length of the larger square can be
Response written in simplest mixed radical form as a b , where a, b ∈ N.
The value of a − b is _____.
Extension Questions
13. Convert the following radicals to mixed radicals in simplest form.

3 3 3 3
a) 56 b) 192 c) 3 000 d) 2 −54
14. Convert the following mixed radicals to entire radicals.

3 3 3 1 3
a) 2 2 b) 4 5 c) −5 3 d) 40
2
3 3 1 3 3
15. Consider the radicals 3 9 , 5 2 , 2 33 , 2080 .
2
a) Explain how to arrange the radicals in order from least to greatest
without using a calculator.
b ) Arrange the radicals in order from least to greatest without using a calculator.
16. The volume of an ice cube is 24 000 mm3. The exact length of each edge of the ice cube
3
can be written in simplest mixed radical form as a b mm, where a and b are whole
numbers. The value of a − b is ______.
Answer Key
1 . a) false b ) true c ) true d) false
2 . a) true b ) false c ) false d) false e ) true f) false
3 . a) 7 b ) not possible c ) –10
4 . a) 18 is larger because two identical numbers whose product is 18 must be larger than two identical
numbers whose product is 15.
3
b) 24 is larger than 24 because the two identical numbers whose product is 24 must be larger than
the three identical numbers whose product is 24.
5 . a) 5 2 b ) 2 15 c) 3 6 d) 10 3
e) 6 3 f ) 12 5 g) −4 5 2 h) 21 7
6 . a) 4 5 b) i ) 2 29 i i ) 10.77 7 . a) 2 5 b) 6 2
8 . a) 108 b) 40 c) − 18 d) 6 e) 486 f) 40
1 1
9. 2 35 , 120 , 6 3, 300 , 3 6 10. 145 , 1350 , 3 70 , 8 10 , 10 8
2 3
11. A 12. 1 3
3 3 3 3 3
1 3 . a) 2 7 b) 4 3 c ) 10 3 d) –6 2 or 6 –2
3 3 3 3
1 4 . a) 16 b) 320 c) –375 d) 5
1 5 . a) Write each mixed radical as an entire radical and compare the radicands. The new radicands are
determined by cubing the original coefficients and multiplying by the original radicands.
3 3 1 3 3
b) 3 9 , 5 2 , 2080 , 2 33 ,
2
16. 1 7
Radicals Lesson #2:
Adding and Subtracting Radicals
In Radicals Lesson #1 we discovered that
25 + 16 is not equal to 25 + 16
and that
25 − 16 is not equal to 25 − 16 .
Adding and subtracting radicals cannot be accomplished by simply

adding or subtracting radicands.
Investigation #1
In order to develop a rule for adding and subtracting radicals, complete the work below.
a) Use a calculator to investigate which of the following radical statements are true.
Circle the statements which are true, and cross out the statements which are false.
i) 4 3 +5 3 =9 6 ii) 3 6 +5 6 =8 6
iii) 8 5 − 5 =7 5 iv) 10 11 − 4 5 =6 6
3 5
v) 5 7 −3 7 +7 7 = 9 7 vi) 2 7 +6 7 =8 7
b ) Use the results in a) to suggest a rule for adding and subtracting radicals.
c) Simplify the following, expressing the answer as a mixed radical.
i) 4 10 + 10 = ii) 5 3 −2 3 =
iii) 9 2 − 4 2 − 4 2 = iv) 8 6 −4 5 −4 5 +2 6 =
v) 10 x + 5 x = vi) 3 a − 5 a − a =
284 Radicals Lesson #2: Adding and Subtracting Radicals
Investigation #2
a) Use a calculator to verify that the following statements are true.
i) 3+ 48 = 5 3 ii) 7 8 − 2 50 = 4 2
b ) Does this appear to contradict the rule you wrote in Investigation #1 b)?
c) Complete the following by writing each radical in simplest mixed form to show that the
rule can be modified.
i) 3+ 48 ii) 7 8 − 2 50
= 3 + =
Adding and Subtracting Radicals
In order to add and subtract radicals, they must be able to be expressed as like radicals,
ie. radicals with the SAME radicand and the SAME index.
Class Ex. #1 Write each expression in terms of a single radical.

a) 40 + 90 b) 96 − 24 c) 6 75 − 3 48 + 2 27
Class Ex. #2 Simplify by combining like radicals.
1
a) 20 + 18 − 80 + 98 b) 3 28 − 128 − 2 175 + 2 63
2
Radicals Lesson #2: Adding and Subtracting Radicals 285
Class Ex. #3 The diagram shows the metal support (bolded) for part of a bridge constructed on the side of
a hill. The measurements given are in metres.
6 12
Determine the total length of metal
needed to make the metal support. 4
8
Answer as a mixed radical in simplest
form, and as a decimal to the nearest
tenth.
Assignment
1. Simplify.
a) 4 6 − 2 6 b) 6 5 + 5 c) 5 3 − 9 3 + 3 3
d) 4 3 −2 3 +7 2 e) 3 2 +6 3 −9 3 +4 2
2. Write each expression in simplest radical form.
a) 9 x −7 x b) a +3 a c) 4 t − 9 t + 5 t
d) 5 x+1 −4 x+1 +7 x+1 e) 8 x −9 y +8 y +6 x
3. Simplify.
a) 75 − 3 b) 45 + 20 c) 125 + 180
d) 162 + 98 e) 2 700 + 5 63 f) 2 24 + 6 − 54
4. Simplify by combining like radicals.
a) 27 + 128 − 48 b) 20 + 12 − 5 − 45
c) 98 − 18 + 24 d) 2 90 − 4 40 − 1000
5. Determine the length of x
a) as an exact value in simplest

mixed radical form x
8 2 + 2 12
b ) as a decimal to the nearest tenth
5 27 − 4 18
Radicals Lesson #2: Adding and Subtracting Radicals 287
6. Plot the points A(−6, 0), B(10, 0), and y

C(2, 4) and determine, in simplest
radical form, the perimeter of ABC. 10
x
-10 -5 5 10
7. Determine the perimeter of the following figure in simplest radical form.
45
45
20
5
125
1 2 3
8. Write in simplest radical form. 63 + 700 − 28
3 5 2
Multiple 9. 75 + 3 equals
Choice
A. 6 3
B. 26 3
C. 78
D. 3 5 + 3
10. Given that x − 2 5 = 45 , then 5 + x is equal to
A. 2 5
B. 3 5
C. 4 5
D. 6 5
11. In simplest radical form, the perimeter of ΔPQR is R

96
A. 252 B. 6 7
P
C. 10 3 + 4 6 D. 52 3 + 16 6
108
48
Numerical 12. When simplified, the expression 52 + 208 − 13 + 169 can be written in the
Response form p 13 + q. The value of pq is _____.
Answer Key
1 . a) 2 6 b) 7 5 c) − 3 d) 2 3 +7 2 e) 7 2 −3 3
2 . a) 2 x b) 4 a c) 0 d) 8 x+1 e ) 14 x − y
3 . a) 4 3 b) 5 5 c ) 11 5
d) 16 2 e ) 35 7 f) 2 6
4 . a) 8 2 − 3 b) 2 3 −2 5 c) 4 2 +2 6 d) –12 10
5 . a) 20 2 − 11 3 b ) 9.2
6 . 16 + 8 5 7 . 14 5 8. 2 7
9. A 10. D 11. C 12. 6 5
Radicals Lesson #3:
Multiplying Radicals
Review Multiplication of Algebraic Expressions
Use the distributive law to expand the following.
a) 4(x + 8) b ) –2x(3x − 5)
Use the distributive law (or FOIL) to determine the following products.
a) (x + 6)(2x + 1) b ) 5(2x − 3)(4x + 7)
Investigation Investigating Multiplication Properties of Radicals
Use a calculator to determine whether the following statements are true or false.
a) 3 × 5 = 15 b) 2× 6 = 12 c) ⎜⎛⎝ 6 2 ⎞⎟⎠ ⎛⎜⎝ 4 3 ⎞⎟⎠ = 24 6

⎜ ⎟⎜ ⎟
e) ⎜⎛⎝ 2 5 ⎞⎟⎠ ⎛⎜⎝ –4 3 ⎞⎟⎠ = –8 15

3 6 3 3 3
d) 2 . 5 = 10 f) 3 5× 6 = 3 30
⎜ ⎟⎜ ⎟
Based on the results from a) - f), write a rule which describes the process
of multiplying radicals.
290 Radicals Lesson #3: Multiplying Radicals
Multiplying Radicals
To multiply radicals, the index must be the same in each radical.

• Multiply numerical coefficients by numerical coefficient.
• Multiply radicand by radicand.
• Simplify into mixed radical form if possible.
Class Ex. #1 Multiply and simplify where possible.
a) 5× 2 b) 6× 6 c) ⎜⎛⎝ 2 5 ⎞⎟⎠ ⎜⎛⎝ 4 6 ⎞⎟⎠

⎜ ⎟⎜ ⎟
e) ⎜⎛⎝ 4 5 ⎞⎟⎠ f) ⎜⎛⎝ –7 3 ⎞⎟⎠ ⎜⎛⎝ –7 7 ⎞⎟⎠

2
d ) –5 3 ×3 3
⎜ ⎟ ⎜ ⎟⎜ ⎟
Class Ex. #2 Determine the following products.

a) x× x b ) ⎛⎜⎝ 8 a ⎞⎟⎠ ⎜⎛⎝ 9 a ⎞⎟⎠ c) 2 x ⎛⎜⎝ 5 y ⎞⎟⎠
⎜ ⎟⎜ ⎟ ⎜ ⎟
Class Ex. #3 Micaela and Richard are determining the radical product 2 8 × 5 12 .
a) Micaela multiplies the coefficients and multiplies the radicands and then converts
the answer into simplest mixed radical form. Show her method below.
b ) Richard converts each radical into simplest mixed radical form and then determines
the product. Show his method below.
Note It is usually easier to convert each radical to simplest mixed form before multiplying,
especially if the radicands are large.
Radicals Lesson #3: Multiplying Radicals 291
Class Ex. #4 Determine the area of the rectangle, expressing your answer in simplest mixed radical form.
4 28
3 25
Class Ex. #5 Use the distributive law, to expand and simplify where possible.
a) 7 ⎛⎜⎝ 3 + 2 ⎞⎟⎠ b) – 6 ⎛⎜⎝ 2 3 − 2 ⎞⎟⎠ c) x ⎛⎜⎝ 2 x + y ⎞⎟⎠

⎜ ⎟ ⎜ ⎟ ⎜ ⎟
Class Ex. #6 Write and simplify an expression for the area of each shape.
a) 4+ 6 b) 2 18 − 27
7− 6
Assignment
1. Multiply and simplify where possible.
a) ⎜⎛⎝ 2 ⎞⎟⎠ ⎛⎜⎝ 11 ⎞⎟⎠ b) 4 5 ×2 2 c) –6 3 × 5 2 d) 7 × 7

⎜ ⎟⎜ ⎟
e) ⎜⎛⎝ 10 2 ⎞⎟⎠ ⎛⎜⎝ 2 ⎞⎟⎠ f) ⎜⎛⎝ 8 3 ⎞⎟⎠ g) ⎜⎛⎝ –4 7 ⎞⎟⎠ ⎛⎜⎝ –2 3 ⎞⎟⎠ h ) ⎜⎛⎝ 9 6 ⎞⎟⎠
2 2
⎜ ⎟⎜ ⎟ ⎜ ⎟ ⎜ ⎟⎜ ⎟ ⎜ ⎟
2. Determine the following products.

a) b× b b ) ⎛⎜⎝ 3 x ⎞⎟⎠ ⎜⎛⎝ 4 x ⎞⎟⎠ c) 7 a ⎛⎜⎝ 6 b ⎞⎟⎠
⎜ ⎟⎜ ⎟ ⎜ ⎟
d ) ⎜⎛⎝ x ⎞⎟⎠ e) ⎜⎛⎝ 3 x ⎞⎟⎠ f) ⎜⎛⎝ –3 x ⎞⎟⎠

2 2 2
⎜ ⎟ ⎜ ⎟ ⎜ ⎟
3. Write the following products in simplest mixed radical form.
a) 8 × 5 b ) ⎜⎛⎝ 5 ⎞⎟⎠ ⎛⎜⎝ 15 ⎞⎟⎠ c) ⎜⎛⎝ 6 ⎟⎞⎠ ⎛⎜⎝ 10 ⎞⎟⎠ d) 8 × 12

⎜ ⎟⎜ ⎟ ⎜ ⎟⎜ ⎟
e) ⎜⎛⎝ 5 18 ⎞⎟⎠ ⎛⎜⎝ 2 6 ⎞⎟⎠ f) ⎜⎛⎝ 3 32 ⎞⎟⎠ ⎛⎜⎝ −2 6 ⎞⎟⎠ g) 15 × 3 27

⎜ ⎟⎜ ⎟ ⎜ ⎟⎜ ⎟
4. Consider the rectangle shown.

2 18
a) Determine the area.
32
b ) Determine the perimeter in simplest mixed radical form.
5. Use the distributive law to expand the following.

a) 3 ⎛⎜⎝ 3 − 7 ⎞⎟⎠ b) 5 ⎛⎜⎝ 1 − 5 ⎞⎟⎠ c) 2 2 ⎛⎜⎝ 7 − 3 5 ⎞⎟⎠
⎜ ⎟ ⎜ ⎟ ⎜ ⎟
6. Expand and simplify.

a) 3 ⎛⎜⎝ 6 − 12 ⎞⎟⎠ b) 6 ⎛⎜⎝ 8 − 2 ⎞⎟⎠ c) 5 ⎛⎜⎝ 4 5 − 15 + 2 3 ⎞⎟⎠
⎜ ⎟ ⎜ ⎟ ⎜ ⎟

a) a ⎛⎜⎝ a − 4 b ⎞⎟⎠ b) 2 x ⎛⎜⎝ 7 y − 3 x ⎞⎟⎠ c) x ⎛⎜⎝ 4 − x ⎞⎟⎠
⎜ ⎟ ⎜ ⎟ ⎜ ⎟
8. Express in simplest form.

a) 3 5 × 4 3 × 2 b) ⎛⎜ − 6 ⎞⎟⎠ ⎛⎜⎝ 2 3 ⎞⎟⎠ ⎛⎜ −2 5 ⎞⎟⎠
⎜⎝ ⎟⎜ ⎟ ⎜⎝ ⎟
9. Simplify.
a) ⎛⎜⎝ 4 + 3 ⎞⎟⎠ ⎛⎜⎝ 1 − 3 ⎞⎟⎠ b ) ⎜⎛⎝ 2 5 − 2 ⎞⎟⎠ ⎛⎜⎝ 5 − 7 2 ⎞⎟⎠
⎜ ⎟⎜ ⎟ ⎜ ⎟⎜ ⎟
Shannon and Jenny are determining the area of a square whose sides are 6 + 2 cm.
Shannon knows that the area of the square can be determined by squaring the side length.
Shannon writes Area = L2 = ( 6 + 2 )2 = ( 6 )2 + ( 2 )2 = 6 + 2 = 8 .
Jenny knows that the area of the square can be determined by multiplying the length
by the width.
Jenny begins her work as follows Area = LW = ( 6 + 2 )( 6 + 2 ) =
10. a) Use FOIL to complete Jenny’s work.
b ) Is Jenny’s answer the same as Shannon’s answer?

Explain where Shannon made an error.
11. Write and simplify expressions for the perimeter and for the area of each shape.
a) 5+ 3 b) 2+ 3
5− 3

a) ⎛⎜⎝ 4 2 + 3⎞⎟⎠ b ) ⎜⎛⎝ 5 2 ⎞⎟⎠ c) ⎜⎛⎝ 3 x − 2 y ⎞⎟⎠
2 2 2
6 −
⎜ ⎟ ⎜ ⎟ ⎜ ⎟
13. Express the following products in simplest mixed radical form.

a) ⎛⎜⎝ 4 + 27 ⎞⎟⎠ ⎛⎜⎝ 1 − 12 ⎞⎟⎠ b ) ⎛⎜⎝ 2 3 − 10 ⎞⎟⎠ ⎛⎜⎝ 6 − 7 20 ⎞⎟⎠
⎜ ⎟⎜ ⎟ ⎜ ⎟⎜ ⎟
Multiple 14. For all values of a and b, ⎜⎛⎝ a − b ⎞⎟⎠ ⎛⎜⎝ a + b ⎞⎟⎠ is equal to
Choice ⎜ ⎟⎜ ⎟
A. (a − b)(a + b)
B. a − b
C. a + b
D. a 2 − b 2

Danielle is attempting to write 12 in simplest mixed radical form.
Her work is shown below.
Step 1: 12 = 3+3+3+3
Step 2: 12 = 3 + 3 + 3 + 3
Step 3: 12 = 4 3
15. Which of these statements is true?
A. Danielle’s first error is in Step 1.

B. Danielle’s first error is in Step 2.
C. Danielle’s first error is in Step 3.
D. Danielle’s work is correct.
16. The expression 5 ⎛⎜⎝ 10 + 6 5 ⎞⎟⎠ can be simplified to the form a + b c

⎜ ⎟
where a, b and c are integers. The value of a + b + c is _____.
Answer Key
1 . a) 22 b ) 8 10 c ) −30 6 d) 7 e ) 20 f )192 g ) 8 21 h ) 486
2 . a) b b ) 12x c ) 42 ab d) x e ) 9x f ) 9x
3 . a) 2 10 b) 5 3 c ) 2 15 d) 4 6 e ) 60 3 f) −4 8 3 g ) 27 5
4 . a) 48 b ) 20 2 5 . a) 3 − 21 b) 5 −5 c ) 2 14 − 6 10
6 . a) 3 2 − 6 b) 2 3 c ) 20 − 5 3 + 2 15
7 . a) a − 4 ab b ) 14 x y − 6x c) 4 x − x
8 . a) 12 30 b ) 12 10
9 . a) 1−3 3 b ) 24 − 15 10
1 0 . a) = 6 + 12 + 12 + 2 = 8 + 2 12 = 8 + 2 4 3 = 8 + 2(2) 3 = 8 + 4 3
b) No. Shannon did not square the binomial correctly. She should have used FOIL.
1 1 . a) perimeter = 20, area = 22 b ) perimeter = 4 2 + 4 3 , area = 5 + 2 6
1 2 . a) 41 + 24 2 b ) 152 − 20 3 c ) 9x − 12 x y + 4y
1 3 . a) –5 3 − 14 b ) 76 2 − 30 15
14. B 15. B 16. 3 7
Radicals Lesson #4:
Dividing Radicals
Investigation Investigating Division Properties of Radicals
Use a calculator to determine whether the following statements are true or false.
20 15 7 7 12 6
a) =2 b) = 3 c) = d) =4 2
10 5 2 2 3 3
3 3 3
10 18 14 14 3 14 3
e) = −2 6 f) = 2 g) = 2 h) = 2
−5 3 7 7 3
7
Based on the results above, write a rule which describes the process of dividing radicals.
Dividing Radicals
To divide radicals, the index must be the same in each radical.

• Divide numerical coefficient by numerical coefficient.
• Divide radicand by radicand.
• Simplify into mixed radical form if possible.
Class Ex. #1 Divide and simplify where possible.

70 15 18 20 40 xy 10 24
a) b) c) d) e)
7 5 3 −4 5 x 20 2
In some cases, converting a radical into simplest mixed radical form before dividing will
make the calculation easier.
Class Ex. #2 Simplify the numerator and the denominator, then divide.
4 54 8 126
a) b)
3 8 112
298 Radicals Lesson #4: Dividing Radicals
Class Ex. #3 Divide each term in the numerator by the denominator, and simplify.
20 + 40 − 90
5
Rationalizing the Denominator
1 1 3 1
Usually answers are written in simplest form, e.g. + = which simplifies to .
6 3 6 2
In the division of radicals in this unit, we regard simplest form as the form in which
i ) the denominator of the fraction is a rational number, i.e. it does not contain a radical,
and
ii) the radicand does not contain a fraction and is expressed in simplest mixed form.
The process of eliminating the radical from the denominator (i.e. converting the denominator
from an irrational number to a rational number) is called rationalizing the denominator.
The denominators in this course are all monomials.
The process involves multiplying numerator and denominator by the radical denominator
and then simplifying. The radical denominator can be expressed in simplest mixed radical
form before multiplying numerator and denominator.
Class Ex. #4 Complete the following work to rationalize the denominator.
1 20 18
a) b) c)
10 2 6 5
1 10 20 6 18 5
= × = × = ×
10 10 2 6 6 5 5
= = =
Radicals Lesson #4: Dividing Radicals 299
Class Ex. #5 Express each numerator and denominator in simplest mixed radical form and then rationalize
the denominator.
500 3 240
a) b)
27 108
2 50 − 14
Class Ex. #6 Simplify the radical expression by
2
a) rationalizing the denominator first b ) dividing each term in the numerator
by the denominator
Assignment
1. Divide.
50 42 10 33 2 35
a) b) c) d)
10 6 2 11 7
xy 8 35 −25 39 2 30
e) f) g) h)
y 2 5 5 13 4 10
2. Divide and simplify.

750 120 192 3 80
a) b) c) d)
10 5 4 6 2 2
3. Simplify numerator and denominator, then divide.

4 54 8 126 27 24
a) b) c)
8 112 162
4. Simplify.
77 − 21 9 30 − 3 18 8 39 + 8 75
a) b) c)
7 3 3 4 3
5. Simplify by rationalizing the denominator.
1 3 5
a) b) c)
5 3 6
6 3 2
d) e) f)
− 7 11 5 6
2 3 10
6. and are reciprocals of each other.
10 2 3
a) Show that their product is equal to one.
2 3 10
b ) Simplify and by rationalizing the denominator.
10 2 3
c) Show that the answers in part b) are also reciprocals.
7. Express each numerator and denominator in simplest mixed radical form,

and then rationalize the denominator.
5 6 40
a) b) c)
50 180 18
147 4 75 20 12
d) e) f)
98 5 32 12 20
8. Write each of the following with a rational denominator.
27 5 14 243
a) b) c)
8 70 2
9. Express the following with rational denominators.
7 − 2 3 +2 2 5 + 2
a) b) c)
2 2 3 6
6 m
A rectangular garden has length 6 metres
and area (9 2 − 6 3 ) square metres.
Area = ⎛⎜9 2 − 6 3 ⎞⎟ m2 Width
⎜⎝ ⎟⎠
10. a) Write and simplify an expression for the width of the garden.
b ) Determine the perimeter of the garden to the nearest tenth of a metre.
Multiple 2+ 8
Choice 11. 2
can be simplified to
A. 1+ 8
B. 1+ 6
C. 1+ 4
D. 1+ 2
Numerical 10 × 12
Response 12. If =2 t , then t is equal to _____.
6
Answer Key
1 . a) 5 b) 7 c) 5 3 d) 2 5
e) x f) 4 7 g ) –5 3 h ) 12 3
2 . a) 5 3 b) 2 6 c) 2 d) 3 10
3 . a) 6 3 b) 6 2 c) 6 3
4 . a) 11 − 3 b) 3 10 − 6 c) 2 13 + 10
5 30 42 33 6
5 . a) b) 3 c) d) − e) f)
5 6 7 11 15
6 . a) ⎛⎜⎜ 2 3 ⎞⎛ 10 ⎞ = 2 30 30 30
⎟⎟ ⎜⎜ 2 ⎟⎟ =1 b) ,
⎝ 10 ⎠⎝ 3 ⎠ 2 30 5 6
c ) ⎛⎜⎜ ⎞⎟ ⎛⎜ ⎞⎟ = ⎞⎟ ⎛⎜ ⎞ =
= ⎛⎜
30 30 30 30 5 5 30 5 30 30
= 1 OR The reciprocal of is ⎟⎟ =
⎝ 5 ⎟⎠ ⎜⎝ 6 ⎟⎠ 30 5 30 ⎜⎝ 30 ⎟⎠ ⎜⎝ 30 ⎠ 30 6
2 5 2 5 6 6 15
7 . a) b) c) d) e) f)
2 5 3 2 2 3
3 6 9 6
8 . a) 4 b) 5 c) 2
14 − 2 3+2 6 30 + 2 3
9 . a) b) c)
2 6 6
1 0 . a) (3 3 − 3 2 ) meters b ) 6.8 metres 11. D 12. 5
Radicals Lesson #5:
Radical Equations
Restrictions on Values for the Variable in a Radical Expression
a) Consider the radical expression x. y

5
i) On the grid, sketch the graph of y = x.
ii) State the domain of the graph of y = x.

x
–5 5
iii) For what values of x is the
radical expression x defined?
–5
b ) Consider the radical expression x−2. y

5
i) On the grid, sketch the graph of y = x−2.
ii) State the domain of the graph of y = x−2.

x
–5 5
iii) For the radical expression x − 2 , state the

restrictions on x.
–5
iv) Explain how to determine the restrictions algebraically.
c) Consider the radical expression 3 − 2x . y

5
i) On the grid, sketch the graph of y = 3 − 2x .
ii) State the restrictions of the variable in the

x
radical expression 3 − 2x . –5 5
iii) Determine the restrictions algebraically.

–5
Note Radical expressions involving square roots may have restrictions on the value of the variable
because the square root of a negative number is not defined.
306 Radicals Lesson #5: Radical Equations
Radical Equations
A radical equation is an equation which contains a radical. A value of the variable which
satisfies the equation is called a root of the equation.
In this lesson, we will solve radical equations involving one radical graphically and
algebraically.
One of the techniques involves factoring quadratic equations.
Class Ex. #1 Algebraically, determine any restrictions on x in these radical equations.

3
a) x−2 = 1 b) 4x + 1 = 8 c) 2 − 5x − 7 = 0 d) x−1 =7
Solving Radical Equations Graphically
Class Ex. #2 Consider the radical equation x + 1 = 4. 5
a) State the values of x for which the radical

equation is defined.
5 10 15 20
.
b) Explain how to use a graphing calculator to
find the solution to the equation by using -5
the intersect feature of the calculator.
c) Use the method in b) to solve the radical equation x + 1 = 4. Use a window

x:[–3, 20, 1] y:[–5, 5, 1] and label the displayed graphs on the grid above.
d ) State the solution to the equation.
e) Verify the solution algebraically.
Radicals Lesson #5: Radical Equations 307
Investigation 1 Solving Radical Equations Algebraically
Complete the following steps to solve the following radical equation and verify the solution.
x+1 =4
Step 1: Square both sides: ⎛⎜ x + 1 ⎞⎟⎠ = (4)2

2
⎝⎜ ⎟
Step 2: Solve the equation:
Step 3: Verify the solution:
The method of solving a radical equation by squaring both sides of the equation needs to be
studied in more detail. Consider the following example.
Investigation 2 Solving Radical Equations Algebraically
a) Complete the following steps to determine the roots of

the radical equation 3 + x − 1 = x and verify the solution.
3+ x−1 = x
Step 1: Isolate the radical term : x−1 = x−3
Step 2: Square both sides : ⎛⎜ x − 1 ⎞⎟⎠ = (x − 3)2

2
⎜⎝ ⎟
Step 3: Solve the equation :
Step 4: Verify the solution :
b ) Confirm the above result by solving the equation graphically.

In Investigation #2, one of the solutions can be verified but the other solution cannot be
verified. Can you explain why solving a radical equation by squaring both sides of the
equation can lead to an invalid solution? The answer is provided in the section below.
Extraneous Roots
The process used in solving Investigation #2 led to an answer which is not one of the roots of
the original radical equation or of the radical equation in step 1. It is, however, a root of the
non-radical equation in step 2, formed by squaring the original equation.
This is because the process of solving a radical equation is based on squaring both sides of
the equation. If two quantities are equal, then their squares are equal. The converse, however,
is not necessarily true. Two quantities which have squares that are equal are not necessarily
equal quantities, e.g. (−3)2 = (3)2 but −3 ≠ 3,
In general, the process of squaring may lead to an answer which does not satisfy the original
equation. This type of an answer is called an extraneous solution or extraneous root.
Note • It is always necessary to verify the solution to a radical equation solved

algebraically if the radical has index 2.
• There will not be any extraneous roots with radical equations where the radical
has index 3 because each number has a unique cube root.
Class Ex. #3 Complete the following work to determine the extraneous root of the equation x + 2 = x.
x+2 =x
⎛⎜ x + 2 ⎞⎟⎠ = (x)2
2
⎝⎜ ⎟
Solving Radical Equations Algebraically
Use the following method to algebraically solve radical equations if the radical has index 2.
Step 1: Isolate the radical term.
Step 2: Square both sides of the equation.
Step 3: Solve the resulting equation.
Step 4: Verify all answers because the squaring in step 2 may result in extraneous roots.
Class Ex. #4 Solve the following radical equations.
a) x+3 = 7 b) 49 − x + 7 = x
Use the following method to algebraically solve radical equations if the radical has index 3.
Step 1: Isolate the radical term.
Step 2: Cube both sides of the equation.
Step 3: Solve the resulting equation.
Step 4: Although extraneous roots will not occur because the index is three, verification will
check the accuracy of your work.
Class Ex. #5 3
Solve and verify the radical equation 2x − 7 − 5 = 0.
Assignment
1. Algebraically, determine any restrictions on the value of x in these radical equations.
a) x−9 =5 b) x −9=5 c) 2 + x + 13 = 0 d) 4 − x = 11
3
e) 1 − 2x = 4 f) x+5 =9 g) 7x − 2 = 8 h) x2 + 1 = 6
2. Consider the equation 33 − 3x = 3.
a) Determine the values of x for which the radical

equation is defined. 5
5 10
b ) Complete the following statement.
“The grid provided shows the window x:[ , , ] y:[ , , ].”
c) Solve the equation graphically. Sketch and label the displayed graphs on the grid.
d ) Verify the solution algebraically.
3. Describe how to solve the radical equation 6x + 4 = 3x − 1 using the intersect feature
of the calculator. State the solution of the equation to the nearest tenth.
4. For each of the following radical equations:
i ) Determine the values of the variable for which the radical equation is defined.
ii) Solve the radical equation graphically. If the solution is not rational, answer to the
nearest hundredth. Sketch and label your calculator graphs on the grid.
3
a) 3x − 7 = x − 5 b) x+5 −2=2 c) a − 4 = 2.61
5. Solve the following radical equations algebraically.
a) x−7 =8 b) 2x + 3 = 4
3x − 2 3
c) =6 d) x−3 =7
5
6. Algebraically determine the solution to the following radical equations.
a) 12 − x = x b) 5x + 4 = x + 2
Use the following information to answer Question #7.
The time it takes for a pendulum to swing back

and forth (the period) depends on the length of
L
the pendulum. The formula T = 2π is used
g
to determine the period (in seconds) of a
pendulum of length L metres. g is the
acceleration due to gravity ( g = 9.81 m s 2 ) .
7. a) Determine the period, to the nearest 0.01 seconds, of a pendulum of length 0.5 metres.
b ) Determine, to the nearest centimetre, the length of a pendulum whose period is 1 second.
Multiple 8. When solving the equation x − 3 = x − 1 , the extraneous root is

Choice
A. –2
B. 2
C. –5
D. 5
9. The solution to the radical equation x + 7 = −2 is
A. x = –3
B. x = –9
C. x = –11
D. there is no solution
10. Consider the radical equation 2(1 − 5x) − 3 = 0. The restriction on x is
1
A. x≤ ,x∈R B. x ≤ 5, x ∈ R
5
1
C. x ≥ , x ≤ 5, x ∈ R D. x ≥ 5, x ≤ 5, x ∈ R
5
11. The root of the equation 2(1 − 5x) − 3 = 0 is
7 7
A. B. −
10 10
7 7
C. D. −
5 5
12. The solution to the radical equation x + 3 = x + 1 is
A. x = –2 only
B. x = 1 only
C. x = –2, 1
D. x = –1, 2
Numerical 3
Response 13. The solution to the radical equation 6 2x − 3 = 4 can be written as a rational number
a
in simplest form as . The value of a + b is _____ .
b
Answer Key
1 . a) x ≥ 9, x ∈ R b ) x ≥ 0, x ∈ R c ) x ≥ –2, x ∈ R d) x ≤ 4, x ∈ R
1 2
e) x ≤ , x ∈ R f) no restrictions g) x ≥ , x ∈ R h ) no restrictions
2 7
2 . a) x ≤ 11, x ∈ R b ) x:[–1, 13, 1], y:[–1, 7, 1] c) 8
d) LS = 33 − 3(8) = 9 = 3, RS = 3, LS = RS
3 . • Graph Y 1 = 6x + 4 • Graph Y 2 = − 3x + 1
• Find the x-coordinate(s) of the point(s) of intersection using the intersect feature of the calculator.
• Solution is x = 1.5
7
4 . a) x ≥ , x ∈ R. 9.70 b ) x ≥ −5 , x ∈ R. 11 c ) no restrictions, 21.78
3
13 182
5 . a) 71 b) 2 c) 3 d) 346 6 . a) 3 b) 0, 1
7 . a) 1.42 seconds b ) 25 cm
8. B 9. D 10. A 11. B 12. B 13. 1 4 3
Radicals Lesson #6:
Practice Test
1. 6 3 , written as an entire radical, is
A. 18 B. 54
C. 108 D. 324
2. Consider the following numbers. 10 6 , 4 15 , 7 10 , 12 5
If the numbers are ranked from largest to smallest, which is the second largest value?
A. 12 5
B. 4 15
C. 7 10
D. 10 6
3. Consider the following statements.

Statement 1 : 96 = 4 6 Statement 2 : 7 2 = 98
Statement 3 : 24 = 4 6
Which of the these statements is true?
A. 1 only B. 1 and 2 only
C. 1, 2, and 3 D. some other combination of 1, 2, and 3
4. When 3 80 + 4 405 is written in the form k 5 , the value of k is

A. 7
B. 48
C. 92
D. 372
5. The area, in cm2, of a square whose sides are all 4 11 cm is the whole number w.
The value of w is
A. 44 B. 176
C. 484 D. 1936
316 Radicals Lesson #6: Practice Test
Numerical 1. The expression 3 ⎛⎜⎝ 8 − 2 30 ⎞⎟⎠ can be written in simplest form a b − c d

Response ⎜ ⎟
where a, b, c, d are all positive integers.
The value of a + b + c + d is _____ .
6. x ⎛⎜⎝ 4 − x ⎞⎟⎠ is equivalent to

⎜ ⎟
A. 4 x − x B. 4x − x
C. 4 x −x D. 4 x −2 x
7. The product ⎛⎜⎝ 5 − 3 2 ⎟⎞⎠ ⎜⎛⎝ 5 + 3 2 ⎞⎟⎠ is equal to

⎜ ⎟⎜ ⎟
A. −11 B. 7
C. 19 D. 43 + 6 2
Numerical 2. 2 3 ⎛⎜⎝ 243 − 2⎞⎟⎠ − 2 ⎛⎜⎝ 5 + 7 2 ⎞⎟⎠ can be expanded and simplified
Response ⎜ ⎟ ⎜ ⎟
to the form p + q 2 + r 3 . The value of p + q + r is _____.
Radicals Lesson #6:Practice Test 317
8. A square is inscribed in a circle as shown. If the radius of the circle

is 12 cm, then the exact perimeter of the square is
A. 12 2 cm
B. 24 2 cm
C. 36 2 cm
D. 48 2 cm
Numerical ⎛⎜ 2 12 + 24 ⎞⎟ 2 can be expressed in simplest form as a + b c .

Response 3. ⎜⎝ ⎟⎠
The value of abc is _____.
A
9. If A = 15 48 and B = 6 150 , then is equal to
B
A. 2 B. 2 2
19 2 18 2
C. D.
42 5
6
10. , expressed with a rational denominator, is
6
1
A. 6 B. 6
6
C. 6 D. 6 6
Numerical 5 20
16
Response 4. By rationalizing denominators, the expression − can be expressed
10 8
in the form k 2 , where k ∈ W. The value of k is _____.
11. Consider the expression x − 7 . The restriction on the variable is
A. x ≥ 0 B. x ≥ 7
C. x ≠ 7 D. x > 7
3
12. The solution to the equation 2x = −16 is
A. −2
B. − 512
C. − 2048
D. non existent
13. The extraneous root in the radical equation x − 3 = 30 − 2x is
A. −3
B. 3
C. 7
D. −7
Radicals Lesson #6:Practice Test 319
3 3V
14. The diameter, D, of a sphere is given by the formula D = 2 ,
4π
where V is the volume of the sphere.
To the nearest half of an inch, the diameter of a basketball with a

volume of 433.5 in3 is
A. 6 inches
B. 9 inches
C. 9.5 inches
D. 20 inches
15. Which of the following radical equations has no solution?
A. x−2 +5=3
B. x−2 +3=5
C. 2−x =3
D. x2 − 2 = 3
Numerical 5. Graphically solving the equation 3x + 4 = 2x, the solution, to the nearest hundredth,
Response is_____.
Written Response - 5 marks 147
1. Consider the shaded region shown.
• Determine, in simplest radical form, an x 5 6− 3

expression for x.
24
7 3+ 6
• Show that the area of the shaded region is equal to 105 2 − 9.
• Determine, in simplest radical form, an expression for the perimeter of the shaded region.
Answer Key
1. C 2. D 3. A 4. B 5. B 6. C 7. B 8. D
9. A 10. B 11. B 12. C 13. A 14.C 15. A
Numerical Response
1. 2 4 2. 3 1 3. 6 9 1 2
4. 6 5. 1 . 4 4
Written Response
1. • 6 • 12 3 + 12 6
Quadratic Functions Lesson #1:
Review and Preview
Relations
Much of mathematics involves the search for patterns and relationships between sets of data.
Many real life applications of mathematics investigate the relationship between two quantities.
For example:
• The cost, C (cents per km), of driving a car is related to the speed, s (km per hour), at
which it is driven.
• The price, P (dollars), of a watermelon is related to its weight, W (kilograms).
In mathematics, a comparison between two sets of elements is called a relation.
In previous courses, we represented the relationship between two quantities in many ways,
including:
• in words • a table of values • a set of ordered pairs

• an equation • a graph • function notation (where relevant )
These representations will be reviewed in this lesson.
Consider the following relationships between x and y.
1. The relation defined by 2. The relation defined by

the equation y = 3x + 5 the equation y = x 2 + 4
a) In what ways are the equations i) alike ii) different?
b ) Use the equations to complete the table of values.
y = 3x + 5 y = x2 + 4
x –3 –1 1 3 5 x –4 –2 0 2 3 4
y y
322 Quadratic Functions Lesson #1: Review and Preview
c) Use the table of values to plot the ordered pairs on the grid.
y = 3x + 5 y = x2 + 4
y y
20 20
15 15
10 10
5 5
x x
0 0
-5 5 -5 5
d ) Join the points on the graph of y = 3x + 5 with a straight line and extend the graph.
For y = x 2 + 4, join the points with a smooth curve and extend the graph.
e) In what ways are the graphs i) alike ii) different?
f) The domain of a relation is the set of all possible values which can be used for the input
of the independent variable (x).
i ) State the domain of the graph of y = 3x + 5.
ii) State the domain of the graph of y = x 2 + 4.
g) The range of a relation is the set of all possible values of the output
of the dependent variable (y).
i ) State the range of the graph of y = 3x + 5.
ii) State the range of the graph of y = x 2 + 4.
h ) A functional relation, or function, is a special type of relation in which each element of

the domain is related to exactly one element of the range. If any element of the domain is
related to more than one element of the range, then the relation is not a function.
Do the graphs in part c) represent functions? What visual test can be used?
Quadratic Functions Lesson #1: Review and Preview 323
Investigating the Graphs of Linear and Quadratic Functions
A linear function is a function whose graph is a line.
A quadratic function is a function whose graph is “∪” shaped (opens up),

or “∩” shaped (opens down). Such a graph is called a parabola.
a) The equations of the graphs of some functions are given. In each case, use a graphing
calculator to sketch the graph of the function on the grid provided.
Do not list any x- or y-intercepts.
y = 3x + 1 y = −2x 2 + 5x + 3 y = −x 3 + 1 y = x2 − 3
1
y= y = x2 + x + 1 y = 4x y = 2x
2
x
2
y=– x−2 y=x y = x2 y = x3 − x2
3
b ) List the equations of the graphs in the appropriate row.
LINEAR:
QUADRATIC:
NEITHER:
c) How can you tell from the equation of a function whether the function is
a quadratic function or not?
Quadratic Functions
A quadratic function is a function which can be written in the form
f(x) = ax 2 + bx + c, where a, b, c ∈ R, and a ≠ 0,
or in equation form as
y = ax 2 + bx + c, where a, b, c ∈ R, and a ≠ 0.
Class Ex. #1 Without the use of technology, identify which of the following are quadratic functions.
1 2
a) y = 2x 2 − 9 b ) y = x2 − x5 c) f(x) = 3 − 2x − x
5
Class Ex. #2 Which of the following graphs appear to represent quadratic functions of
the form f(x) = ax 2 + bx + c?
a) b) c) d)
y y y y
x x x x
Assignment x –5 –3 –1 1 3
y
1. Consider the function y = x 2 + 2x + 1.
y
a) Complete the table of values opposite. 20
b ) Use the table of values to plot the ordered pairs on

the grid. 15
c) Join the points on the graph with a smooth curve

and extend the graph.
10
d ) State whether the graph has a maximum or
minimum point.
e) State the domain and range. 5
x
0
-5 5
f) Use a graphing calculator, with an appropriate
window setting, to verify the accuracy of your
graph in part c).
2. Consider the function f(x) = 10 − 4x – x 2. x –6 –4 –2 0 2

a) Complete the table of values opposite. y
y
b ) Use the table of values to plot the ordered pairs on 20
the grid.
c) Join the points on the graph with a smooth curve

and extend the graph. 15
d ) State whether the graph has a maximum or
minimum point.
10
e) State the domain and range.
f) Use a graphing calculator, with an appropriate

window setting, to verify the accuracy of your x
graph in part c). 0
-5 5
3. How can you tell by looking at the equation of a function whether the function
is a quadratic function or not?
4. Without the use of technology, identify which of the following are quadratic functions.
a) y = x − 16 b ) y = x 2 − 16 c) y = x 2 − 16x d ) y = x 2 − 16x 3
5. How can you tell by looking at the graph of a function whether the function
is a quadratic function or not?
6. Which of the following graphs appear to represent quadratic functions of

the form f(x) = ax 2 + bx + c?
a) b) c) d)
y y y y
x x x x
7. David says that the equation y = ax 2 + bx + c will represent a quadratic function for all
values of a, b, and c. Is David correct? Explain.
Multiple 8. The height, h metres, of an object above the ground after t seconds, is represented by a
Choice quadratic function h(t). This function could be
A. h(t) = 10 − t B. h(t) = t 3 + 10
C. h(t) = 10 − t 2 D. h(t) = 10 − t + t 2 − t 4
9. Which of the following functions is quadratic?
1
A. f(x) = 2
−7 B. f(x) = x –2 + 3x + 1
x
C. f(x) = 2 D. f(x) = (x − 2)(x + 3)
10 y
• The graph of a quadratic function is shown.
• The four points marked have integer coordinates. 5
x
5 1
0
10. The domain and range, respectively, of the function are
A. x ∈ R and y ∈ R
B. x ≥ –2 and y ∈ R
C. x ∈ R and y ≥ –2
D. 2 ≤ x ≤ 6 and y ≥ –2
Numerical 11. The sum of the x and y-intercepts is _____ .

Response
Answer Key
1. a) x –5 –3 –1 1 3 2 . a) x –6 –4 –2 0 2
y 16 4 0 4 16 y -2 10 14 10 –2
y y
b) b)
20 20
15 15
10 10
5 5
-5 5 x -5 5 x
d) minimum d) maximum
e ) Domain x ∈ R e ) Domain x ∈ R,
Range {y⏐y ≥ 0, y ∈ R} Range {y⏐y ≤ 14, y ∈ R}
3 . The function has degree 2 and is of the form y = ax 2 + bx + c, a ≠ 0.
4 . b) and c) 5 . The graph is a parabola. 6 . b) only
7 . David is not correct. a cannot equal zero.
8. C 9. D 10. C 11. 1 4
Analyzing the Graph of y = ax 2 + bx + c
Recall the following from the previous lesson.
A quadratic function is a function of degree 2 which can be written in the form
f(x) = ax 2 + bx + c or y = ax 2 + bx + c, where a, b, c ∈ R, and a ≠ 0.
The graph of a quadratic function is a parabola.
Basic Characteristics of the Graph of a Quadratic Function
• A parabola has a maximum, or maximum point, if the parabola opens down.
• A parabola has a minimum, or minimum point, if the parabola opens up.
• The vertex of a parabola is the maximum or minimum point. x y

• The maximum or minimum value of a quadratic function is –1
the y-coordinate of the vertex. 0
1. Complete the table of values for 1

the quadratic function y = x 2 − 6x + 5, x ∈ R. 2 –3
3
2. Plot the points on the grid provided.
Connect the points with a smooth curve and extend the graph. 4 –3
5
3. Draw a vertical line representing the axis of symmetry of the graph.
6 5
4. Fill in the blanks or circle the correct alternative below.
7 12
• The graph of the quadratic function y = x 2 − 6x + 5
15 y
is a ______________. The vertex is ( , ).
• The parabola opens ( up / down ) and therefore has

a ( maximum / minimum ) point. 10
• The ( maximum / minimum ) value of the function is _____ .
• The x-intercepts of the graph are _______ and ________ . 5

The y-intercept is ________ .
• The equation of the axis of symmetry of the graph is _______ .

x
• The domain of the quadratic function is ____________. 5
• The range of the quadratic function is ____________.
5. How can the equation of the axis of symmetry of the graph be -5

determined from the x-intercepts of the graph?
330 Quadratic Functions Lesson #2: Analyzing the Graph of y = ax 2 + bx + c
Using a Graphing Calculator to Determine a Maximum/Minimum Value

• Verify the calculator window is in standard setting, or ZStandard.
• The equation y = –x 2 + 5x + 14 will be used to illustrate the maximum feature.
1. Enter the equation into Y1 , adjust the window
to x: [–5, 10, 5] y: [–5, 30, 5] and press GRAPH .
2. Access the CALC menu by entering 2nd then TRACE .
3. Select maximum.
4. On the bottom left of the screen the calculator

will ask you for a LeftBound?.
Cursor to the left side of the maximum point
and press ENTER .
Notice the arrow above the cursor.
5. On the bottom left of the screen the calculator

will ask you for a RightBound?.
Cursor to the right side of the maximum point
and press ENTER .
Notice the arrow above the cursor.
The maximum point will be found between the 2 arrows.
6. On the bottom left of

the screen the
calculator will ask you
to Guess?.
Press ENTER .
7. The y value will be the maximum value of the function.

81
In this case the graph of y = –x 2 + 5x + 14 has a maximum value of 20.25 or .
4
• The graph of y = –x 2 + 5x + 14 has a maximum point of (2.5, 20.25).
Note Even though the x value on the display may read “2.4999991” or “2.5000002,
it is usually an indication to round off to a reasonable answer (2.5).
• Test the point using the trace feature and

entering x = 2.5.
• Use 3:minimum in CALC menu to find the

minimum value of a function.
Quadratic Functions Lesson #2: Analyzing the Graph of y = ax 2 + bx + c 331
Class Ex. #1
Consider the quadratic function f(x) = 2x 2 − 13x + 15.
a) State an appropriate window setting for displaying the graph of the function
on a graphing calculator.
b ) Determine the coordinates of the vertex.
c) Explain how to use the coordinates of the vertex to determine the equation of the axis of
symmetry of the graph. State the equation.
d ) Determine the x- and y- intercepts of the graph.
e) Use the x-intercepts to verify the equation of the axis of symmetry in c).
f) State the minimum value of the function.
g) State the domain and range of the function.
Determining the Vertex from the Equation of the Axis of Symmetry
The coordinates of the vertex of the graph of a quadratic function can be determined from the
equation of the axis of symmetry if we are given the equation of the quadratic function.
Class Ex. #2
The line x = 2 is an axis of symmetry of the graph of y = 4x 2 − 16x − 9.
Without using a calculator, algebraically determine the coordinates of the vertex of the graph.
Investigating the Parameters a, b, and c in y = ax 2 + bx + c
Investigation 1:
Consider the equation y = ax 2.
• State the values of b and c.
• Investigate what happens to the graph of the function when the value of a is changed (use
both positive and negative values for the parameter a). Write down your observations.
Investigation 2:
Consider the equation y = x 2 + bx.
• State the values of a and c.
• Investigate what happens to the graph of the function when the value of b is changed (use
both positive and negative values for the parameter b). Write down your observations.
Investigation 3:
Consider the equation y = x 2 + c.
• State the values of a and b.
• Investigate what happens to the graph of the function when the value of c is changed (use
both positive and negative values for the parameter c). Write down your observations.
Summary of the Characteristics of the Graph of y = ax 2 + bx + c
The graph of a quadratic function defined by the equation y = ax 2 + bx + c has the following
characteristics. Fill in the blanks to complete the summary.
• The shape of the graph is a _____________ .
• The graph is symmetrical about a vertical line called the ____________________ .
• If a > 0, the parabola opens ________ and the vertex is the ____________ point.
The y-coordinate of the vertex is the _____________ _____________ of the function.
• If a < 0, the parabola opens ________ and the vertex is the ____________ point.
The y-coordinate of the vertex is the _____________ _____________ of the function.
• The domain of the graph is ___________ .
• If c > 0, the graph has a _____________ y-intercept.

If c < 0, the graph has a _____________ y-intercept.
Vertex (Maximum Point)

y = ax 2 + bx + c Axis of y = ax 2 + bx + c
Aymmetry
a>0 a<0
Opens Up Opens Down
Axis of
Vertex (Minimum Point) Aymmetry
Assignment
1. The quadratic function shown below has integer values for the x- and y-intercepts.
Complete the table.
y
x-intercepts
y-intercept
5 coordinates of
the vertex
x equation of the
0 5
axis of symmetry
Domain
Range
2. Consider the quadratic function y = −x 2 + 4x + 5, x ∈ R.
a) Complete the table of values and graph the quadratic function on the grid.
x y 15 y
–2
–1 10
0
1
2 5
3
4 x
0 5
5
6
-5
b ) Complete the following by filling in the blanks or circling the correct alternative.
• The graph of the quadratic function y = −x 2 + 4x + 5 is a ______________.

The vertex is ( , ).
• The parabola opens ( up / down ) and therefore has a ( maximum / minimum ) point.
• The ( maximum / minimum ) value of the function is _____ .
• The x-intercepts of the graph are _______ and ________ .

The y-intercept is ________ .
• The domain of the quadratic function is ____________.
• The range of the quadratic function is ____________.
c) i ) Describe two methods for determining the equation of the axis of symmetry from
the graph.
ii) Draw the axis of symmetry on the grid and state its equation.
3. Consider the quadratic function g(x) = x 2 + 10x + 16. State:
a) an appropriate window setting for displaying the graph of the function

on a graphing calculator
b ) the coordinates of the vertex c) the equation of the axis of symmetry

of the graph
d ) the x- and y- intercepts of the graph e) the minimum point of the graph
f) the minimum value of the function g) the domain and range of the function
4. Consider the quadratic function g(x) = –x 2+ 6x. State:
a) the maximum value of the function b ) the coordinates of the vertex
c) the x- and y- intercepts of the graph d ) the domain and range of the function
5. The line x = –3 is an axis of symmetry of the graph of y = x 2 + 6x − 7. Without using a

calculator, algebraically determine the coordinates of the vertex of the graph.
6. Consider the graph of y = –x 2 − 4x + 12 which has an axis of symmetry with equation

x + 2 = 0. Without using a calculator, algebraically determine the coordinates of the vertex
of the graph.
7. Without drawing the graph, how can you tell if the graph of the
function f(x) = 2x 2 − 5x − 30
a) opens up or down?
b ) has a positive or negative y-intercept?
8. Without drawing the graph, how can you tell if the graph of a specific quadratic function
y = ax 2 + bx + c
a) opens up or down? b ) has a positive or negative y-intercept?
9. Write the equation of a quadratic function that opens down and passes through the origin.
Multiple 10. Tony knows that the points (–3, –8) and (7, –8) lie on a parabola.
Choice The equation of the axis of symmetry of the parabola is
A. y = –8
B. x=2
C. x=4
9
11. The equation of the axis of symmetry of the graph of a quadratic function is x = .
2
If the graph passes through the point (–3, 0), it must also pass through the point
⎛ 21 ⎞ ⎛ 15 ⎞
A. ⎜ – , 0⎟ B. ⎜ , 0⎟
⎝⎜ 2 ⎟⎠ ⎝⎜ 2 ⎟⎠
C. (3, 0) D. (12, 0)
12. The maximum value of the quadratic function with equation y = –x 2 − x + 6 is
A. (–5, 6.25) B. –5
25
C. D. none of the above
4
13. Which of the following quadratic functions has a maximum point and
a negative y-intercept?
1 2
A. f(x) = x + 3x + 7 B. f(x) = 6x 2 + 3x − 2
2
C. f(x) = –13x 2 − 8x − 4 D. f(x) = –16x 2 − 3x + 12
14. Which of the following statements describes the graph of a quadratic function
f(x) = ax 2 + bx + c if both a and c are positive numbers?
A. The graph opens up and has a positive y-intercept.
B. The graph opens up and has a negative y-intercept.
C. The graph opens down and has a positive y-intercept.
D. The graph opens down and has a negative y-intercept.
Numerical 15. The line x = 6 is an axis of symmetry of the graph of the quadratic
Response function y = x 2 − 5x + c. If the vertex of the graph is (6, 18), the value of c is _____ .
Answer Key
1 . x-intercepts 1, 5 y-intercept 5, vertex (3, –4), axis of symmetry x = 3,
Domain x ∈ R, Range {y⏐y ≥ –4, y ∈ R}
2 . a) See below b) • parabola, (2, 9) c ) i ) Determine the number n which is the

• down, maximum y-coordinate of the vertex. The equation
• maximum, 9 of the axis of symmetry is x = n.
• –1, 5, 5 OR
• x∈ R Determine the number n which is the
• {y⏐y ≤ 9, y ∈ R} average of the x-intercepts.
The equation of the axis of symmetry
is x = n.
i i ) x = 2.
3 . a) x:[–10, 4, 2] y:[–15, 20, 5] b ) (–5, –9) c ) x = –5 d) x-intercepts –8, –2, y-intercept 16

e ) (–5, –9) f ) –9 g ) Domain x ∈ R, Range {y⏐y ≥ –9, y ∈ R}
4 . a) 9 b ) (3, 9) c) x-intercepts 0, 6, y-intercept 0 5 . (–3, –16) 6 . (–2, 16)

d) Domain x ∈ R, Range {y⏐y ≤ –9, y ∈ R}
7 . a) Graph opens up because the coefficient of x 2 (i.e. 2) is positive.

b ) Graph has a negative y-intercept because the constant term (i.e. –30) is negative.
8 . a) If a > 0, the graph opens up. If a < 0, the graph opens down.
b ) If c > 0, the y-intercept is positive. If c < 0, the y-intercept is negative.
9 . Answers may vary (but the parameter c must equal zero) e.g. y = –2x 2 + 3x.
10. B 11. D 12. C 13. C 14. A 15. 1 2
Analyzing the Graph of y = a(x − h)2 + k
Recall the following from the previous lesson.
• A quadratic function is a function of degree 2 which can be written in the form
f(x) = ax 2 + bx + c or y = ax 2 + bx + c, where a, b, c ∈ R, and a ≠ 0.
• The graph of a quadratic function is a parabola.
• A parabola has a maximum point (opens down), if a < 0.
• A parabola has a minimum point (opens up) if a > 0.
• The vertex of a parabola is the maximum or minimum point.
• The maximum or minimum value of a quadratic function is the y-coordinate of the vertex.
Investigation
Part 1
Consider the functions f(x) = x 2 − 6x + 11 and g(x) = (x − 3)2 + 2.
a) Graph these functions on your calculator and comment on your observations.
b ) Expand g(x). What do you notice?
Part 2
Consider the functions y = –3x 2 − 30x − 77 and y= –3(x + 5)2 − 2.
a) Graph these functions on your calculator and comment on your observations.
b ) Show that both equations represent the same function.
340 Quadratic Functions Lesson #3: Analyzing the Graph of y = a(x − h)2 + k
General Form and Standard Form of a Quadratic Function
A quadratic function may be written in two different forms.

General Form: f(x) = ax 2 + bx + c , where a ≠ 0, or y = ax 2 + bx + c, where a ≠ 0.
Standard Form: f(x) = a(x − h)2 + k, where a ≠ 0, or y = a(x − h)2 + k, where a ≠ 0.
Standard form is sometimes called vertex form because, as we shall see, it is easy
to determine the vertex of the graph from the equation.
Exploring the Standard Form y = a(x − h)2 + k
a) In the table, complete the columns for Function

the parameters a, h, and k. a h k Vertex
y = a(x − h)2 + k
b ) Use a graphing calculator to
determine the vertex of the graph of y = x2
each function.
y = (x − 2)2
c) Write down your observations.
y = (x + 4)2
y = (x − 2)2 − 3
y = (x + 4)2 + 5
y = 6(x − 2)2 − 3
y = –(x + 4)2 + 5
d ) • In the table below, make up your own functions. Choose two functions with a > 0 and
two functions with a < 0. Complete the table without using a graphing calculator.
• Verify your answers by using a graphing calculator.
Function Axis of Direction

a h k Vertex Symmetry
y = a(x − h)2 + k of Opening
Quadratic Functions Lesson #3: Analyzing the Graph of y = a(x − h)2 + k 341
e) Without the aid of a graphing calculator, write the equation of a quadratic function in
standard form with the following characteristics:
i) Vertex in quadrant 1, opening up
ii) Vertex in quadrant 4, opening down
iii) Vertex on the x-axis, opening up
iv) Vertex on the y-axis, opening down
Verify your equations using a graphing calculator.
Class Ex. #1
Consider the graph of the quadratic function f(x) = 2(x + 6)2 − 9.
a) State the coordinates of the vertex of the graph.
b ) State the equation of the axis of symmetry of the graph.
c) Does the function have a maximum or minimum value? State the value.
d ) State the domain and range of the function.
e) Determine the y-intercept of the graph.
Number of x-intercepts
Depending on the position of the vertex and the direction of opening of the parabola, we can
determine quadratic functions which have two x-intercepts, one x-intercept, or no x-intercepts.
Class Ex. #2 In each case, sketch the graph of a quadratic function with the given number of x-intercepts
and state a possible equation for the graph in the form y = a(x − h)2 + k.
a) two x-intercepts b ) one x-intercept c) no x-intercepts
Summary of the Characteristics of the Graph of y = a(x − h)2 + k
The graph of a quadratic function defined by the equation y = a(x − h)2 + k has the
following characteristics. Fill in the blanks to complete the summary.
• The coordinates of the vertex are ______ .
• If a > 0, the parabola opens ________ and the vertex is the ____________ point.
The range of the function is __________________ .
• If a < 0, the parabola opens ________ and the vertex is the ____________ point.
The range of the function is __________________ .
• The domain of the function is ___________ .
• The equation of the axis of symmetry of the graph is __________ .
Assignment
1. Without using a graphing calculator, complete the table below.

a h k Vertex Symmetry
y = a(x − h)2 + k of Opening
y = 2 ( x − 5 )2 + 1
y = –3( x + 2 )2 − 4
y = ( x − 4 )2 − 5
y = − ( x − 7 )2
y = x2 + 9
y = − x2
2. Write the equation of a quadratic function in standard form with the following
characteristics:
a) Vertex at (6, 3)
b) Vertex at (−2, 8)
c) Vertex at (3, −5), opening up
d) Vertex at (0, −1), opening down
e) Vertex at (−7, 0), opening up
3. Without the aid of a graphing calculator, write the equation of a quadratic function
in standard form with the following characteristics:
a) Vertex in quadrant 2, opening up
b) Vertex in quadrant 3, opening down
c) Vertex on the x-axis, opening down
d) Vertex on the y-axis, opening up
e) Vertex at the origin
f) Opening down with one x-intercept
g) Opening up with no x-intercept
Verify your equations using a graphing calculator.
4. Consider the graph of the quadratic function f(x) = –5(x − 12)2 + 15.
a) State the coordinates of the vertex of the graph.
b ) State the equation of the axis of symmetry of the graph.
c) Does the function have a maximum or minimum value? State the value.
d ) State the domain and range of the function.
e) Determine the y-intercept of the graph.
5. The quadratic functions represented in the graphs below have equations of the form
y = (x − h)2 + k or y = −(x − h)2 + k.
Graph 1 Graph 2
y y
(2, 6)
5 5
x x
-5 5 -5 5
-5 (–3, –4) -5
In each case,
a) explain how to determine the equation represented by the graph
b ) write the equation in standard form and in general form.
6. Consider the graph of the quadratic function f(x) = 0.25(x + 3)2 − 9.75.
a) The equation of the axis of symmetry of the graph is _________ .
b ) The coordinates of the vertex of the graph are _______ .
c) The range of the function is ____________________ .
d ) The minimum value of the function is __________ .
Multiple 7. A parabola has a vertex at (–6, 4) and opens down.

Choice A possible equation of the parabola is
A. y = 3(x + 6)2 + 4
B. y = –3(x − 4)2 − 6
C. y = –3(x − 6)2 + 4
D. y = –3(x + 6)2 + 4
8. The range of the quadratic function f(x) = –2(x − 3)2 − 5 is
A. {y⏐y ≥ –5, y ∈ R}
B. {y⏐y ≤ –5, y ∈ R}
C. {y⏐y ≤ 3, y ∈ R}
D. {y⏐y ≤ 5, y ∈ R}
9. Which of the following equations does not represent a parabola with its vertex on
the x-axis or the y-axis?
A. y = –0.25(x + 1.5)2
1 2 3
B. y= x +
2 4
C. y = (x − 1)2 + 1
D. y = –x 2
10. The graph of a quadratic function has x-intercepts –8 and 4, and a minimum value of k.
Which of the following could be the equation of the graph of the function?
A. y = 2(x + 4)2 + k
B. y = 2(x − 2)2 + k
C. y = 2(x + 6)2 + k
D. y = 2(x + 2)2 + k
11. Which of the following statements describes the graph of a quadratic function
f(x) = a(x − h)2 + k, if a, h, and k are all negative numbers?
A. The graph opens up with a vertex in quadrant 3.
B. The graph opens down with a vertex in quadrant 3.
C. The graph opens up with a vertex in quadrant 4.
D. The graph opens down with a vertex in quadrant 4.
Numerical 12. The equation of the axis of symmetry of the graph of a quadratic function is x = 4.
Response The graph passes through the point (6, 15).
If the equation is of the form y = (x − h)2 + k, then the value of h + k is _____.
Group In each case, use the given information to determine the equation of the parabola
Work in the form y = ax 2 + bx + c.
a)
y
20
(0, 16)
15
10
0 5 x
-5
(4, –5)
b)
y
5 (0, 5)
0 x
-5
(1,–8.5)
x = –1
Answer Key
1.
a h k Vertex
y = a(x − h)2 + k Symmetry of Opening
y = 2 ( x − 5 )2 + 1 2 5 1 (5, 1) x=5 up
y = –3( x + 2 )2 − 4 –3 –2 –4 (–2, –4) x = –2 down
y = ( x − 4 )2 − 5 1 4 –5 (4, –5) x=4 up
y = − ( x − 7 )2 –1 7 0 (7, 0) x=7 down
y = x2 + 9 1 0 9 (0, 9) x=0 up
y = − x2 –1 0 0 (0, 0) x=0 down
2 . Note: Many answers are possible, your equation can be verified on a graphing calculator.
a) y = (x − 6) 2 + 3 b ) y = (x + 2) 2 + 8 c ) y = 3(x − 3) 2 − 5
2 2
d) y = –3x − 1 e ) y = (x + 7)
3 . Note: Many answers are possible, your equation can be verified on a graphing calculator.
a) y = (x + 5) 2 + 1 b ) y = (x + 7) 2 − 7 c ) y = –(x − 5) 2 d) y = x 2 + 2
2 2 2
e) y = x f ) y = –2(x − 4) g ) y = 2(x − 4) + 6
4 . a) (12, 15) b ) x = 12 c ) maximum value, 15

d) Domain: {x ∈ R}, Range: {y⏐y ≤ 15, y ∈ R} e ) –705
5 . a) For Graph 1: Since the graph opens down, it is of the form y = –(x − h)2 + k.
The replacements for h and k are the x- and y-coordinates of the vertex.
For Graph 2: Since the graph opens up, it is of the form y = (x − h)2 + k.
The replacements for h and k are the x- and y-coordinates of the vertex.
b ) Graph 1: y = –(x − 2)2 + 6 and y = –x 2 + 4x + 2
Graph 2: y = (x + 3)2 − 4 and y = x 2 + 6x + 5
6 . a) x = –3 b ) (–3, –9.75) c ) {y⏐y ≥ –9.75, y ∈ R} d) –9.75
7. D 8. B 9. C 10. D 11. B 12. 1 5
21 2 21
Group a) y = 16 x − 2 x + 16 b ) y = –4.5x 2 − 9x + 5
Work
Analyzing the Graph of y = a(x − m)(x − n)
Recall that a quadratic function may be written in two different forms.
General Form: f(x) = ax 2 + bx + c , where a ≠ 0, or y = ax 2 + bx + c, where a ≠ 0.
Standard Form: f(x) = a(x − h)2 + k, where a ≠ 0, or y = a(x − h)2 + k, where a ≠ 0.

(or Vertex Form)
In this lesson, we introduce a third form, called Factored Form.
Factored Form: f(x) = a(x − m)(x − n), where a ≠ 0, or y = a(x − m)(x − n), where a ≠ 0.
Investigation #1 Investigating the Factored Form y = (x − m)(x − n)
Consider the following quadratic functions written in factored form y = (x − m)(x − n).
a) Using a graphing calculator, sketch the graphs of the functions and complete the table.
Function x-intercepts y-intercept Axis of

m n
y = ( x − m )( x − n ) of Graph of Graph Symmetry
y = ( x − 2 )( x − 8 )
y = ( x + 2 )( x − 6 )
y = ( x + 2 )( x + 6 )
y = x( x − 4 )
y = ( x + 8 )( x − 10 )
b ) What do you notice?
350 Quadratic Functions Lesson #4: Analyzing the Graph of y = a(x − m)(x − n)
Summary of Investigation #1
The following observations about the graph of y = (x − m)(x − n) can be made from the
previous investigation:
• The x-intercepts are m and n.
• The y-intercept is mn.

m+n
• The equation of the axis of symmetry is x = .
2
Investigation #2 Investigating the Factored Form y = a(x − m)(x − n)
Consider the following quadratic functions written in factored form y = a(x − m)(x − n).
a) Using a graphing calculator, sketch the graphs of the functions and complete the table.
Function x-intercepts y-intercept Shape

a m n
y = ( x − m )( x − n ) of Graph of Graph or
y = 2( x − 5 )( x − 2 )
y = 4 ( x + 3)( x − 2 )
y = 5( x − 10 )( x + 3)
y = –3x( x + 2 )
y = –10( x + 1)( x − 3)
y = –( x − 10 )( x + 10 )
b) Complete the following:
• The x-intercepts are ___ and ___ .
• The y-intercept is ____ .
• If a is positive, the graph opens ______ and has a shape like .
• If a is negative, the graph opens ______ and has a shape like .
Quadratic Functions Lesson #4: Analyzing the Graph of y = a(x − m)(x − n) 351
Features of the Graph of y = a(x − m)(x − n)
The following observations about the graph of y = a(x − m)(x − n) can be made from the
previous investigations:
• The x-intercepts are m and n.
• The y-intercept is amn.

m+n
• The equation of the axis of symmetry is x = .
2
• If a is positive, the graph opens up and has a minimum point.
• If a is negative, the graph opens down and has a maximum point.
Class Ex. #1 Without graphing, state the x-intercepts, the y-intercept, the equation of the axis of symmetry,
and the direction of opening of the graphs of the following functions.
a) f(x) = (x + 4)(x − 10) b ) g(x) = −2(x + 6)(x + 9) c) h(x) = −x(x − 20)
A Disguised “a” Value
Graph y1 = 2(x − 3)(x − 7) and y2 = −2(3 − x)(x − 7) on your graphing calculator.
What do you notice about the graphs?
Expain why the graph of y = −2(3 − x)(x − 7) opens up when it appears that the “a” value is
negative.
Class Ex. #2 Write each function in the form y = a(x − m)(x − n) and state the x- and y-intercepts of the
graph of the function.
a) y = (1 − x)(x − 10) b) y = –3(4 − x)(12 − x)
Class Ex. #3 Each of the graphs has an equation of the form y = a(x − m)(x − n) where a, m, and n are
integers. Match each equation with its corresponding graph.
Graph A y Graph B y
5
5 Equation 1 :
y = 2( x − 1)( x + 4 )
x
-5 0 5
-5 0 5
Equation 2 :
-5
-5
y = (1 + x )( 4 − x )
y y
Graph C Graph D
-5 0 5
x Equation 3 :
10 y = ( x + 1)( x − 4 )
-5
5 Equation 4 :
y = –2( x − 1)( x + 4 )
-10
x
-5 0 5
Determining the Equation from the Graph
Class Ex. #4 The graph represents a quadratic function with equation y = a(x − m)(x − n).
The x- and y-intercepts are shown on the graph.
a) State the values of m and n.
b ) Explain how to determine the value of a.

36
c) Write the equation of the graph in

the form y = a(x − m)(x − n).
0 3 6
d ) Determine the coordinates of the vertex.
e) Write the equation of the graph in standard form y = a(x − h)2 + k.
Class Ex. #5 Determine the coordinates of the vertex of the graph of a quadratic function if the graph
passes through the points (–8, 0), (2,0), and (0, 48).
Complete Assignment Question #9
Assignment
1. Without graphing the functions, complete the table below.
Function x-intercepts y-intercept Axis of Opening

y = ( x − m )( x − n ) of Graph of Graph Symmetry Up or Down
y = ( x − 6 )( x + 2 )
y = 5( x + 4 )( x − 6 )
y = –2( x + 10 )( x + 4 )
y = –3( x − 7 )( x − 2 )
y = – x( x + 9)
y = ( x + 5 )( x + 5 )
2. Without graphing the functions, complete the table below.

y = (2 − x )( x − 2 )
y = 3( 3 − x )(6 + x )
y = 2( 4 − x )( 3 − x )
y = –3(5 + x )(15 + x )
3. Each of the graphs has an equation of the form y = a(x − m)(x − n) where a, m, and n are
integers. Match each equation with its corresponding graph.
Graph A y Graph B y
5 5
Equation 1:
y = ( x − 5 )( x + 1)
0 x 0 x
-5 5 -5 5
Equation 2:
-5 -5 y = −( x − 5 )( x + 1)
Equation 3:
Graph C y Graph D y
-5 0 5
x y = ( x + 5 )( x − 1)
15
-5 Equation 4:
y = –( x + 5 )( x − 1)
10
-10
5
Equation 5:
y = (5 − x )( x + 1)
-15
x
-5 0 5
Equation 6:
y y
Graph E Graph F y = 2( x + 5 )( x − 1)
10
5
5 Equation 7:
y = −2( x + 5 )( x − 1)
x
-5 0 5 x
-5 0 5
Equation 8:
-5 y = 2(5 + x )(1 − x )
4. The graph represents a quadratic function with equation y = a(x − m)(x − n).
The x- and y-intercepts are shown on the graph.
a) State the values of m and n.
50
b ) Determine the value of a.
c) Write the equation of the graph in

the form y = a(x − m)(x − n). –2 0 5
d ) Determine the coordinates of the vertex.
e) Write the equation of the graph in standard form y = a(x − h)2 + k.
5. In each case, determine the equation of the quadratic function whose graphs are shown.
Note that all intercepts are integers.
Answer in the form y = a(x − m)(x − n) and in general form y = ax 2 + bx + c.
y y
a) 5 b) 5
x x
-5 0 5 -5 0 5
-5 -5
y y
c) 5 d) 5
x x
-5 0 5 -5 0 5
-5 -5
6. Determine the equation of the graph of a quadratic function which opens up and has
a vertex on the x-axis. Give your answer in the form y = a(x − m)(x − n),
in standard form y = a(x − h)2 + k, and in general form y = ax 2 + bx + c.
7. The graph of a quadratic function has x-intercepts of –7 and –1, and passes through
the point (–4, 36).
Determine the equation of the quadratic function in the form f(x) = a(x − m)(x − n).
Multiple 8. The graph of a quadratic function has x-intercepts of –7 and 3, and a y-intercept of 84.
Choice The coordinates of the vertex of the graph are
A. (2, –36)
B. (–2, 25)
C. (–2, –100)
D. (–2, 100)

y
40
The quadratic function shown has an
equation of the form y = a(x – m)(x – n) (0, 24)
where a, m, and n are integers. 20
x
-5 5
-20
Numerical 9. The value of a + m + n is _____ .

Response
Answer Key
1 . See chart below.

y = ( x − 6 )( x + 2 ) 6 and –2 –12 x=2 up
y = 5( x + 4 )( x − 6 ) –4 and 6 –120 x=1 up
y = –2( x + 10 )( x + 4 ) –10 and –4 –80 x = –7 down
y = –3( x − 7 )( x − 2 ) 7 and 2 –42 x = 4.5 down
y = – x( x + 9) 0 and –9 0 x = –4.5 down
y = ( x + 5 )( x + 5 ) –5 25 x = –5 up
2 . See chart below.

y = (2 − x )( x − 2 ) 2 –4 x=2 down
y = 3( 3 − x )(6 + x ) 3 and –6 54 x =–1.5 down
y = 2( 4 − x )( 3 − x ) 4 and 3 24 x = 3.5 up
y = –3(5 + x )(15 + x ) –5 and –15 –225 x = –10 down
3 . Equation 1: Graph B Equation 2: Graph E Equation 3: Graph A Equation 4: Graph F

Equation 5: Graph E Equation 6: Graph C Equation 7: Graph D Equation 8: Graph D
4 . a) m = –2 and n = 5 OR m = 5 and n = –2 b ) –5
c ) y = –5(x + 2)(x − 5) OR y = –5(x − 5)(x + 2) d) vertex (1.5, 61.25)
e ) y = –5(x − 1.5)2 + 61.25
5 . a) y = (x + 1)(x − 2), y = x 2 − x − 2 b ) y = –(x + 2)(x − 2), y = –x 2 + 4

c ) y = –(x − 1)(x − 4), y = –x 2 + 5x − 4 d) y = (x + 3)(x − 1), y = x 2 + 2x − 3
6 . A possible answer is y = (x − 8)(x − 8), i.e. m and n must be equal.

y = (x − 8) 2 ,
y = x 2 − 16x + 64
7 . f(x) = –4(x + 7)(x + 1) 8. D 9. 1
Applications of Quadratic Functions
In this lesson we explore practical applications of quadratic functions.
Some questions will require a graphing calculator, while others will not.
Class Ex. #1 During a high school football game, the height of a punt
can be modelled as a quadratic function of time as
h(t) = –5(t − 1.5)2 + 12.25
where
t is the number of seconds which have elapsed
since the football was punted, and
h(t) is the number of metres above the ground
after t seconds.
a) Without using the graphing features of a calculator, explain how the

following can be determined from the equation and state the values:
i) the maximum height of the football
ii) the time it takes for the football to reach its maximum height
iii) the height of the football above the ground as the punter makes contact with it
iv) the height of the football above the ground 0.5 seconds after contact
b ) Use the features of a graphing calculator to
i) sketch the graph of h(t) = –5(t − 1.5)2 + 12.25, and verify the answers to a).
ii) determine after how many seconds, to the nearest tenth, the football is 10 metres
above the ground.
c) The punt is not caught by the opposing team, and the football hits the ground.
Use the features of a graphing calculator to determine how many seconds, to the nearest
hundredth, it took for the football to hit the ground.
360 Quadratic Functions Lesson #5: Applications of Quadratic Functions
Assignment
1. An aerial flare is a type of pyrotechnic which, when fired into the air, produces a brilliant
light without causing fire or an explosion.
A stranded camper fires a flare to signal his location to the other campers in his group.
The flare follows a path defined by the formula h(t) = –4.9(t − 4.3)2 + 92, where h(t)
represents the height of the flare above the ground after t seconds.
a) Without using the graphing features of a calculator, determine
i) the maximum height of the flare
ii) the time it takes for the flare to reach its maximum height
iii) the height of the flare above the ground 6.3 seconds after it is fired
iv) the height of the flare above the ground, to the nearest tenth of a metre,
at its firing point.
b ) Use the features of a graphing calculator to
i) sketch the graph on the grid and verify the answers

in a)
ii) determine how long, to the nearest tenth of a second, it took for the flare
to hit the ground
iii) determine after how many seconds, to the nearest tenth of a second, the height of
the flare was 45 metres above the ground.
Quadratic Functions Lesson #5: Applications of Quadratic Functions 361
2. The height, h, in metres above the ground, of a projectile at any time, t, in seconds, after the
launch is defined by the function h(t) = –4t 2 + 48t + 3.
Use a graphing calculator to answer the following:
a) Sketch the relevant part of the parabola on the grid.
b ) Find the height of the projectile 3 seconds after the launch.
c) Find the maximum height reached by the projectile.
d ) How many seconds after the launch is the maximum height reached?
e) What was the height of the projectile at the launch?
f) Determine when the projectile hit the ground to the nearest tenth of a second.
3. A stone is thrown vertically upward at a speed of 22 m/s. Its height, h metres,

after t seconds, is given approximately by the function h(t) = 22t − 5t 2.
a) Write an appropriate window for graphing the function on a graphing calculator.
b ) Determine the maximum height of the stone.
c) Calculate, to the nearest tenth of a second, when the stone is 15 metres up

and explain the double answer.
4. The cost of car insurance depends on many factors, one of which is the age of the driver.
Insurance companies know that younger drivers under the age of 25 and older drivers over
the age of 70 are statistically more likely to have accidents than drivers between the ages of
25 and 70. The following data shows the number of accidents, per million kilometres
driven, by drivers of a particular age.
Age (x) 18 30 45 60 75
Number of Accidents (y) 5.2 3.1 2.2 2.8 4.7
y
a) If x represents the age of drivers and 8
y represents the number of accidents
per million kilometres driven, plot the
data on a Cartesian plane, and join the # of 6
points with a smooth curve. accidents
4
x
20 30 40 50 60 70
age
b ) The data looks like it could be modelled by a quadratic function with equation
y = ax 2 + bx + c. Using the technique of quadratic regression (which is taught in a higher
level math course), a teacher determines that the equation which best models the data is
y = 0.0034x 2 − 0.3232x + 9.8505.
Use the above model to determine what age, to the nearest year, results in the lowest
number of accidents per million kilometres.
c) Determine the lowest number of accidents per million kilometres.

Answer to the nearest tenth.
d ) Based on this model, who is more likely to have an accident - a 17 year old student
or a 78 year old senior?
Quadratic Functions Lesson #5: Applications of Quadratic Functions 363
5. A rancher has 500 metres of fencing with which to enclose l

a rectangular corral.
a) If he uses l metres of fencing for the length of the w w

rectangle, and w metres of fencing for the width of
the rectangle, explain why
l
i) 2l + 2w = 500
ii) w = 250 − l
iii) area, A = 250l − l 2
b ) As shown above, the area of the rectangle can be expressed using the
equation A = 250l − l 2. Determine the length and width of the rectangle which will
result in the maximum area.
Use the following information to answer questions #6, 7, and #8.

Researchers predict that the world population will peak sometime during
the 21st century before starting to decline. In January 2010, the world population
was approximately 6 900 000 000 (or 6.9 billion).
The following model has been suggested as an approximate relationship

(up to the year 2100), between the number of years, x, since the year 2010 and the
world population, y.
The equation of the relationship is y = –595 000x 2 + 71 100 000x + 6 900 000 000 .
Numerical 6. How many years after the year 2010 will it take for the world population to reach a
Response maximum value? Answer to the nearest tenth of a year.
7. The world population is expected to peak in the year _____ .
8. The maximum population, to the nearest tenth of a billion, is expected to be _____ .
Answer Key
1 . a) i) 92 metres i i ) 4.3 seconds iii) 72.4 metres iv) 1.4 metres

b ) i i ) 8.6 seconds iii) 1.2 seconds and 7.4 seconds
2 . b ) 111 metres c ) 147 metres d) 6 seconds e ) 3 metres f ) 12.1 seconds
3 . a) x:[–1, 5, 1] y:[–5, 30, 5] b ) 24.2 metres

c ) 0.8 s and 3.6 s. The stone travels up 15 m above the ground, and then as it falls it also reaches 15 m
above the ground.
4 . b ) 48 years c ) 2.2 accidents per million km d) both are about equally likely
(17 year old is slightly more likely).
5 . a) i ) 500 metres is the perimeter of the rectangle, so 2l + 2w = 500.
i i ) If 2l + 2w = 500, then 2w = 500 − 2l and w = 250 − l .
iii) Area, A = lw = l(250 − l) = 250l − l 2 .
b ) Length and width both equal 125 metres.
6. 5 9 . 7 7. 2 0 6 9 8. 9 . 0
Using a Quadratic Function to Model a Situation
Review Forms of a Quadratic Function
General Form: y = ax 2 + bx + c
Factored Form: y = a(x − m)(x − n), where m and n are the x-intercepts of the graph
Standard Form: y = a(x − h)2 + k, where (h, k) are the coordinates of the vertex of the graph
Class Ex. #1 The Golden Gate Bridge in San Francisco is one of the most
internationally recognized bridges in the world. When it was built
in 1937, it had the longest suspension bridge span in the world.
The shape of the main suspension cable is a parabola that is more
than one mile in length. (See image at
http://en.wikipedia.org/wiki/File:GoldenGateBridge.jpg )
Parabolic Cable
Left Tower Right Tower

Road Road
In the diagram above, the road across the bridge is 246 feet above the water level.
The two towers are 746 feet above the water level, and are 4 200 feet apart.
The lowest point of the parabolic cable is 10 feet above the road.
A Cartesian plane is superimposed on the diagram with x-and y-axis as shown.

y
x
0
Parabolic Cable

Road Road
a) State the coordinates of the top of each tower and of the vertex of the parabola.
b ) The equation of the function representing the parabola can be written in the form
y = a(x − m)(x − n). Use the points in a) to determine values for a, m, and n,
1 7
and show that the equation of the parabola is y = x2 − x.
9000 15
366 Quadratic Functions Lesson #6: Using a Quadratic Function to Model a Situation
c) State a suitable window for graphing the equation in b) on your calculator and verify
that the coordinates of the vertex are the same as your answer in a).
d ) Determine the height of the parabolic cable above the road, 900 feet from the left tower.
e) The equation of the parabola can also be written in standard form, y = a(x − h)2 + k.
Write the equation of the parabola in this form.
Class Ex. #2 The cross section of a satellite dish is parabolic with measurements as shown in the diagram.
14 cm
8 cm 6 cm
(0, 0)
A Cartesian plane is to be superimposed on the diagram with the origin at the vertex of the
parabola. If the maximum depth of the dish is 8 cm, determine the width of the dish to the
nearest tenth of a centimetre.
Quadratic Functions Lesson #6: Using a Quadratic Function to Model a Situation 367
Assignment
1. Cassandra was absent from class when the example about the Golden Gate Bridge was
taught. She attempts to do the class example herself, but, instead of placing the y-axis on
the left tower, she places the y-axis in the center of the bridge as shown.
y
x
0
Parabolic Cable

Road Road
Answer the following questions using Cassandra’s diagram.
a) State the coordinates of the top of each tower and of the vertex of the parabola.
b ) The equation of the function representing the parabola can be written in the form
y = a(x − m)(x − n). Use the points in a) to determine values for a, m, and n,
and determine the equation of the parabola.
c) Use the equation in b) to determine the height of the parabolic cable above the road,
900 feet from the left tower. Is the answer the same as part d) of the class example?
d ) If the origin was moved to the vertex of the parabola, determine the equation of the
parabola in the form y = a(x − h)2 + k.
e) Use the equation in d) to determine the height of the parabolic cable above the road,
900 feet from the left tower. Is the answer the same as part d) of the class example?
2. The Robert C. Byrd Green Bank Telescope (GBT), in West Virginia, is the world’s largest
fully steerable telescope and is the world’s largest land-based movable structure.
The cross-section of its mirror section is in the shape of a parabola with a diameter of 100
metres and a depth of approximately 20 metres.
(More information can be found at http://www.gb.nrao.edu/gbt/ )
100 m
20 m
a) If the origin is placed at the left edge of the parabolic curve, state the coordinates of the
vertex of the parabola.
b ) Use the coordinates of the vertex and the origin to determine an equation for the parabolic
curve in the form y = a(x − h)2 + k.
c) Use your equation in b) to determine the depth of the mirror at a horizontal distance
of 10 metres from the vertex.
d ) Determine an equation for the parabolic curve in the form y = a(x − m)(x − n).
e) Use your equation in d) to determine the depth of the mirror at a horizontal distance
of 10 metres from the vertex.
Quadratic Functions Lesson #6: Using a Quadratic Function to Model a Situation 369
3. A bridge is to be constructed over a river. The design plan below shows the parabolic
supporting arch. The river is 30 m wide, and the arch is anchored to the ground 5 m from
the edge of the riverbank.
hillside hillside
5m 5m
At a point 10 metres from the centre of the river, the arch is 12 metres above the river.
a) Determine the equation of the parabolic arch if the origin is placed at the centre
of the river.
b ) What is the maximum height of the arch above the river?
4. A suspension bridge has been constructed over a canyon as shown.
Suspension Cable
Road Road
Tower Tower
The suspension cable is parabolic in shape. The distance between the towers is 180 metres,
and the minimum height of the suspension cable above the road is 15 metres.
At a point 40 metres from the centre of the arch, the suspension cable is 30 metres above
the road. Calculate, to the nearest metre, the maximum height of the arch above the road.
5. In Banff National Park there are two overpasses for animals to

safely cross the Trans Canada Highway. The diagram below is an
illustration of one of the parabolic arches which vehicles drive
under. http://www.flickr.com/photos/krispics/2954891611/
Fencing
Shoulder Main Roadway Shoulder

Lane Lane
The maximum height of the arch is 21 feet and the width of the roadway, including the
shoulder lanes, is 42 feet. At the left edge of the left shoulder lane, the height of the arch is
15.4 feet. Determine the width of the arch to the nearest tenth of a foot.
Numerical 6. A parabolic arch placed on a coordinate plane has x-intercepts at 2 and 10 and a maximum
Response height of 24 metres. To the nearest metre, the height of the arch at x = 4 is _____ .
(Record your answer in the numerical response box from left to right)
Answer Key
1 . a) Towers (–2100, 0), (2100,0). Vertex (0, –490) .
1 1
b) a = 9000 , m = 2100, n = –2100, y = 9000 (x − 2100)(x + 2100)
c) Replace x by –1200, y = –330, height is 170 feet.
1
d) y = 9000 x2 e ) Replace x by –1200, y = 160, height is 170 feet.
1 1
2 . a) (50, –20) b) y = 125 (x − 50)2 − 20 c ) 19.2 m d) y = 125 x(x − 100) e ) 19.2 m
1
3 . a) y = – 25 (x − 20)(x + 20) b ) 16 metres
4 . 91 metres 5 . 81.3 feet 6. 1 8
Practice Test
1. Which of the following functions is not a quadratic function?
A. f(x) = x 2 − 5x + 8 B. g(x) = −3(x + 5)2 − 7
C. h(x) = x 3 + 4x − 2 D. P(x) = 1 − x 2
• The graph of a quadratic function is shown.

5
• The four points marked have integer coordinates.
x
0 5
2. The domain and range, respectively, of the function are

A. x ∈ R and y ≤ 8
B. x ∈ R and y ≥ 8
C. –1 ≤ x ≤ 9 and –2 ≤ y ≤ 9
D. –1 ≤ x ≤ 7 and y ≤ 8
Numerical 1. The sum of the x and y-intercepts is _____ .

Response
3. The equation of the axis of symmetry of the parabola is
A. x = –1 B. x=3
C. x=5 D. x=7
372 Quadratic Functions Lesson #7: Practice Test
4. The graph of a quadratic function has x-intercepts at −8 and at 2 and a y-intercept of 6 .

The equation of the axis of symmetry of the graph is
A. x=6 B. x = −6
C. x = −3 D. x = −5
5. The coordinates of the vertex of the graph of the function g(x) = x 2 − 4x + 11 are
A. (2, 15) B. (2, 7)
C. (4, –5) D. (4, 11)
6. The graph of the function f(x) = ax 2 + bx + c is a parabola opening up and passing

through the point (0, –2). Which of the following must be true?
A. a < 0 and c < 0 B. a > 0 and c > 0
C. a < 0 and c > 0 D. a > 0 and c < 0

During an airshow, the path of a stunt dive of a jet can be modelled by the
function h(t ) = t 2 − 9t + 81, where h(t) represents the height, in metres, above
the ground, after t seconds. The end of the stunt occurs at its starting height.
7. When the function is graphed on a graphing calculator, the height of the jet
above the ground at its lowest point can be determined by calculating
A. the x-coordinate of the vertex B. the y-coordinate of the vertex
C. the y-intercept D. the maximum value
8. The total time taken for the stunt is
A. 4.5 seconds B. 9 seconds
C. 60.75 seconds D. 81 seconds
9. The range of the function f(x) = −3(x − 4)2 + 9 is all real numbers such that
A. y≥9 B. y≤9
C. y≥4 D. y ≤4
Quadratic Functions Lesson #7: Practice Test 373
Numerical 2. During a bounce on a trampoline, the height (h feet) of a child above the ground is related
Response to time (t seconds) by a quadratic function of the form h = –4.9t 2 + 7t + 3. The
maximum height of the child above the ground, to the nearest tenth of a foot, is _____.
10. The graph of the function f(x) = (x − p)2 + q is a parabola.

Which of the following is a correct statement about the graph?
A. There is a maximum point at (−p, q). B. There is a maximum point at (p, q).
C. There is a minimum point at (−p, q). D. There is a minimum point at (p, q).
11. Consider the graph of the function f(x) = a(x − p)(x − q).
The y-intercept and the equation of the axis of symmetry of the graph are, respectively,
p+q p+q
A. pq and x = B. apq and x =
2 2
p−q p−q
C. pq and x = D. apq and x =
2 2
A quadratic function is written in the form f ( x ) = a( x − m )( x − n ) .
The graph of f passes through the points (0, –16), (4, 0), and (12, 0).
12. The value of mn is
A. 8 B. 12
C. 16 D. 48
13. The value of a is
1 1
A. – B.
3 3
C. –3 D. 3
14. The vertex of the graph of the function f(x) = 2(x + c)2 is
A. (0, c) B. (0, −c)
C. (c, 0) D. (−c , 0)
15. Jessica knows that the points (2, 2) and (–10, 2) lie on a parabola.
The equation of the axis of symmetry of the parabola is
A. x = –4 B. x=6
C. x=8 D. x=2

In a soccer game, the ball is passed back to the goal keeper. She kicks the ball
from ground level up the field.
The height, h metres, of the ball above the ground can be modelled by the equation
h = –0.03(d − 28 )2 + 12 , where d is the distance, in metres, from the goal line.
A student graphs the path of the ball on a graphing

calculator. The student’s screenshot is shown.
Numerical 3. The maximum height, in metres, of the soccer ball above the ground is _____.
Response
Numerical 4. When the ball reaches its maximum height, the distance, in metres, from the goal line
Response is _____.
Numerical 5. The horizontal distance, in metres, travelled by the ball when it hits the ground for the first
Response time is _____.
Quadratic Functions Lesson #7: Practice Test 375
The cross section of a river, from one bank to the other, can be represented by the function
d(w) = 0.1(w − 6)2 − 3.6
where d(w) is the depth, in metres, of the river w metres from the left edge of the river bank.
• State the coordinates of the vertex of the graph of the function d(w).
• For each of the following, explain without the aid of a graphing calculator, how to
determine the answer from the vertex. State the answer.
i) What is the depth of the river at its deepest point?
ii) How far, from the left edge of the river bank, is the deepest part of the river?
iii) How wide is the river?
iv) What is a suitable domain and range for this problem?
Answer Key
Multiple Choice
1. C 2. A 3. B 4. C 5. B 6. D 7. B 8. B
9. B 10.D 11.B 12.D 13.A 14. D 15. A
Numerical Response
1. 1 0 2. 5 . 5 3. 1 2
4. 2 8 5. 4 0
Written Response
1 . • vertex (6, –3.6)

• The second coordinate of the vertex is the minimum value, therefore the depth of the deepest part at the
river is 3.6 metres.
• The first coordinate of the vertex will tell us how far the deepest part of the river is from the left edge of
the river bank. The answer is 6 metres.
• The deepest part of the river is halfway across. Therefore the width of the river is double the first
coordinate of the vertex.
• The domain consists of all values of w from the left edge to the right edge of the river bank.
Therefore the domain is {w⏐0 ≤ w ≤ 12, w ∈ R}.
The range is all values of d from the deepest point to zero.
Therefore the range is {d⏐–3.6 ≤ d ≤ 0, d ∈ R}.
Quadratic Equations Lesson #1:
Review of Factoring
Factoring
Factoring involves writing a sum or difference of monomials as a product of polynomials.

In this lesson, we will review factoring techniques learned in previous math courses, namely:
• factoring by taking out (or removing) a common factor

• factoring a difference of squares
• factoring trinomials by inspection
In the next lesson, we will factor trinomials by decomposition, which involves

factoring by grouping.
Note: We will focus on factoring quadratic expressions of the form ax 2 + bx + c.
Factoring ax 2 + bx + c where a = 1
Jo correctly writes the quadratic expression x 2 − 8x + 12 in factored form as (x − 6)(x − 2),

using the method of inspection.
Explain how this process works.
Class Ex. #1 Factor the following by the method of inspection.
a) x 2 + 13x + 30 b ) x 2 − 13x − 30 c) x 2 − 11x + 30
Factoring ax 2 + bx + c where b = 0
• Explain how to factor the quadratic expression x 2 − 16 using the method of inspection.
• State three other values of c for which the quadratic expression x 2 − c can be factored
over the integers.
• Explain why this method is referred to as factoring a difference of squares.
378 Quadratic Equations Lesson #1: Review of Factoring
Class Ex. #2 Use the difference of squares method to factor the following quadratic expressions.
a) x 2 − 49 b ) t 2 − 64 c) 25x 2 − 1 d ) 100x 2 − 81
Factoring ax 2 + bx + c where “a” is a Common Factor
The quadratic expression 2x 2 − 50 does not appear to be able to be factored using the
difference of squares technique. However, if we take out (or remove) a common factor from
the two terms, we are able to begin the factoring process.
Complete the following to factor the quadratic expression 2x 2 − 50.
2x 2 − 50 = 2( ) = 2( )( )
Note When factoring a quadratic expression, always take out a common factor first if you are able
to do so.
Class Ex. #3 Write the following quadratic functions in factored form.
a) f(x) = 5x 2 − 20 b ) g(x) = 2x 2 + 16x + 30
c) h(x) = 16x 2 − 64 d ) P(x) = –3x 2 + 6x + 9
Note In the next two sections, we review a process necessary for factoring quadratic expressions
of the form ax 2 + bx + c, where a ≠ 1.
The technique for factoring such quadratic expressions will be covered in detail in the next
lesson.
Quadratic Equations Lesson #1: Review of Factoring 379
Binomial Common Factors

When factoring ax 2 + bx + c, where a ≠ 1 (in the next lesson), we will be required to remove
a common factor which is a binomial rather than a monomial.
Class Ex. #4 Factor the following by removing the greatest common factor.
a) (3x)(x − 9) − (2)(x − 9) b ) 5x(2x + 1) + 7(2x + 1)
c) 9x(2x + 1) + (2x + 1) d ) 8(3 − 2x) + x(3 − 2x)
Factoring by Grouping
The method of grouping is another component of the method used to factor trinomials of
the form ax 2 + bx + c, where a ≠ 1, in the next lesson. The method of grouping involves
factoring a polynomial in four terms by removing the greatest common factor from a pair
of terms followed by a binomial common factor.
Class Ex. #5 Factor the following polynomials by grouping.

a) x 2 + 4x + 6x + 24 b ) 2x 2 − 8x + 3x − 12 c) 8a 2 − 4a + 2a − 1
d ) 6x 2 − 9x − 4x + 6 e) 16x 2 − 8x − 2x + 1
Complete Assignment Questions #7 -#15
Assignment
1. Factor the following quadratic expressions.
a) x 2 + 5x + 6 b ) x 2 + 6x + 5 c) x 2 + 6x + 9 d ) x 2 + 10x + 9

a) x 2 − 12x + 27 b ) x 2 − 8x + 16 c) x 2 − 8x + 12 d ) x 2 − 12x + 20

a) x 2 − 3x − 10 b ) x 2 + 3x − 10 c) x 2 − 9x − 10 d ) x 2 + x − 30
4. Express the following quadratic functions in factored form.
a) f(x) = x 2 − 22x − 48 b ) g(x) = x 2 + 14x+ 48 c) h(x) = x 2 − 16x + 48
5. Factor.
a) x 2 − 49 b ) x2 − 1 c) x 2 − 121 d ) 144 − x 2
e) 9x 2 − 16 f) 25x 2 − 4 g) 4 − 25x 2 h ) 81x 2 − 400
6. Factor the following by first removing a common factor.
a) 2x 2 − 14x + 20 b ) 3x 2 + 6x − 45 c) 16x 2 − 4
d ) x2 − x e) 16x 2 − 4x f) –5x 2 − 45x + 50
7. Factor the following polynomials by removing the greatest common factor.
a) 8x(x − 3) − 7(x − 3) b ) 5x(x + 8) + 2(x + 8) c) x(x − 1) + (x − 1)
d ) 5x(x − 2) − (x − 2) e) 4x(6x − 7) − 3(6x − 7) f) 2x(x + 9) − (x + 9)
8. Factor the following polynomials by grouping.

a) 2x 2 + 2x + 3x + 3 b ) 3x 2 + x + 6x + 2 c) 3t 2 + 9t + 5t + 15
d ) 6x 2 − 9x − 4x + 6 e) 2t 2 − 6t − t + 3 f) 5x 2 + 2x − 25x − 10
9. Consider the following in which each letter represents a whole number.
x 2 − 4x − 32 = (x − A)(x + E)
50x 2 − 2 = D(Lx − 1)(Lx + 1)
x 2 + 16x − 3x − 48 = (x − P)(x + i)
Determine the value of each letter, and hence

name the item represented by the following code.
(8) (3) (3) (5) (4) (16) (3) (8) (2)

__ __ __ __ __ __ __ __ __
Multiple 10. The expression x 2 − 8x + k cannot be factored if k has the value

Choice
A. 7
B. 0
C. –7
D. –9
In questions #11 and #12, one or more of the four responses may be correct.
Answer: A. if only 1 and 2 are correct

B. if only 1, 2, and 3 are correct
C. if only 3 and 4 are correct
D. if some other response or combination of responses is correct
11. The set of factors of 6x 2 − 12x − 18 contains

(1) x − 1 (2) x + 3 (3) x + 1 (4) x − 3
12. x + 2 is a factor of
(1) x 2 + 22x + 40 (2) x 2 + 2x + x + 2 (3) x 2 + 4 (4) x 2 − x − 2

Rectangles ABED and BCFE share a common side, BE.
The areas of the rectangles are represented by the quadratic expressions shown.
A B C
Area = x 2 − 12 x + 35 Area = x 2 − 2 x − 35
D E F
13. Which of the following expressions could represent the length of BC?
A. x − 7
B. x + 7
C. x − 5
D. x + 5
Numerical 14. If BC = 20 cm, the length of AC, in cm, is _______ .

15. Consider the polynomial x 2 + 6x + c, where c is a natural number. The polynomial can
be factored for several values of c. The sum of all the possible values of c for which the
polynomial can be factored is _______ .
Answer Key
1 . a) (x + 2)(x + 3) b ) (x + 1)(x + 5) c ) (x + 3)(x + 3) d) (x + 1)(x + 9)
2 . a) (x − 3)(x − 9) b) (x − 4)(x − 4) c) (x − 2)(x − 6) d) (x − 2)(x − 10)
3 . a) (x − 5)(x + 2) b) (x + 5)(x − 2) c) (x + 1)(x − 10) d) (x − 5)(x + 6)
4 . a) f(x) = (x + 2)(x − 24) b ) g(x) = (x + 6)(x + 8) c ) h(x) = (x − 4)(x − 12)
5 . a) (x − 7)(x + 7) b ) (x − 1)(x + 1) c ) (x − 11)(x + 11) d) (12 − x)(12 + x)

e ) (3x − 4)(3x + 4) f) (5x − 2)(5x + 2) g ) (2 − 5x)(2 + 5x) h) (9x − 20)(9x + 20)
6 . a) 2(x − 2)(x − 5) b ) 3(x − 3)(x + 5) c ) 4(2x − 1)(2x + 1)

d) x(x − 1) e ) 4x(x − 1) f ) –5(x − 1)(x + 10)
7 . a) (x − 3)(8x − 7) b ) (x + 8)(5x + 2) c ) (x − 1)(x + 1)

d) (x − 2)(5x − 1) e ) (6x − 7)(4x − 3) f ) (x + 9)(2x − 1)
8 . a) (x + 1)(2x + 3) b ) (3x + 1)(x + 2) c ) (t + 3)(3t + 5)

d) (2x − 3)(3x − 2) e ) (t − 3)(2t − 1) f ) (5x + 2)(x − 5)
9 . APPLEiPAD 10. C 11. C 12. A 13. D
14. 3 0 15. 2 2
Factoring Trinomials of the Form ax2+ bx + c
The technique for factoring ax 2 + bx + c by decomposition may have been learned in an
Note earlier course. If this is the case, the next two pages and assignment questions #1-#3 may be
omitted. Class Ex. #3 to #5 may be used as practice.
Review
a) (2x + 1)(3x + 4) = ______________ so _____________ factors to (2x + 1)(3x + 4).
b ) (3x − 2)(4x + 3) = _____________ so _____________ factors to (3x − 2)(4x + 3).
Consider the following problem: What are the factors of 2x 2 + 7x + 6?

We need to find two binomials whose product is 2x 2 + 7x + 6.
The first method we will consider is to use algebra tiles.
Factoring ax 2 + bx + c Using Algebra Tiles
Class Ex. #1 a) Write a polynomial expression for the group of algebra tiles shown.
b) Arrange the algebra tiles into a rectangle and state the length and width of the rectangle.
c) Use the algebra tile diagram to express the polynomial in factored form.
386 Quadratic Equations Lesson #2: Factoring Trinomials of the Form ax 2+bx+c
Class Ex. #2
Factor 5x 2 + 7x + 2 using algebra tiles.
Factoring using algebra tiles will work for all trinomials of the form ax 2 + bx + c which have
binomial factors. However, it can get rather tedious if the values of a, b, c are large.
Factoring ax 2 + bx + c Using the Method of Decomposition
1. In Warm-Up a) we factored
6x 2 + 3x + 8x + 4 or 6x 2 + 11x + 4 to get (2x + 1)(3x + 4).
In order to factor 6x 2 + 11x + 4, we must first split 11x into 3x and 8x and then group.
But how do we know to split 11x into 3x and 8x rather than 2x and 9x or 5x and 6x etc.?
In 6x 2 + 11x + 4, how are the numbers 8 and 3 connected to the value of a (i.e. 6),
the value of b (i.e. 11) and the value of c (i.e. 4)?
2. In Warm-Up b) we factored
12x 2 + 9x − 8x − 6 or 12x 2 + x − 6 to get (3x − 2)(4x + 3).
In order to factor 12x 2 + x − 6, we must first split 1x into 9x and –8x and then group.
But how do we know to split 1x into 9x and –8x rather than 5x and –4x or 3x and –2x?
In 12x 2 + x − 6, how are the numbers 9 and −8 connected to the value of a (i.e. 12),
the value of b (i.e. 1) and the value of c (i.e. − 6)?
The method of factoring ax 2 + bx + c by splitting the value of b into two integers whose
product is ac and whose sum is b is called the method of decomposition.
Quadratic Equations Lesson #2: Factoring Trinomials of the Form ax 2+bx+c 387
Class Ex. #3 Factor, using the method of decomposition, and compare the answers with
Class Examples #1 and #2.
a) 2x 2 + 7x + 6 b ) 5x 2 + 7x + 2
Class Ex. #4 Factor.

a) 6x 2+ 17x − 3 b ) 3x 2 − 2x − 8 c) 12t 2 − 8t + 1
Class Ex. #5 Factor.

a) 15 − 7x − 2x 2 b ) 15x 2 + 5x − 10
Assignment
1. a) Write a polynomial expression for the group of algebra tiles shown.
b) Arrange the algebra tiles into a rectangle and state the length and width of the rectangle.
c) Use the algebra tile diagram to express the polynomial in factored form.
2. Factor the following expressions using algebra tiles.

a) 2x 2 + 5x + 3 b ) 2x 2 + 7x + 3
c) 6x 2 + 7x + 2 d ) 4x 2 + 13x + 3
3. Factor the following expressions.

a) 10x 2 + 17x + 3 b ) 9x 2 + 6x + 1
c) 3x 2 + 14x + 15 d ) 3t 2 − 23t − 8
e) 3t 2 + t − 2 f) 2x 2 − 19x + 9
4. Factor.
a) 3x 2 − 2x − 1 b ) 8y 2 + 2y − 3
c) 9t 2 − 24t + 16 d ) 12m 2 − 11m − 5
e) 12p 2 + 13p − 4 f) 9x 2 − x − 10
5. A rectangular garden has an area of 12x 2 − 5x − 2 m2.

a) Write the area of the garden as the product of two binomials with
integer coefficients.
Garden
b ) Explain how to find the area of the path.
c) The garden is to be completely enclosed by a path 1m wide.

Find and simplify an expression for the area of the path.
d ) The path is concrete, poured to a depth of 10 cm.

Calculate the volume (in m3) of concrete used if x = 6.
6. Factor the following expressions.

a) 12 + 8x + x 2 b ) 6 − 7x − 20x 2
c) 3 + a − 10a 2 d ) 10a 2 + 25a − 15
7. Consider the following, in which each letter represents a whole number.

4x 2 + 23x + 15 = (Dx + W)(x + R) 12x 2 − 52x − 9 = (Ex − T)(Ox + 1)
16x 2 + 40x − 56 = I(x − G)(Ex + S)
Determine the value of each letter, and hence name the sports celebrity represented by the
following code.
(9) (8) (1) (2) (5) (3) (6) (6) (4) (7)
__ __ __ __ __ __ __ __ __ __
Multiple 8. One factor of 20x 2 + 6x − 8 is

Choice
A. 2x − 1
B. 4x + 2
C. 5x − 4
D. 10x − 1
Numerical 9. The factored form of 3x 2 − 14x + 8 is (x + a)(bx + c) where a, b, and c are integers.
Response The value of 2b − a is _____ .
10. The expression 12x 2 − 7x − 10 can be written in the form (ax − b)(cx + d)
where a, b, c, and d are all positive integers.
Write the value of a in the first box. Write the value of b in the second box.
Write the value of c in the third box. Write the value of d in the fourth box.
Answer Key
1 . a) 3x 2 + 7x + 2 b ) 3x + 1, x + 2 c ) 3x 2 + 7x + 2 = (3x + 1)(x + 2)
2 . a) (2x + 3)(x + 1) b ) (2x + 1)(x + 3) c ) (3x + 2)(2x + 1) d) (4x + 1)(x + 3)
3 . a) (5x + 1)(2x + 3) b ) (3x + 1)2 c ) (3x + 5)(x + 3)

d) (3t + 1)(t − 8) e ) (3t − 2)(t + 1) f ) (2x − 1)(x − 9)
4 . a) (3x + 1)(x − 1) b ) (2y − 1)(4y + 3) c ) (3t − 4)2

d) (3m + 1)(4m − 5) e ) (4p − 1)(3p + 4) f ) (9x − 10)(x + 1)
5 . a) (3x − 2)(4x + 1)
b ) Subtract the area of the small rectangle from the area of the large rectangle.
c ) 14x + 2 m2 d) 8.6 m3
6 . a) (6 + x)(2 + x) b ) (3 + 4x)(2 − 5x) c ) (3 − 5a)(1 + 2a) d) 5(2a − 1)(a + 3)
7. TIGER WOODS 8. A 9. 1 0 10. 4 5 3 2
Determining the Roots of a Quadratic Equation
In this lesson, we introduce an application of factoring, namely the solution
to quadratic equations.
Investigating the Zero Product Law
Complete the following.
• The equation x − 3 = 0 is true only if x = ______.
• The equation x + 1 = 0 is true only if x = ______.
• The equation (x − 3)(x + 1) = 0 is true if x = ______ or if x = _____.
• The equation 2(x − 3)(x + 1) = 0 is true if x = ______ or if x = _____.
• The equation 2x(x + 1) = 0 is true if ______________________.
The Zero Product Law
The last three statements in the investigation above are examples of what is
called The Zero Product Law which states the following:
If the product of multiple factors is equal to zero,

then at least one of the factors must be equal to zero.
• Complete: If a × b = 0, then a = _____ or b = _____ .
Class Ex. #1 Complete the work below to show how the zero product law can be used to solve
the equation (2x + 1)(3x − 7) = 0.
(2x + 1)(3x − 7) = 0
So either 2x + 1 = 0 or 3x − 7= 0
then 2x = –1 or
1
x=– or
2
1
Verify When x = – Verify When x =
2
⎛ ⎛ 1⎞ ⎞⎛ ⎛ 1 ⎞ ⎞
LS = ⎝⎜⎜ 2⎜⎝⎜ – ⎟⎠⎟ + 1⎠⎟⎟ ⎜⎜⎝ 3⎜⎝⎜ – ⎟⎠⎟ − 7⎠⎟⎟ LS =
2 2
⎛ 17 ⎞
= (0) ⎜⎜⎝ ⎟⎟⎠
2
= 0 = RS
394 Quadratic Equations Lesson #3: Determining the Roots of a Quadratic Equation
An equation is solved by stating the value(s) of the variable which make(s) the left side and
the right side equal. These values are said to satisfy the equation.
Values of the variable which satisfy the equation are called roots of the equation.
1 7
The roots of the quadratic equation in Class Ex. #1 are – and .
2 3
Note Consider the equation (x − 2)(x − 4) = 0.
This is true if x = 2 or if x = 4. Notice we use “or” because x cannot equal both 2 and 4 at
the same time.
However, since the equation is satisfied by both x = 2 and x = 4, we say that
the roots of the equation are 2 and 4.
The required work for solving an equation or finding the roots of an equation is shown below.
Solve the equation (x – 2)(x – 4) = 0. Determine the roots of the

equation (x – 2)(x – 4) = 0.
x–2=0 or x–4=0 x–2=0 or x–4=0

x=2 or x=4 x=2 or x=4
Answer: x = 2 or x = 4 Answer: The roots are 2 and 4.
OR x = 2, 4.
Class Ex. #2 Solve the following equations.
a) (x − 7)(x + 8) = 0 b ) x(x + 10) = 0
Class Ex. #3 Determine the roots of the equation (2x − 5)(3x + 2) = 0.
Quadratic Equations Lesson #3: Determining the Roots of a Quadratic Equation 395
Solving Quadratic Equations Written in General Form
Consider the equation x 2 − 9x + 20 = 0. In order to determine the roots of this equation,

we are first required to factor the left side. Factoring can be by inspection, difference of
squares or decomposition. Always remember to remove a common factor first if applicable.
Complete the work below.
x 2 − 9x + 20 = 0
(x − )(x − ) =0
x − = 0 or x − =0 The roots are _____ and _____ .
x = ____ or x = _____
Class Ex. #4 Solve the following quadratic equations.

a) x 2 − 5x − 14 = 0 b) 4x 2 − 25 = 0 c) 10x 2 − 90x = 0 d) 10x 2 − 90 = 0
Note When solving a quadratic equation by factoring, the quadratic equation must have all the terms
on one side of the equation and zero on the other side. It is usually easier to factor if the
coefficient of x 2 is positive.
Class Ex. #5 Determine the roots of the equation.
a) x(x − 4) = 5 b) –3x 2 = –13x − 10
Assignment
1. Solve the following equations.
a) (x − 8)(x − 9) = 0 b) (x − 2)(x + 7) = 0 c) (3x − 2)(2x + 5) = 0
d) 5(2x + 3)(x + 1) = 0 e) 5x(10 − x) = 0 f) 3(6 + x)(6 − x) = 0
2. Determine the roots of each equation.

a) (x + 1)(x + 2) = 0 b) (3x + 2)(7x + 5) = 0 c) x(2x − 1) = 0
d) –3(x − 8)(4x − 1) = 0 e) –6x(x − 6) = 0 f) (x − 5)(x − 5) = 0
3. Solve the following equations.

a) x 2 − 3x + 2 = 0 b) x 2 + 13x + 30 = 0 c) x 2 + 2x − 15 = 0
4. The dimensions of a swimming pool, in metres,

are given by the roots of the quadratic equation
x 2 − 25x + 150 = 0.
Solve the equation to determine the length and width of

the pool.
5. Determine the roots of each quadratic equation.

a) x 2 + 2x = 0 b) x 2 − 64 = 0 c) 9x 2 − 100 = 0
d) 36x 2 = 25 e) 9x − 4x 2 = 0 f) 4(49 − x 2) = 0
6. The height of a soccer ball kicked by a goal keeper is given by the

equation h = 25t − 5t 2, where h is the height in metres, and t is the
time in seconds the ball is in the air. Solving the equation h = 0 will
determine the times the ball is at ground level.
Solve the equation 25t − 5t 2 = 0 to determine how long

the ball is in the air.
7. Determine the roots of each quadratic equation.

a) 3x 2 − 10x + 3 = 0 b) 2x 2 + 3x − 35 = 0 c) 6t 2 − 19t − 7 = 0
8. In a tsunami, the height, in metres, of

the highest wave, is one of the roots
of the equation 2h 2 − 29h − 15 = 0.
a) Determine the roots of the

equation 2h 2 − 29h − 15 = 0.
b ) How can you tell which of the roots will provide the answer to the problem?
9. Solve the equation.

a) 2x 2 + 5x = 7 b) 6x 2 = 7x + 3 c) x(x + 4) = 32
Multiple 10. One of the roots of the quadratic equation 5x 2 + 30x = − 25 is

Choice
A. 6
B. 5
C. 1
D. –5
11. The roots of the equation x(x − 1) = 2 are
A. 0 and 1
B. 2 and 3
C. –1 and 2
D. − 2 and 1
Numerical 12. The equation 8x 2 + 6x − 9 = 0 has roots a and − b, where a and b are positive rational
Response numbers. The value of b, to the nearest tenth, is _____.
Answer Key
2
1 . a) x = 8, 9 b ) x = 2, –7 c) x = 3, – 52
d) x = – 32 , –1 e ) x = 0, 10 f) x = ±6
b ) − 23 and – 57 1
2 . a) –1 and –2 c ) 0 and 2
1
d) 8 and 4 e ) 0 and 6 f) 5
3 . a) x = 1, 2 b ) x = −3, –10 c) x = –5, 3 4 . 15 m and 10 m
c ) – 10 10
5 . a) 0 and –2 b ) –8 and 8 3 and 3
d) – 56 and 5 9
6 e ) 0 and 4 f) –7 and 7
1 7
c ) – 13 and 7
6 . 5 seconds 7 . a) 3 and 3 b ) –5 and 2 2
8 . a) 15 and – 12 b ) We reject h = – 12 since the height must be positive. The highest wave is 15 m.
9 . a) x = – 72 , 1 3
b) x = 2, – 13 c ) x = –8, 4
10. D 11. C 12. 1 . 5
Connecting Roots, Zeros, and x-intercepts
In this lesson, we will establish a relationship among the roots of an equation, the zeros of the
corresponding function, and the x-intercepts of the graph of the function.
Zero(s) of a Function
A zero of a function is a value of the independent variable which makes the value of the
function equal to zero. Zero(s) of a function can be found by solving the equation f(x) = 0.
Class Ex. #1 Find the zero of the function f where f(x) = 2x − 6.
Investigation #1 Connecting Roots, Zeros and x-intercepts in a Linear Relation
a) The graph of y = 2x − 6 is shown. Determine the x-intercept y

of the graph algebraically and graphically. 5
y = 2x − 6
x
–5 5
b ) Determine the root of the equation 2x − 6 = 0.
–5
c) State the connection between the x-intercepts of the graph

of y = 2x − 6 and the roots of the equation 2x − 6 = 0.
d ) Using the result of Class Ex #1, state the connection between

the roots of the equation 2x − 6 = 0, the zero of the function f(x) = 2x − 6,
and the x-intercepts of the graph of y = 2x − 6.
402 Quadratic Equations Lesson #4: Connecting Roots, Zeros, and x-intercepts
Investigation #2 Connecting Roots, Zeros and x-intercepts in a Quadratic Relation
a) Jacques is determining the roots of the equation x 2 − x − 6 = 0.

He wrote the equation in factored form and used the Zero Product Law to determine the
roots of the equation.
Complete his work to solve for x.
y
b ) The graph of y = x − x − 6 is shown.
2
State the x-intercepts of the graph and mark them 5
on the grid.
x
-5 5
-5
c) Consider the function g(x) = x 2 − x − 6. Determine the zeros of the function.
d ) State the connection between:

• the x-intercepts of the graph of y = x 2 − x − 6
• the roots of the equation x 2 − x − 6 = 0, and
• the zeros of the function g(x) = x 2 − x − 6
Quadratic Equations Lesson #4: Connecting Roots, Zeros, and x-intercepts 403
Class Ex. #2 a) Fill in the blanks in the following statement regarding the function with equation y = f(x).
“ The _________ of the function, the ___________ of the graph of the function, and
the __________ of the corresponding equation y = 0, are the ________ numbers.”
b ) The graph of f(x) = x 2 − x − 6 is shown. Fill in the blanks.
y The graph of The function The equation

f ( x )= x 2 − x − 6 x 2 − x −6=0
f ( x )= x 2 − x − 6 = ( x + 2 )( x − 3) has roots
5
has zeros
has x-intercepts _____ and _____
_____ and _____
_____ and _____
x
-5 5
with y-intercept
-5 _____
Determining Roots, Zeros, and x-intercepts Using a Graphing Calculator
Class Ex. #3
Consider the function f(x) = 2x 2 − 7x + 3.
a) Describe how the features of a graphing calculator can be used to determine

the zeros of the function.
b ) State the zeros of the function f(x) = 2x 2 − 7x + 3.

y
c) State the roots of the equation 2x − 7x + 3 = 0.
2
5
d ) Draw the graph of y = 2x 2 − 7x + 3 on the grid.

State the x-intercepts and the y-intercept of the graph
and label them on the grid.
x
5
Determining Roots, Zeros, and x-intercepts Algebraically
Class Ex. #4 Algebraically determine the zeros of the following functions.
a) P(x) = 3x(4x − 9) b) f(x) = 5x 2 + 15x − 20
Class Ex. #5 Algebraically determine the x-intercepts of the graph of the function with
equation y = 3x 2 − 11x + 10. State the y-intercept of the graph of the function.
y
Assignment
20
1. The graph of a function, f, is shown.
The x and y-intercepts of the graph are integers.
a) State the x and y-intercepts of the graph.
-5 0 5 x
b ) State the zeros of the function f.
-20
Quadratic Equations Lesson #4: Connecting Roots, Zeros, and x-intercepts 405
2. Consider the quadratic equation x 2 − x − 6 = 0.
a) Describe how to use the features of a graphing calculator to determine

the roots of the quadratic equation.
y
b ) State the roots of the equation x − x − 6 = 0.
2
5
c) Draw the graph of y = x 2 − x − 6 = 0 on the grid.

State the x-intercepts and y-intercept of the graph x
and label them on the grid. -5 0 5
d ) State the zeros of the function g(x) = x 2 − x − 6 = 0. -5
3. Use a graphing calculator to determine the zeros of the following functions.

a) f(x) = 6x 2 − 36x b ) P(x) = 8x 2 + 14x − 15 c) g(x) = 7 + 5x − 18x 2
4. Without the aid of a graphing calculator, determine the zeros of the following functions.
a) f(x) = (x + 4)(x − 8) b ) P(x) = 3(2x − 5)(x + 1) c) g(x) = x(2x + 1)
5. Without graphing, determine the x-intercepts and y-intercept of the graphs of

the following functions.
a) f(x) = 4x 2 − 20x b ) f(x) = 4(x 2 − 64) c) f(x) = 3x 2 − 11x − 20
Multiple 6. The zeros of the function f(x) = 3(x − 4)(4x + 7) are

Choice
7 7 7 7
A. 4, – B. –4, C. 0, 4, – D. 3, 4, –
4 4 4 4
7. Carolyn determines the zeros of a quadratic function to be 1 and –7.

The function, f, could be
A. f(x) = 2x 2 − 12x − 14
B. f(x) = x 2 − x + 7
C. f(x) = –2x 2 − 12x + 14
D. f(x) = x 2 + 7x − 1
8. The roots of the equation 3x(x + 1) = 6 are
A. 0, –1
B. 2, 5
C. 2, –1
D. –2, 1
Numerical 9. The sum of the x-intercepts of the graph of the function f(x) = 12 − 11x + 2x 2,
Answer Key
1 . a) x-intercepts are –6, 4 and y-intercept is –24. b ) -6, 4
2 . a) Graph y = x 2 − x − 6. Use the zero feature of the graphing calculator to determine the x-intercepts of
the graph. The x-intercepts of the graph are the roots of the quadratic equation.
b ) –2 and 3 c ) x-intercepts are –2, 3 and y-intercept is –6. d) –2, 3
3 . a) 0 and 6 b ) – 52 and 34 c ) – 12 and 79
4 . a) –4 and 8 b ) 52 and –1 c ) 0 and – 12
5 . a) x-intercepts are 0, 5, and y-intercept is 0.
b ) x-intercepts are –8, 8, and y-intercept is –256.
c ) x-intercepts are – 43 , 5, and y-intercept is –20.
6. A 7. C 8. D 9. 5 . 5
Expressing a Quadratic Equation/Function in
Factored Form using Roots, Zeros, or x-intercepts
Using Roots to Determine a Quadratic Equation
Consider the quadratic equation (x − 3)(x + 6) = 0.
• Since x − 3 is a factor of the equation, then _______ is a root of the equation.
• Since x + 6 is a factor of the equation, then _______ is a root of the equation.
Reversing this process, we can write the following:
• If 3 is a root of a quadratic equation, then _______ is a factor of the equation.
• If –6 is a root of a quadratic equation, then _______ is a factor of the equation.
• If both 3 and –6 are roots of the equation, then the quadratic equation could
be ( )( ) = 0.
Note • Given that a quadratic equation has roots 3 and –6, then the equation could be
(x − 3)(x + 6) = 0, or it could be 2(x − 3)(x + 6) = 0, or it could be –5(x − 3)(x + 6) = 0, etc.
• If a quadratic equation has roots m and n, we can say that it must be

of the form a(x − m)(x − n) = 0. We need further information to determine what the value
of a is. This will be covered later in this lesson.
Class Ex. #1
In each case, the roots of a quadratic equation ax 2 + bx + c = 0, where a = 1, are given.
Write the equation in the form (x − m)(x − n) = 0 and in the form x 2 + bx + c = 0.
a) –7 and 1 b ) –2 and –3 c) 0 and 4
408 Quadratic Equations Lesson #5: Expressing a Quadratic ... in Factored Form ...
y
Using x-intercepts to Determine a Quadratic Equation
Consider the quadratic equation (2x − 1)(3x + 4) = 0.

We have seen this quadratic equation can be solved by determining the x- x
intercepts of the graph of y = (2x − 1)(3x + 4) as shown.
4 0 1
–3 2
• Since 2x − 1 is a factor of the equation, then _______ is an x-intercept of the graph.
• Since 3x + 4 is a factor of the equation, then _______ is an x-intercept of the graph.
Reversing this process, we can write the following:
1
• If is an x-intercept of the graph, then _______ is a factor of the equation.
2
4
• If – is an x-intercept of the graph, then _______ is a factor of the equation.
3
1 4
• If both and – are x-intercepts of the graph, then the quadratic equation could
2 3
be ( )( ) = 0.
1 ⎛ 1⎞
Note • Notice that if the x-intercept is , we use (2x − 1) as the factor rather than ⎜ x − ⎟
2 ⎝⎜ 2 ⎟⎠
in order to express the quadratic equation in integer form.
Class Ex. #2 In order to express a quadratic equation in factored form, Micaela graphed the corresponding
3
function and determined the x-intercepts to be and 5.
5
Determine a possible equation in factored form and in general form.
Quadratic Equations Lesson #5: Expressing a Quadratic ... in Factored Form ... 409
Using Zeros to Determine a Quadratic Equation
We can use the same process to write a quadratic equation in factored form if we are given
the zeros of the corresponding function.
Class Ex. #3 In order to express a quadratic equation in factored form, Chris determined the zeros of the
3
corresponding function to be – and 2.
4
a) Determine a possible quadratic equation in in the form ax 2 + bx + c = 0, where a, b, and c

are integers.
b ) Write a different quadratic equation which satisfies the conditions of the question.
Using Roots, Zeros, or x-intercepts to Determine a Quadratic Function
Nathan is determining the quadratic function represented by the y

graph shown in the diagram. He recognizes the x-intercepts as –2
and 6 and concludes the function is f(x) = (x + 2)(x − 6). (3, 30)
a) Does the point A(3, 30) lie on the graph of Nathan’s function?
x
–2 0 6
b ) What did Nathan not consider when determining the function?
c) Show how Nathan can determine the correct function represented by the graph.
Class Ex. #4
A quadratic function of the form f(x) = ax 2 + bx + c has zeros 4 and –8.
If f(1) = –9, determine the function.
Class Ex. #5
Consider the function f(x) = 6x 2 + 8x − 14.
a) Show how to write the function in factored form using

the graph of the function.
b ) Verify the result in a) by using decomposition to express the function in factored form.
Assignment
1. In the chart below, roots of equations, zeros of functions, and x-intercepts of graphs of
functions are given. Complete the table by determining the appropriate factor in each case.
Root Factor Zero Factor x-intercept Factor
1
3 –5 −
4
5
–2 5
3
1
0 –0.5
2
2. In each case, the roots of a quadratic equation ax 2 + bx + c = 0, where a = 1, are given.

Write the equation in the form (x − m)(x − n) = 0 and in the form x 2 + bx + c = 0.
a) 3 and 5 b ) –1 and –8 c) 3 and –3
1 7
3. The roots of a quadratic equation are – and . Write a possible equation
2 2
in the form ax + bx + c = 0, where a, b, and c are integers.
2
4. In order to express a quadratic equation in factored form, John graphed the corresponding
function and determined the x-intercepts to be 0 and 6.
a) Determine a possible quadratic equation in factored form and in general form.
b ) Write a different equation in factored form which John could have been trying to factor.
c) Write another different equation in general form which John could have been
trying to factor.
5. In order to express a quadratic equation in factored form, Savanna determined the zeros of
5 2
the corresponding function to be – and . Determine a possible quadratic equation in
2 3
factored form using integers.
6. A quadratic function has an equation that can be written in the form f(x) = a(x − m)(x − n).
The graph of the function has x-intercepts 3 and –7 and passes through the point (2, –27).
Determine the quadratic function.
7. In each case, the graph of a function y = f(x) is shown.

The x and y-intercepts of the graph are integers. Determine:
• the zeros of the function
• the y-intercept of the graph of the function
• the equation of the function in factored form
a) 10 y b) y
5
-5 5 x x
-5 5
-10
-5
-20
8. Use a graphing calculator to write each function in factored form.
a) f(x) = x 2 − 13x − 48 b ) g(x) = –4x 2 + 4x + 24
c) h(x) = 18x 2 − 15x + 3 d ) P(x) = 9 + 52x − 12x 2
9. Dominic is the kicker for the Panthers football team. He

kicks a field goal to win the game. The height of the ball
above the ground can be modelled as a function of time
by a quadratic function of the form h = at 2 + bt.
If the football reached a height of 9 m after two seconds,

and was in the air for 5 seconds before it hit the ground,
determine the quadratic function.
The zeros of a quadratic function are –5 and 9, and

the graph of the function has a y-intercept of –90.
Multiple 10. The vertex of the graph of the function is

Choice
A. (2, –49)
B. (2, –98)
C. (4, –45)
D. (4, –90)
Numerical 11. If the function is written in the form f(x) = ax 2 + bx + c,

Response then the value of a − b − c is _____ .
Answer Key
1 . Root Factor Zero Factor x-intercept Factor

3 x−3 –5 x+5 –1 4 4x + 1
–2 x+2 5 x−5 53 3x − 5
0 x 12 2x − 1 –0.5 2x + 1
2 . a) (x − 3)(x − 5) = 0 b ) (x + 1)(x + 8) = 0 c ) (x + 3)(x − 3) = 0

x 2 − 8x + 15 = 0 x 2 + 9x + 8 = 0 x2 − 9 = 0
3 . 4x 2 − 12x − 7 = 0, answers may vary
4 . a) x(x − 6) = 0, x 2 − 6x = 0 b ) 2x(x − 6) = 0 c ) 3x 2 − 18x = 0

answers may vary answers may vary answers may vary
5 . (2x + 5)(3x − 2) = 0 6 . f(x) = 3(x − 3)(x + 7)
7 . a) • –2 and 4 b ) • –4 and 4
• –16 • 4
• f(x) = 2(x + 2)(x − 4) • f(x) = − 14 (x − 4)(x + 4)
8 . a) f(x) = (x + 16)(x − 3) b ) g(x) = –4(x + 2)(x − 3)

c ) h(x) = 3(2x − 1)(3x − 1) d) P(x) = –(2x − 9)(6x + 1)
9 . h = – 32 t 2 + 15
2 t 10. B 11. 1 0 0
Quadratic Functions and Equations Lesson #6:
Roots of Quadratic Equations - The Quadratic Formula
Review Roots of Quadratic Equations by Inspection and by Decomposition
a) Find the roots of the equation x 2 + 7x − 18 = 0 by inspection.
b ) Find the roots of the equation 6x 2 − x − 12 = 0 by decomposition.
c) Is it possible to solve the quadratic equation 2x 2 − 8x + 5 = 0 by either of the above

methods? Explain.
416 Quadratic Equations Lesson #6: The Quadratic Formula
The Quadratic Formula
In the review on the previous page, we were unable to solve the equation 2x 2 − 8x + 5 = 0 by
inspection or decomposition. Another method is required.
The formula below, known as the Quadratic Formula, can be used to determine the roots of
any quadratic equation.
The quadratic equation ax 2 + bx + c = 0, a ≠ 0 has the roots
– b ± b 2 − 4 ac
x=
2a
Class Ex. #1 Gavin is using the quadratic formula to verify the roots of the equations on the previous page.
Example a) has been completed below. Follow his method in a) to complete b).
a) x 2 + 7x − 18 = 0. b ) 6x 2 − x − 12 = 0
a = 1, b = 7, c = –18 a= ,b= ,c=
b± b 2 − 4ac b± b 2 − 4ac
x= x=
2a 2a
–(7) ± (7)2 − 4(1)(–18) –( )± ( )2 − 4( )( )

x= x=
2(1) 2( )
–7 ± 121
x=
2
–7 ± 11
x=
2
–7 − 11 –7 + 11
x= or x =
2 2
x = –9 or x = 2
The roots are –9 and 2.
Quadratic Equations Lesson #6: The Quadratic Formula 417
Note Since the quadratic equation in c), namely 2x 2 − 8x + 5 = 0, cannot be factored by inspection
or by decomposition, it means that the roots of the equation (if they exist) must be irrational
numbers. The roots to such an equation can be given using exact values involving radicals,
or as approximations to a given number of decimal places.
Class Ex. #2
Use the quadratic formula to determine the roots of the equation 2x 2 − 8x + 5 = 0.
Give answers as exact values in simplest form and to the nearest hundredth.
Class Ex. #3 a) Explain how you can determine the zeros of a function using the quadratic formula.
b ) Consider the function f(x) = 4x 2 − 12x + 9. y

i ) Use the quadratic formula to determine the zeros of the
function. What do you notice?
x
0
ii) Draw the graph of the function f on the grid.
c) Consider the function g(x) = 2x 2 − 5x + 10. y
i ) Explain what happens when you try to determine the

zeros of the function using the quadratic formula.
x
0
ii) Draw the graph of the function g on the grid.
Note In the previous example, we have shown that a quadratic function may have two zeros, one
zero, or no zeros. This means that:
• The graph of a quadratic function may have two x-intercepts, one x-intercept, or no x-
intercepts.
• A quadratic equation may have two roots, one root, or no roots.
The quadratic formula can be used to determine the roots of a quadratic equation, the zeros of
a quadratic function, or the x-intercepts of the graph of the corresponding quadratic function.
In each case, the quadratic formula can only be used if the equation is
in the form ax 2 + bx + c = 0.
Assignment
1. Solve the equation x 2 − 3x − 10 = 0 by using:
a) inspection b ) the quadratic formula
2. Solve the equation 4x 2 − 11x − 3 = 0 by using:

a) decomposition b ) the quadratic formula
3. Find the exact roots of the equation 6x 2 + 5x + 1 = 0 by using:

a) graphing b ) the quadratic formula
4. Find the roots of the following quadratic equations (to the nearest tenth) using
the quadratic formula.
a) 2x 2 + x − 4 = 0 b ) 2x 2 − 3x − 4 = 0
5. Determine the x-intercepts of the graphs of the following functions using the quadratic
formula. Give answers as exact values.
a) f(x) = x 2 − 10x − 15 b ) g(x) = x 2 + 6x + 17 c) h(x) = 3x 2 − 12x + 11
6. Find the zeros of the following quadratic functions.

Give answers as exact values in simplest form and to the nearest hundredth.
a) f(x) = x 2 + 20x + 15 b) f(x) = 5x 2 + 12x − 5
7. Determine the roots of the following equations as exact values.
a) 10t 2 = 7t + 1 b ) 9x 2 = 24x − 16
8. a) Provide an example of a quadratic function in the form f(x) = ax 2 + bx + c

whose graph has
i ) two x-intercepts ii) one x-intercept iii) no x-intercepts
b ) Sketch the graphs of the functions in a) on the grids below.

i) y ii) y iii) y
x x x
9. The zeros of the quadratic function f(x) = 6x 2 + 2x − 1 are
–1 ± 14
A.
6
–1 ± 2 7
B.
6
–1 ± 7
C.
6
–2 ± 7
D.
6

Alexis is determining the roots of the quadratic equation 3x 2 − 14 x − 5 = 0
using the quadratic formula. In solving the equation, one of her lines of work
14 ± A
can be written in the form x = .
6
Numerical 10. The value of A is _____ .

Response (Record your answer in the numerical response box from left to right)
Answer Key
1 1
1 . a) –2, 5 b ) –2, 5 2 . a) – , 3 b) – , 3
4 4
1 1 1 1
3 . a) – , – b) – , – 4 . a) –1.7, 1.2 b ) –0.9, 2.4
3 2 3 2
6± 3
5 . a) 5 ± 2 10 b ) no solution c)
3
–6 ± 61
6 . a) –10 ± 85 –0.78, –19.22 b) –2.76, 0.36
5
7± 89
7 . a) b ) 43
20
8 . a) i ) f(x) = x 2 − 3x + 2 ii) f(x) = x 2 − 2x + 1 iii) f(x) = x 2 + x + 2
9. C 10. 1 6
Problems involving Quadratic Equations
Problem Solving with Quadratic Equations
Class Ex. #1 The height, h metres, of a projectile above the ground at time t seconds after the launch, is
given by the quadratic function h(t) = –4.9t 2 + 16t + 2.
a) Write a quadratic equation which could be solved to determine the time it takes for the
projectile to hit the ground.
b ) Algebraically determine, to the nearest tenth of a second, the time it takes for the projectile
to hit the ground.
Class Ex. #2 A special enlarger bulb is designed to enlarge photographs from a 4 x 5 enlarger so that the
reflector takes the shape of a parabola if viewed from its side. The depth of the reflector
is 2 cm.
When placed on a coordinate axis, the equation of the

y
2 4
parabolic reflector is y = – x 2 + x.
9 3
2
a) Write a quadratic equation which could be solved to
determine the diameter of the reflector bulb. x
diameter
b ) Write an equivalent quadratic equation using only integer values.
c) Determine the diameter of the reflector bulb by finding the roots of the equation in b) by
factoring.
424 Quadratic Equations Lesson #7: Problems Involving Quadratic Equations
Modelling a Situation with a Quadratic Equation
Some problems in mathematics can be solved by the following procedure.
i) Introduce a variable to represent an unknown value.
ii) Form a quadratic equation from the given information.
iii) Solve the quadratic equation using the methods in this unit.
iv) State the solution to the problem.
Class Ex. #3 The paved walkway from the main school building to the Physical Education block at a school
is L - shaped with the total distance being 230 metres. A student, taking a short cut diagonally
across the grass, shortens the distance to 170 m.
a) Draw a sketch to illustrate this information.
b ) If one of the L - shaped sides has a length of x metres, state the length of
the other L - shaped side in terms of x.
c) Use the Pythagorean Theorem to write a quadratic equation in x.

Solve the equation to determine the lengths of the two legs of the paved walkway.
Quadratic Equations Lesson #7: Problems Involving Quadratic Equations 425
Class Ex. #4 Last year, a theatre company had 720 season ticket holders. The manager of the theatre
company has decided to raise the price of a package of season tickets for the new season to
generate more revenue. The existing cost of a package of season tickets is $140.
Before raising the price of a package of season tickets, he hired a market research company
to gather data on the proposed increase. The research company reported that for
every $5 increase in price, approximately 20 season ticket holders would not renew their
season tickets.
The manager decides that the price increase will be a multiple of $5.
a) Complete the following table.
Number Cost Number of Revenue Generated From

of of Season Ticket Season Tickets
$5 Increases Season Tickets Holders
10
b ) Write a quadratic function of the form r(x) = ax 2 + bx + c which represents the revenue
obtained if there are x five-dollar increases in the season ticket price.
c) Write a quadratic equation which could be solved to determine the number of five-dollar
increases required to generate $102 000 in revenue.
d ) Solve the equation in c) to determine the number of five dollar increases required to
generate $102 000 in revenue.
e) Determine the cost of a package of season tickets and the number of season ticket holders
if the owner of the theatre company implements the increase in d).
f) By graphing the revenue function in b), determine the maximum revenue which could be
generated and the corresponding cost of a package of season tickets.
Assignment
Note: In this assignment, it is intended that all the questions will be completed
algebraically unless otherwise stated.
1. In an Olympic Games springboard diving competition, the height, in metres, of a diver above
the water, is given by the quadratic function h(t) = –4.9t 2 + 7t + 3
where t is the number of seconds which have elapsed since the start of the dive, and,
h(t) is the height, in metres, of the diver above the water after t seconds.
a) Write a quadratic equation which could be solved to determine the time it takes for the
diver to enter the water.
b ) Solve the equation in a) algebraically, to determine to the nearest tenth of a second, the
time it takes for the diver to enter the water.
2. A stone is thrown vertically upward at a speed of 20 m/s. Its height, h metres above the
ground, after t seconds, is given approximately by the function h(t) = 20t − 5t 2.
a) Write a quadratic equation which could be solved when the stone is 15 metres above
the ground.
b ) Use factoring to determine when the stone is 15 metres above the ground.
Explain the double answer.
3. Teachers and parents often say that the more a student studies for a test, the higher
the grade will be. Based on some data received from former students, a teacher proposes
the model y = –x 2 + 16x + 35, where x represents the number of hours of study,
and y represents the percentage mark on the test.
a) Graph y = –x 2 + 16x + 35 on a graphing calculator and state a suitable domain.
b ) What would be the expected mark of a student who did not study at all?
c) Write and solve a quadratic equation which will determine the number of hours of study
required for a student to receive a passing mark of 50%.
d ) Is the teacher’s model realistic?
4. The Akashi-Kaikyo Bridge (also referred to as the Pearl Bridge) connects the islands of
Honshu and Shikoku in Japan. It has the longest suspension bridge span in the world.
(An image of this bridge can be found at http://en.wikipedia.org/wiki/File:Akashi_

Bridge.JPG or http://upload.wikimedia.org/wikipedia/commons/f/f1/Akashi_Bridge.JPG )
The main suspension cable is parabolic in shape with an approximate equation

y = 0.000188x 2 + 15 relative to an origin placed at the centre of the road.
The two towers are 201 metres above the road.
Parabolic Cable

Road Road
a) If a student solved the equation 201 = 0.000188x 2 + 15, what would the roots of the
equation represent in the context of the question?
b ) Solve the quadratic equation in a) graphically. Answer to the nearest tenth.
c) Determine the distance between the two towers to the nearest metre.
5. The area of a rectangular sheet of paper is 300 cm2. The length is 5 cm more than the width.
a) If the length of the rectangle is x cm, state an expression for the width of the rectangle.
b ) Write and algebraically solve a quadratic equation to determine the length and width
of the rectangle.
6. The diagram shows a piece of wood of uniform width x cm.

R x
RS = 8 cm and ST = 5 cm.
a) Find the area of the piece of wood in terms of x.
T
b) Find the value of x if the area is 68 cm .2 S
x
7. The height of a triangle is 14 mm more than the base. The area is 240 mm2.
a) Write a quadratic equation to model this information.
b) Determine the height of the triangle.
8. Recall the following information from Class Ex. #4.
Last year, a theatre company had 720 season ticket holders. The manager of the theatre
company has decided to raise the price of a package of season tickets for the new season
to generate more revenue. The existing cost of a package of season tickets is $140.
The assistant manager suggested that more revenue might be obtained by decreasing the
price and thus attracting more people to buy a package of season tickets. The research
company that the manager hired to explore the assistant manager’s suggestion reported that
for every $5 decrease in price, approximately 40 new season ticket holders would be
generated.
a) Complete the following table.
Number Cost Number of Revenue Generated From

of of Season Ticket Season Tickets
$5 Decreases Season Tickets Holders
10
b ) Write a quadratic function of the form r(x) = ax 2 + bx + c which represents the

revenue obtained if there are x five-dollar decreases in the season ticket price.
c) Write and solve a quadratic equation to determine the number of five-dollar decreases
required to generate $105 600 in revenue.
d ) Determine the cost of a package of season tickets and the number of season ticket
holders if the owner of the theatre company implements the decrease in c).
e) By graphing the revenue function in b), determine the maximum revenue which could be
generated and the corresponding cost of a package of season tickets.
f) What advice would you give the owner in regards to the direction he should take to
obtain maximum revenue?
9. The diagram shows the cross-section of a water trough whose sloping sides AD and BC
make an angle of 45° with the horizontal. The length DC = 36 cm.
36
D C
45° 45°
x x
A B
a) Show that the area of the cross-section is x(36 − x) cm2.
b) If the area of the cross-section is 260 cm2, determine the value of x.
Numerical 10. The sum of the first n natural numbers is given by the formula S = 2 n(n + 1).
1
Response
If the first n natural numbers have a sum of 325, the value of n is _____.
Answer Key
1 . a) –4.9t 2 + 7t + 3 = 0 b ) 1.8 seconds
2 . a) 5t 2 − 20t + 15 = 0 b ) 1 second and 3 seconds.

There are two answers since the stone goes up and then comes down.
3 . a) {x⏐0 ≤ x ≤ 8, x ∈ R} b ) 35% c ) 50 = –x 2 + 16x + 35, 1 hour. d) Answers may vary.
4 . a) The distance between the centre of the cable and the towers. b ) x = ±994.7 c ) 1989 metres
5 . a) (x − 5) cm b ) x 2 − 5x − 300 = 0, length is 20 cm, width is 15 cm.
6 . x 2 + 13x b ) 4 cm 7 . a) x 2 − 14x − 480 = 0 b ) 30 mm
8 . a) See table below

Number Cost Number of
of of Season Ticket Revenue Generated From
$5 Decreases Season Tickets Holders Season Tickets
1 135 760 $102 600

2 130 800 $104 000
10 90 1120 $100 800
x 140 – 5x 720 + 40 x ( 140 − 5 x )( 720 + 40 x )
b ) r(x) = –200x 2 + 2000x + 100 800 c ) –200x 2 + 2000x − 4800 = 0 . 4 or 6 five-dollar decreases.
d) either $120 and 880 or $110 and 960 e ) $105 800 and $115
f ) It would be better to decrease the season ticket price to $115 rather than increase the price to $160.
9 . b ) 10 cm 10. 2 5
Practice Test
1. One factor of 2x 2 + 11x + 12 is
A. x+2
B. x+3
C. x+4
D. x+6
Numerical 1. The expression 6x 2 + 5x − 4 can be written in the form (ax − b)(cx + d)

Response where a, b, c, and d are all positive integers.
Write the value of a in the first box. Write the value of b in the second box.
Write the value of c in the third box. Write the value of d in the fourth box.
2. Which one of the following statements is false?
A. The zeros of the function f(x) = x 2 + 6x − 16 are the roots of

the equation x 2 + 6x − 16 = 0.
B. If x = 4 is a root of the equation f(x) = 0, then x − 4 is a factor of f(x).
C. If x + 9 is a factor of the function with equation y = f(x), then –9 is an x-intercept

of the graph of the function.
D. The x-intercepts of the graph of the function with equation y = x 2 + 7x + 6

are the factors of the expression x 2 + 7x + 6.
3. The zeros of the function f(x) = 2(x − 7)(3x + 2) are:
2 2 2 2
A. 7, – B. –7, C. 0, 7, – D. 2, 7, –
3 3 3 3
434 Quadratic Equations Lesson #8: Practice Test
4. The solution to the equation 5x 2 − 20x = 0 is
A. x = 4 only
B. x = − 4 only
C. x = 0, 4
D. x = − 2, 2
5. Chris determines the roots of a quadratic equation to be −5 and 2.

The equation Chris was determining the roots for could be
A. 2x 2 − 6x − 20 = 0
B. 4x 2 + 12x − 40 = 0
C. x 2 − 5x + 2 = 0
D. 3x 2 + 21x + 30 = 0
6. The x-intercepts of the graph of the function g(x) = 1 + 4x − 21x 2 are
1 1
A. – ,
3 7
1 1
B. – ,
7 3
C. –7, 3
D. –3, 7
7. The complete solution to the equation x(x − 1) = 2 is
A. x=0 and x=1

B. x=2 and x=3
C. x = −1 and x=2
D. x = −2 and x=1
Quadratic Equations Lesson #8: Practice Test 435
8. The roots of the quadratic equation dx 2 + ex + f = 0 are
e± e 2 − 4df –e ± e 2 − 4df
A. x= B. x=
2d 2d
e± e 2 + 4df –e ± e 2 + 4df
C. x= D. x=
2d 2d
9. The roots of the equation 2x 2 − 7x − 5 = 0 are
7± 89
A.
2
–7 ± 89
B.
4
7± 9
C.
4
7± 89
D.
4
Numerical 2. Bailey used the quadratic formula to determine the positive root of the equation
Response 2x 2 − 25x − 80 = 0. To the nearest tenth, this root is _____ .
10. Elisha uses the quadratic formula to determine the zeros of the function
f(x) = 4x 2 + 13x + 10. In the course of her work, she determines that the zeros can be
−13 ± P
written in the form . The value of P is
8
A. 3
B. 9
C. 16.4
D. 269
−1 ± A
11. The roots of the equation 4x 2 + 4x − 5 = 0 can be written in the form x = .
2
The value of A is
A. 6
B. 12
C. 24
D. 96

Victoria is solving a quadratic equation by graphing a quadratic function
and determining the x-intercepts.
The x-intercepts of the graph are –3 and 11, and the y-intercept is 132.
12. The vertex of the graph of the function is
A. (4, 196)
B. (4, 132)
C. (4, –49)
D. (4, –196)
Numerical 3. If the function is written in the form f(x) = ax 2 + bx + c,

Response then the value of a + b + c is _____ .
13. A rock is thrown vertically downwards from a height of 9.2m above the ground with a
velocity of 6.65 m/s. The height in metres, of the rock above the ground, is given by the
function h(t) = −4.9t 2 − 6.65t + 9.2. The time taken, in seconds, for the rock to hit the
ground is
A. 0.85
B. 1.38
C. 1.70
D. 9.20
Consider the right-angled triangle 2x + 1

shown in which the length of each x
side is a whole number.
x+7
Numerical 4. The length of the hypotenuse is _____ .

Response
14. An integer is three greater than four times another integer. If the product of the two
integers is 76, then the sum of the two integers is _____ .
A. –0.75
B. 4
C. 19
D. 23
15. The shortest side of a right angled triangle is 3 cm less than the second shortest side.
The sum of the squares of these two sides is equal to 225 cm2. The perimeter of the
triangle, in cm, is
A. 12
B. 21
C. 36
D. none of the above
The diagram shows a photograph measuring

8 inches by 6 inches surrounded by a mat.
The mat has the same width on all sides of the 6 in
photograph.
The photograph and mat are put into a glass

photo frame which just covers the outside of 8 in
the mat.
Numerical 5. If the area of the glass surface is 120 square inches, determine the width of the mat on one
Response side of the photograph, to the nearest tenth of an inch.

A rectangular garden pool is three metres
longer than it is wide. x x
Pool
A patio is built surrounding three sides
of the pool as shown. x Patio
The width of the patio, x metres, on each side

of the pool, is equal to the width of the pool.
• If the width of the pool is x metres, write expressions for the length of the pool
and the area of the pool.
• Write and simplify an expression for the area of the patio.
• If the area of the patio is 140 m2, write a quadratic equation which can be solved
to determine the value of x.
• Determine the length and width of the pool.
Answer Key
Multiple Choice
1. C 2. D 3. A 4. C 5. B 6. B 7. C 8. B
9. D 10.A 11.A 12.A 13.A 14. D 15. C
Numerical Response
1. 2 1 3 4 2. 1 5 . 1 3. 1 6 0
4. 1 7 5. 2 . 0
Written Response
• The length of the pool is (x + 3) metres. The area of the pool is x(x + 3) m2.
• 2x(3x + 3) − x(x + 3) = 5x 2 + 3x
• 5x 2 + 3x − 140 = 0
• 8 metres by 5 metres
Systems of Linear Inequalities Lesson #1:
Review: Graphing Linear Equations
Note This unit is required for students and teachers following the WNCP curriculum for
Foundations of Mathematics Grade 11. It is not required for students and teachers
following the Alberta curriculum but could be included for completeness or
enrichment.
Graphing Linear Equations Without Technology
Most linear equations will be written in one of two different forms:
Ax + By + C = 0 → General form of a linear equation.
y = mx + b → Slope y-intercept form of a linear equation.

Slope = m. y-intercept = b.
The method used to graph a linear relation without technology depends on the form in which
the linear equation is written.
y
Use the following procedure to graph the 15
linear equation y = 2x + 3 on the grid.
1. Plot the y-intercept, the point (0, 3), on the grid. 10

rise 2
2. Consdier the slope of 2 as = . Starting from the
run 1
point (0, 3), rise 2 and then run 1 to the point (1, 5). 5
3. Plot the point (1, 5) and then rise 2 and run 1 to the point
(2, 7). x
-5 0 5
4. Continue this process for several points and draw a straight
line through the points and extend it in both directions.
-5
y
Use the following procedure to graph the 15
linear equation 5x − 3y − 15 = 0 on the grid.
1. Determine the x-intercept by replacing y with 0, and then 10

solving for x.
5
2. Determine the y-intercept by replacing x with 0, and then
solving for y.
x
-5 0 5
3. Plot the points representing the x- and y-intercepts
on the grid. Draw a straight line through the points
and extend it in both directions. -5
442 Systems of Linear Inequalities Lesson #1: Review: Graphing Linear Equations
Note An alternative method for graphing a linear equation is to use a table of values for x and y, and
then plot the points.
Class Ex. #1 Graph the following linear equations on the grid. y
1
a) y = – x − 2 b ) 2x + 4y − 12 = 0
2 5
x
–5 5
–5
Class Ex. #2 Match each linear relation to its graph.
Graph A Graph B
Equation 1: y y
4x + y – 2 = 0
5 5
Equation 2:
x – 4y – 8 = 0
x x
-5 5 -5 5
Equation 3:
1
y=– x+2
4
-5 -5
Equation 4:
y = 4x – 2
Graph C Graph D
y y
5 5
x x
-5 5 -5 5
-5 -5

Systems of Linear Inequalities Lesson #1: Review: Graphing Linear Equations 443
Graphing Linear Equations With Technology
To graph a linear equation with a graphing calculator, the equation must be in

the form y = mx + b. The graph when displayed should show both x- and y-intercepts.
Class Ex. #3 Consider the linear equation x − 3y − 24 = 0.
a) Rewrite the equation in the form y = mx + b.
b ) Write an appropriate window which shows

x- and y-intercepts.
c) Sketch the graph on the grid and determine the x- and y-intercepts.
Assignment
1. Without using technology and without altering the form in y
which the linear equation is written, explain how to
graph y = −2x − 7 on a grid.
Draw the graph on the grid provided. 5
x
–5 5
–5
2. Without using technology and without altering the form in y

which the linear equation is written, explain how to graph
x − 2y − 10 = 0 on a grid.
Draw the graph on the grid provided. 5
x
–5 5
–5
3. Without using technology, draw the graph of each of the following linear relations.
2
a) y = x + 4 b ) x + 3y − 9 = 0
5
y y
5 5
x x
–5 5 –5 5
–5 –5
4. Match each linear relation to its graph.
Graph A Graph B
Equation 1: y y
y = 2x + 3 5 5
Equation 2:
x + 2y + 6 = 0 x x
-5 5 -5 5
Equation 3:
1
y= x+3
2 -5 -5
Equation 4:
2x + y – 3= 0
Graph C Graph D
y y
5 5
x x
-5 5 -5 5
-5 -5
Systems of Linear Inequalities Lesson #1: Review: Graphing Linear Equations 445
5. a) Explain the strategy used to graph, with technology, the linear relations:
x + 3y + 9 = 0 and 2x − y + 8 = 0
b ) State an appropriate window to show x- and y-intercepts,

and draw the graph of both linear relations on the grid.
c) Determine the x- and y-intercepts of each graph.
6. Consider the linear equation 5x − 4y − 10 = 0.
a) Rewrite the equation in the form y = mx + b.
b ) Write an appropriate window which shows x- and y-intercepts.
c) Sketch the graph on the grid and determine the x- and y-intercepts.
Answer Key
1. 2.
y y
5 5
x x
–5 5 –5 5
–5 –5
Plot the y-intercept (0, –7). Since the slope, –2, Plot the x-intercept (10, 0) and the
equals rise over run, move 2 up and 1 left and y-intercept (0, –5). Draw a line
plot another point. Repeat for two more points through these two points.
and draw a line through the points.
3 . a) b)
y y
5 5
x x
–5 5 –5 5
–5 –5
4 . 1D, 2C, 3B, 4A
5 . a) Solve each equation for y. Then input Y1 and Y2 into the equation editor of the graphing calculator.
Press Graph.
b ) x:[–20, 10, 5] y:[–10, 15, 5], answers may vary.
c ) For x + 3y +9 = 0, x-int = –9, y-int = –3, and for 2x − y + 8 = 0, x-int = –4, y-int = 8.
5 5
6 . a) y = 4x − 2
b ) x:[–5, 5, 1] y:[–5, 5, 1], answers may vary. c) x-int = 2, y-int = – 52
Graphing Linear Inequalities in Two Variables
The following linear inequalities can be graphed on a Cartesian Plane:
2x − 3y ≥ 6, 4x + 3y < 10, x ≤ 2, y > 0, etc.
The solution region to a linear inequality in one or two variables can be represented on a
coordinate plane using a boundary line and shading one side of the line.
The boundary line will be solid or broken according to the following rules:
• A solid boundary line is used to represent ≥ or ≤ .
• A broken or dotted boundary line is used to represent > or < .
The diagrams below represent the graphs of four inequalities as indicated.
y y y y
x x x x
y≤x y<x y≥x y>x
Graphing Linear Inequalities on a Cartesian Plane Without Technology
The following procedure can be used to graph the solution region of

a two variable linear inequality.
Step 1: On a coordinate plane, graph the corresponding linear equation using a table of
values, intercepts, or point and slope. Draw the line solid or broken according to the
rule above.
Step 2: The line divides the coordinate plane into two regions, called half planes.
The solution region will be on one side of the line.
To determine which side, choose the coordinates of a point not on the line, called a
test point, and determine if the coordinates of the point satisfy the inequality.
If the inequality is satisfied, then the solution is the region from which the point was
chosen. If not, then the solution region is the other region.
Step 3: Shade the appropriate region.
448 Systems of Linear Inequalities Lesson #2: Graphing Linear Inequalities in Two Variables
Class Ex. #1 Consider the inequality 2x − y > 6. Two methods of graphing this inequality using the
procedure on the previous page are shown. Complete each method.
y
2x – y = 6
Method 1
Step 1: Graph the line 2x − y = 6 using a broken line.

x
3
x-intercept (y = 0) y-intercept (x = 0)
2x − (0) = 6 2(0) − y = 6 –6
2x = 6 –y = 6
x= y=
Step 2: Choose a test point not on the line. The simplest point to use is the point (0, 0).
2x – y 6 Based on the two column T-table, answer the following:

2(0) – (0) 6
• Since the inequality contains “>” we ask the question,
0 6
“Is 0 greater than 6?”
• Is (0, 0) part of the solution to the inequality 2x – y > 6?
Step 3: Since (0, 0) is not part of the solution, shade the y

half plane that does NOT contain the point (0, 0).
x
3
2x – y > 6
–6
Note • This method is most applicable if the inequality is of the form Ax + By > C
or Ax + By + C > 0. In this statement, “>” can be replaced by “≥” , “<” , or “≤” .
• If the boundary line does not pass through the origin, the simplest test point to
choose is (0, 0).
Systems of Linear Inequalities Lesson #2: Graphing Linear Inequalities in Two Variables 449
Method 2
Step 1: Rearrange the inequality 2x − y > 6 with y isolated on the left side.
2x − y > 6
–y > –2x + 6 (Isolate the term involving y to the left side of the inequality.)
y < 2x − 6 (Remember when multiplying/dividing by a negative number,

you must switch the inequality symbol.)
y
y = 2x – 6
Graph the line y = 2x − 6 using a broken line.
x-intercept = 3, y-intercept = –6.

x
3
Step 2: Choose the test point (0, 0) and complete the work.
–6
y 2x – 6
Step 3: Shade the half plane representing 2x − y > 6. y
x
3
–6
Note One advantage of Method 2 is that a test point is NOT necessary.
• If the inequality is of the form y > mx + b or y ≥ mx + b,

then the shaded region is always above the line.
• If the inequality is of the form y < mx + b or y ≤ mx + b,

then the shaded region is always below the line.
Can you explain why?
Class Ex. #2 Which point(s) is/are in the solution region of the inequality 3x − 5y ≥ 8?
a) (0, 0) b ) (5, 1) c) (6, 2) d ) (–2, –4)
Class Ex. #3 Graph the following two variable inequalities on the grids provided.
a) y > x + 1 b ) 3x − 4y ≥ –12
y y
5 5
x x
-5 5 -5 5
-5 -5
Class Ex. #4 Without showing any work, sketch the graphs of the following inequalities.
a) y ≥ 0 b) x > 0 c) x > 0 and y > 0
y y y
x x x
Graphing a Linear Inequality Using a Graphing Calculator
Use the following procedure to graph the solution region to a two variable linear inequality
using a TI-84 graphing calculator.
1. If necessary, rearrange the inequality by isolating y to the left side so that the equation of
the boundary line is in the form y = mx + b.
2. Input the boundary line equation into Y1.
3. To the left of Y1 select the shading which corresponds to the inequality symbol by
pressing the Enter key continuously until the desired symbol appears.
Use the following inequality symbols:
• For y ≥ mx + b or y > mx + b use Y1 = mX +b
• For y ≤ mx + b or y < mx + b use Y1 = mX +b
Press the GRAPH key.
Note The graphing calculator does not distinguish between < and ≤ or > and ≥, i.e. broken or solid
boundary lines. When sketching a graph from the graphing calculator window on your own
grid, use the appropriate type of boundary line.
We use the inequality x − y > 3 to illustrate the procedure above.
1. Rearrange the inequality. x−y>3

− y > –x + 3
y<x−3
2. Input the boundary line equation, y = x − 3 , into Y1.
3. Press the Enter key to the left of Y1 until the symbol

representing “<” appears.
To represent y < x − 3, we input Y1 = X-3 .
4. Press the GRAPH key.
5. On your own grid, sketch the solution region to y

the inequality with a broken boundary line to 5
represent “ less than”.
x
–5 5
–5
x−y=3
Class Ex. #5 Graph the solution region to the inequality 2x + 3y − 12 < 0

on a graphing calculator, and sketch the solution region on the
graph provided. Label the x- and y-intercepts on the grid.
Class Ex. #6 In the diagram, the equation of the boundary line is x + 2y = –4.
Determine the inequality represented by the graph.

y
5
x
–5 5
–5
Assignment
1. In each case, show the solution region to the inequality without using technology.
x
a) y ≥ 3x + 2 b) y < 5 − x c) y >
2
y y y
5 5 5
x x x
-5 5 -5 5 -5 5
-5 -5 -5
2. The graph shows the solution region to the inequality y

5x − 2y < 10. 5
a) Explain why the boundary line is a broken line.
x
–5 5
b ) Explain why the solution region is above the line and

not below the line. –5
3. Without showing any work, sketch the graphs of the following inequalities.
a) y > –2 b) x < 2 c) x ≥ 0 d) y + 3 ≤ 0
y y y y
5 5 5 5
x x x x
–5 5 –5 5 –5 5 –5 5
–5 –5 –5 –5
4. In each case, show the solution region to the inequality without using technology.
a) 4x + 3y ≤ 12 b ) 3p − 5q ≥ 30
y q
5 10
x p
-5 5 -10 10
-5 -10
5. In each case, the equation of the boundary line is given. Determine the inequality which is
represented by the solution region.
a) b) c)
y y y
5 5 5
3x – 4y + 12 = 0
y=3
x x x
–5 5 –5 5 –5 5
x+y=4
–5 –5 –5
6. Graph the solution region to the following inequalities on a graphing calculator,

and sketch the solution region on the grid provided.
1
a) y ≥ x + 1 b ) 3x − y > 6
2
y y
5 5
x x
–5 5 –5 5
–5 –5
c) 2x + 5y ≤ 10 d ) 4x − y + 6 < 0
y y
5 5
x x
–5 5 –5 5
–5 –5
Multiple 7. The point which is not in the solution region of the inequality 4x − 3y ≤ 6 is
Choice
A. (0, 0) B. (–1, 2) C. (1, –2) D. (3, 2)
Answer Key
1 . a) b) c)
2 . a) The inequality does not contain “equal to”, so the line is broken not solid.
b ) Testing the point (0, 0) shows that this point is in the solution region, so the solution region
is above the line.
3 . a) b) c) d)
4 . a) b)
5 . a) x + y ≥ 4 b ) 3x − 4y + 12 > 0 c) y ≤ 3
6 . a) b) c) d)
7. C
Solving Systems of Linear Inequalities
Investigating a System of Inequalities
Janine is making two types of clothing. Sweaters need 500 g of wool and take 6 hours to
make. Vests need 400g of wool and take 9 hours to make. She has 2 kg of wool and
36 hours of time available.
We are going to investigate the number of sweaters and the number of vests she can make.
To do this, we will form a system of inequalities representing the given information.
Let x represent the number of sweaters she can make.
Let y represent the number of vests she can make.
a) Explain why x ≥ 0 and y ≥ 0.
b ) By considering the amount of wool available, explain why 500x + 400y ≤ 2000 (which
can be reduced to 5x + 4y ≤ 20).
c) By considering the time available, explain why 6x + 9y ≤ 36 (which can

be reduced to 2x + 3y ≤ 12).
y
d ) The diagram shows the graph of four equations:
x = 0 (the y-axis),
y = 0 (the x-axis), 5
5x + 4y = 20, and
2x + 3y = 12.
0 5 x
5x + 4y = 20 2x + 3y = 12
The inequality x ≥ 0 is the half plane to the right of the y-axis.
The inequality y ≥ 0 is the half plane above the x-axis.
The inequality 5x + 4y ≤ 20 is represented by the half plane below the line 5x + 4y = 20.
The inequality 2x + 3y ≤ 12 is represented by the half plane below the line 2x + 3y = 12.
The solution to the system of inequalities is the area which is shared by all four
half planes above. If we use regular shading to show these four half planes, the
solution region will be very messy and difficult to study. Instead we use a method
called Fringe Shading.
458 Systems of Linear Inequalities Lesson #3: Solving Systems of Linear Inequalities
In fringe shading, we shade the regions where points cannot lie, so that the solution region
is left clear for further study. The diagram below illustrates fringe shading.
0 5 x
5x + 4y = 20 2x + 3y = 12
e) On the grid, use dots to mark every point in the solution region with whole number
coordinates.
f) State all possible combinations of the number of sweaters and the number of vests she can
make.
Systems of Inequalities
With a system of inequalities, the solution is the intersecting region of the graphs
of the inequalities.
• In the previous investigation, the values of x and y were whole numbers, and so the solution
region consisted of a series of points.
• If x and y represent real numbers, then the solution region consists of all points in the
solution region.
• Unless otherwise stated, or inferred by the context of the question, we will assume x and y
are real numbers.
Systems of Linear Inequalities Lesson #3: Solving Systems of Linear Inequalities 459
Class Ex. #1 A region is defined by the following inequalities. y

2x − y ≥ 6 y > –x – 1
a) Use fringe shading to show the solution 5

region to the system of inequalities.
x
–5 5
–5
b ) Give two possible solutions to this system of inequalities.
c) Should the point of intersection be included in the solution? Explain why or why not.
Class Ex. #2 A region is defined by the following inequalities. y

y ≥ 3x − 6 y<7
y≥0 x>1 5
a) Show the solution region on the grid.

x
–5 5
–5
b ) Why is the point (2, 0) part of the solution, but

the point (1, 0) not part of the solution?
c) If x and y represent natural numbers, state all possible ordered pairs representing solutions
to the system of inequalities.
Graphing Calculator Methods for Solving Systems of Inequalities
There are a variety of methods for determining the solution region to a system of inequalities
using a graphing calculator. We will explore two of these methods, namely,
1. Overlapping Planes Method

2. Reverse Shading Method (similar to Fringe Shading).
We will use the following example to illustrate both methods.

Sketch the solution region of the following system of inequalities.
x − 2y ≤ –4 x + 2y − 2 < 0 x ≤ –3
Overlapping Planes Method
1. Input the inequalities which can be solved for y into the y-editor
with appropriate shading syle (the or ).
x+4
x − 2y ≤ –4 ⇒ y≥
2
–x + 2
x + 2y − 2 < 0 ⇒ y<
2
2. For equations defined in terms of x only, change the window setting.
• For x > a use Xmin = a.

• For x < n use Xmax = n.
For this example, x ≤ –3. Set Xmax = –3 and use the given window.
3. Press the GRAPH key to see the solution region to the system of
inequalities.
4. Sketch the solution to the system of y

inequalities by changing the window in step
2 so that intersection points and intercepts
are shown.
5
x
–5 5
–5
Reverse Shading Method (similar to Fringe Shading)
Often it is easier to study the solution region to a system of inequalities if the inequalities are
drawn using reverse shading.
The following procedure illustrates how to use reverse shading.
1. Follow the same procedure as the Overlapping Notice the opposite

Planes Method, EXCEPT for the shading style. shading of the
Choose the complimentary, or opposite, inequality symbols.
shading planes on the calculator.
x+4
x − 2y ≤ –4 ⇒ y≥
2
–x + 2
x + 2y − 2 ≤ 0 ⇒ y<
2
2. The solution will be the unshaded region. To sketch the solution on

a grid, do the same as in step 3 of Overlapping Planes method.
y
3. Sketch the solution region on the grid below using
fringe shading.
5
x
–5 5
–5
Class Ex. #3 Use a graphing calculator to determine the solution region

to the following system of inequalities. Show the solution y
region on the grid. 10
x≥0 y≥0
x + 2y < 8 3x + 2y < 12
x
10
Assignment
1. A region is defined by the following inequalities:
y
x−y>4 x+y<6
a) Use fringe shading to show the solution

region to the system of inequalities. 5
x
–5 5
–5
b ) Give two possible solutions to this system of inequalities.
c) Is the intersection point (5, 1) included in the solution? Explain.
2. A region is defined by the following inequalities: y

x≥0 y≥0 10
x+y≤4 3x + 8y ≤ 24
a) Show the solution region on the grid.
x
0 10
b ) Is x = 1, y = 3 a solution to the system of inequalities?
c) If x and y are whole numbers, list all possible solutions to the system of equations.
3. Indicate, on the grid below, the solution region of each of the following systems of
inequalities for x, y ∈ R.
a) y ≥ –2x − 4 b ) x ≥ 0, x ≤ 6 c) x ≤ 8, 2x + y > 8
y > –2 y ≥ 0, y ≤ x + 3 y ≤ 6, x + 4y ≥ 8
y y y
5
10 10
-5 5 x
x x
-5 0 10 0 10
4. In each case, use a graphing calculator to determine the solution region to the system of
inequalities. Show the solution region on the grid.
1
a) y > 3x − 6 b) y ≥ – x + 2
2
3
y≤x+1 y≥– x–1
2
5 5
-5 5 -5 5
-5 -5
5. Draw the region given by each system of inequalities.
a) y + x < 5, b ) x + y ≥ 3, c) 2x + 3y ≥ 6,
x ≤ 4, y < 2 x ≥ 0, 2x − 4y < 2 y > 0, x ≥ 0
5 5 5
-5 5 -5 5 -5 5
-5 -5 -5
d ) y > –2, x ≤ 5, e) x − y ≥ –2, y > –3, f) x ≥ 0, x − y ≤ 6,

y ≤ 5, x > –3 y<4−x, y≤0 –x < 7, 2x − 8y < 8
5 5 5
-5 5 -5 5 -5 5
-5 -5 -5

y
The diagram shows the line
4x + 5y = 20 dividing the I
Cartesian plane into seven regions.
VI V II
0 x
VII IV III
4x +5y = 20
Multiple 6. The system of inequalities defining region VI is

Choice
A. x ≥ 0, y ≤ 0, and 4x + 5y ≥ 20
B. x ≤ 0, y ≥ 0, and 4x + 5y ≥ 20
C. x ≤ 0, y ≥ 0, and 4x + 5y ≤ 20
D. x ≥ 0, y ≤ 0, and 4x + 5y ≤ 20
7. The solution to the system of inequalities x ≥ 0, 4x + 5y ≥ 20 is represented by
A. regions I, II, and III only
B. regions II and III only
C. region II only
D. regions IV and V only
Numerical 8. The number of solutions to the system of inequalities x > 0, y > 0, 4x + 5y < 20,
Response where x and y ∈ W, is _____ .
Answer Key
1 . a) See graph below. 2 . a) See graph below. b ) No (not in the solution region)
b ) (5,0), ((3, –5) Answers may vary c ) x = 0, y = 0 x = 1, y = 0 x = 2, y = 0 x = 3, y = 0

c ) No, since the boundary lines x = 0, y = 1 x = 1, y = 1 x = 2, y = 1 x = 3, y = 1
are not solid. x = 0, y = 2 x = 1, y = 2 x = 2, y = 2 x = 4, y = 0
x = 0, y =3
3 . a) See graph below. b ) See graph below. c ) See graph below.
4 . a) See graph below. b ) See graph below.
y= –1x+2
2
y = – 3 x −1
y = x +1 y = 3x − 6 2
5 . a) See graph below. b) See graph below. c ) See graph below.
6. C
7. B
8. 6
d) See graph below. e) See graph below. f )See graph below.
Determining an Optimal Solution
Investigating an Optimal Solution - Part One
Consider the investigation from Lesson 3.
“ Janine is making two types of clothing. Sweaters need 500 g of wool and take 6 hours to
36 hours of time available.”

x and y are whole numbers.
The system of inequalities is y
x ≥ 0, y ≥ 0,
5x + 4y ≤ 20, 2x + 3y ≤ 12.
5
The solution region is shown.
If Janine makes a profit of $40 for every sweater

she makes and $50 for every vest she makes, we
can use the following procedure to determine the
number of sweaters and the number of vests she 0 5 x
should make for maximum profit. 5x + 4y = 20 2x + 3 y = 12
Her profit (in dollars) for making x sweaters and y vests is P = (40x + 50y).
a) Complete the table which will determine the profit for each of the points
in the solution region.
x 0 0 0 0 0 1 1 1 1 2 2 2 3 3 4
y 0 1 2 3 4 0 1 2 3 0 1 2 0 1 0
40x + 50y
b ) State the maximum profit and the number of sweaters and the number of vests
she should make.
468 Systems of Linear Inequalities Lesson #4: Determining an Optimal Solution
Investigating an Optimal Solution - Part Two
The region OABC represents the solution region of a system of inequalities.
a) Calculate the values of 2x + 5y at O, A, B, and C.

y
10
B(4, 8)
C(0, 5)
14
x
b ) On the diagram, the value of 2x + 5y 0 A(8,10
0)
at the point (2, 2) has been calculated to be 14.
Determine the values of 2x + 5y at all the other points marked with a dot.
Mark the value beside the dot on the diagram.
c) Determine, in the solution region,
i ) the maximum value of 2x + 5y, assuming x, y ∈ W
ii) the minimum value of 2x + 5y, assuming x, y ∈ W
Optimal Solution
In Investigation Part 1, there were 14 feasible solutions satisfying the system of inequalities.
The best solution, or the optimum solution, or the optimal solution, is the point whose
coordinates give the maximum value of 40x + 50y.
In Investigation Part 2, there is a maximum value of 2x + 5y and a minimum value of 2x + 5y

in the solution region. Depending on the context of the question, the optimal solution
can be either a maximum or minimum value.
In this section we will investigate the optimal solutions from given solution regions.
Note • If x and y are real numbers, the optimal solution will always be found at one of the corners
of the solution region.
• If x and y are natural numbers or whole numbers, the optimal solution will be found on or
near the boundary of the solution region.
Systems of Linear Inequalities Lesson #4: Determining an Optimal Solution 469
Class Ex. #1 The diagram shows the solution region to a system of linear inequalities. The coordinates of
the vertices of the solution region are whole numbers. By using each vertex of the solution
region, determine the minimum value of i) 4x + 5y ii) 2x + y iii) x + 4y and the
corresponding replacements for x and y.
y i) 4x + 5y ii) 2x + y iii)x + 4y
10
x
0 10
Assignment
1. The first two rows of the table show the points which are in the solution region of a system
of linear inequalities.
x 0 0 1 1 2 2 3
y 1 2 0 1 0 1 0
3x + 2y
4x + 7y
a) Complete the third and fourth rows of the table.
b ) State the maximum value of i) 3x + 2y ii) 4x + 7y
c) State the minimum value of i) 3x + 2y ii) 4x + 7y
2. The solution region of a system of linear inequalities is

shown in the diagram. Each pair of lines in the diagram y
intersect at points with whole number coordinates. 10
a) Determine the maximum value of x + 2y in the
solution region and the corresponding replacements
for x and y.
x
0 10
b ) Determine the minimum value of x + 2y in the solution region and the corresponding
replacements for x and y.
c) Determine the maximum value of x − 2y in the solution region and the corresponding
d ) Determine the minimum value of x − 2y in the solution region and the corresponding
3. a) On the grid, show the solution region to the system of y

inequalities x ≥ 0, y ≥ 0, x + y ≥ 3, x + 2y ≥ 4.
5
b ) On the grid, use dots to mark the points

(4, 0), (4, 1), (3, 1), (2, 1), (2, 2),
(1, 2), (1, 3), (0, 3), (0, 4),
x
and write the value of 2x + 3y at each point. 0 5
c) State the minimum value of 2x + 3y in the solution region and the corresponding
4. a) On the grid, indicate the solution region to the system of y

inequalities, where x, y ∈ R:
x ≥ 0, x + y ≥ 5, 2x + y ≤ 10
10
b) Subject to these restrictions, determine the maximum value

of x + 2y, and state the coordinates of the point at which this 5
maximum occurs.
0 5 x
-5
5. a) On the grid, sketch the lines with equations y

x = 0, y = 0, y = x + 2, and y = 14 − 2x.
10
b) On the same grid, illustrate, by fringe shading, the solution 5

region to the system of inequalities,
x ≥ 0, y ≥ 0, y ≤ x + 2, and y ≤ 14 − 2x.
0 5 x
-5
c) In the solution region, determine for x, y ∈ N,
i) the maximum value of x + 2y ii) the minimum value of y − 2x
6. a) On the grid, indicate the solution region to the system y

of inequalities, where x, y ∈ W: 5
x ≥ 0, 1 ≤ y ≤ 2, x − y ≤ 3
b) Subject to these restrictions, determine the maximum

and minimum values of x + y, and state the coordinates
of the points at which these optimal values occur.
x
0 5

y The diagram shows the solution region
10 to the system of inequalities.
3x + y = 9 x≥0
y≥0
3x + y ≥ 9
x+y=5 x+y≥5
x + 3y = 7 x x + 3y ≥ 7
0 10
Multiple 7. Which of the following statements are true, subject to the same restrictions?
Choice
Statement I: The minimum value of x + y is 9.
Statement II: The minimum value of x + y is 5.
Statement III: The minimum value of 3x + y is 9.
Statement IV: The minimum value of 3x + y is 7.
A. I and III only
B. I and IV only
C. II and III only
D. II and IV only
8. Which of the following attains its minimum value at (2, 3)?
A. 3x + 2y B. 3x + 4y C. 3x + 10y D. 10x + 3y
Numerical 9. The minimum value of 2x + y is _____ .

Answer Key
1 . a) See table below. b) i ) 9 i i ) 15 c ) i) 2 ii) 4

x 0 0 1 1 2 2 3
y 1 2 0 1 0 1 0
3x + 2y 2 4 3 5 6 8 9
4x + 7y 7 14 4 11 8 15 12
2 . a) max value = 22 at x = 4, y = 9 b ) min value = 0 at x = 0, y = 0

c ) max value = 9 at x = 9, y = 0 d) min value = –20 at x = 0, y = 10
3 . a) See graph below. b ) See graph below. c ) min value = 7 at x = 2, y = 1
4 . a) See graph below. 5 . a) See graph below.
b ) max value = 20 at (0, 10) b ) See graph above.

c ) i ) max value = 16 i i ) min value = –11
6 . a) See graph below. b ) max value = 7 at (5, 2), min value = 1 at (0, 1)
7. C 8. A 9. 7
Modelling and Linear Programming
Modelling Linear Inequalities in Two Variables
As we will discover in the next lesson, linear inequalities may be used in problem solving.
An important step in solving linear problems is to be able to model them with the proper
inequality set-up.
Key words or phrases which may be represented by the inequality symbols include
Phrase Inequality Symbol
“fewer than”, or “less than” <
“up to”, “no more than”, “ a maximum of”, ≤

“at most”, “not greater than”, “less than or equal to”
“more than”, or “greater than” >
“at least”, “not less than”, “ a minimum of”, ≥

“greater than or equal to”
Class Ex. #1 Each of the following statements can be represented by writing three inequalities
using two variables. Write the three linear inequalities for each statement.
a) The sum of two whole numbers is less than 10.
b ) The difference between two girls’ ages is at least 4.
c) A gardener uses up to 30 square metres to plant peas and carrots.
Complete Assignment Question #1
476 Systems of Linear Inequalities Lesson #5: Modelling and Linear Progamming
Linear Programming
Consider the investigation from Lessons 3 and 4.
“ Janine is making two types of clothing. Sweaters need 500 g of wool and take 6 hours to
36 hours of time available.
If Janine makes a profit of $40 for every sweater she makes and $50 for every vest she
makes, we can use the following procedure to determine the number of sweaters and the
number of vests she should make for maximum profit.”
This problem was solved using the following procedure:
1. Introduce variables to represent the unknowns.

x and y are whole numbers.
2. Form inequalities representing the given information.

y
x ≥ 0, y ≥ 0, 5x + 4y ≤ 20, 2x + 3y ≤ 12
3. Graph the inequalities to determine the solution region. 5
4. Determine the function which needs to be maximized or

minimized. This function is called the objective function.
The objective function is P = (40x + 50y). 0 5 x
5x + 4y = 20 2x + 3y = 12
5. Determine the optimal value of the objective function in the solution region.
At x = 0 and y = 4, the optimum value is 40(0) + 50(4) = 200.
6. Answer the problem.

The maximum profit is $200 when she makes no sweaters and four vests.
Note • If x and y are real numbers, the optimal solution will always be found at one of the corners
of the solution region.
• If x and y are natural numbers or whole numbers, the optimal solution will be found on or
near the boundary of the solution region. Note that if the intersection points of the linear
equations occur at whole number values, then the optimal solution will be found at one of
the corners of the solution region.
This process of determining the maximum or minimum value of a linear objective function is
called Linear Programming.
Systems of Linear Inequalities Lesson #5: Modelling and Linear Programming 477
Class Ex. #2 Consider the following problem:

One kind of cake requires 200 g of flour and 25 g of butter, and another kind of cake
requires 100 g of flour and 50 g of butter. Suppose we want to make as many cakes as
possible but have only 4 kg of flour and 1.2 kg of butter, although there is no shortage of
other ingredients.
How many cakes of each kind should we make?
Assignment
1. Write three inequalities for each statement (do not solve).
a) The sum of two whole numbers is greater than 10.
b ) One boy is no more than 12 years older than another boy.
c) A pet store sells canaries and budgies. The store has room for at most a total of 25 of
these types of birds.
2. A large forklift truck moves pallets of boxes which are of two kinds.
The heavier boxes are 2 feet wide and weigh 80 kg. The lighter boxes are 3 feet wide and
weigh 60 kg. The truck can lift up to 480 kg at one time and the maximum width is 18 feet.
a) Introduce two variables which can be used to determine the maximum number of boxes
that can be taken on each lift.
b ) Write a system of four inequalities, in simplest form, which represents the given
information.
c) Show the solution region to the system of inequalities on the grid.

y
10
x
0 10
d ) Determine the maximum number of boxes that can be taken on each lift.
3. A vehicle renting company for tours to the USA has available 6 buses which each seat
28 passengers and 4 buses which each seat 42 passengers. The company arranges a tour
for 168 people. Only 8 drivers are available. One driver travels with each 28 seat bus and
two drivers travel with each 42-seat bus - the relief driver does not need to occupy a
passenger seat.
a) Taking x and y to represent the number of small and large buses respectively, explain
why 0 ≤ x ≤ 6 and 0 ≤ y ≤ 4.
b ) State, in simplest form, an inequality in x and y relating to

i ) the number of passengers ii) the number of drivers
c) Use a graphical method to show the solution region y

to these inequalities.
Show the solution region on the grid.
0 5 x
d ) If the running costs to the company are in the ratio $5 per large bus for every
$3.50 per small bus, determine the solution which minimizes the total running cost.

A certain vaccine can be compounded from two solutions A and B.
A costs $4 per dose and B costs $2 per dose.
The vaccine requires at least 6 units of chemical P, at least 8 units of chemical Q,

and at least 6 units of chemical R.
One dose of A contains 3 units of chemical P, 2 units of chemical Q, and 1 unit of chemical R.
One dose of B contains 1 unit of chemical P, 2 units of chemical Q, and 3 units of chemical R.
4. a) Taking x and y to represent the number of doses of A and B respectively,

state an inequality in x and y relating to
i ) chemical P ii) chemical Q iii) chemical R
y
b ) Use a graphical method to show the solution region to
these inequalities. Show the solution region on the grid.
0 5 x
c) Determine the number of doses of A and B necessary to produce the vaccine at

minimum cost. Calculate the minimum cost.
5. A factory produces two articles, A and B, each of which is processed by two machines, M
and N. Article A requires two hours of machine M, and four hours of machine N.
Article B requires four hours of machine M, and two hours of machine N.
a) If x is the number of article A, and y is the number of article B produced daily, state two
inequalities in x and y, noting that the maximum time for each machine is 24 hours.
b ) Each article A sold produces a profit of $300, and each article B sold produces a profit
of $500. Assuming all the articles produced are sold, determine an expression in terms
of x and y for the daily profit P dollars.
c) Use a graphing technique to determine how many of each article should be produced
daily for maximum profit. Calculate this profit.
6. A factory worker takes 1.5 hours and 1 kg of raw material to make product X,
and 0.5 hours and 1 kg of raw material to make product Y.
The worker cannot use more than 12 kg of raw material per day and can work a maximum
of 9 hours per day.
After paying wages and expenses, product X produces a profit of $40 and product Y
produces a profit of $20.
How many of each product should be produced by the factory worker each day for
maximum profit? What is the amount of the profit?
7. The diet for some animals consists of two foods, P and Q. The animals must have at least
30 units per day of Vitamin 1, of which 3 units occur in each kilogram of P, but only one
unit in each kilogram of Q. They also need 20 units of Vitamin 2, of which one unit occurs
in each kilogram of P and two units in each kilogram of Q.
What is the least number of kilograms of P and Q required to provide the necessary diet?
Answer Key
1 . a) x + y >10, x ≥ 0, y ≥ 0
b ) x − y ≤ 12, x ≥ 0, y ≥ 0
c ) c + b ≤ 25, c ≥ 0, b ≥ 0
2 . a) Let x = number of heavy boxes, and y = number of light boxes.

b) x ≥ 0, y ≥ 0, 2x + 3y ≤ 18, 4x + 3y ≤ 24
c) See graph below.
d) 7 boxes
3 . a) The number of small buses is between 0 and 6, so 0 ≤ x ≤ 6.

The number of large buses is between 0 and 4, so 0 ≤ x ≤ 4.
b ) i ) 2x + 3y ≥ 12 i i ) x + 2y ≤ 8 c ) See graph below.
d) Four large buses, and no small buses.
4 . a) i ) 3x + y ≥ 6 i i ) 2x + 2y ≥ 8 or x + y ≥ 4 i i i ) x + 3y ≥ 6
b ) See graph below. c ) 1 dose of A, and 3 doses of B. Minimum cost = $10.
5 . a) 2x + 4y ≤ 24, 4x + 2y ≤ 24 or x + 2y ≤ 12, 2x + y ≤ 12` b ) P = 300x + 500y

c ) 4 of each article, $3200.
6 . 3 of x and 9 of y, and $300 profit. 7 . 8 kg of P and 6 kg of Q.
Graph for 2c) Graph for 3c) Graph for 4c)
Practice Test
1. The point which is NOT in the solution region of the inequality 3x − 5y > 2 is
A. (3, −5) B. (−3, −5)
C. (−3, 5) D. (5, −3)
2. Which of the following points are in the solution region of the inequality x + 4y ≤ 8?
I) (0, 3) II) (8, 0) III) (−5, 1) IV (10, −2)
A. II) and IV) only
B. III, and IV) only
C. II), III), and IV) only
D. I), II), III), and IV)
3. Which of the following points is in the solution regions of both y > 2x + 8

and y ≤ − 3x + 3?
A. (0, 10)
B. (−1, 6)
C. (−2, 4)
D. (−3, 12)
The equation of the boundary line in

the diagram is 2x – y = 4.
4. The graph shows the solution to the inequality
A. 2x − y ≥ 4 B. 2x − y ≤ 4
C. 2x − y > 4 D. 2x − y < 4
486 Systems of Linear Inequalities Lesson #6: Practice Test
5. The first quadrant in the Cartesian plane consists of points satisfying which of the
following systems of inequalities?
A. x > 0, y > 0 B. x > 0, y < 0 C. x < 0, y > 0 D. x < 0, y < 0
6. The set of points within the rectangle is the set of points y

(x, y) for which x < 0, y > 0, and
2
A. x = −4, y = 2 1
B. x < −4, y < 2 -4 -3 -2 -1 0 1

x
C. x > −4, y < 2
D. x < 2, y > −4

y
The diagram shows the coordinate
plane divided into 8 regions, inclusive 3 2
of boundary lines, by the x-axis, the
4 1
y-axis, and the lines y = x and y = -x.
x
5 8
6 7
y=x y = -x
Numerical 1. The region defined by the system of inequalities x ≤ 0, y ≤ 0, and y ≥ x is the region
Response numbered _____.
7. The system of inequalities defining region 7 is
A. x ≥ 0, y ≤ 0, and y ≤ −x
B. x ≤ 0, y ≥ 0, and y ≤ −x
C. x ≤ 0, y ≥ 0, and y ≤ x
D. x ≥ 0, y ≤ 0, and y ≥ −x
Systems of Linear Inequalities Lesson #6: Practice Test 487
Numerical x −1 0 2 3 4
Response 2. Consider the following table of values.
y −3 −7 0 1 2
From the table of values, the maximum value of 2x − y for any of the points is _____.

y
x=3
The diagram shows the lines
x = 3, 3x + y − 3 = 0
3x + y − 3 = 0 , and
x − 2y − 1 = 0
x − 2y − 1 = 0 .
C
D
0 x
B
8. A is the point
A. (3, −4) B. (3, −5)
C. (3, −6) D. (3, −7)
9. Points within triangle DBC have coordinates which satisfy
A. x > 0, 2y < x − 1, x < 3
B. y > 0, 2y < x − 1, x < 3
C. y > 0, 2y > x − 1, x < 3
D. y > 0, 2y < x − 1, x > 3
10. The shaded region in the diagram represents the solution region y
to the system of inequalities y = 2x
A. x < 4, y < 2x
B. 0 < x < 4, y < 2x
C. x < 4, y < 2x, y ≥ 0
D. x < 4, y > 2x, y ≥ 0 x

0
x=4

y
The diagram shows the first quadrant of a
Cartesian plane and the straight lines with
equations x + 5 y − 29 = 0 and 5 x + 2 y − 30 = 0 .
A manufacturing problem is analysed and the result x + 5 y − 29 = 0
is given as a system of inequalities. The solution
region is shown by the shaded region in the
diagram, including the boundary lines.
x
0
5 x + 2 y − 30 = 0
11. The system of inequalities in the diagram is x ≥ 0, y ≥ 0, and
A. x + 5y ≤ 29, 5x + 2y ≤ 30
B. x + 5y ≤ 29, 5x + 2y ≥ 30
C. x + 5y ≥ 29, 5x + 2y ≤ 30
D. x + 5y ≥ 29, 5x + 2y ≥ 30
Numerical 3. Maximum profit is obtained when the maximum value of 3x + y, x, y ∈ N

Response in the solution region is determined.
The maximum value of 3x + y, x, y ∈ N in the solution region is _____.
Use the following diagram to answer the next three questions.

y
10
2 x + y = 10
x + 4 y = 12
x
0 5 10
12. Subject to the above restrictions, the maximum value of x + 3y is

A. 5
B. 9
C. 1o
D. 14
13. The maximum value of 10x + y is
A. 42
B. 50
C. 52
D. 60
14. The number of possible solutions to the system if x, y ∈ W, is
A. 15
B. 17
C. 19
D. 21
15. If x ≥ 0, y ≥ 0, y ≤ 4, and y ≤ 6 − x, where x, y ∈ R, the maximum value of 2x + 3y is
A. 24 y
B. 20
6
C. 18
D. 16 y=4
4
2
y=6−x
x
0 2 4 6
Numerical 4. On your graphing calculator, graph the solution region to the system
Response x ≥ 0, y ≥ 0, x + y ≤ 16, and y ≥ x + 4 .
In this solution region, the maximum value of x is _____.
Numerical 5. On your graphing calculator, graph the solution region to the system
Response x + y ≤ 35, 2x + y ≤ 60, x ≥ 0, y ≥ 0.
In this solution region, the maximum value of 3x + 2y is _____.
A small clothing company makes two types of jeans - straight cut and flare cut.
Straight cut jeans require 10 minutes of cutting time and 15 minutes of sewing time.
Flare cut jeans require 20 minutes of cutting time and 10 minutes of sewing time.
The company has a maximum of eight hours of cutting time and 10 hours of sewing time
available each day.
Let x represent the number of pairs of straight cut jeans made in a day.
Let y represent the number of pairs of flare cut jeans made in a day.
• Explain why x ≥ 0 and y ≥ 0.
• Determine, in simplest form, two linear inequalities for cutting time and sewing time.
• On a grid, show the solution region to the four inequalities in the first two bullets.
• Every pair of straight cut jeans made earns a profit of $20 and every pair of flare cut jeans
made earns a profit of $25. How many of each type of jeans should be made for maximum
profit? State the maximum profit.
Answer Key
1. C 2. C 3. D 4. B 5. A 6. C 7. A 8. C
9. B 10. C 11. A 12. C 13. B 14. B 15. D
Numerical Response
1. 5 2. 7 3. 1 8
4. 6 5. 9 5
Written Response
• The number of each type of jeans cannot be negative.
• x + 2y ≤ 48, 3x + 2y ≤ 120
• 36 pairs of straight cut jeans and 6 pairs of flare cut jeans result in a maximum profit of $870.
Mathematics Research Project
This project will not only give you an opportunity to review the learning outcomes of the
Statistics Unit, but will also provide you with an opportunity to connect the study and the
analysis of data collection, measures of central tendency, standard deviation, and z-scores to
your own life.
The topics and questions are provided as a guide to get you started, but are not to be considered
a finite list. Once you have completed the research and analysis, the final product will be a
presentation, with or without technology, to demonstrate your understanding to your peers.
Your presentation may take any form, but some examples include: a computer slideshow
presentation, a movie, a poster, or a skit.
Choose one of the four projects outlined below or develop your own project.
Project 1 So You Want to be a Sports Star ...
a) Choose your favourite professional sports team.
b ) Collect data on the annual salaries for each of the players on the team.
Be sure to keep track of where you obtained the information, and use multiple sources to
confirm your data.
c) Is the data you collected consistent, or do the numbers change depending on the source?
What may be the reason for the difference in numbers? Is there any bias in the reporting
of the data?
d ) Calculate the mean and standard deviation of the salaries you have researched.
e) Analyze the salaries of your five favorite players:

• Calculate the z-score for each player.
• What does each z-score represent in the context of this project?
• Do you agree with the ranking, as represented by the z-score, of each player?
Do you think a player should rank higher or lower?
• Identify any changes you would make to the players’ salaries, and then re-calculate
the z-scores for those players you would change.
f) What factors affect how much a player is paid? Do you agree with these factors?
Identify any additional conditions you would add to the salary considerations.
g) Does this team have a salary cap? If so, then what percentage of the salary cap is taken up
by the top 3 players?
h ) Assuming the numbers are normally distributed, create and answer three questions that
use your data, similar to the questions you have answered in Statistics Lesson 5.
i ) Prepare a presentation, with or without technology, to share your research and analysis
with your peers.
494 Mathematics Research Project
Project 2 Your First Vehicle ...
a) Using the internet or print resources, research the cost of purchasing a vehicle
manufactured in the last 8 years. Research approximately 20 vehicles.
Be sure to keep track of where you obtained the information and use multiple sources to
verify your data.
b ) Is the data you collected consistent, or do the numbers change depending on where you
collected your research? Why might the numbers be different between sources?
Is there any bias in the reporting of the numbers?
c) Calculate the mean and standard deviation of the cost of the vehicles.
d ) Calculate the z-score of each of your 5 favorite vehicles from the group.
e) Do you agree with the ranking, as determined by the z-scores?
f) What factors affect the price of the vehicle?
g) Are there any vehicles you feel should cost more or less money? If so, how much would
you be willing to pay for those vehicles? Re-calculate the z-scores for the vehicle prices
that you changed.
h ) Which vehicle do you find is the best value for your money? Why?
i ) Assuming a normal distribution, create and answer 3 questions about the data you have
collected, similar to questions you completed in Statistics Lesson 5.
j) Prepare a presentation, with or without technology, to share your research and analysis
with your peers.
Mathematics Research Project 495
Project 3 Off to a Post Secondary Institution ...
a) Identify a program that you are interested in. Research the cost of tuition for the first year
of your program using technology, print materials or help from your counselor. Include at
least 10 post-secondary institutions.
Be sure to keep track of where you obtained the information and use multiple sources
to verify your data.
b ) Is the data consistent, or different depending on the source? Why might the numbers be
different? Are certain sources biased in their cost estimates?
c) Calculate the mean and standard deviation of the tuition costs you researched.
d ) What factors influence the tuition charged by a post-secondary institution?
e) Choose the five schools that you would most like to attend. Calculate the z-score for each
of these schools.
f) Do you agree with the ranking, as determined by the z-scores?
g) Are there schools that you believe should cost more or less to attend? If so, how much
would you be willing to pay in tuition? Recalculate the z-scores of any tuition values you
changed.
h ) At which school do you find the best value for the tuition charged?
i ) Create and answer 3 questions about the data you have collected, similar to the questions
that you completed in Statistics Lesson 5.
j) Prepare a presentation, with or without technology, to share your research and analysis
with your peers.
496 Mathematics Research Project
Project 4 Open Topic
(Historical event, music, theatre, sciences, pop culture, etc)
a) Research a topic of your choice. Collect data on your topic, collecting at least ten data
values. Be sure to keep track of where you obtained the information and use multiple
sources to verify your data.
b ) Is the data you collected consistent, or are the numbers different depending on the source?
Is there any bias present in certain sources?
c) Calculate the mean and standard deviation of the data.
d ) Calculate the z-scores of your top 5 choices.
e) What factors affect the data you have collected?
f) Do you agree with the ranking, as determined by the z-scores? If not, what data values do
you feel would be more appropriate? Recalculate those z-scores.
g) Assuming a normal distribution, create and answer 3 questions about the data you have
collected, similar to those completed in Statistics Lesson 5.
h ) Prepare a presentation, with or without technology, to share your findings with your peers.
Notes Page 1
Notes Page 2
Notes Page 3
Notes Page 4
Notes Page 5
Notes Page 6
Notes Page 7
Notes Page 8
Notes Page 9
Notes Page 10
Notes Page 11
Notes Page 12
Notes Page 13
Notes Page 14
Notes Page 15
Notes Page 16
Notes Page 17
Notes Page 18
Notes Page 19
Notes Page 20
Notes Page 21
Notes Page 22
Foundations of Mathematics Grade 11 Formula Sheet
Measurement
Imperial to Imperial Imperial to SI (Metric) SI (Metric) to Imperial
1 ft = 12 in 1 in = 2.54 cm 1 cm = 0.3937 in
1 yd = 3 ft 1 ft = 0.3048 m 1 m = 3.2808 ft
1 mi = 5280 ft 1 yd = 0.9144 m 1 m = 1.0936 yds
1 mi = 1760 yds 1 mi = 1.6093 km 1 km = 0.6214 mi
Unit
G M k h da d c m μ n
SACylinder = 2πr 2 + 2πrh SACone = πr 2 + π rs SASphere = 4πr 2

1 4
VCylinder = πr 2h VCone = πr2h VSphere = π r3
3 3
1
VPyramid = (A × h) VPrism = ABase × h
3 Base
Polygons Sum of the interior angles of an n-sided polygon is 180(n − 2)°
y2 − y1
Linear Relations m= d= (x2 − x1)2 + (y2 − y1)2
x2 − x1
y = mx + b y − y1 = m(x − x1) Ax + By + C = 0
Quadratic Functions and Equations
y = ax 2 + bx + c y = a(x − p) 2 + q y = a(x − m)(x − n)
–b ± b 2 − 4ac
Quadratic Formula x=
2a
Trigonometry
a b c b2 + c2 − a2
= = a 2 = b 2 + c 2 − 2bc cos A cos A =
sin A sin B sin C 2bc
Pythagorean Theorem a2 = b2 + c2
x−μ
Statistics z= Graphing Calculator x: [xmin, xmax, xscl]
σ
y: [ymin, ymax, yscl]
x-m
z=
s
z
0
Areas under the Standard Normal Curve
z 0.09 0.08 0.07 0.06 0.05 0.04 0.03 0.02 0.01 0.00
–3.4 0.0002 0.0003 0.0003 0.0003 0.0003 0.0003 0.0003 0.0003 0.0003 0.0003
–3.3 0.0003 0.0004 0.0004 0.0004 0.0004 0.0004 0.0004 0.0005 0.0005 0.0005
–3.2 0.0005 0.0005 0.0005 0.0006 0.0006 0.0006 0.0006 0.0006 0.0007 0.0007
–3.1 0.0007 0.0007 0.0008 0.0008 0.0008 0.0008 0.0009 0.0009 0.0009 0.0010
–3.0 0.0010 0.0010 0.0011 0.0011 0.0011 0.0012 0.0012 0.0013 0.0013 0.0013
–2.9 0.0014 0.0014 0.0015 0.0015 0.0016 0.0016 0.0017 0.0018 0.0018 0.0019
–2.8 0.0019 0.0020 0.0021 0.0021 0.0022 0.0023 0.0023 0.0024 0.0025 0.0026
–2.7 0.0026 0.0027 0.0028 0.0029 0.0030 0.0031 0.0032 0.0033 0.0034 0.0035
–2.6 0.0036 0.0037 0.0038 0.0039 0.0040 0.0041 0.0043 0.0044 0.0045 0.0047
–2.5 0.0048 0.0049 0.0051 0.0052 0.0054 0.0055 0.0057 0.0059 0.0060 0.0062
–2.4 0.0064 0.0066 0.0068 0.0069 0.0071 0.0073 0.0075 0.0078 0.0080 0.0082
–2.3 0.0084 0.0087 0.0089 0.0091 0.0094 0.0096 0.0099 0.0102 0.0104 0.0107
–2.2 0.0110 0.0113 0.0116 0.0119 0.0122 0.0125 0.0129 0.0132 0.0136 0.0139
–2.1 0.0143 0.0146 0.0150 0.0154 0.0158 0.0162 0.0166 0.0170 0.0174 0.0179
–2.0 0.0183 0.0188 0.0192 0.0197 0.0202 0.0207 0.0212 0.0217 0.0222 0.0228
–1.9 0.0233 0.0239 0.0244 0.0250 0.0256 0.0262 0.0268 0.0274 0.0281 0.0287
–1.8 0.0294 0.0301 0.0307 0.0314 0.0322 0.0329 0.0336 0.0344 0.0351 0.0359
–1.7 0.0367 0.0375 0.0384 0.0392 0.0401 0.0409 0.0418 0.0427 0.0436 0.0446
–1.6 0.0455 0.0465 0.0475 0.0485 0.0495 0.0505 0.0516 0.0526 0.0537 0.0548
–1.5 0.0559 0.0571 0.0582 0.0594 0.0606 0.0618 0.0630 0.0643 0.0655 0.0668
–1.4 0.0681 0.0694 0.0708 0.0721 0.0735 0.0749 0.0764 0.0778 0.0793 0.0808
–1.3 0.0823 0.0838 0.0853 0.0869 0.0885 0.0901 0.0918 0.0934 0.0951 0.0968
–1.2 0.0985 0.1003 0.1020 0.1038 0.1056 0.1075 0.1093 0.1112 0.1131 0.1151
–1.1 0.1170 0.1190 0.1210 0.1230 0.1251 0.1271 0.1292 0.1314 0.1335 0.1357
–1.0 0.1379 0.1401 0.1423 0.1446 0.1469 0.1492 0.1515 0.1539 0.1562 0.1587
–0.9 0.1611 0.1635 0.1660 0.1685 0.1711 0.1736 0.1762 0.1788 0.1814 0.1841
–0.8 0.1867 0.1894 0.1922 0.1949 0.1977 0.2005 0.2033 0.2061 0.2090 0.2119
–0.7 0.2148 0.2177 0.2206 0.2236 0.2266 0.2296 0.2327 0.2358 0.2389 0.2420
–0.6 0.2451 0.2483 0.2514 0.2546 0.2578 0.2611 0.2643 0.2676 0.2709 0.2743
–0.5 0.2776 0.2810 0.2843 0.2877 0.2912 0.2946 0.2981 0.3015 0.3050 0.3085
–0.4 0.3121 0.3156 0.3192 0.3228 0.3264 0.3300 0.3336 0.3372 0.3409 0.3446
–0.3 0.3483 0.3520 0.3557 0.3594 0.3632 0.3669 0.3707 0.3745 0.3783 0.3821
–0.2 0.3859 0.3897 0.3936 0.3974 0.4013 0.4052 0.4090 0.4129 0.4168 0.4207
–0.1 0.4247 0.4286 0.4325 0.4364 0.4404 0.4443 0.4483 0.4522 0.4562 0.4602
–0.0 0.4641 0.4681 0.4721 0.4761 0.4801 0.4840 0.4880 0.4920 0.4960 0.5000
Areas under the Standard Normal Curve
z 0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
0.0 0.5000 0.5040 0.5080 0.5120 0.5160 0.5199 0.5239 0.5279 0.5319 0.5359
0.1 0.5398 0.5438 0.5478 0.5517 0.5557 0.5596 0.5636 0.5675 0.5714 0.5753
0.2 0.5793 0.5832 0.5871 0.5910 0.5948 0.5987 0.6026 0.6064 0.6103 0.6141
0.3 0.6179 0.6217 0.6255 0.6293 0.6331 0.6368 0.6406 0.6443 0.6480 0.6517
0.4 0.6554 0.6591 0.6628 0.6664 0.6700 0.6736 0.6772 0.6808 0.6844 0.6879
0.5 0.6915 0.6950 0.6985 0.7019 0.7054 0.7088 0.7123 0.7157 0.7190 0.7224
0.6 0.7257 0.7291 0.7324 0.7357 0.7389 0.7422 0.7454 0.7486 0.7517 0.7549
0.7 0.7580 0.7611 0.7642 0.7673 0.7704 0.7734 0.7764 0.7794 0.7823 0.7852
0.8 0.7881 0.7910 0.7939 0.7967 0.7995 0.8023 0.8051 0.8078 0.8106 0.8133
0.9 0.8159 0.8186 0.8212 0.8238 0.8264 0.8289 0.8315 0.8340 0.8365 0.8389
1.0 0.8413 0.8438 0.8461 0.8485 0.8508 0.8531 0.8554 0.8577 0.8599 0.8621
1.1 0.8643 0.8665 0.8686 0.8708 0.8729 0.8749 0.8770 0.8790 0.8810 0.8830
1.2 0.8849 0.8869 0.8888 0.8907 0.8925 0.8944 0.8962 0.8980 0.8997 0.9015
1.3 0.9032 0.9049 0.9066 0.9082 0.9099 0.9115 0.9131 0.9147 0.9162 0.9177
1.4 0.9192 0.9207 0.9222 0.9236 0.9251 0.9265 0.9279 0.9292 0.9306 0.9319
1.5 0.9332 0.9345 0.9357 0.9370 0.9382 0.9394 0.9406 0.9418 0.9429 0.9441
1.6 0.9452 0.9463 0.9474 0.9484 0.9495 0.9505 0.9515 0.9525 0.9535 0.9545
1.7 0.9554 0.9564 0.9573 0.9582 0.9591 0.9599 0.9608 0.9616 0.9625 0.9633
1.8 0.9641 0.9649 0.9656 0.9664 0.9671 0.9678 0.9686 0.9693 0.9699 0.9706
1.9 0.9713 0.9719 0.9726 0.9732 0.9738 0.9744 0.9750 0.9756 0.9761 0.9767
2.0 0.9772 0.9778 0.9783 0.9788 0.9793 0.9798 0.9803 0.9808 0.9812 0.9817
2.1 0.9821 0.9826 0.9830 0.9834 0.9838 0.9842 0.9846 0.9850 0.9854 0.9857
2.2 0.9861 0.9864 0.9868 0.9871 0.9875 0.9878 0.9881 0.9884 0.9887 0.9890
2.3 0.9893 0.9896 0.9898 0.9901 0.9904 0.9906 0.9909 0.9911 0.9913 0.9916
2.4 0.9918 0.9920 0.9922 0.9925 0.9927 0.9929 0.9931 0.9932 0.9934 0.9936
2.5 0.9938 0.9940 0.9941 0.9943 0.9945 0.9946 0.9948 0.9949 0.9951 0.9952
2.6 0.9953 0.9955 0.9956 0.9957 0.9959 0.9960 0.9961 0.9962 0.9963 0.9964
2.7 0.9965 0.9966 0.9967 0.9968 0.9969 0.9970 0.9971 0.9972 0.9973 0.9974
2.8 0.9974 0.9975 0.9976 0.9977 0.9977 0.9978 0.9979 0.9979 0.9980 0.9981
2.9 0.9981 0.9982 0.9982 0.9983 0.9984 0.9984 0.9985 0.9985 0.9986 0.9986
3.0 0.9987 0.9987 0.9987 0.9988 0.9988 0.9989 0.9989 0.9989 0.9990 0.9990
3.1 0.9990 0.9991 0.9991 0.9991 0.9992 0.9992 0.9992 0.9992 0.9993 0.9993
3.2 0.9993 0.9993 0.9994 0.9994 0.9994 0.9994 0.9994 0.9995 0.9995 0.9995
3.3 0.9995 0.9995 0.9995 0.9996 0.9996 0.9996 0.9996 0.9996 0.9996 0.9997
3.4 0.9997 0.9997 0.9997 0.9997 0.9997 0.9997 0.9997 0.9997 0.9997 0.9998
LRC Item # Title ISBN PDF versions of the
756144 Foundations of Mathematics and Pre-Calculus Grade 10 978-0-9780872-5-8 workbook titles are available for
Workbook (for Math 10 Combined)
use with interactive boards.
756145 Foundations of Mathematics and Pre-Calculus Grade 10 978-0-9780872-4-1
Teacher Solution Manual
Contact Absolute Value
Foundations of Mathematics and Pre-Calculus Grade 10
756146 Student Solution Manual 978-0-9780872-6-5 Publications for additional
information.
757607 Foundations of Mathematics 11 Workbook 978-0-9780872-7-2
757608 Foundations of Mathematics 11 Teacher Solution Manual 978-0-9780872-8-9 For pricing and ordering information
757609 Foundations of Mathematics 11 Student Solution Manual 978-0-9780872-9-6 please go to:
Spring 2012 Foundations of Mathematics 12 Workbook Spring 2012
www.absolutevaluepublications.com
Spring 2012 Foundations of Mathematics 12 Teacher Solution Manual Spring 2012
Spring 2012 Foundations of Mathematics 12 Student Solution Manual Spring 2012
757610 Pre-Calculus 11 Workbook 978-1-926979-03-8 Orders may be placed:

757611 Pre-Calculus 11 Workbook Teacher Solution Manual 978-1-926979-04-5 1. Through LRC.
757612 Pre-Calculus 11 Workbook Student Solution Manual 978-1-926979-05-2 Most of the titles are available at an
additional discount from the Learning
Spring 2012 Pre-Calculus 12 Workbook Spring 2012
Resources Centre (LRC);
Spring 2012 Pre-Calculus 12 Workbook Teacher Solution Manual Spring 2012
Spring 2012 Pre-Calculus 12 Workbook Student Solution Manual Spring 2012 Bus: (780) 427-2767
Fax: (780) 422-9750
570821 Applied Math 10 Workbook 0-9737459-6-7
570847 Applied Math 10 Workbook Teacher Solution Manual 0-9737460-7-6 internet www.lrc.education.gov.ab.ca
570839 Applied Math 10 Workbook Student Solution Manual 0-9737459-7-5
2. Through Absolute Value
673914 Applied Math 20 Workbook 0-9780872-0-8
Publications.
673922 Applied Math 20 Workbook Teacher Solution Manual 0-9780872-2-4 All of the titles and pdfs can be
624561 Applied Math 30 Workbook 0-9737460-2-5 purchased by telephone, fax, or e-mail
(see order form on web site).
624579 Applied Math 30 Workbook Teacher Solution Manual 0-9737460-8-4
570772 Pure Math Grade 10 Workbook 0-9737459-4-0 Bus: (403) 313-1442

570805 Pure Math Grade 10 Workbook Teacher Solution Manual 0-9737460-6-8 Fax: (403) 313-2042
570798 Pure Math Grade 10 Workbook Student Solution Manual 0-9737459-5-9 e-mail:
521634 Pure Math Grade 11 Workbook 0-9737459-2-4 workbooks@absolutevaluepublication
521668 Pure Math Gr.11 Workbook Teacher Solution Manual 0-9737460-5-x s.com
web site:
541666 Pure Math Gr.11 Workbook Student Solution Manual 0-9737459-3-2
www.absolutevaluepublications.com
521676 Pure Math 30 Workbook 0-9737459-0-8
521684 Pure Math 30 Workbook Teacher Solution Manual 0-9737460-4-1 Absolute Value Publications
P.O. Box 71096
521692 Pure Math 30 Workbook Student Solution Manual 0-9737459-1-6 8060 Silver Springs Blvd. N.W.
624628 The Achiever (for Pure Math 30) 0-9737459-8-3 Calgary, Alberta T3B-5K2
756117 Principles of Math 12 Workbook 0-9737459-9-1
GST # 88088330RT0001
756118 Principles of Math 12 Workbook Teacher Solution Manual 0-9737460-9-2
756119 Principles of Math 12 Workbook Student Solution Manual 0-9737460-0-9
Mathématiques Pures 30 Cahier d’exercices 0-9737460-1-7
Le Productif Mathématiques Pures 30 0-9780872-3-2

Foundation of Mathematics 11 Workbook

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Foundation of Mathematics 11 Workbook

Uploaded by

Copyright:

Available Formats

Foundations of Mathematics Grade 11 Workbook

Absolute Value Publications

Absolute Value Publications

PMS 877 Silver, BLACK, PMS 343 green,

• Enlarge the document to 300% or greater using the magnification tool in

• Copy the selected area (clip).

Authors: Alan Appleby, Greg Ranieri

Reviewers and Contributors: Nickolas Rollick, Susan Appleby,

All rights reserved.

For information contact:

Absolute Value Publications Inc.

Bus: (403) 313-1442

• The Foundations of Mathematics Grade 11 Workbook is a complete resource and

• Investigations, Explorations, or Review

The Teacher Solution Manual is a complete copy of the workbook with

The Student Solution Manual provides detailed solutions to all the

• We hope you enjoy using this workbook and

Reasoning with Angles and Triangles

Radicals (for Alberta only)

Systems of Linear Inequalities (for WNCP only)

Mathematics Research Project...............................................................................493

Recall the following charts used for conversion.

Metric System of Measurement with the Relationship to 1 Metre, 1 Gram, or 1 Litre

Metric Unit Number Line

Conversion Within and Between the SI and Imperial Systems

Imperial to Imperial Imperial to SI (Metric) SI (Metric) to Imperial

1 foot (ft) = 12 inches (in) 1 in = 2.54 cm 1 cm = 0.3937 in

1 yard (yd) = 3 feet (ft) 1 ft = 0.3048 m 1 m = 3.2808 ft

1 mile (mi) = 5280 ft 1 yd = 0.9144 m 1 m = 1.0936 yds

1 mi = 1760 yards (yds) 1 mi = 1.6093 km 1 km = 0.6214 mi

More conversions can be found on the internet at: www.convert-me.com

Using the Metric Unit Number Line to Convert Within SI Units

To convert from centimetres to kilometres we move 5 positions to the left.

a) 1 m to cm b ) 2.3 L to mL c) 750 cm to m d ) 72 350 mg to kg

Using Proportional Reasoning to Convert

In order to use proportional reasoning, we need to know one of the following:

Class Ex. #3 Use proportional reasoning to convert 0.05 miles to inches.

Using Unit (or Dimensional) Analysis to Convert

3.5 km 1000 m 1000 mm

3.5 km 1000 m 1000 mm

Complete Assignment Questions #1 - #6, and #13

Class Ex. #6 Consider line segments AB and CD y

b ) Determine the slopes of each line

Complete Assignment Questions #7, #8, and #14

Enrichment Accuracy and Precision

Complete Assignment Questions #9 - #12

a) 3250 cm = _______________ m b ) 0.82 km = _______________ m

c) 15 m = _______________ km d ) 32.65 m = _______________cm

2. Convert the following to the indicated measurements.

a) 25 kL = _______________ L b ) 723 mL = _______________ L

c) 0.8799 kg = _______________ g d ) 8652 g = _______________ kg

3. Use proportional reasoning to do the following conversions. Answer to four decimal

c) 12 miles = _______________ km d ) 52 cm = _______________ ft

c) 290 mL = _______________ L d ) 73.5 m = _______________ mm

c) 246 m/h = _______________ mm/min d ) 5 m/min = _______________ km/h

c) 20 km = _______________ cm d ) 30 miles = __________ km

g) 1.2 ft = _______________mm h ) 2.5 ft = _______________ cm

8. Calculate the slope of a line

a) passing through the points b ) with a run of 12 and

a) 1. A clock that displays hours and minutes.

b ) 1. A bathroom scale which measures to the nearest kilogram.

10. A soccer player is practicing penalty kicks.

a) In this scenario, how would you define accuracy?

iii) Accurate and Precise iv) Neither Accurate nor Precise

a) 3250 cm = _ m b ) 0.82 km = _ m

c) 15 m = _ km d ) 32.65 m = _cm

a) 25 kL = _ L b ) 723 mL = _ L

c) 0.8799 kg = _ g d ) 8652 g = _ kg

c) 12 miles = _ km d ) 52 cm = _ ft

c) 290 mL = _ L d ) 73.5 m = _ mm

c) 246 m/h = _ mm/min d ) 5 m/min = _ km/h

c) 20 km = _____ cm d ) 30 miles = km

g) 1.2 ft = _mm h ) 2.5 ft = _ cm