Geometry Reference Sheet: R R R RR RH R RH RH R

Circle
Geometry
r
Area = r
2 Reference Sheet
Circumference = 2 r Cylinder
Sector of Circle
r
central circumference × central angle
Rectangle 2 Arc Length =
Volume = r h angle 360º
h Surface Area = 2 r 2 + 2 rh total area × central angle
Area = lw Lateral Area = 2 rh r Sector Area =
w 360º
Perimeter = 2l + 2w
l
Trapezoid
b1 Sphere
Right Prism
1 h(b + b )
Area = – 4 r3
2 1 2 Volume = –
h r 3 Volume = base area × h
Surface Area = 4 r 2 Surface Area = base areas + face areas
h Lateral Area = sum of face areas
b2
Triangle
Area = bh Cone
Volume = –13 r h
2
h Rectangular Solid
s
h Surface Area = r 2+ rs
b
Lateral Area = rs h
r Volume = lwh
Parallelogram Surface Area = 2wl + 2l h + 2wh
w Lateral Area = 2(l + w)h
h Area = bh Right Pyramid l
b 1
Volume = –3
× base area × h
h
Pythagorean Theorem Surface Area = base area + face areas Trigonometry Formulas
c B
a2 + b2 = c2
b c a
h
a DISTANCE BETWEEN 2 2
C
TWO POINTS: d = (x2–x1) + ( y2– y1) A b
Cube
x1 + x2 y1 + y2 Area = 1– ab sin C
MID-POINT BETWEEN
( , ) 2
3 TWO POINTS: 2 2
Volume = s 2 a = b = c
Surface Area = 6s Law of sines:
SUM OF INTERIOR ANGLES sin A sin B sin C
OF AN n-SIDED POLYGON: 180 ( n – 2) 2 2 2
s Law of cosines: b = a + c – 2ac (cos B )
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Algebra Mind Maps

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By Frank Santos
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QuickTime™ and a
Algebra Mind Maps By Frank Santos
1) Algebra Fundamentals 7) Rationals
2) Add/Sub Polynomials 8) Slopes & Linear Eqs.
3) Scientific Notation 9) Systems of Equations
4) Exponents 10) Graphing Inequalities
5) Mult. Polynomials 11) Relations & Functions
6) Factoring Polynomials 12) Radicals
13) Solving Quadratic Eqs.
ALGEBRA MIND MAP NOTES:
√ Concepts cover California Algebra 1 State Standards.

√ Mind Maps are non-linear summaries of key ideas of
each concept
√ Problems are solved with 2-Column Notes with step by
step procedures.
√ Detailed PowerPoint Presentations are available on my
school web site.
√ All Mind Maps and PowerPoint Presentations are in
draft form and are continually being updated. All
comments and suggestions are appreciated and can be sent
to me at fsantos@pleasanton.k12.ca.us
HOW TO USE THIS RESOURCE:
Find specific concept on appropriate map

Browse specific maps for overall
understanding of general concept
Get a procedure on specific problems
Create your own mind map of a concept
and compare it with shown map
Make an overall mind map of algebra with
your own knowledge & shown maps
POWERPOINT CH6-5A Factor ax sq trinomials.ppt CH8-1 AM181,2&3GraphSys.ppt
CH6-5B Factor ax sq tri B.ppt
PRESENTATIONS
CH8-1,2&3 SysLinearEqMM.ppt
CH6-6 Box Group GCF's.ppt
CH9-5 GraphLinearIneqMM.ppt
CH6-7A Factor Strat.ppt
CH10-1,2&3 Rational ExpMM.ppt
Ch1-1 Algebra Fundamentals.pp CH6-7B Factor”T”& X”.ppt
CH10-4&5 ADD&SUB RatExp.ppt
Ch1-2,4&5 Algebra Fund 2.ppt CH6-7C Factor Strat Summary.ppt
CH6-8 Factoring&Equations.ppt CH11-2A RadicalExp2.ppt
CH1-7 SolveEquations.ppt
CH7-1&2 GraphPt&Lines.ppt CH11-2B RadicalExp2.ppt
CH2-3 AddSub INTEGERS.ppt
CH3-7 AM73&74SolveEqForVar.ppt CH7-3&5 AM169EqStd.ppt Ch11-3,4,5&6RadicalExpMM.ppt
CH5-1&2 EXPONENTS.ppt CH7-3&6 Slope Int Eqs.ppt CH11-6&7 Add Radical & PhyT.ppt
CH5-4 SciNotation.ppt CH7-4,5,6&8 Lines&Eq2.ppt CH12-1A RelationsFunctions.ppt
CH5-5 DegOfPoly CH7-4,5&6 LinearEq.ppt CH12-4 Quad Eq Intro & Graph.ppt
CH5-5A Terms&Coefficients.ppt CH7-4A Intro Slopes.ppt CH12-4A QuadFunctions.ppt
CH5-7 BoxMeth Mult Polys.ppt CH7-4B SLOPES.ppt CH12-5&6 DirectIndirectVar.ppt
CH5-7&8 AddSub Polys.ppt CH7-6A AM170EqGivenSlope&Int.ppt CH13-1-5 Solve QuadEqMM.ppt
CH6-1&4 Factoring GCF&TriN.ppt CH7-6B AM171EqGivenSlope&Pt.ppt
CH13-2 SolveQuad SqRootRule.ppt
CH6-1A Factoring Basics.ppt CH7-6C AM172EqGivenTwoPts.ppt
Test Prep STATE STAR.ppt
CH6-2 Factoring Binomial.ppt CH7-6D AM174DescribeGraph.ppt
Test Prep District 3rdQ.ppt
CH6-3 Trinomial Square Pres.ppt CH7-8APar & Per Lines.ppt
CH7-8C AM173ParPerpLines.ppt
Q u ic k Tim e ™ a n d a Q u ic k Tim e ™ a n d a
G r a p h ic s d e c o m p r e s s o r G r a p h ic s d e c o m p r e s s o r
a r e n e e d e d t o s e e t h is p ic t u r e . a r e n e e d e d t o s e e t h is p ic t u r e .
Radicals
2
Hi, I’m Domain Hi, I’m Range

X and I have Y and I love
To be First to be Second
Visual to REMEMBER
+
ALGEBRA FUNDAMENTALS ALGEBRA FUNDAMENTALS
-b b  4ac
2
With the emphasis on FUN
PROPERTIES
PS • OF
X=
 2a 1A
 SOLVING
Perfect Square times Other Factor
 
12 QUADRATIC

11 EQUATIONS
1
13
10
Scientific
9.54x107 miles
Notation
1.86x107 miles
Makes
per mile These
Systems of Equations
Given 2 linear equations
Numbers
Easy
The single point where they 9
intersect is the solution.
3
Q u ic k Tim e ™ a n d a
TI FF ( Un c o m p r e s s e d ) d e c o m p r e s s or
a r e n e e d e d t o s e e t h is p ic t u r e .
• POWER TO A POWER
Q u ic k Tim e ™ a n d a
TI FF ( Un c o m p r e s s e d ) d e c o m p r e s s or
a r e n e e d e d t o s e e t h is p ic t u r e .
Sliding down a slippery slope

8 X   X X X  X
2 3 2 2 2 222
 X6
4 THIS IS A
7 POWERFUL
IDEA

6 EXPONENTS
RISE
SLOPE= 5
RUN
QuickTime™ and a
Traditional Method Number Sets Additive & Multiplicative
WHAT PERCENT OF 30 is 6? Commutative Properties
1,2,3... NATURAL
LET’ S
SWITCH
SWITCH
COMMUTES
COMMUTES
(For any rational numbers a & b)
Q uic k Tim e™ and a
30
G r aphic s dec om pr es s or
ar e needed t o s ee t his pic t ur e.
0,1,2..
YEAH!
WHOLE
Part 6 x
  (Percent) ... 2,1,0,1,2,... INTEGERS
Whole 30 100
a
,b  0 RATIONAL abba
6 x b
100  100

30 100
6
non  repeating,never  ending
Rational & Irrational
IRRATIONAL
REAL
a b  b a
20%  x 0 Negative _ SquareRoots

IMMAGINARY
SWITCH PLACES
WHAT = X
WHAT % = X /100 What Percent is What???
 What about Subtraction & Division?

OF = • (Times)
IS = = (Equals)
WHAT PERCENT OF 30 is 6? 30
x
• 30  6
100 ALGEBRA FUNDAMENTALS Adding Fractions
100  x 100 
• 30  6 1 3 4
  • With common denominators
 30 100  30  7 7 7 (ADD NUMERATORS)
6
 With the emphasis on FUN 1 3 • With uncommon denominators
x  20% 0
 
8 7 (CONVERT TO COMMON DENOMINATOR
 7 24 31 AND ADD)
 
 56 56 56
• With mixed numbers
1 3 (CONVERT FRACTIONS TO COMMON
2 5  DENONINATOR AND ADD WHOLE
 
8 7 NUMBERS AND FRACTIONS)
7 24 31
2 5  7
56 56 56
Principle of Balanced Equations

One side of an equal sign is
balanced with the other side. Equation Solving & Like Terms
Anything that you do to one Subtracting Fractions
side of a balanced equation • Maintaining Balance Same rules but sometimes you have to borrow a whole
x  3 5
must be done to the other side.
• Simplify Each Side First • BORROWING A WHOLE NUMBER
1 3
-3 -3 • A Like Term is a number and variable or variables 5 1 
7 7 A whole number can be equivalent to a
fraction with the same numerator and
denominator.
• Only Like Terms can be combined 1 1 7 8
x2
5 4  4
7 7 7 7
2 3 45 1
 1   
2 3 45 1
3x & 5x  2x

8 3 5 7
Using 7  1 you can subtract the fraction
4 1  3
7 7 7 part of the mixed number.
7y 2 & 4 y 2  11y 2 


56xb 4 & 6xb 4  50xb 4
Unlike Terms can not be combined
Additive & Multiplicative
DISTRIBUTIVE Property
Closure
a(b  c)  ab  ac
Distribute outside term to each a b Is a rational number
term inside the parenthesis ab Is a rational number

Inverse Properties
a  (a)  0 -a is the Additive Inverse  Additive & Multiplicative
Commutative Properties
1 
LET’ S
1/a is the Multiplicative Inverse

SWITCH
SWITCH
1
COMMUTES
a (For any rational numbers a & b)

COMMUTES
G r aphic s dec om pr es s or
YEAH!
a  Think of Inverse as undoing. ALGEBRA FUNDAMENTALS

PROPERTIES abba
• A/M Closure a b  b a
• A/M Commutative
 SWITCH PLACES
Properties OF EQUALITY • A/M Associative
• A/M Identity What about Subtraction & Division?
REFLEXIVE: a=a is always true 
• Reflexive
SUBSTITUTION(Symmetric)
SYMMETRIC If a=b then b=a
• Symmetric
TRANSITIVE If a=b & b=c then a=c
• Transitive
>
•
>
A/M Inverse
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Associative Properties
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• Distributive (For any rational numbers a & b)
Additive & Multiplicative a  (b  c)  (a  b)  c

Identity Properties a  (b  c)  a  (b  c)
a 1  a 1 is the Multiplicative Identity CHANGE ASSOCIATIONS
a0 a 0 is the Additive Identity

Add Polynomials with Algebra tiles
ALGEBRA TILES
•Makes X’s & Algebra Visible
•Combine Like Terms
•Show Factoring
2x2 -3x + 4 -x2-2x-6 = x2 -5x -2
1 -1
x x2 -x -x2
Subtract polynomials
Example: Subtract (–3x5 –5x) – (6x + 8 – 8x5)
Since subtraction is the same as “adding the opposite ”, we
can change this problem to addition by changing all of
the signs of the polynomial to be subtracted...
(–3x5 –5x) + (–6x – 8 + 8x5)
Now, find your like terms …
–3x5 –5x + –6x – 8 + 8x5
5x5– 11x – 8
ANOTHER METHOD
Changing from Standard
Ex. 6800 Notation to Scientific Notation Changing from Scientific
Ex. 4.5 x 10-3 Notation to Standard Notation
6800 1. Move decimal to get
a single digit # and
3 2 1 count places moved 1. Move decimal the same
68 x 10 3 2. Answer is a single
digit number times
00045 number of places as the
exponent of 10. Scientific
the power of ten of
3 2 1 (Right if Pos. Left if Neg.)
Notation
places moved.
9.54x107 miles
If the decimal is moved left the power is positive.
If the decimal is moved right the power is negative.
1.86x107 miles
Makes
What is Scientific Notation per second These
A number expressed in scientific notation is
(3 x 104)(7 x 10–5)
Multiply two numbers
expressed as a decimal number between 1 and 10
multiplied by a power of 10 ( eg, 7000 = 7 x 103 or Number
in Scientific Notation
s Easy
0.0000019 = 1.9 x 10 -6)
= (3 x 7)(104 x 10–5) 1. Put #’s in ( )’s Put

base 10’s in ( ) ’s Why do we use it?
= 21 x 10-1 2. Multiply numbers
3. Add exponents of 10. It’s a shorthand way of writing very large or very
= 2.1 x 100 4. Move decimal to put small numbers used in science and math and
Answer in Scientific anywhere we have to work with very large or very
or 2.1 Notation small numbers.
Addition and subtraction
2.0 x 10 2 + 3.0 x 10 3 Scientific Notation
6.20 x 10–5 DIVIDE USING SCIENTIFIC .2 x 10 3 + 3.0 x 10 3 1. Make exponents of 10 the same
2. Add 0.2 + 3 and keep the 103 intact
8.0 x 103 NOTATION
= .2+3 x 10 3
The key to adding or subtracting numbers
in Scientific Notation is to make sure the
= 3.2 x 10 3
6.20 10-5 exponents are the same.
1. Divide the #’s &
8.0 103 Divide the powers of ten
(subtract the exponents) 2.0 x 10 7 - 6.3 x 10 5
= 0.775 x 10 -8
2. Put Answer in Scientific 2.0 x 10 7 -.063 x 10 7 1. Make exponents of 10 the same
= 7.75 x 10–9 Notation 2. Subtract 2.0 - .063 and
= 2.0-.063 x 10 7 keep the 10 7 intact
= 1.937 x 10 7
Changing from Standard
Ex. 6800 Notation to Scientific Notation
6800 1. Move decimal to get

a single digit # and
3 2 1 count places moved
2. Answer is a single
68 x 10 3 digit number times
the power of ten of
places moved.
If the decimal is moved left the power is positive.
If the decimal is moved right the power is negative.
What is Scientific Notation

A number expressed in scientific notation is
expressed as a decimal number between 1 and 10
multiplied by a power of 10 ( eg, 7000 = 7 x 103 or
0.0000019 = 1.9 x 10 -6)
Why do we use it?

It’s a shorthand way of writing very large or very
small numbers used in science and math and
anywhere we have to work with very large or very
small numbers.
POWER TO A POWER
Anything to the
zero power X  X X X  X
2 3 2 2 2 222
 X6
equals 1 THIS IS A
POWERFUL
IDEA

EXPONENTS
EXPONENTIAL NOTATION
Simplify
3x 3 y 4
 2 
 7z 
Take A Power
To A Power
2 IS THE EXPONENT
INVERTING A NEGATIVE
EXPONENTS CHANGES ITS SIGN 3x 3 y 4 34 x 3•4 y1•4 1. Multiply the outside
2
21 1
X  2  
 2z  2 4 z 2•4
power to the inside
powers.
X  2
2. Simplify
 X 2
X IS THE BASE
34 x12 y 4 81x12 y 4
 4 8 
X X 2 2 z 16z 8

MULTIPLYING EXPONENTS DIVIDING EXPONENTS
 

ADD THE EXPONENTS SUBTRACT THE EXPONENT OF THE
DENOMINATOR FROM THE EXPONENT
A B
X X  X
A B
OF THE NUMERATOR XA
 X AB
XB
6x-3 Multiply a Binomial by a Trinomial
c +d +e
7x8 42x5
a ac ad ae
7x8¥6x-3=42x5
b bc bd bc
(a+b)(c+d+e)= ac+ad+ae
bc+bd+be
HOW TO USE BOX METHOND
1. Draw a box matrix to match # of polynomial terms

DISTRIBUTIVE PROPERTY 2. Put the 1st polynomial down the left side
x +5 3. Put the 2nd polynomial on top
2 2x 10 4. Multiply #’s and add exponents of similar bases
5. Combine Like Terms
2(x+5)=2x+10
6. Write Answer in descending order
Factor x2+5x+6 Factor x2+bx+c
1. Put c on top of “X” factor

6
( c is the last #)
2 3 2. Put b on bottom
5 (b is the middle #)
3. Determine side factors
4. Put side factors in Answer
(x  2)(x  3)
Note: Answer will be in the form of
(x )(x )

The Factor “X”

(Used in Factoring) Factor Factoring ax 2+bx+c Trinomials
36x2+60x+25
1. Put ac on top of “X” factor
a b Given a & b on the sides of the x factor 900 2. Put b on bottom of “X” factor
3. Determine what factors multiply to
30 30 ac and sum to b.
4. Put ax2 in the first box & c in last box
60 5. Write factors in other boxes with X’s
ab a•b is the top of the x factor
6. Determine GCF of upper boxes
6x +5 7. Answer is Top Factors times
a b Side Factors.
6x 36x2 30x
a+b a+b is the bottom of the x factor
=(6x+5)(6x+5)=(6x+5)2
5 30x 25
QuickTime™ and a
Factor 64x 5-4x Factor Completely

64x5-4x 1. Check for GCF
4x 16x4
-1 • Check for further factoring
2. Use DOS Formula
a=4x2 b=1 a2-b2=(a+b)(a-b)
• Check for further factoring
=4x(4x2+1)(4x2 - 1)
3. Use DOS Formula again
a=2x b=1 a2-b2=(a+b)(a-b)
4.. LAST STEP IS
=4x(4x2+1) (2x +1)(2x - 1)
p  7  p2  5 p  4 Adding Rational Expressions
y 2  3y  2 Simplifying 
Simplify Polynomials p3 p3 with common denominators
y 2 1
y 2  3y  2 (y  2)(y  1) 1. Factor numerator & denom. 1. ADD Numerators with ( )’s
 p  7 ( p 2  5 p  4)
y2 1 (y  1)(y  1)   (Distribute the -1)
p3 p3
 2 2. Reduce
p  7  p2  5 p  4 p2  4 p  3
Keep the common denominator.
(y  2)(y  1) (y  2)  

1 2 (y  1)(y  1) (y  1) p3 p3 2. FACTOR & SIMPLIFY
3. Name undefined values
3
For y=1 this algebraic expression is UNDEFINED.
(Where denominator is 0) ( p  3)( p 1) 3 (If possible)
  p 1
p3 -3 -1
 -4

(3x 2  x) 2 Multiply

14 x Adding Rationals
Rationals 2 with uncommon
5
x(3x  1) 2 x denominators
 1. Factor each numerator and
2 x
14 x denominator if possible.   5
x x The Key is to:
1
x(3x  1) 2 2. Cancel and/or Reduce 2 5x 5x  2 1. Make Denominators
   
7 14 x x x x Common
2. Add Numerators &
(3x  1) Simplify
7

x 1 x 1 Divide
 2
x 1 x  2x  1
2
Rationals

6 Solving Rational
x  1 x 2  2x  1 x  5
 1. INVERT 2nd Fraction & x Equations (2nd Deg)
 x 2 1 x 1 MULTIPLY
x 1 (x 1)(x 1)  6 
 2. FACTOR each numerator xx   5x 1. Bust fractions by
(x  1)(x 1) x 1  x 
and denominator if possible. multiplying bymon
  x 2  6  5x 6
3 2 denominator.
3. SIMPLIFY
x 1 (x 1)(x 1) x 2  5x  6  0 5 2. Set Eq =0
 3. Factor
(x  1)(x 1) x 1 (x  3)(x  2)  0
4. Set Each Factor = 0
x 1 x  30 x 20
 & Solve
x 1 x  3 x  2
Find the slope of a line Find the Slope of a Write this equation in
Standard Form
Obj. 169
Comparison of AM 170, 171 & 172
Write Equation in
Through (3,4) &(-2,6) line between 2 Points Ax+By=C
3
Standard Form or SUMMARY AM 170 SUMMARY AM 171 SUMMARY AM 172
Ex #4. y  8 x  4 Slope Intercept Form Write Equation of a Line Write Equation of a Line Write equation of a line
x1 y1 x2 y2 3
Given Slope and y-intercept Given Slope and a point given two points on the line.
y y
8 y x4 8 1. Put points into m  2 1
(3,4) & (-2,6) 1. Write x 1,y1,x2,y2 over numbers 8 1. Bust Fractions by multiplying to find slope.
x 2  x1
 by LCD
8y=+3x+32
y 2  y1 6  4 2. Write Formula and Substitute -3x -3x
2. Move x-term to LHS 1. USE Y=MX+B & SOLVE FOR B 2. USE Y=MX+B & SOLVE FOR B
Slope   (Left Hand Side) of equation 2. PUT M&B INTO  INTO
3. PUT M&B
x 2  x1 2  3 x1,x2,y1,y2 values.  -3x+8y=32 or 1. PUT M&B INTO Y=MX+B FOR EQUATION Y=MX+B FOR EQUATION
Note: Mult. both sides of the Eq. Y=MX+B FOR EQUATION (4,3) (6,7)
6  4 2 2 +3x-8y=-32 By (-1) to get an equivalent ans.

x y y 2  y1 7  3 4
  3. Calculate & Simplify (4,3) 1. m    2
x 2  x1 6  4 2
2  3 5
x y
5 y=mx+b
(4,3)
y=mx+b
 y=mx+b
Slope of 2
Sliding down a slippery slope y=4x+8 1. 3=2(4)+b

3=8+b 2.
1. 3=2(4)+b
3=8+b
Slope of 2

-8 -8 -8 -8
y=2x-5
Y & X-Intercepts -5=b 2. -5=b
3. y=2x-5
SLOPE is a measure of
TI FF ( Unc om pr es s ed) dec om pr es s or
Y
TI FF ( Unc om pr es s ed) dec om pr es s or
Y is the Y-Intercept STEEPNESS

X is the X-Intercept Find the eq. of a line
Perpendicular to y=-2x+6 and
Through Point (5,1) Equations of Perpendicular Lines
(X,0) x y
Q u ic k T
im e ™ a n d a
TI FF ( Un c o m p re s s e d ) d
ec om pr es or
ar e ne e d e d t o s e e t h is p ic t u r e .
SLOPE= RISE
X Slope Is -2
(0,Y) Neg Recip 1. Solve the equation for y to
y=-2x+6
Is 1/2 find slope. (Use Neg Recip)
1
1 5  b
RUN 2 2. Put slope & (x,y) point into

y=mx+b to find b.
5
1  b
2 3. Put m&b (from steps 1&2)
-5/2 -5/2
RISE 3 into y=mx+b
SLOPE =  3
1
y x
Equations of a Line RUN 2
b 2 2
(6,4)
There are 3 Forms of Line Equations 4 • 
3 RISE  2 
• Standard Form: ax+by=c  2 (3,2)
•
Negative Slope
1 RUN  3 Positive Slope Is Down the Hill
• Slope Intercept Form: y=mx+b Is Up the Hill
(0,0) 1 2 3  4 5 6
• Point-Slope Form y-y1=m(x-x1)

All 3 describe the line completely but are
NO Slope
used for different purposes. You can Vertical Drop
convert from one form to another.
ZERO Slope Horizontal
Y & X-Intercepts
Y
Y is the Y-Intercept
X is the X-Intercept
(X,0)
X
(0,Y)
Review of an Equation & It’s Solution y  x  3 AM 186&7 SOLVING Systems
of Eq. By ELIMINATION/ADD
Is (5,4) a y  x  3 Determine if a given point
y  x 1 solution? y  x 1 is a Solution to a Sys of Eq.
SOLUTIONS ARE THE GRAPH
The graph of one variable equation is a number on y  x  3 1. Line up equation variables 4  5  3? Not True 1. Put (x,y) point into
and #.
the number line. (3x=21 • ) x=7 1  2  3 4  5 1? True
each equation.
2. Combine Like Terms
0 7
  2. If both equations
The graph of an inequality is a dot and heavy line & 11 3. Solve for 1 variable.
arrow on a number line. (3x>21 0 ) x>7 y  x 1 4. Put answer into either are true the point is
7 equation and solve for (5,4) IS NOT A SOLUTION a solution.
The graph of a linear equation is a line. 1  2 1 the other variable.
(2,1) 
11 5. CHECK ANS. BY PUTTING
y=x-1 (0,-1) ANS. BACK INTO EACH EQ.
The graph of a quadratic equation


is a parabola. y=x2-1 (0,-1)
Is (2,-3) a solution of SOLUTIONS OF a Given 2 linear equations
Have 3 Possible Answers
y = 2x-7 LINEAR EQUATION
y = 2x-7 x y The single point where they
1. Put (2,-3) (x,y) values
-3=2(2)-7 into the equation. intersect is the solution. •
-3=4-7 2. IF THE EQUATION IS
-3=-3 TRUE THE POINT (2,-3)
IS A SOLUTION.
SO (2,-3) IS A ONE NONE INFINITE
SOLUTION
If the equation is not true • (Lines Intersect) (Lines are Parallel) (2 lines on each other)
the point isn’t a solution
Solve: Find (x,y)

4 y  2x  2 AM 186&7 SOLVE Systems
Point where these
of Eq. By ELIM./ADD
Two lines cross. y  x  5 y  x  3 SOLVING Systems of Equations BY
4 y  2x  2 1. Multiply the second y  x 1 SUBSTITUTION & GRAPHING
equation by 2 to
 x5
y  x2
eliminate a variable x  3  x 1 y  x  3
when adding
+x +1 +x +1
4 y  2x  2 equations.  3
y  x 1
4  2x
 2y  2x  10 2. Add equations x 2
 2
6y  12 
3. Solve for one variable
y 2 y  2 1 1 (2,1) • Solution
4. Sub. found variable  y 1
2 x5 
 into either eq. to find  (0,0)
-5 -5 (2,1) 1 2 3 4
other variable. -1
 3  x (-3,2) ANSWER

Example: Solve the system of linear equations by
graphing. 4x + 2y = 4 2x + y = 2
2y = – 4x + 4
y = –2x + 2 y = –2x + 2
Notice that these are the
same line (one on top of
the other).
Where do they intersect?
Everywhere. The system
has infinite solutions.
Rules for Graphing Inequalities:

Here are some guidelines that will help you graph
linear inequalities:
< or < shade below the line
> or > shade above the line
Try ( 0 , 0 ) and see if it is true
< or > the line is not included ( dotted line)

< or > the line is included (solid line)
I’m Miss
Domain
I’m Miss
Range
RANGE & DOMAIN
X Y
VALUES
FUN FUNCTION MACHINE
Hi, I’m Domain Hi, I’m Range
DOMAIN RANGE X and I have
VALUES VALUES Y and I love Input
To be First to be Second x
Output
(3, 21) Function y
(5, 35)
(11, 77) Input
5
Domain {3,5,11} Range{21,35,77} Output
f(x)=7x f(5 )= 7•5 = 35
What’s the Domain & Range of Read f(x) as the function of x.

a Graph of a Straight Line f(x) = y = Output = Range value for this x
I’m I’m also s Outputs

er
-• to +• -• to +• w
ns
y=2x+1
(All Real #’s) (All Real #’s) AInputs Input
•(0,-1) x={3,5,11} g={1,4,9}
Outputs Outputs
f(x)=7x y=? f(g)=g+5 ?
(3, 21), (5,35), (11,77) (1, 6), (4,9), (9,14)
Input
Inputs
x={1,5,-8} h={1,-4,7}
Outputs Outputs
f(x)=7x-2 y=? f(h)=2h-1 ?
(1, 5), (5,33), (-8,-58) (1,1), (-4,-9), (7,13)
Determine if eq. Is a function & I’m Miss I’m Miss

Domain and Range. Determining Functions & Domain Range
( x, y) | y  x 2  3 DOMAIN & RANGE X Y

Final Review
1. Graph the equation
• (0,3)
2. Do the pencil test Inputs Outputs
 or
Note: All second degree or
equations are parabolas X-Values Y-Values
or or
The domain is all real # ’s y=x2 are up & down
The Domain The Range
The range is y•3 (3, 21) Or
or
1st (5, 35) 2nd
x=y2 sideways parabolas (11, 77) Coordinate
Coordinate
A relationship is any (x,y) pair or pairs.
A function is a relationship where each input value has
only one output value.
Simplifying Square 30x 4 6
Simplify : Divide Radicals Solve using the
200x  3
Roots 6x 2 a Pythagorean Theorem
10
1. Divide/Reduce
1. Factor any perfect squares 30x 4 30x 4 a2  b2  c 2 1. Substitute known values
(4, 9, 16, 25, x2, y6…) 
 2 6x 2 2. Simplify into Pythagorean Theorem
(& Put perfect squares in first
6x a  6  10
2 2 2
 100x 2
2x radical and other factor in 2nd)  5x 2
a 2  36  100 2. Solve for unknown variable
 x 2
5 Simplify radical if needed
 10x 2x 2. Take square root of first
a 2  64
radical x 5
a  64  8
x x ?
QuickTime™ and a

x  6x  9
2 Square Roots of
Perfect Squares 4 8 3 8  8 
Perfect squares
9
3 1. Factor any perfect
1, 4, 9, 16, …
Radicals
3
 6 squares
(x  3)(x  3)  (x  3) 2
 Visual to REMEMBER
3x25
EVEN POWERED
2. Take square root of 3x25 9x50 EXPONENTS ARE

(x  3) 2 
perfect square. SQUARES
x3
Divide Radicals
PS • OF 2
 Rationalizing the

Perfect Square times Other Factor 3
Denominator
 Simplifying Negative
2

2

3 1. Mult. Numerator & Denom.
  3 3 3 By Denom. to get a Perfect
9  Square Roots 6m  8m Multiply Radicals  Square in Denominator
6
 2. Take the square root of the
1. Factor any perfect squares 9
Perfect Square
9  (4, 9, 16, 25, 36…) 6m  8m 1. Multiply to one radical
6
 2. Simplify  3. Simplify
 9 1
(& Put perfect squares in first
radical and other factor in 2nd)
  48m 2 3
• Factor any perfect squares
 3i 2. Take square root of first (4, 9, 16, x2, y6…)
radical
 16m 2  3 • Take square root of first

3. The square root of -1 is radical
called IMAGINARY   4m 3

Solve with Perfect Solve Quadratic Eq.
(x  2)  49 2 x 2  5x  6 By Factoring
Square Binomial
x 2  5x  6 1. Set Eq = 0
(x  2)  49 2
1. Get Perfect Squares on 2. Factor
Both Sides of Equation.

x 2  5x  6  0 3. Set Each Factor = 0
x  2  7 2. Take Square Root of 4. Check Answers by
Perfect Squares (x  6)(x 1)  0 Putting into Original Eq.
3. Solve Positive Number
x  6  0 & x 1  0
x  2  7 x  2  7 & Neg. Number
4. Check Answers by x  6 x  1
x 9 x  5 Putting into Original Eq.

SOLVING
2
Linear Vs. Quadratic

 Straight Line Parabola or “U” Shaped
+ QUADRATIC First Degree Eq. Second Degree Equation
EQUATIONS
Exponent is 1 Exponent is 2
-b b  4ac
2
ax +by +c = 0 f(x) = ax2 +bx +c = 0
X= y = mx + b
2a

The Discriminant
The Discriminant equals b2-4ac
Solve with Solve by Completing

b  b  4ac 2 3x 2  6x  3  6
x 2  2x  2 The Square
Quadratic Equation x
a=1 b
c 2a
2 Solutions if positive
3x 2  6x  9
1. First Put c on Right Hand Side
1. Put Equation into Std. Form
x 2  2x  2  0 (ax2+bx+c=0) 1 Solution if 0 x 2  2x  __  3  __ of equation.
 0 Solutions if netative 2. Divide by a
2. Plug a, b & c into the Quad. Eq.
 x 2  2x  1 = 3 +1 3. Complete The Square
b  b  4ac 2
2  4  4(2) (x  1) 2  4
x
x
2a  • • (b/2)2=(2/2)2=1
2 3. Simplify Radical x 1  4 4. Write Trinomial Square as a
2  12 2  4 3 4. Solve for x X Binomial Square
x  • •
x  1 2
2 2  5. Square Root both sides
x  1 or x = -3 6. Solve for x (Note 2 Answers)
2  2 3
x  1 3
2
nat If Bs • Vertical angles are congruent.
• If two angles are supplements of congruent angles (or the same
angle) the two angles are congruent.
• If two angles are complements of congruent angles (or of the same
angle) the two angles are congruent.
• If two lines are perpendicular they form congruent adjacent angles.
• If parallel lines are cut by a transversal, the corresponding angles are
Ways to Prove congruent.
• If parallel lines are cut by a transversal, the alternate interior angles
Angles Congruent are congruent.
• If an angle is bisected, it divides it into two congruent angles.
• If two angles are equal in measure, then they are congruent.
(Definition of Congruent Angles)
• If two angles in one triangle are congruent to two angles in another
triangle, the third angles are congruent.
• The exterior angle of a triangle equals the sum of the two remote
interior angles.
• If the exterior sides of 2 adjacent angles are perpendicular the

Ways to Prove Angles angles are complementary.
• If the sum of the measure of two angles is 90 degrees, the angles
Complementary are complementary (Definition of complementary angles)
• The acute angles of a right triangle are complementary.
• If parallel lines are cut by a transversal, the interior angles on the

Ways to Prove Angles same side of the transversal are supplementary.
Supplemenatry • If two angles add up to 180 degrees, then they are supplementary
(Defintion of Supplementary Angles)
• If BX
B is isinthe
thebisector
interior of angle ABC:
CDA then the measure
The measure of angle
of angle ABX =
Angle
AngleBisector
AdditionTheorem
Axiom CDB
1/2 the+ measure
the measure of angle
of angle ABC;BDA
The=Measure
the measure of angle
of angle SBCCDA
= 1/2
the measure of angle ABC
• If a line is perpendicular to one of two parallel lines, it is

Ways to Prove Lines perpendicular to the other one as well.
Perpendicular • If two lines form right angles, then they are perpindicular.
(Definition of perpendicular lines)
• If B is between A and C then AB + BC = AC (whole = sum of its

Segment Addition Axiom parts)
Midpoint Theorem • If M the midpoint of AB: AM = 1/2 AB; BM = 1/2 AB

• If two lines are perpendicular to the same line, they are parallel
to each other.
• If two lines are parallel to a third line, then the two lines are
parallel to each other.
• If two lines are cut by a transversal and corresponding angles are
Ways to Prove congruent, then the lines are parrallel.
• If two lines are cut by a transversal and alternate interior angles
Lines Parallel are congruent, then the lines are parallel.
• If two lines are cut by a transversal and the same-side interior
angles are supplementary, then the lines are parallel.
• In a plane two lines perpendicular to the same line are parallel.
• If 2 lines intersect, they intersect in exactly one point.

• Though a line and a point not in the line there is exactly one
plane.
• If two lines intersect exactly one point contains the lines.
• A line contains at least two points.
• A plane contains at least three points not all in one line.
• Space contains at least four points not all in one plane.
Lines, Points, and • Through any two point there is exactly on line.
• Through any three point there is at least on plane, and
Planes through any three non-collinear points there is exactly on
plane.
• If two points are in a plane, then the line that contains the
points in in that plane.
• If two planes intersect, then their intersection is a line.
• Through a point outside a line, there is exactly one line
parallel to the given line.
Definitions
 Line Segment:
 A part of a line with two end points.
 Midpoint of a Segment:
 Divides the segment into two equal parts.
 Bisector of a Segment:
 Intersects the segment at its midpoint; could be a line or a segment.
 Congruent Segments:
 Two segments that have the same measure.
 Perpendicular Lines:
 Two lines that intersect to form right angles.
 Parallel Lines:
 Two lines on the same plane that never intersect.
 Ray:
 A line that only goes in one direction.
 Opposite Rays:
 Two rays that have the same endpoint that form a straight line.
 Angle:
 The union of two rays with a common endpoint (vertex).
 Adjacent Angles:
 Two angles that share a ray, share a vertex, and do not overlap.
 Obtuse Angle:
 An angle was a measure greater than 90 degrees but less than 180 degrees.
 Acute Angle:
 An angle with a measure between 0 and 90 degrees.
 Right Angle:
 An angle with a measure of 90 degrees.
 Bisector of an Angle:
 A ray, line, or sector that cuts an angle into two equal halves.
 Vertical Angles:
 Two non adjacent angles formed by two intersecting lines.
 Supplementary Angles:
 Angles that add up to 180 degrees when combined.
 Complimentary Angles:
 Angles that add up to 90 degrees when combined.
 Congruent Angles:
 Two angles that have the same measure.
 Collinear:
 Two points on the same line.
 Coplanar:
 Two points on the same plane.
 Isosceles triangle – a triangle with 2 sides congruent
 Scalene triangle – a triangle with no sides the same length
 Equilateral triangle: a triangle with all sides congruent
 Right triangle- a triangle with one right angle
 Obtuse triangle- a triangle with one obtuse angle
 Acute triangle – a triangle with all acute angles.
Properties of Equality
Subtraction • If a = b and c = d then a - c = b - d
Addition • If a = b and c = d then a + c = b + d
Multiplication • If a = b then ac = bc
• If a = b and c ≠ d then a/c = b/c

Division
• If a = b then you can substitute a for b or b for a in an

Substituion equation
Reflexive • a=a
• If a = b then b = a
Symmetric:
Transitive
Name: Class: Date:
Remedial Plan
Indicate whether the statement is true or false.
constant of proportionality point-slope form standard form
constant of variation rise substitution
constant rate of change run system of equations
direct variation slope x-intercept
linear relationship slope-intercept form y-intercept
State whether each statement is true or false.
1. The x-intercept of a function is the x-coordinate of the point where the graph crosses the x-axis.
a. True
b. False
Determine whether each statement is true or false.
2.
a. True
b. False
alternate exterior angles hypotenuse proof

alternate interior angles inductive reasoning Pythagorean Theorem
converse informal proof regular polygon
corresponding angles interior angles remote interior angles
deductive reasoning legs theorem
Distance Formula paragraph proof transversal
equiangular parallel lines triangle
exterior angles perpendicular lines two-column proof
formal proof polygon
3. The hypotenuse is the side adjacent to the right angle.
a. True
b. False

4. The constant ratio in a direct variation is called the constant of variation.
a. True
b. False
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Name: Class: Date:
Remedial Plan
5.
a. True
b. False

6. The Pythagorean Theorem is used to find the ratio of the angle measures of two angles in a right triangle.
a. True
b. False
7. 7 < 11
a. True
b. False

8. A triangle is formed by three line segments that intersect only at their endpoints.
a. True
b. False

Name: Class: Date:
Remedial Plan

9. Slope is the ratio of the run, or horizontal change, to the rise, or vertical change.
a. True
b. False
10. Linear functions written in the form Ax + By = C are written in slope-intercept form.
a. True
b. False
Indicate whether the statement is true or false. If it is false, change the identified word(s) to make the statement
true.
conjugates exponential function order of magnitude

common ratio exponential growth rational exponent
compound interest geometric sequence rationalize the denominator
constants monomial recursive formula
exponential decay nth root zero exponent
State whether each sentence is true or false. If false, replace the underlined word or phrase to make a true
11. The rational exponent of a geometric sequence can be found by dividing any term by its previous term.
Write whether each sentence is true or false. If false, replace the underlined word or phrase to
make a true sentence.
12. A reflection is a transformation that moves all points of a figure the same distance in the same direction.
13. A translation maps each point to its image along a vector called the translation vector.

Name: Class: Date:
Remedial Plan

14. Constants are monomials that are real numbers.
15. Exponential decay is when an initial amount decreases by the same percent over a given period of time.
16. The equation A = P is the general equation for compound interest.
17. The nth root of a quantity is the number rounded to the nearest power of 10.
Determine whether each sentence is true or false. If false, replace the underlined word or phrase
to make a true sentence.
18. Two angles are congruent if their measures have a sum of 90.

19. Binomials of the form and , where a, b, c, and d are rational numbers are
conjugates.
20. The zero exponent property tells us that any nonzero number raised to the zero power is 1.

Name: Class: Date:
Remedial Plan
Indicate the answer choice that best completes the statement or answers the question.
Choose the correct term to complete each sentence.
21. Vertical angles are two ____________ angles formed by two intersecting lines.
a. nonadjacent b. collinear
22. Find the sixth term of the geometric sequence –16, 40, –100, ... .
a. –15,625 b. –6250
c. 6250 d. 1562.5
Use the figure.
23. Name the angle that is vertical to 3.
a. 1 b. 2
c. 3 d. 4
24. ABC has vertices A(–2, 1), B(–4, –1), and C(0, –1) and is reflected in the line x = 2. What is the coordinate
of ?
a. (2, 0) b. (2, –1) c. (4, –1) d. (–4, –1)
25. The line segment with endpoints T(2, 1) and U(–5, 6) is rotated 90 about the origin. What is the

coordinate of ?
a. (2, –1) b. (–2, –1) c. (1, 2) d. (–1, 2)
26. ∠ A and ∠B are complementary. The measure of ∠ A is 26 degrees more than the measure of ∠ B. Find the
measure of ∠ B.
a. 32° b. 58° c. 84° d. 103°

Name: Class: Date:
Remedial Plan
Use the graph to answer each question.
27. What is the domain of the relation?
a. {–4, –2, –1, 0, 1, 2, 3, 4} b. {–4, –1, 0, 2, 3, 4}
c. {–4, –2, –1, 0, 1, 4} d. {–4, 4}
28. Which is the equation for the nth term of the geometric sequence 6, 12, 24, ...?
a. a n = 6 • 2n b. a n = 2 • 3n

c. a n = 3 • 2n d. a n = 3 • 2n – 1
29. Write a verbal expression for 2n + 7.
a. the product of 2, n, and 7 b. 7 more than twice a number
c. 7 less than a number times 2 d. 7 more than n and 2
30. Which figure shows and point G contained in plane R?
a. b.
c. d.
31. Name the image of under reflection in line m.

a. b. c. d. line
32. Find the coordinates of the image of P(–3, 1) after the composition of a reflection in the y-axis and a
translation 2 units left.
a. P′′(–1, 1) b. P′′(1, 1) c. P′′(3, 1) d. P′′(1, –3)

Name: Class: Date:
Remedial Plan
Graph each function.
33.
a. b.
c. d.
34. Jon enlarges a 4-inch by 6-inch photograph by 2.5x. What are the dimensions of the enlarged photograph?
a. 8-in. by 12-in. b. 10-in. by 15-in. c. 10-in. by 12-in. d. 15-in. by 10-in.
35. f(x) = 6x is compressed vertically by a factor of
a. g(x) = (6x)
b. g(x) = 4(6x)
c. g(x) =
d. g(x) = 64x

Name: Class: Date:
Remedial Plan
36. Write in radical form.
a. b.
c. d. x
37. BUSINESS A printing press valued at $120,000 depreciates 12% per year. What will be the approximate
value of the printing press in 7 years?

a. $19,200 b. $265,282 c. $49,041 d. $55,728
Tell how the transformed function compares to the parent function.
38. f(x) = 5.2x; g(x) = 5.2−x
a. Reflected across the x-axis
b. Reflected across the y-axis
c. Stretched vertically by a factor of –1
d. Compressed vertically by a factor of –1
39. If each lap around a track is 400 meters long, how many laps equal 3.1 miles? Round to the nearest tenth.
(Hint: 1 foot = 0.3048 meter)
a. 12.5 laps b. 39.2 laps
c. 121.9 laps d. 378.0 laps
40. Which unit would be most appropriate to measure the width of the basement of a house?
a. centimeters
b. meters
c. millimeters
d. kilometers
41. What is the domain of the relation?
a. {– 4, –1, 0, 2, 4} b. {– 4, – 2, – 1, 1, 4}
c. {–4, –2, –1, 0, 1, 2, 4} d. {– 1, 1}

Name: Class: Date:
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42. A cable company charges an installation fee to install cable at a residence. There is also a monthly fee for the
cable service. The total costs for Months 2, 4, 6, and 8 are $145, $255, $365, and $475, respectively. How
much is the installation fee? Assume that the relationship between the two quantities is linear.
a. $35
b. $55
c. $90
d. $110
43. Evaluate 2(11 – 5) + 9 ÷ 3.
a. 18 b. 15 c. 30 d. 11
44. Simplify (–2h k)4(4h 3k 5)2.

a. 2h 24k 40 b. –64h 9k 11 c. –256h 10k 14 d. 256h 10k 14
45. Which is a true statement about the relation?
a. The relation is not a function.
b. The value of x increases as y decreases.
c. The value of x increases as y increases.
d. The relation is a linear function.
For the next two questions, use the figure below.
46. Does the figure appear to have line symmetry? If so, state their number.
a. yes; 1 b. yes; 2 c. yes; 3 d. no
47. A number is divided by four. The result is added to five. This result is multiplied by three to give 27. What is
the number?
a. 16 b. 1 c. 21 d. 3

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48. Simplify r 2 – 2r 3 + 3r 2.

a. 4r 2 – 2r 3 b. 2r c. 3r 2 – 2r 3 d. 4r 2
49. If h(r) = r – 6, what is the value of h(–9)?
a. 12 b. 0 c. – 6 d. –12
50. Which object models a line?
a. a fly b. a wall
c. a meter stick d. a diskette
51. Solve the formula V = ℓwh for ℓ.
a. whV b. c. d.
52. Given A is between Y and Z and YA = 5.5, AZ = 2x, and YZ = 41.5, find AZ.
a. 9 b. 18 c. 36 d. 47
Determine whether the pair of triangles is congruent. If yes, include the theorem or postulate that
applies.
53.
a. yes; The triangles are congruent by hypotenuse-angle congruence.
b. yes; The triangles are congruent by hypotenuse-leg congruence.
c. no; The triangles are not congruent.
d. There is not enough information to determine congruency.
54. Point E with coordinates (5, 7) is translated along a glide reflection to its image of (–7, 9). Which best
describes the glide reflection?
a. translation along and reflection in x-axis
b. translation along and reflection in y-axis
c. translation along and reflection in x-axis
d. translation along and reflection in y-axis

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55. Solve –6d = –42.
a. –48 b. 7
c. –36 d. 252
56. Write a verbal expression for 3n – 8.
a. the product of 3, n, and 8 b. 8 less than the product of 3 and n
c. 3 times n less than 8 d. n minus 8 times 3
57. Solve |5k + 2| > 1.
a. b. Ø
c. d. {k | k is a real number.}
58. Point Q with coordinate (–2, 3) is rotated 270° about the origin. Which of the following could be the
coordinates of its image?
a. b.
c. d.
59. Marek paints a barrel in the shape of a cylinder. To paint 8 square feet of the barrel, he uses 1 quart of paint.
The height of the barrel is 4 feet and the radius of its base is 0.5 feet. If Marek does not paint the top lid of
the barrel, how much paint does Marek use to paint the barrel?
a. about 0.5 quart b. about 2 quarts c. about 1.75 quarts d. about 3.8 quarts
Tell how the transformed function compares to the parent function.
60. f(x) = 4x; g(x) = 4−x − 10
a. Reflected across the x-axis; translated left 10 units
b. Reflected across the x-axis; translated down 10 units
c. Reflected across the y-axis; translated left 10 units
d. Reflected across the y-axis; translated down 10 units
61. Which pair of ratios forms a proportion?
a. and b. and
c. and d. and
62. Evaluate .

a. 2 b. 4 c. 8 d. 32

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63. A point K with coordinates (–1, 6) is translated along the vector and then reflected in the y-axis. What
are the coordinates of K"?
a. (1, 9) b. (1, –9) c. (–1, 9) d. (–1, –9)
64. POPULATION A city’s population is about 763,000 and is increasing at an annual rate of 1.5%. Predict the
population of the city in 50 years.

a. 1,335,250 b. 826,830,628
c. 358,374 d. 1,606,300
65. Find the reflection of the point A(6, –1) in the x-axis.
a. (6, –1) b. (–6, 1) c. (6, 1) d. (1, 6)
66. Point J with coordinates (–2, 1) is translated along and then reflected in the x-axis. What are the
coordinates of ?
a. (–5, –2) b. (2, 1) c. (–5, 2) d. (2, –1)
67. Simplify .
a. 1 b. c. d.
68. GEOMETRY The formula for the volume of a cone is V = πr2h, where V represents the volume, r
represents the radius of the base, and h represents the height. What is the height of a cone with a volume of
110 cubic centimeters and a base with a radius of 5 centimeters?
a. 21 cm b. 0.47 cm c. 4.2 cm d. 41.49 cm
69. Mandy begins bicycling west at 30 miles per hour at 11:00 A.M. If Liz leaves from the same point 20 minutes
later bicycling west at 36 miles per hour, when will she catch Mandy?
a. 2:00 P.M. b. 1:00 P.M. c. 1:30 P.M. d. 2:30 P.M.
70. Omari drives a car that gets 18 miles per gallon of gasoline. The car’s gasoline tank holds 15 gallons. The
distance Omari drives before refueling is a function of the number of gallons of gasoline in the tank. Identify a
reasonable domain for this situation.
a. 0 to 18 miles b. 0 to 15 gallons
c. 0 to 270 miles d. 0 to 60 mph

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Enter the appropriate value to answer the question or solve the problem.
Complete the sentence.
71. 3.7 kg = _____ lb
72. The area of a square carpet tile is 900 square centimeters. What is the length of one edge of the tile in
centimeters?
73. Find the sum of the measures, in degrees, of the interior angles of an 12-gon.
Find the value of x in each figure.
74.

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75. The floors of houses in Japan are traditionally covered by tatami. Tatami are rectangular-shaped straw mats
that measure about 6 feet by 3 feet. If a room is 48 feet by 24 feet, how many tatami are needed to cover the
floor? Use the draw a diagram strategy.
Enter the appropriate word(s) to complete the statement.
coefficient multiplicative inverses properties
identity null set two-step
Choose from the terms above to complete each sentence.
76. A(n) ________________ contains two operations.
center of dilation dilation preimage rotational symmetry

center of rotation image reflection translation
congruent line of reflection rotation transformation
Choose the correct term or phrase to complete each sentence.
77. When a figure is moved without turning it, it is called a (rotation, translation).

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base perfect cube rational number

cube root perfect square repeating decimal
exponent power scientific notation
irrational number radical sign square root
monomial real number terminating decimal
Choose the correct term from the two choices given which makes the statement true.
78. A (radical sign, scientific notation), , is used to indicate a positive square root.
center of dilation dilation preimage rotational symmetry

center of rotation image reflection translation
congruent line of reflection rotation transformation
Choose the correct term or phrase to complete each sentence.
79. The original figure before a transformation is called a(n) (image, preimage).
base perfect cube rational number

cube root perfect square repeating decimal
exponent power scientific notation
irrational number radical sign square root
monomial real number terminating decimal
Choose the correct term from the two choices given which makes the statement true.
80. (Scientific notation, Square root) is a compact way of writing numbers with absolute values that are very
large or very small.

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State which metric unit you would probably use to measure each item.
81. length of a computer keyboard
Solve the equation.
82.
Name the reciprocal of the number.
83.
84. A can of soup has a volume of 20π cubic inches. The diameter of the can is 4 inches. What is the height of
the can?

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Find each sum or difference.
85. –0.38 – (–1.06)
86. Stephanie wants to transfer the soil from a rectangular pot measuring 4 inches by 5 inches by 3 inches into a
cylinder-shaped pot. The soil in both pots should be leveled to the top. What should be the volume of the
cylindrical pot?
Use the figure below to answer the following questions.
87. Name three points on plane B.

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In the figure, and are opposite rays and bisects .
88. Find the value of x if m FEG = 82, and m FEC = 5x + 11.
89. Translate the following equation into a verbal sentence.

– 5 = x(y + 7)
Solve each equation.
90. 5(12 – 3p) = 15p + 60

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Indicate the answer choice that best completes the statement or answers the question.
Determine whether each pair of segments is congruent.
91.
a. yes
b. no
Add, subtract, multiply, or divide.
92. –20(12)
a. –8
b. –32
c. –240
d. 240
93. SPORTS EQUIPMENT The price of a baseball glove is $8 more than half the price of spikes. The glove
costs $54. Solve the equation to find out how much the spikes cost.
a. $23
b. $128
c. $84
d. $92
94. Which of the following is as a fraction in simplest form?
a.
b.
c.
d.

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Write the decimal as a fraction or mixed number in simplest form.
95. 0.
a.
b.
c.
d.

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Answer Key
1. True
2. False
3. False
4. True
5. False
6. False
7. True
8. True
9. False
10. False
11. False - common ratio
12. False - translation
13. True
14. True
15. True
16. True
17. False - order of magnitude
18. False - complementary
19. True
20. True
21. a
22. d
23. b
24. c
25. d
26. a
27. c
28. c
29. b
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30. a
31. b
32. b
33. d
34. b
35. a
36. b
37. c
38. a
39. a
40. b
41. b
42. a
43. b
44. d
45. a
46. d
47. a
48. a
49. d
50. c
51. b
52. c
53. b
54. b
55. b
56. b
57. a
58. c
59. c

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60. d
61. b
62. c
63. c
64. d
65. c
66. c
67. c
68. c
69. b
70. b
71. 8.1
72. 30
73. 1800
74. 48
75. 64
76. two-step equation
77. translation
78. radical sign
79. preimage
80. Scientific notation
81. centimeter
cm
82. 59
83.
84. 5
5 in
5 in.
5 inches
85. 0.68
86. 60 in3

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87. Sample answer: T, U, V
88. 6
89. Three divided by y minus five equals x times the sum of y and 7.
90. 0
91. a
92. c
93. d
94. d
95. d

Geometry Reference Sheet: R R R RR RH R RH RH R

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Circle

Algebra Mind Maps

√ Concepts cover California Algebra 1 State Standards.

Find specific concept on appropriate map

Hi, I’m Domain Hi, I’m Range

Sliding down a slippery slope

1/a is the Multiplicative Inverse

a (For any rational numbers a & b)

a  Think of Inverse as undoing. ALGEBRA FUNDAMENTALS

• Distributive (For any rational numbers a & b)

Additive & Multiplicative a  (b  c)  (a  b)  c

2x2 -3x + 4 -x2-2x-6 = x2 -5x -2

= (3 x 7)(104 x 10–5) 1. Put #’s in ( )’s Put

6800 1. Move decimal to get

What is Scientific Notation

Why do we use it?

HOW TO USE BOX METHOND

1. Draw a box matrix to match # of polynomial terms

1. Put c on top of “X” factor

The Factor “X”

Factor 64x 5-4x Factor Completely

6  4 2 2 +3x-8y=-32 By (-1) to get an equivalent ans.

Sliding down a slippery slope y=4x+8 1. 3=2(4)+b

Y is the Y-Intercept STEEPNESS

RUN 2 2. Put slope & (x,y) point into

The graph of a quadratic equation

Solve: Find (x,y)

Rules for Graphing Inequalities:

< or > the line is not included ( dotted line)

What’s the Domain & Range of Read f(x) as the function of x.

I’m I’m also s Outputs

(3, 21), (5,35), (11,77) (1, 6), (4,9), (9,14)

(1, 5), (5,33), (-8,-58) (1,1), (-4,-9), (7,13)

Determine if eq. Is a function & I’m Miss I’m Miss

( x, y) | y  x 2  3 DOMAIN & RANGE X Y

Linear Vs. Quadratic

+ QUADRATIC First Degree Eq. Second Degree Equation

Solve with Solve by Completing

• If the exterior sides of 2 adjacent angles are perpendicular the

• If parallel lines are cut by a transversal, the interior angles on the

• If a line is perpendicular to one of two parallel lines, it is

• If B is between A and C then AB + BC = AC (whole = sum of its

Midpoint Theorem • If M the midpoint of AB: AM = 1/2 AB; BM = 1/2 AB

• If 2 lines intersect, they intersect in exactly one point.

Subtraction • If a = b and c = d then a - c = b - d

Addition • If a = b and c = d then a + c = b + d

• If a = b and c ≠ d then a/c = b/c

• If a = b then you can substitute a for b or b for a in an

alternate exterior angles hypotenuse proof

constant of proportionality point-slope form standard form

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alternate exterior angles hypotenuse proof

alternate exterior angles hypotenuse proof

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constant of proportionality point-slope form standard form

conjugates exponential function order of magnitude

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conjugates exponential function order of magnitude

conjugates exponential function order of magnitude

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25. The line segment with endpoints T(2, 1) and U(–5, 6) is rotated 90 about the origin. What is the

26. ∠ A and ∠B are complementary. The measure of ∠ A is 26 degrees more than the measure of ∠ B. Find the

a. 32° b. 58° c. 84° d. 103°