Littell Math Course 1

McDougal Littell
MATH Course 1
Ron Larson
Laurie Boswell
Timothy D. Kanold
Lee Stiff
McDougal Littell MATH
About Course 1
The focus of the early chapters in McDougal Littell Math Course 1 is on
numbers, their operations, and their algebraic representations. You will
build your understanding of these concepts through a variety of models,
such as base-ten pieces, rulers, and verbal models. You will also apply
your skills to problem-solving situations and use estimation to check
reasonableness. Topics from other math strands, such as measurement
conversions, area, averages, and data displays, are introduced early in
the course and then integrated and expanded upon throughout.
Later chapters in McDougal Littell Math Course 1 include topics such as
integers, functions, and probability. The number and variety of problems,
ranging from basic to challenging, give you the practice you need to
develop your math skills.
Every lesson in McDougal Littell Math Course 1 has both skill practice and
problem solving, including multi-step problems. These types of problems
often appear on standardized tests and cover a wide variety of math topics.
To help you prepare for standardized tests, McDougal Littell Math Course 1
provides instruction and practice on standardized test questions in a variety
of formats—multiple choice, short response, extended response, and so on.
Technology support for course content and standardized test preparation is
available at classzone.com.
Copyright © 2007 McDougal Littell, a division of Houghton Mifflin Company.
All rights reserved.
Warning: No part of this work may be reproduced or transmitted in any form or

by any means, electronic or mechanical, including photocopying and recording,
or by any information storage or retrieval system without the prior written
permission of McDougal Littell unless such copying is expressly permitted by
federal copyright law. Address inquiries to Supervisor, Rights and Permissions,
McDougal Littell, P.O. Box 1667, Evanston, IL 60204.
ISBN-13: 978-0-618-61069-3
ISBN-10: 0-618-61069-3 123456789—DWO—09 08 07 06 05
Internet Web Site: http://www.mcdougallittell.com
iv
About the Authors
Ron Larson is a professor of mathematics at Penn State
University at Erie, where he has taught since receiving his Ph.D. in
mathematics from the University of Colorado. Dr. Larson is well
known as the author of a comprehensive program for mathematics
that spans middle school, high school, and college courses.
Dr. Larson’s numerous professional activities keep him in constant
touch with the needs of teachers and supervisors. He closely
follows developments in mathematics standards and assessment.
Laurie Boswell is a mathematics teacher at The Riverside School

in Lyndonville, Vermont, and has taught mathematics at all levels,
elementary through college. A recipient of the Presidential Award
for Excellence in Mathematics Teaching, she was also a Tandy
Technology Scholar. She served on the NCTM Board of Directors
(2002–2005), and she speaks frequently at regional and national
conferences on topics related to instructional strategies and course
content.
Timothy D. Kanold is the superintendent of Adlai E. Stevenson

High School District 125 in Lincolnshire, Illinois. Dr. Kanold served
as a teacher and director of mathematics for 17 years prior to
becoming superintendent. He is the recipient of the Presidential
Award for Excellence in Mathematics and Science Teaching,
and a past president of the Council for Presidential Awardees in
Mathematics. Dr. Kanold is a frequent speaker at national and
international mathematics meetings.
Lee Stiff is a professor of mathematics education in the College

of Education and Psychology of North Carolina State University
at Raleigh and has taught mathematics at the high school and
middle school levels. He served on the NCTM Board of Directors
and was elected President of NCTM for the years 2000–2002. He is a
recipient of the W. W. Rankin Award for Excellence in Mathematics
Education presented by the North Carolina Council of Teachers of
Mathematics.
v
Advisers and Reviewers
Curriculum Advisers and Reviewers
Donna Foley Barbara Nunn
Curriculum Specialist for Math Secondary Mathematics Specialist
Chelmsford Middle School Broward County Schools
Chelmsford, MA Fort Lauderdale, FL
Wendy y Loeb Tom Scott

Mathematics Teacher Resource Teacher
Twin Groves Junior High School Duval County Public Schools
Buffalo Grove, IL Jacksonville, FL
Teacher Panels
Kansas and Missouri Panel
Lindaa Cordes Rhonda Foote Jan Rase
Department Chair Mathematics Department Chair Mathematics Teacher
Paul Robeson Middle School Maple Park Middle School Moreland Ridge Middle School
Kansas City, MO North Kansas City, MO Blue Springs, MO
Linda Dodd Cas Kyle Dan Schoenemann

Mathematics Department Chair District Math Curriculum Coordinator Mathematics Teacher
Argentine Middle School Richard A. Warren Middle School Raytown Middle School
Kansas City, KS Leavenworth, KS Kansas City, MO
Melanie Dowell
Mathematics Teacher
Raytown South Middle School
Raytown, MO
Texas Panel
Judy Carlin Sally Legault Clarice Orise
Mathematics Teacher Mathematics Teacher Mathematics Teacher
Brown Middle School Garcia Middle School Tafolla Middle School
McAllen, TX Brownsville, TX San Antonio, TX
Judith Cody Kay Neuse Wonda Webb

Deady Middle School Wilson Middle School William H. Atwell Middle School
Houston, TX Plano, TX and Law Academy, y Dallas, TX
Lisa
a Hiracheta Louise Nutzman Karen Young
Irons Junior High School Sugar Land Middle School Murchison Elementary School
Lubbock, TX Sugar Land, TX Pflugerville, TX
vi
Field Test Teachers
Kathryn Chamberlain Jill Leone Deb Mueth
McCarthy Middle School Twin Groves Junior High School St. Aloysius School
Chelmsford, MA Buffalo Grove, IL Springfield, IL
Sheree Daily
y Wendy Loeb Gail Sigmund
Canal Winchester Middle School Twin Groves Junior High School Charles A. Mooney Middle School
Canal Winchester, OH Buffalo Grove, IL Cleveland, OH
Deborah Kebe Melissa McCarty

Canal Winchester Middle School Canal Winchester Middle School
Canal Winchester, OH Canal Winchester, OH
Teacher Reviewers
Susanne Artiñano Louis Corbosiero Myrna a McNaboe
Bryn Mawr School Pollard Middle School Immaculate Conception
Baltimore, MD Needham, MA East Aurora, NY
Lisa
a Barnes James Cussen Angela
a Richardson
Bishop Spaugh Academy Candlewood Middle School Sedgefield Middle School
Charlotte, NC Dix Hills, NY Charlotte, NC
Beth Bryan Kristen Dailey James Richardson

Sequoyah Middle School Boardman Center Middle School Booker T. Washington Middle School
Oklahoma City, OK Boardman, OH Mobile, AL
Jenniferr Clark Shannon Galamore Dianne Walker

Mayfield Middle School Clay-Chalkville Middle School Traverse City Central High School
Oklahoma City, OK Pinson, AL Traverse City, MI
Lois Cole Tricia

a Highland Stacey
y Wood
Pickering Middle School Moon Area Middle School Cochrane Middle School
Lynn, MA Moon Township, PA Charlotte, NC
vii
Course 1 Overview
Number and Operations
Pre-Course Review Course 1 Content
• order whole numbers, 738 • estimation, 11, 143, 291 • compare fractions, decimals,
• whole number operations, • powers and exponents, 15 and percents, 243, 254, 260,
742–744 266, 271, 425, 429
• order of operations, 21
• whole number estimation, • fraction addition and
• compare decimals, 130 subtraction, 295–316
745–748 • decimal multiplication and
• decimal addition and • fraction multiplication
division, 169–198 and division, 341–367
subtraction, 752 • prime factorization, 230 • compare integers, 573
• greatest common factor, 236 • integer operations, 579–597
• least common multiple, 250
Algebra
• Course 1 builds on work • evaluate variable expressions, 29, 148 • the distributive property, 175
students have done in • solve equations using mental math, 34 • solve proportions, 412–417
earlier grades with Algebra • formulas, 66, 175, 514, 518, 525, 531 • write expressions and equations, 629
topics such as patterns • solve equations, 636–646
variables, and formulas. • properties of addition, 148
• properties of multiplication, 169 • functions, 654–660
Geometry and Measurement

• units of time, 754 • measure length, mass, and • classify triangles, quadrilaterals, and
• perimeter and area, 755 capacity, 59, 125, 203, 373, 556 polygons, 471, 480, 485
• perimeter and area, 66, 514, 518, 531 • identify congruent and similar
• interpret scale drawings, 72, 417 figures, 490
• convert measures, 207, 378 • circles, 525, 531
• add and subtract units of time, 322 • surface area and volume, 545, 550
• measure and classify angles, 460–465 • transformations, 603–615
Data Analysis and Probability

• Venn diagrams and logical • make and interpret data displays, • find probability, 682, 696
reasoning, 756 76, 83, 88, 94, 709, 714 • find outcomes, 691
• reading data displays, 757–759 • mean, median, and mode, 99, 705 • appropriate data displays, 704, 719
Problem Solving
• make a model, 761 Problem solving is integrated throughout the course with a section
• draw a diagram, 762 of problem solving exercises in every lesson. The following problem
• guess, check, and revise, 763 solving features also occur throughout. For examples see:
• work backward, 764 • short response exercises, 7, 27, 38, 44, 52
• make a list or table, 765 • extended response exercises, 8, 25, 27, 33, 112
• look for a pattern, 766 • choose a strategy exercises, 33, 65, 123
• break into parts, 767 • Mixed Review of Problem Solving, 27, 46, 81, 105
• solver a simpler problem, 768 • Brain Games, 26, 65, 135
• use a Venn diagram, 769
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1.1 EXERCISES HOMEWORK
KEY
★5 STANDARDIZED TEST PRACTICE
Exs. 44, 52, 54, 55, 58, 59, and 70
5 HINTS AND HOMEWORK HELP
for Exs. 7, 19, 25, 31, 53 at classzone.com
SKILL PRACTICE
VOCABULARY Match the word with its meaning.
1. difference A. the result of adding two or more numbers

2. quotient B. the result of dividing one number by another
3. sum C. the result of subtracting one number from another
4. product D. the result of multiplying two or more numbers
ADDING AND SUBTRACTING Find the sum or difference.
SEE EXAMPLES 5. 45 1 36 6. 76 2 39 7. 305 1 97 8. 802 2 19

1 AND 2
9. 54 2 38 10. 37 1 46 11. 281 2 72 12. 164 1 72
on pp. 3–4
for Exs. 5–16 13. 226 1 175 14. 812 2 125 15. 600 2 472 16. 399 1 214
MULTIPLYING AND DIVIDING Find the product or quotient.
SEE EXAMPLES 17. 78 4 5 18. 24 3 18 19. 56 3 34 20. 58 4 3

3 AND 4
21. 402 3 5 22. 607 4 11 23. 725 4 6 24. 15 3 40
on p. 4
for Exs. 17–28 25. 7296 4 3 26. 634 4 11 27. 630 3 25 28. 249 3 31
xy ALGEBRA Describee the pattern. Then find the next two numbers.
SEE EXAMPLE 6 29. 5, 10, 20, 40, ? , ? 30. 54, 61, 68, 75, ? , ?
on p. 5
for Exs. 29–34
31. 30, 28, 26, 24, ? , ? subtract 2; 22, 20 32. 60, 50, 40, 30, ? , ?
33. 4, 12, 20, 28, ? , ? 34. 2, 8, 32, 128, ? , ?
REASONING Tell whether the statement is true

e or false. If it is false, change
the underlined word to make the statement true.
35. The sum of 92 and 13 is 105. 36. The difference of 15 and 5 is 75.
37. The product
p of 26 and 3 is 23. 38. The quotient
q of 64 and 4 is 16.
39. ERROR ANALYSIS Describe and correct

the error made at the right.
MENTAL MATH Find the missing digit in the problem.
40. 7 5 41. 8 䡵䡵
42. 2 5 43. 17
12 䡵 23 6 3 3 䡵 }
q1 0 2
102 45 645
6 Chapter 1 Number Sense and Algebraic Thinking

44. ★ MULTIPLE CHOICE You have 28 boxes of apples. Each box has
26 apples. How can you find the total number of apples?
A Add the number of boxes to the number of apples in a box.
B Subtract the number of apples in a box from the number of boxes.
C Multiply the number of boxes by the number of apples in a box.
D Divide the number of boxes by the number of apples in a box.
LOOK FOR A PATTERN Describe

e the pattern. Then find the next two letters.
45. A, D, G, J, ? , ? 46. D, F, I, M, ? , ? 47. G, B, W, R, ? , ?
48. CHALLENGE Ten times the sum of 30 and 15 is the same as the sum of a
number and 12. What is the number?
PROBLEM SOLVING
49. BIOLOGY A litter of cheetah cubs weighs
about 3 pounds. One adult cheetah can
weigh about 141 pounds. How many litters
of cubs taken together would have the same
weight as the adult cheetah?
50. TEST SCORES The scores on your first two

math tests were 78 and 91. By how many
points did your score improve?
51. TICKET SALES A ticket to the theater costs

$26. Find the cost of 6 tickets.
52. ★ MULTIPLE CHOICE Two books cost $25

and $18. Find the total cost.
A $7 B $13 C $33 D $43
SEE EXAMPLE 5 53. AWARDS You are putting ribbons on medals for a sports competition.
on p. 5 Each medal needs 25 inches of ribbon. You have 192 inches of ribbon. How
for Exs. 53–54 many medals can you complete with the ribbon you have? Explain.
54. ★ SHORT RESPONSE You are helping the science teacher plan a field
trip to a natural history museum. There are 105 students signed up for
the field trip. Each bus can hold 45 students. How many buses do you
need? Justifyy your reasoning.
55. ★ WRITING You want to buy a T-shirt costing $19 and a pair of shorts
costing $15. You have $45. Do you have enough money? Explain.
56. LOOK FOR A PATTERN A one-minute phone call costs 13 cents. A two-
minute call costs 26 cents. A three-minute call costs 39 cents. Describe
the pattern. If this pattern continues, what is the cost of a four-minute
call? a five-minute call?
1.1 Whole Number Operations 7

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130#-&.40-7*/(
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C %STIMATE THE TOTAL NUMBER OF HOT DOGS YOU BUY
SEE EXAMPLE 3 40. GOLD PRICES The McCulloch Gold Mill, a North
on p. 12 Carolina historic site, was built in 1832. At that
for Ex. 40 time, you could buy gold for $19 per ounce.
Suppose gold is selling for $440 per ounce. About
how many times the price in 1832 is this price?
41. POPULATION Colby has 1984 residents. Arletta

has 1017 residents. About how many more people
live in Colby than in Arletta?
42. ★ SHORT RESPONSE One document has a file size of 316 kilobytes and
another has a file size of 1495 kilobytes. The total size of both files is
about how many times the size of the smaller file? Show your steps.
43. ★ WRITING You want to know whether 5 hours is enough time to read a
book for class. To be sure you finish, should your estimate of the number
of pages you can read per hour be high or low?w Explain your reasoning.
44. MULTI-STEP PROBLEM The map shows the

direct distances, in miles, between 4 cities
in Texas.
a. Estimate the distance from San Antonio to
Houston if you drive through Austin.
b. Estimate the distance from San Antonio to
Houston if you drive through Victoria.
c. Can you use your estimates to decide which
distance is shorter? Explain your answer.
Then decide which distance is shorter.
45. ★ SHORT RESPONSE You are mailing 19 packages. It costs between $9 and
$12 to mail each package. Estimate the total cost. Explain
n your method.
46. CHALLENGE Suppose you estimate the quotient 472 4 58 using 500 4 50
and using 420 4 60. Which estimate should give a high estimate? Which
estimate should give a low estimate? Explain your reasoning.
MIXED REVIEW
Find the product. ( p. 743)
Prepare for 47. 9 3 9 48. 12 3 12 49. 6 3 6 3 6 50. 11 3 11 3 11
Lesson 1.3
in Exs. 47–50 Find the sum or difference. (p. 3)
51. 429 2 52 52. 3011 2 947 53. 64 1 38 54. 629 1 85
55. ★ MULTIPLE CHOICE Two CDs cost $27 and $19. Find the total cost.
(p. 3)
A $30 B $36 C $46 D $50
14 EXTRA PRACTICE for Lesson 1.2, p. 776 ONLINE QUIZ at classzone.com

1PXFSTBOE
&YQPOFOUT
#FGPSF :PVNVMUJQMJFEQBJSTPGOVNCFST
/PX :PVMMGJOEWBMVFTPGQPXFST
8IZ 4PZPVDBOFYQSFTTMBSHFEJTUBODFT BTJO&YBNQMF
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s FACTOR P !STRONOMERS ESTIMATE THAT THE DISTANCE ACROSS THE 6IRGO 3PIRAL 'ALAXY
s POWER P IS ABOUT LIGHT YEARS 9OU CAN WRITE AS A PRODUCT
s BASE P

s EXPONENT P
4HIS PRODUCT HAS FIVE FACTORS OF 7HEN WHOLE NUMBERS OTHER THAN
ZERO ARE MULTIPLIED TOGETHER EACH NUMBER IS A FACTOR OF THE PRODUCT
4O WRITE A PRODUCT THAT HAS A REPEATED FACTOR YOU CAN USE A POWER
,&:$0/$&15 &OR 9OUR .OTEBOOK

1PXFST #BTFT BOE&YQPOFOUT
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NUMBER OF TIMES THE FACTOR IS REPEATED
BASE EXPONENT

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(6*%&%13"$5*$& GPS&YBNQMF
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3FBEJOH1PXFST 7HEN POWERS HAVE AN EXPONENT OF THE BASE IS hSQUAREDv
7HEN POWERS HAVE AN EXPONENT OF THE BASE IS hCUBEDv
IS READ h TO THE SECOND POWER v OR h SQUAREDv
IS READ h TO THE THIRD POWER v OR h CUBEDv
IS READ h TO THE FIFTH POWERv
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8SJUFBTBGBDUPSUISFFUJNFT
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5FMFQIPOF$BMMT 9OU NEED TO CONTACT MEMBERS
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8IBU*G 3UPPOSE EACH PERSON IN %XAMPLE INCLUDING YOU

CALLS PEOPLE INSTEAD OF PEOPLE (OW MANY PEOPLE ARE CALLED
THAT EVENING
KEY
Exs. 12, 40, 47, 50, 52, 53, and 67
for Exs. 9, 23, 29, 45 at classzone.com
SKILL PRACTICE
VOCABULARY Tell whether what is highlighted in red is a power,
r a base, or
an exponent.
t Then find the value of the power.
1. 33 2. 92 3. 14
WRITING PRODUCTS Write the product as a power.
SEE EXAMPLE 1 4. 8 3 8 5. 12 3 12 3 12 6. 9 3 9 3 9 3 9
on p. 15
7. 4 3 4 3 4 3 4 3 4 8. 1 3 1 3 1 3 1 3 1 3 1 9. 3 3 3 3 3 3 3
for Exs. 4–12
ERROR ANALYSIS Describe and correct the error in the solution.
10. 11.
12. ★ MULTIPLE CHOICE Which power is equal to 2 3 2 3 2?

A 22 B 23 C 32 D 33
SEE EXAMPLE 2 13. WHICH ONE DOESN’T BELONG? Which is nott an example of a power?
on p. 16
A. 3 cubed B. 3 doubled C. 5 squared D. 54
for Exs. 13–27
EVALUATING POWERS Find the value of the power.
14. 72 15. 122 16. 63 17. 1002

18. 35 19. 25 20. 104 21. 16
22. 4 squared 23. 8 squared 24. 2 cubed 25. 10 cubed
26. 2 to the seventh power 27. 10 to the first power
COMPARING POWERS Tell which power has a greater value.
28. 23 or 32 29. 43 or 62 30. 14 or 33 31. 103 or 132

32. 102 or 83 33. 53 or 15 34. 34 or 112 35. 210 or 102
36. 162 or 84 37. 75 or 47 38. 245 or 255 39. 84712 or 83311
Math at classzone.com
40. ★ MULTIPLE CHOICE You stack boxes so that they are 7 boxes high,
7 boxes wide, and 7 boxes long. How many boxes do you stack?
A 21 boxes B 72 boxes C 73 boxes D 37 boxes
CHALLENGE Write each number as a power in three different ways.
41. 64 42. 256 43. 729 44. 15,625
1.3 Powers and Exponents 17

PROBLEM SOLVING
SEE EXAMPLE 3 45. CLASSROOM SEATING A large classroom has 12 rows of seats. Each row
on p. 16 has 12 seats. How many seats are in the classroom? Write your answer as
for Exs. 45, 48 a power. Then find the value of the power.
46. MULTIPLE REPRESENTATIONS The figures below begin a pattern.
1
2
3
a. Draw a Diagram Copy each figure and draw the next two figures
g in
the pattern.
b. Make a Table Copy and complete the table.
Small squares 1 4 9 ? ?
2 2
Written as a power 1 2 ? ? ?
47. ★ WRITING Find the value of 18, 19, and 110. What can you say about
the value of any power of 1? Explain your reasoning.
48. SOLAR POWER A solar-powered water pump system in Desert Range,

Utah, has two solar panels, each containing 6 rows of modules. Each row
has 6 modules. How many modules are in each panel? Write your answer
as a power. Then find the total number of modules in the system.
49. MULTI-STEP PROBLEM Your cousin, who washes high-rise windows, is

assigned a section of 10 rows of windows. Each row contains 10 windows.
a. How many windows are in the
section? Write your answer as
a power.
b. Your cousin estimates that it takes
5 minutes to wash one window.
How long will the entire job take?
c. Can your cousin complete the
job in 8 hours? Explain your
reasoning.
50. ★ MULTIPLE CHOICE You are enlarging a photo on your computer

screen. The photo starts at 3 centimeters wide. Each time you enlarge
the photo, its width is doubled. You enlarge the photo four times. What
is the final width of the photo on your screen?
A 6 cm B 12 cm C 24 cm D 48 cm
51. DISPLAYS A store display has 8 stacks of recycling bins. The bottom
layer in each stack has 8 rows of bins, with 8 bins in each row. There are
7 identical layers on top of the bottom layer. How many bins are in the
display? Write your answer as a power. Then evaluate the power.
18 ★ 5 STANDARDIZED TEST PRACTICE 5 HINTS AND HOMEWORK HELP at classzone.com

e
(4)0353&410/4& /N 4UESDAY YOU INVITED FRIENDS TO YOUR PARTY
/N 7EDNESDAY EACH OF THESE FRIENDS INVITED OTHER FRIENDS 4HIS PATTERN
CONTINUED 4HURSDAY AND &RIDAY (OW MANY PEOPLE WERE INVITED ON
&RIDAY 7RITE YOUR ANSWER AS A POWER (OW MANY PEOPLE WERE INVITED
IN ALL %XPLAIN YOUR REASONING
(&95&/%&%3&410/4& !N OLD LEGEND TELLS OF A

POOR MAN WHO CREATED THE GAME OF CHESS 4HE KING
WAS SO HAPPY THAT HE TOLD THE MAN HE WOULD GRANT
HIM ONE REQUEST 4HE MAN ASKED FOR ONE GRAIN OF
RICE FOR THE FIRST SQUARE OF THE CHESSBOARD TWO FOR
THE SECOND FOUR FOR THE THIRD AND SO ON
A &IND THE NUMBER OF SQUARES ON THE CHESSBOARD
B 7RITE AS POWERS THE NUMBERS OF GRAINS OF RICE
GIVEN FOR THE FOURTH SQUARE AND FOR THE FIFTH SQUARE
C 7RITE AS A POWER THE NUMBER OF GRAINS GIVEN FOR THE
FINAL SQUARE %XPLAIN HOW YOU FOUND YOUR ANSWER
$0/4536$5*0/ 9OU HAVE SQUARE TILES FROM A LARGE SQUARE TABLETOP
TO MAKE TWO SMALLER SQUARE TABLETOPS 7HAT DIMENSIONS CAN THE SMALLER
TABLETOPS HAVE SO ALL THE TILES ARE USED %XPLAIN YOUR REASONING
$)"--&/(& &IND A NUMBER BETWEEN AND THAT CAN BE WRITTEN
AS A POWER IN THREE DIFFERENT WAYS
$)"--&/(& 9OU START AN E MAIL CHAIN BY SENDING AN E MAIL TO FRIENDS

4HE NEXT DAY THOSE FRIENDS EACH FORWARD THE E MAIL TO FRIENDS 4HE
THIRD DAY THESE FRIENDS EACH FORWARD THE E MAIL TO FRIENDS AND SO ON
A "Y THE END OF THE FOURTH DAY HOW MANY PEOPLE BESIDES YOU HAVE SEEN
THE E MAIL
B !FTER HOW MANY DAYS HAS THE E MAIL BEEN SENT TO AT LEAST
PEOPLE %XPLAIN HOW YOU FOUND YOUR ANSWER
.*9&%3&7*&8
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! BYTE IS A TERM USED TO DESCRIBE A SMALL UNIT OF INFORMATION STORED IN

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2ECALL FROM THE EXAMPLE THAT A COMPUTER USES ONE BYTE OF MEMORY TO
STORE ONE CHARACTER OF DATA
! MEGABYTE IS DEFINED AS BYTES )F A DISK CAN STORE ONE MEGABYTE OF
DATA HOW MANY CHARACTERS CAN IT STORE
! GIGABYTE IS DEFINED AS BYTES )F A DISK CAN STORE ONE GIGABYTE OF
DATA HOW MANY CHARACTERS CAN IT STORE
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37. 190 2 16 3 7 1 45 38. 162 4 18 1 14 3 12 39. 84 2 78 4 6 1 5

2
40. 378 4 3 2 7 3 4 41. 11 3 23 1 5 2 91 42. 53 2 39 4 3 1 2
43. ★ OPEN-ENDED MATH Write an expression that should be evaluated in

the order addition, evaluating a power, division, and then subtraction.
CHALLENGE Insert parentheses to make the statement true.
44. 12 1 4 3 4 5 64 45. 8 2 2 3 6 4 32 5 4 46. 5 1 9 4 4 2 1 5 8

47. 2 3 9 2 4 1 3 5 13 48. 48 4 8 2 2 1 6 5 4 49. 3 3 3 1 9 4 9 5 4
PROBLEM SOLVING
SEE EXAMPLE 3 50. GUIDED PROBLEM SOLVING A compact disc club charges $6 per CD for
on p. 22 your first 5 CDs and $10 per CD for your next 4 CDs. If you complete the
for Exs. 50–55 offer, how much money will you spend?
a. What is the total cost for the first 5 CDs?
b. What is the total cost for the next 4 CDs?
c. How much money will you spend altogether?
51. ★ MULTIPLE CHOICE A group of 15 parents buys tickets to a fundraiser

show and receives a group discount of $2 off the regular $25 ticket price.
Which expression represents the total cost of the tickets, in dollars?
A 15 3 25 2 2 B 15 3 (25 2 2) C 25 2 15 3 2 D 25 3 (15 2 2)
52. ★ MULTIPLE CHOICE Small and large bags of grapefruit at a farmer’s

market cost $4 for a small bag and $6 for a large bag. You buy 5 of each
size. Which procedure could you use to find the total cost?
A Multiply 5 by the sum of the prices for a small and a large bag.
B Add 5 to the sum of the prices for a small and a large bag.
C Multiply 5 by the price of a small bag. Then add the price of
a large bag.
D Multiply the price of a small bag by the price of a large
bag. Then add 5.
53. ★ WRITING You buy 3 pens for $4 each using a $30 gift
card. Find the amount of money you have left on the
gift card to spend. Explain how you found your answer.
54. THEATER CAPACITY One side of a movie theater has

20 rows with 4 seats per row. The other side has 18 rows
with 6 seats per row. Find the total number of seats.
55. PURCHASING You buy 3 rolls of gift wrap for $7

each, 4 rolls of ribbon for $3 each, and 5 packs
of gift cards for $4 each. What is the total cost?

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.64*$ 9OUR SCHOOL BAND OF MEMBERS
IS COMPETING IN A BAND COMPETITION %ACH
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THE BAND MEMBERS 7RITE AN EXPRESSION
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3&"40/*/( !RE PARENTHESES NEEDED IN THE

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TO FIND HOW MANY TILES YOU WOULD NEED IF THERE WERE NO DOOR IN THE WALL
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TILING THE SPACE TAKEN UP BY THE DOOR
B $BMDVMBUF &IND HOW MANY MORE TILES YOU WILL NEED TO COVER THE WALL IN
ADDITION TO THE TILES ALREADY SHOWN ON THE WALL
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YOU HAVE ENOUGH TILES %XPLAIN HOW YOU FOUND YOUR ANSWER
$)"--&/(& &IND AN EXPRESSION CONTAINING ADDITION SUBTRACTION

MULTIPLICATION AND DIVISION BUT NO GROUPING SYMBOLS WHOSE VALUE IS
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6 7 8 9

QUIZ for Lessons 1.1–1.4
Find the sum, difference, product, or quotient. (p. 3)
1. 29 1 35 2. 90 2 34 3. 32 3 18 4. 124 4 8
Estimate the sum, difference, product, or quotient. (p. 11)

5. 284 2 48 6. 147 3 5 7. 1004 1 678 8. 163 4 4
Find the value of the power. (p. 15)

9. 102 10. 73 11. 26 12. 105
Evaluate the expression. (p. 21)

13. 9 1 7 3 4 14. 27 4 32 1 5 15. 3 3 (32 2 7) 16. 48 4 22 2 3
17. PHONE CARD Your phone card has 404 minutes on it. You use
189 minutes. Estimate how many minutes your card has left. (p. 11)
18. DINING OUT Your family has a coupon for $1 off each value meal at a
restaurant. Value meals are regularly priced at $5 each. Your family buys
5 value meals, 2 salads at $3 each, and 3 desserts at $2 each. Find the
total cost of the order. (p. 21)
Brai
Brainn Gam
Game
e
Solve the Riddle
1.
2.
3.
4.
5.
3 4 1 3 5 2
26 Chapter 1 Number Sense and Algebraic Thinking

STATE TEST PRACTICE
classzone.com
Lessons 1.1–1.4
1. MULTI-STEP PROBLEM A three month 4. OPEN-ENDED Your class is purchasing
membership pass to a gym costs $15 per sandwich rolls for a school picnic. You need
month. With this pass you can also use the 121 rolls. The rolls are sold in packages of
swimming pool for $3 per visit for the first 8 rolls and packages of 12 rolls. You do not
5 visits, then $1 per visit after that. want unopened packages left over. Give
three examples of the numbers of packages
you could purchase.
5. EXTENDED RESPONSE Use the expression

22p 23 to solve this exercise.
a. Rewrite the expression as a product of
twos. Then rewrite this expression as a
single power.
b. How is the exponent in this new
expression related to the exponents
in the original expression?
a. How much does the membership pass
c. Write a rule for finding the product of two
cost for the entire three month period?
powers with the same base.
b. You visit the pool 23 times. How much do
you pay to use the pool? 6. SHORT RESPONSE Helene and Andre both
c. How much money do you spend think of a number pattern. Each of them
altogether in the three month period? writes the first four numbers in the pattern
as shown in the table below.
2. MULTI-STEP PROBLEM Your aunt asks you
to pick all the ripe tomatoes in her vegetable Helene 2 4 8 16
garden. The garden has four rows, and each Andre 10 15 20 25
row contains four tomato plants.
a. How many tomato plants are in the a. Whose pattern is increasing faster? How
garden? can you tell?
b. It takes you about 2 minutes to pick all the b. Will the next few numbers in Helene’s
tomatoes from one plant. About how long pattern be greater than those in Andre’s
will it take to pick all the tomatoes? pattern? Explain your reasoning.
c. Your friend will be coming over a half hour
7. GRIDDED ANSWER The attendance at
after you start. Will you be done picking
an indoor water park for one year is
tomatoes by then? Explain how you found
54,976 people. Estimate the attendance
your answer.
for 9 weeks.
3. GRIDDED ANSWER At Tony’s pizza place,
8. GRIDDED ANSWER This summer you worked
you get a free pizza for every 10 pizzas that
2 days a week and made $398 mowing lawns.
you buy. Mr. Ridell got 60 pizzas for a party.
Estimate how many dollars you could make
A pizza costs $9. How many dollars did
if you mowed lawns 5 days a week.
Mr. Ridell pay for the pizzas?
Mixed Review of Problem Solving 27

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4OTAL COST PER #ONTRIBUTION #ONTRIBUTION
5IFWFSCBMNPEFMJT
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TEAM MEMBER TOWARD FOOD TOWARD GIFTS
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4HE TOTAL COST PER TEAM MEMBER IS
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4OTAL COST PER #ONTRIBUTION #ONTRIBUTION

5IFSFBTPOJOHBOE
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z z z z

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4HE TOTAL COST PER TEAM MEMBER IS ABOUT
5IFBOTXFSJTJODPSSFDU
13"$5*$& "QQMZUIF4DPSJOH3VCSJD
3CORE THE SOLUTION TO THE PROBLEM BELOW AS FULL CREDIT PARTIAL CREDIT OR NO
CREDIT %XPLAIN YOUR REASONING
130#-&. 9OU AND THREE FRIENDS ARE THROWING A PARTY 9OU SPEND FOR
FOOD 9OU BUY HELIUM BALLOONS FOR EACH AND PARTY FAVORS FOR
EACH 4HE COST OF THE PARTY WILL BE SPLIT EVENLY AMONG THE FOUR OF YOU
7HAT IS THE TOTAL COST PER PERSON *USTIFY YOUR ANSWER
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4)0353&410/4&
9OUR FAMILY IS DRIVING FROM !SHVILLE TO 4HERE ARE GRANOLA BARS IN A PACKAGE
3TOCKTON USING THE MAP BELOW AND YOU (OW MANY PACKAGES DO YOU NEED TO BUY TO
STOP AT A REST AREA ! SIGN THERE STATES THAT GIVE GRANOLA BARS TO ALL PEOPLE IN YOUR
3TOCKTON IS MILES AWAY ,ET M REPRESENT CLASS 9OUR FRIEND SAYS YOU NEED TWICE AS
THE DISTANCE IN MILES FROM !SHVILLE TO MANY PACKAGES TO GIVE GRANOLA BARS TO
THE REST AREA 7RITE AN EXPRESSION FOR THE EACH PERSON $O YOU AGREE %XPLAIN
NUMBER OF MILES FROM !SHVILLE TO 3TOCKTON
4HE TOTAL TRIP IS MILES &IND THE 9OU CAN UNLOAD BOXES FROM A TRUCK EACH
DISTANCE YOU HAVE TRAVELED SO FAR %XPLAIN MINUTE 4HE EXPRESSION X REPRESENTS
THE NUMBER OF BOXES YOU CAN UNLOAD IN
X MINUTES &IND THE NUMBER OF BOXES YOU
CAN UNLOAD IN MINUTES %XPLAIN HOW YOU

USED THE EXPRESSION TO FIND YOUR ANSWER
$AMIAN IS THE SECOND OLDEST OF FRIENDS

,AYLA IS YOUNGER THAN $AMIAN BUT OLDER
THAN #HRIS -ARIA IS THE OLDEST 3COTT IS
OLDER THAN ,AYLA /RDER THE FRIENDS FROM
&OR A GAME SHOW PEOPLE WERE SELECTED YOUNGEST TO OLDEST %XPLAIN HOW YOU KNOW
OUT OF PEOPLE WHO APPLIED !BOUT HOW WHERE TO PLACE 3COTT IN THE ORDER
MANY TIMES THE NUMBER OF PEOPLE SELECTED
WAS THE NUMBER OF PEOPLE WHO APPLIED -ARK PAID FOR A SHIRT AND TWO PAIRS OF
'IVE A HIGH AND LOW ESTIMATE *USTIFY YOUR THE SAME STYLE OF JEANS 4HE SHIRT COST
ESTIMATES 7HAT WAS THE PRICE OF ONE PAIR OF JEANS
%XPLAIN HOW YOU FOUND YOUR ANSWER
9OUR NEIGHBOR PAYS YOU TO CLEAN HER HOUSE
FOR HOURS AFTER EACH SCHOOL DAY FOR A !N AUDITORIUM IS DIVIDED INTO TWO SECTIONS
WEEK !FTER DAYS SHE PAID YOU 4HE 4HE FIRST SECTION CONTAINS ROWS AND
EQUATION X MODELS THIS SITUATION EACH ROW HAS SEATS 4HE SECOND
7HAT DOES THE VARIABLE X REPRESENT IN THIS SECTION CONTAINS ROWS AND EACH ROW
EQUATION (OW MUCH MONEY DO YOU EARN HAS SEATS (OW MANY SEATS ARE IN THE
PER HOUR PER DAY %XPLAIN AUDITORIUM *USTIFY YOUR ANSWER
4HE SIXTH GRADE IS PLANNING A FIELD TRIP TO ! COOKBOOK HAS THE 4MJDFT $PPLJOHUJNF
A HISTORICAL MUSEUM %ACH BUS CAN HOLD GUIDELINES SHOWN
NJO
PEOPLE )NCLUDING PARENTS AND TEACHERS FOR COOKING SLICES
THERE ARE PEOPLE GOING ON THE TRIP (OW OF BACON IN A NJOTFD
MANY BUSES ARE NEEDED 7HAT IS THE LEAST MICROWAVE &OR NJO
NUMBER OF PEOPLE THAT COULD RIDE ON A HOW LONG SHOULD NJOTFD
SINGLE BUS %XPLAIN SLICES OF BACON
BE COOKED %XPLAIN
3TEVE *OE AND -AI ARE GOLFING 3TEVES BALL
IS YARDS AWAY FROM THE HOLE *OES BALL IS 4HE STUDENT COUNCIL TREASURER TELLS PEOPLE
HALFWAY BETWEEN 3TEVES BALL AND THE HOLE ABOUT THE UPCOMING SCHOOL FUNDRAISER
-AIS BALL IS ONE THIRD OF THE WAY BETWEEN 4HESE PEOPLE EACH TELL MORE PEOPLE
*OES BALL AND THE HOLE &IND THE DISTANCE 4HESE ADDITIONAL PEOPLE EACH TELL OTHERS
BETWEEN 3TEVES BALL AND -AIS BALL %XPLAIN (OW MANY PEOPLE WERE TOLD ABOUT THE
YOUR REASONING FUNDRAISER %XPLAIN YOUR REASONING
STATE TEST PRACTICE
classzone.com
MULTIPLE CHOICE GRIDDED ANSWER

13. The attendance Day Attendance 16. You have $25 and pay $8 to play laser tag.
at a water park You can use the equation x 1 8 5 25 to find
Friday 461
for a weekend is the number of dollars, x, you have left after
shown. What is Saturday 925 playing laser tag. What is the difference, in
the best estimate Sunday 879 dollars, between the amount you have left
of the total and the amount you paid for laser tag?
attendance?
17. Sarah buys movie tickets for 2 adults and
A 2100 people B 2200 people 3 children for a total of $34. Each adult’s
C 2300 people D 2400 people ticket costs $8. What is the cost, in dollars,
of one child’s ticket?
14. Marissa is putting decks of 52 cards into
stacks of 5 cards each. How many decks 18. During a basketball practice, a coach tells
does she need to have 4 cards left over? the team that the ball must be passed
among three different players before
A 1 deck B 2 decks anyone can shoot. As shown below, Amy
C 10 decks D 13 decks has the ball. In how many different ways
can the ball be passed from Amy to two
15. A theater can hold 450 people. During one other teammates?
performance, an usher counts 17 empty
seats. During another performance, an
usher counts 12 empty seats. How many Brooke Elka
total seats are occupied for the two shows?
Amy
A 842 seats B 866 seats
Carey Denise
C 871 seats D 876 seats
EXTENDED RESPONSE
19. At a restaurant, you can choose from four omelet fillings: cheese, peppers,
tomatoes, and mushrooms. How many different omelets can you choose
with no filling? with one filling? with two fillings? How many different
omelets can you choose with anywhere from zero to four fillings?
Explain how you got your answer.
20. The floor in the diagram is being tiled using the square
pattern of tiles shown. An expression for the area of one
green tile in the pattern is 22. An expression for the area Floor
of one purple tile is 2 3 4.
a. Write and evaluate an expression for the area of one
square pattern of tiles. Explain how you found your Square pattern of tiles
answer.
b. Write and evaluate an expression that represents the total
area of the floor. Explain how you found your answer.
c. Find the difference between the area of the floor that will be covered
by the purple tiles and the area that will be covered by the green tiles.
Standardized Test Practice 55

#FGPSF

*OQSFWJPVTDPVSTFTZPVWF
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s )NTERPRETED DATA DISPLAYS

s 5SED MEASUREMENTS IN PROBLEMS
/PX 3FWJFX1SFSFRVJTJUF4LJMMTCZQMBZJOH%FTFSU.BUI
4LJMM'PDVT *OUFSQSFUJOHEBUBEJTQMBZT
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s -EASURING LENGTHS
s 0ERIMETER AND AREA
s 3CALE DRAWINGS %&4&35."5)
s 4ABLES AND LINE PLOTS
s "AR GRAPHS )08501-":
s ,INE GRAPHS
s #IRCLE GRAPHS 64& THE DATA DISPLAYS .BUDIZPVS"OTXFS
TO ANSWER EACH QUESTION
s !VERAGES 4HEN MATCH EACH ANSWER
" /
WITH A VALUE AND A LETTER
FROM THE TABLE
8IZ ; .
s 7HAT IS THE AVERAGE
4PZPVDBOTPMWFSFBMXPSME TEMPERATURE IN *ULY IN 7 6
QSPCMFNTBCPVU 3AGUARO .ATIONAL 0ARK
. 5
s ROCK CLIMBING P s %STIMATE THE DIFFERENCE
BETWEEN THE AVERAGE
s WEATHER P
*ULY AND *ANUARY 9 $
s IN LINE SKATING P
s SEA TURTLES P TEMPERATURES
s 7HAT IS THE APPROXIMATE AREA OF THE 3ONORAN $ESERT
.BUI s 4HE #HIHUAHUAN $ESERT IS ABOUT HOW MANY

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s 0ERIMETER AND !REA P '*/% THE LEAST AND GREATEST VALUES AMONG YOUR
s -AKING "AR 'RAPHS P ANSWERS 4HE LETTERS ASSOCIATED WITH THESE VALUES SPELL A
s -EAN -EDIAN AND -ODE P TWO LETTER ABBREVIATION FOR A STATE KNOWN FOR ITS BEAUTIFUL
DESERTS
$IBQUFS.FBTVSNFOUBOE4UBUJTUJDT
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4BHVBSP/BUJPOBM1BSL

!VERAGE TEMPERATURE &

B
N
C
AR
R
3E

T
V
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AY
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3ONORAN
'REAT "ASIN
#HIHUAHUAN

!REA THOUSANDS OF SQUARE MILES
4UPQBOE5IJOL
83*5*/( 7HAT TYPE OF DATA DISPLAY IS USED FOR THE AREA DATA
%XPLAIN HOW YOU COULD USE A PICTOGRAPH FOR THE AREA DATA
$3*5*$"-5)*/,*/( $ESCRIBE ANY PATTERNS YOU SEE IN
THE TEMPERATURE GRAPH (OW MIGHT A GRAPH SHOWING THE AVERAGE
MONTHLY TEMPERATURES IN THE REGION WHERE YOU LIVE LOOK DIFFERENT
FROM THIS GRAPH

70$"#6-"3:$)&$,
s PERIMETER P 4HE OF A FIGURE IS MEASURED IN SQUARE UNITS
s AREA P
)N A YOU CONNECT THE DATA POINTS WITH LINE SEGMENTS
s DATA P
s BAR GRAPH P 4,*--$)&$,
s LINE GRAPH P
&IND THE PERIMETER OF A TRIANGLE WITH THE GIVEN SIDE LENGTHS Q
FEET FEET FEET INCHES INCHES INCHES
4HE MEDAL COUNT FOR THE 5NITED

3TATES IN THE 3UMMER /LYMPICS
IS SHOWN IN THE BAR GRAPH Q
!BOUT HOW MANY GOLD MEDALS

DID THE 5NITED 3TATES RECEIVE

!BOUT HOW MANY SILVER MEDALS

DID THE 5NITED 3TATES RECEIVE

!BOUT HOW MANY MEDALS DID
THE 5NITED 3TATES RECEIVE IN ALL
%VALUATE THE EXPRESSION WHEN X AND Y Q

X Y XY XY
X Y X Y X Y X Y
.OTETAKING 3KILLS 5BLJOH/PUFT8IJMF3FBEJOH
)N EACH CHAPTER YOU WILL ,EAVE EXTRA SPACE WHILE YOU TAKE NOTES IN CLASS 4HEN REVIEW THE
LEARN A NEW NOTETAKING LESSON IN YOUR TEXTBOOK TO CORRECT OR ADD TO YOUR CLASS NOTES 9OU
SKILL )N #HAPTER YOU MAY ALSO WANT TO COPY THE h(ELPv NOTES FROM THE TEXTBOOK IN YOUR
WILL APPLY THE STRATEGY OWN WORDS AS SHOWN BELOW
OF TAKING NOTES WHILE
READING %XAMPLE ON M N
P 'PMMPXUIFPSEFSPGPQFSBUJPOT
M N +
BGUFSTVCTUJUVUJOH
z z
z z

.FBTVSJOH
-FOHUIT
#FGPSF :PVVTFEBSVMFSUPESBXTUSBJHIUMJOFT
/PX :PVMMNFBTVSFMFOHUIVTJOHDVTUPNBSZBOENFUSJDVOJUT
8IZ 4PZPVDBOGJOEMFOHUIT TVDIBTDMJNCJOHEJTUBODFTJO&Y
,&:70$"#6-"3:
"$5*7*5:
s INCH P
s FOOT P 9OU CAN USE MANY DIFFERENT UNITS TO MEASURE LENGTH
s YARD P 34%0 ,OOK AT YOUR MATH BOOK AND ESTIMATE THE
s MILE P LENGTH OF THE SPINE IN hPAPER CLIPSv

s MILLIMETER P
34%0 -EASURE THE LENGTH OF YOUR BOOK USING

s CENTIMETER P

PAPER CLIPS (OW DOES THE RESULT COMPARE

s METER P TO YOUR ESTIMATE

s KILOMETER P

34%0 %STIMATE THE WIDTH OF YOUR MATH BOOK IN

hLITTLE FINGERSv
34%0 -EASURE THE WIDTH USING THIS UNIT (OW

DOES THE RESULT COMPARE TO YOUR ESTIMATE
$VTUPNBSZ6OJUT ! SMALL PAPER CLIP IS ABOUT ONE INCH LONG !N

INCH IN IS A CUSTOMARY UNIT OF LENGTH 4HREE OTHER CUSTOMARY UNITS OF
LENGTH ARE THE FOOT FT THE YARD YD AND THE MILE MI )NCHES FEET YARDS
AND MILES ARE RELATED TO EACH OTHER
FT IN YD FT z IN MI YD z FT
& 9 " . 1 - & 6TJOH$VTUPNBSZ6OJUTPG-FOHUI

&IND THE LENGTH OF THE CATERPILLAR TO THE NEAREST INCH 5IFPUIFSFOEPGUIF
DBUFSQJMMBSJTCFUXFFOUIF
JODIBOEJODINBSLT
-JOFVQPOFFOE BOEJTDMPTFSUPJODIFT
PGUIFDBUFSQJMMBS
BUUIFNBSLGPS
Cg"OTXFS 4HE CATERPILLAR IS ABOUT INCHES LONG
(6*%&%13"$5*$& GPS&YBNQMF
-EASURE THE LENGTH OF YOUR MATH BOOK TO THE NEAREST INCH
.FBTVSJOH-FOHUI
6/#!"5,!29 .FUSJD6OJUT 9OUR LITTLE FINGER IS ABOUT ONE CENTIMETER WIDE 4HE COMMONLY
5IF-BUJOQSFGJYFT USED METRIC UNITS OF LENGTH ARE THE MILLIMETER MM THE CENTIMETER CM
NJMMJ UIPVTBOE BOE THE METER M AND THE KILOMETER KM (ERE ARE SOME COMMON METRIC UNIT
DFOUJ IVOESFE BSFVTFE RELATIONSHIPS
UPGPSNVOJUTMFTTUIBOB
NFUFS5IF(SFFLQSFGJY CM MM M CM MM KM M
LJMP UIPVTBOE JTVTFE
UPGPSNBVOJUHSFBUFS
UIBOBNFUFS
& 9 " . 1 - & 6TJOH.FUSJD6OJUTPG-FOHUI
&IND THE LENGTH OF THE SEASHELL TO THE NEAREST MILLIMETER
-JOFVQPOFFOE
5IFPUIFSFOEMJOFTVQ
PGUIFTIFMMBUUIF
XJUINNNN
NBSLGPS
PSNN
&BDIDFOUJNFUFSFRVBMTNN
4P DNJTFRVJWBMFOUUPNN
Cg"OTXFS 4HE SEASHELL IS ABOUT MILLIMETERS LONG
53% #/--/.
-%!352).' 4//,3 .FBTVSJOH5PPMT 4O MEASURE LENGTHS ACCURATELY USE A TOOL THAT IS CLOSEST IN
GPPUSVMFS LENGTH TO THE OBJECT YOU WANT TO MEASURE 4HE MOST COMMON MEASURING
DFOUJNFUFSSVMFS TOOLS ARE LISTED AT THE LEFT
ZBSETUJDL
NFUFSTUJDL
UBQFNFBTVSF
& 9 " . 1 - & $IPPTJOH"QQSPQSJBUF5PPMT
#HOOSE AN APPROPRIATE MEASURING TOOL FOR THE LENGTH %XPLAIN YOUR
REASONING
A WIDTH OF A CALCULATOR B LENGTH OF A BUS
40-65*0/
A 4HE WIDTH OF A CALCULATOR IS LESS THAN ONE FOOT AND LESS THAN CENTIMETERS
3O YOU SHOULD USE A FOOT RULER OR A CENTIMETER RULER TO MEASURE THE LENGTH
B 4HE LENGTH OF A BUS IS GREATER THAN ONE YARD AND GREATER THAN ONE METER
3O YOU SHOULD USE A TAPE MEASURE TO MEASURE THE LENGTH
-EASURE THE WIDTH OF YOUR MATH BOOK TO THE NEAREST CENTIMETER

-EASURE THE THICKNESS OF A QUARTER TO THE NEAREST MILLIMETER
#HOOSE AN APPROPRIATE MEASURING TOOL FOR THE LENGTH %XPLAIN YOUR

REASONING
LENGTH OF YOUR PENCIL HEIGHT OF A BOOKCASE
$IBQUFS.FBTVSFNFOUBOE4UBUJTUJDT
& 9 " . 1 - & $IPPTJOH"QQSPQSJBUF6OJUT
#HOOSE AN APPROPRIATE CUSTOMARY UNIT AND METRIC UNIT FOR THE LENGTH
A DISTANCE FROM "OSTON TO #HICAGO B HEIGHT OF A FULL GROWN TREE
40-65*0/
A 4HE DISTANCE FROM "OSTON TO #HICAGO IS
MUCH GREATER THAN ONE YARD AND MUCH
GREATER THAN ONE METER 3O USE MILES OR
KILOMETERS
B 4HE HEIGHT OF A TREE IS MUCH GREATER THAN
EITHER ONE INCH OR ONE CENTIMETER 4HE
HEIGHT IS ALSO MUCH LESS THAN EITHER ONE
MILE OR ONE KILOMETER 3O USE FEET YARDS
OR METERS
(6*%&%13"$5*$& GPS&YBNQMF
HEIGHT OF A TWO YEAR OLD CHILD WIDTH OF A BASEBALL CARD

#FODINBSLTGPS6OJUTPG-FOHUI
! BENCHMARK APPROXIMATES THE SIZE OF A UNIT
$VTUPNBSZ6OJUT
$VTUPNBSZ6OJUT
INCHLENGTH OF A FOOTDISTANCE FROM YARDWIDTH OF
SMALL PAPER CLIP ELBOW TO KNUCKLE A DOOR
.FUSJD6OJUT
.FUSJD6OJUT
MILLIMETER CENTIMETERWIDTH METERHEIGHT OF
THICKNESS OF A DIME OF YOUR LITTLE FINGER A CHAIR
.FBTVSJOH-FOHUI
& 9 " . 1 - & &TUJNBUJOH-FOHUI6TJOH#FODINBSLT
%STIMATE THE HEIGHT IN METERS OF THE DOOR BELOW -EASURE TO CHECK
!./4(%2 7!9 34%0 4O ESTIMATE 34%0 4O CHECK
:PVDBOBMTPVTF IMAGINE HOW YOUR ESTIMATE

ZPVSPXOIFJHIUBT HIGH THE DOOR MEASURE THE
BCFODINBSLXIFO
IS IN hCHAIRSv DOOR WITH
FTUJNBUJOHIFJHIU
A METERSTICK

Cgg"OTXFS 4HE DOOR IS ABOUT hCHAIRSv HIGH WHICH IS ABOUT METERS 4HE
HEIGHT OF THE DOOR IS JUST OVER METERS
(6*%&%13"$5*$& GPS&YBNQMF
8JOEPX-FOHUI %STIMATE THE LENGTH OF THE NEAREST WINDOW IN FEET 5SE

THE BENCHMARKS ON THE PREVIOUS PAGE 4HEN MEASURE TO CHECK
&9&3$*4&4 )0.&803,

,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: #OPY AND COMPLETE THE STATEMENT WITH THE APPROPRIATE
CUSTOMARY UNIT OR METRIC UNIT
YD CM M FT
64*/($6450."3:6/*54 &IND THE LENGTH OF THE ANIMAL TO THE NEAREST INCH
3%% %8!-0,%
POQ
GPS&YTo
64*/(.&53*$6/*54 &IND THE LENGTH OF THE LINE SEGMENT TO THE NEAREST

MILLIMETER AND TO THE NEAREST CENTIMETER
3%% %8!-0,%
POQ
GPS&YTo
3%% %8!-0,% (.6-5*1-&$)0*$& 7HICH MEASURE IS CLOSEST TO THE LENGTH OF THE ITEM
POQ
GPS&Y
6 CM 7 MM 8 MM 9 CM
&3303"/"-:4*4 $ESCRIBE AND CORRECT THE ERROR MADE IN MEASURING

THE LENGTH OF THE ERASER
I]ZaZc\i]d[i]Z
ZgVhZg^hVWdji
(^cX]Zh#
$)004*/(.&"463*/(500-4 #HOOSE AN APPROPRIATE MEASURING TOOL FOR

THE LENGTH %XPLAIN YOUR REASONING
3%% %8!-0,% HEIGHT OF YOUR FRIEND LENGTH OF A 46 SCREEN
POQ
GPS&YTo
DIAMETER OF A QUARTER WIDTH OF YOUR CLASSROOM
LENGTH OF A DIVING BOARD LENGTH OF A PORCH RAILING
$)004*/("113013*"5&6/*54 #HOOSE AN APPROPRIATE CUSTOMARY UNIT

AND METRIC UNIT FOR THE LENGTH %XPLAIN YOUR REASONING
3%% %8!-0,% LENGTH OF A MARATHON THICKNESS OF A #$
POQ
LENGTH OF A CLARINET DISTANCE TO THE MOON
GPS&YTo
LENGTH OF A BIKE HEIGHT OF A BUILDING
HEIGHT OF A FLAGPOLE LENGTH OF A RIVER
%3"8*/(4&(.&/54 $RAW A SEGMENT OF THE GIVEN LENGTH
CENTIMETERS MILLIMETERS

INCHES INCHES
&45*."5*0/ 5SE A BENCHMARK TO ESTIMATE THE LENGTH IN THE GIVEN UNIT

4ELL WHICH TOOL YOU WOULD USE TO MEASURE IT 4HEN MEASURE TO CHECK
3%% %8!-0,% HEIGHT OF A STOVE FEET LENGTH OF A BED FEET
POQ
WIDTH OF A TELEVISION INCHES LENGTH OF A SPOON INCHES
GPS&YTo
HEIGHT OF A LAMP CENTIMETERS LENGTH OF A SHOE CENTIMETERS
BUDMBTT[POFDPN
.FBTVSJOH-FOHUI
3&"40/*/( 4ELL WHETHER THE STATEMENT IS REASONABLE )F IT IS NOT CHANGE
THE UNIT OF MEASURE SO THAT IT IS REASONABLE
! DRIVEWAY IS FEET WIDE ! CAT IS INCHES LONG
! BIKE PATH IS MILLIMETERS LONG ! BOOK IS METERS THICK
(.6-5*1-&$)0*$& 7HICH COULD NOT BE THE LENGTH OF A SOFA

6 METERS 7 FEET 8 INCHES 9 CENTIMETERS
13&$*4*0/ 4HE GIVEN LENGTH WAS MEASURED TO THE NEAREST UNIT 'IVE ONE LONGER
LENGTH AND ONE SHORTER LENGTH THAT COULD BE REPORTED AS THE GIVEN LENGTH
CENTIMETERS CENTIMETERS FEET FEET
$)"--&/(& )S THERE A SHORTEST LENGTH THAT CAN BE REPORTED AS A GIVEN

MEASURE )S THERE A LONGEST LENGTH *USTIFY YOUR ANSWERS
130#-&.40-7*/(
(83*5*/( $O YOU NEED AN ACTUAL MEASUREMENT OR AN ESTIMATE
TO DECIDE WHETHER A TABLE WILL FIT THROUGH A DOORWAY %XPLAIN
(01&/&/%&%."5) ! LINE SEGMENT IS CENTIMETERS

LONG TO THE NEAREST CENTIMETER 'IVE POSSIBLE LENGTHS
OF THE LINE SEGMENT IN MILLIMETERS
3%% %8!-0,% 30$,$-*.#*/( 4HE HEIGHT OF THE PERSON IN THE

POQ PHOTO IS FEET %STIMATE THE HEIGHT OF THE ROCK THAT
GPS&YTo THE PERSON IS CLIMBING
(4)0353&410/4& #HOOSE A BENCHMARK THAT

COULD BE USED FOR A MILE %XPLAIN HOW YOU WOULD
USE THAT BENCHMARK TO MEASURE A DISTANCE NEAR
WHERE YOU LIVE
3%% %8!-0,%3 (&95&/%&%3&410/4& 4HE LIGHTS ON A STRING ARE EQUALLY SPACED OVER
!.$ A LENGTH OF FEET OR INCHES 4HE DIAGRAM BELOW SHOWS THE ACTUAL
POQo DISTANCE BETWEEN EACH PAIR OF LIGHT BULBS
GPS&Y
A 7HICH MEASURING TOOL WOULD YOU USE TO MEASURE THE DISTANCE BETWEEN
TWO LIGHTS 7HAT CUSTOMARY UNIT WOULD YOU USE %XPLAIN YOUR CHOICES
B %STIMATE THE DISTANCE BETWEEN THE LIGHTS 4HEN MEASURE THE DISTANCE
C (OW MANY LIGHTS ARE ON THE FOOT STRING OF LIGHTS %XPLAIN
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

50. MEASUREMENT Measure the thickness of your math book to the nearest
inch and then to the nearest millimeter. Which measurement is closer to
the actual thickness? Explain.
51. REASONING You have bought a case that is 15 centimeters tall to

store an electronic game. To the nearest centimeter, the game is also
15 centimeters tall. If the case is wide enough, can you be sure that the
game will fit completely into the case? Explain.
CHALLENGE In Exercises 52 and 53 use the square at the right.
52. Measure the sides of the square in inches and in centimeters.

What is the distance around the square in inches? in centimeters?
53. Draw one line representing the distance around
d the
th square in
i
centimeters and draw another line representing the distance in
inches. Place them side by side. Are they the same length? Explain.
MIXED REVIEW
Evaluate the expression when t 5 4 and u 5 6. (p. 29)
Prepare for 54. 4t 55. u2 56. t 1 u 57. u 2 t
Lesson 2.2 in
Exs. 54–61 58. u 4 3 59. u 3 t 60. 2t 1 u 61. 2u 2 t
CHOOSE A STRATEGY Use a strategy from the list to

Problem Solving Strategies
solve the problem. Explain
n your choice of strategy.
■ (p. 762)
62. The distance around a triangle with two equal ■ (p. 763)
sides is 32 inches. The third side is 4 inches ■ (p. 765)
shorter than each of the other sides. Find the ■ (p. 770)
lengths of the sides.
63. ★ MULTIPLE CHOICE Which equation is related to 9 3 2 5 18? (p. 740)

A 9 4 2 5 18 B 2 4 18 5 9 C 18 4 2 5 9 D 9 4 18 5 2
Brai
Brain
n Gam
Gamee
Optical Illusions
EXTRA PRACTICE for Lesson 2.1, p. 777 ONLINE QUIZ at classzone.com 65

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s AREA P LOT (OW MUCH ROPE IS NEEDED '!-%3
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ANSWER THIS QUESTION YOU CAN
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EXAMPLE 4 Solving for an Unknown Dimension
xy Write and solve an equation to find the width of a rectangle.
Its area is 195 square meters and its length is 15 meters.
REVIEW A 5 lw Write the formula for the area of a rectangle.
For help with writing
related equations, see
195 5 15w Substitute the known values for A and l.
page 740. w 5 195 4 15 Write the related division equation.
w 5 13 Divide.
c Answer The width of the rectangle is 13 meters.
✓ GUIDED PRACTICE for Example 4
Write and solve an equation to find the length.

7. Area of rectangle 5 91 in.2, width 5 7 in., length 5 ?
8. Perimeter of square 5 132 cm, side length 5 ?

KEY
Exs. 16, 38, 39, 41, 43, 44, and 57
SKILL PRACTICE
1. VOCABULARY Copy and complete: The sum of twice the length and
twice the width of a rectangle is the measure of its ? .
2. VOCABULARY Copy and complete: The product of the length and the
width of a rectangle is a measure of its ? .
REASONING Does the measure represent a perimeterr or an area? Explain.
3. 15 yd 4. 10 in.2 5. 56 cm2
SEE EXAMPLES
1, 2, AND 3 GEOMETRY Find the perimeter and the area of the rectangle or square.
on pp. 66–67 Use estimation to check your answers.
for Exs. 3–14
6. 7. 2 ft 8.
3m 9m
7 ft
6m
15 m
9. 10. 11.
3 in. 8 yd 10 in.
7 in. 8 yd 10 in.
12. 11 in. by 17 in. 13. 40 in. by 78 in. 14. 75 mm square

poster board sliding door sticky note
68 Chapter 2 Measurement and Statistics

SEE EXAMPLES 15. ERROR ANALYSIS Describe and correct the error made in finding the
1 AND 2 perimeter of the rectangle.
on pp. 66–67
for Exs. 15–16
16. ★ MULTIPLE CHOICE A rectangle has an area of 40 square meters. Its

width is 5 meters. What equation could you use to find its length?
A l = 40 4 4 B l = 40 4 5 C l = 4 4 40 D l = 5 4 40
SELECTING UNITS Tell whether you would use perimeterr or area

a to help
you decide how much of the item to buy. Tell which unit you would use.
17. fringe for the edges of a rug 18. paint for a ceiling
19. carpeting to cover a floor 20. lace to trim the edges of a pillow
xy ALGEBRA The perimeter or the area of the figure is given. Write and
solve an equation to find the length.
SEE EXAMPLE 4 21. Square: perimeter 5 100 ft, side length = ?
on p. 68
for Exs. 21–23
22. Rectangle: area 5 42 in.2, width 5 3 in., length 5 ?
23. Rectangle: area 5 132 m2, length 5 12 m, width 5 ?
SELECTING MEASURING TOOLS Use the tools listed on page 60. Choose the
best tool for finding the perimeter of the object. Explain
n your choice.
24. greeting card 25. parking lot
SELECTING AND USING TOOLS In Exercises 26–28 use a wallet sized card,
such as a driver’s license, membership card, or library card.
26. Estimatee the length, width, and perimeter of the card in centimeters.
27. Choose a tool for measuring the length and width in centimeters.
Explain why you chose it.
28. Measure the length and width of the card to the nearest centimeter. Find
its perimeter and area.
GEOMETRY The figure is made of rectangles and squares. Find its area.
29. 6 ft 30. 36 m
8m
12 m
6 ft 8m 4m
2 ft 12 m
12 ft
CHALLENGE The area of a square is given. Estimate the length of a side to

the nearest whole number.
31. A 5 50 in.2 32. A 5 22 cm2 33. A 5 10 in.2 34. A 5 120 yd2
2.2 Perimeter and Area 69

PROBLEM SOLVING
SEE EXAMPLE 3 35. GUIDED PROBLEM SOLVING You plan to build a square dog run. You
on p. 67 have 64 feet of fencing. How long will each side be?
for Exs. 35–38
a. Decide whether 64 feet is the perimeter or the area of the dog run.
Explain your reasoning.
b. Write an equation to represent this situation.
c. Solve the equation to find the length of each side of the dog run.
GYMNASTICS The mat below is used for performing gymnastics floor

routines. The gymnast must stay within the white lines.
36. How much space does the gymnast have to
perform in?
37. What is the length of tape needed to mark off the
white lines?
40 ft
40 ft
38. ★ WRITING Find both the perimeter and area of a 5 inch by 5 inch square.
Use the formulas for a square and for a rectangle. Compare the results.
39. ★ MULTIPLE CHOICE You want to sew trim along each edge of a 54 inch
by 102 inch tablecloth. About how much trim do you need?
A 150 in. B 150 in.2 C 300 in. D 300 in.2
SEE EXAMPLE 2 40. MULTI-STEP PROBLEM The movie poster has its
on p. 67 dimensions marked.
for Exs. 40–44
a. Estimation What is a high estimate for the area
of the poster? What is a low estimate?
b. Estimation You want to mount the poster on 27 in.
cardboard that is 23 inches by 33 inches. Find
a high and low estimate of this area.
c. Reasoning Explain how to use your estimates
to find a high estimate of the area of the
cardboard not covered by the poster. Then find
a high and low estimate for this area. 11
17 }
16
in.
41. ★ SHORT RESPONSE A square has a side length of 8 inches. A rectangle

has a length of 16 inches and a width of 8 inches. Without actually finding
the areas, compare the two areas. How do the areas of the square and
rectangle compare if the length of the rectangle is 24 inches? 32 inches?
Explain.

e
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(01&/&/%&%."5) 'IVE THE DIMENSIONS OF DIFFERENT RECTANGLES

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OF THE RECTANGLES
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PLAN FOR A SINGLE STORY MINI MALL

A 7HAT IS THE AREA OF THE BUILDING IN SQUARE FEET
B ! CONTRACTOR IS INSULATING THE OUTER WALLS OF
THE BUILDING 4HE WALLS ARE FEET HIGH (OW

MANY SQUARE FEET OF INSULATION ARE NEEDED
C !LL THE RETAIL SPACES HAVE WOOD TRIM ALONG THE

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2.3 Scale Drawings
Before You used rulers to find the actual lengths of objects.

Now You’ll use scale drawings to find actual lengths.
Why? So you can interpret maps and diagrams, as in Example 1.
KEY VOCABULARY
• scale drawing, p. 72
ACTIVITY
• scale, p. 72
r
Rive
STEP 1 Lake
Dam
Da
am
STEP 2
Lodge
dge
gee
1 cm: 2 km
g A scale drawing
The map in the activity is a scale drawing. g is the same
shape as the original object, but not the same size. The scale tells how the
drawing’s dimensions and the actual dimensions are related.
EXAMPLE 1 Interpreting Scale Drawings

READING Canoes Find the actual lengths that correspond to 1 inch, 2 inches, and
The standard way to 3 inches on the scale drawing. How long is the actual canoe?
write a scale is scale
model to actual object
or scalee : actual.
SOLUTION
Scale Actual
Make a table. The scale on the drawing Length 3 5
length length
is 1 in.: 5 ft. Each inch on the drawing
represents 5 feet on the canoe. 135 5 ft
2 in. 235 10 ft
c Answer The actual canoe is
15 feet long. 3 in. 335 15 ft

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MODEL IS THE ACTUAL LIGHTHOUSE
HEIGHT INCHES HEIGHT INCHES
SCALE IN FT SCALE IN FT
PROBLEM SOLVING
SEE EXAMPLE 2 17. MAPS A map uses a scale of 1 in.: 200 mi. The distance between two
on p. 73 cities on the map is 4 inches. What is the actual distance?
for Exs. 17–18
18. EIFFEL TOWER A model of the Eiffel Tower is 20 centimeters tall. Use the
scale 5 cm : 80 m. Approximate the height of the actual Eiffel Tower.
19. ★ MULTIPLE CHOICE An architect constructs a model of a building that

will be 120 feet tall. Every 2 inches on the model represents 5 feet on the
building. How tall is the architect’s model?
A 300 in. B 60 in. C 48 in. D 24 in.
20. ★ WRITING Explain how you can use a scale drawing to find the area of
an actual rectangle.
21. ★ EXTENDED RESPONSE The map Unniion

Statioon
Sta
shows part of Washington, D.C. White
House
House
a. Measure How many centimeters apart
are the U.S. Capitol and the White
House on the map? Washington U.S.
U.S
S.
Monument
M onument Capitol
Capi
it
b. Calculate Find the actual distance
between the landmarks in part (a). 1 cm
m :500
: 0 m
c. Estimate Estimate the shortest actual distance from Union Station to
the Washington Monument by way of the other two red landmarks.
Justifyy your estimate.
22. DRAW A DIAGRAM Using the scale 1 in. : 10 ft, make a scale
drawing of a 30 feet by 40 feet dance floor. Use your drawing
to find the distance between opposite corners of the floor.
23. CHALLENGE The actual distance across the fly’s eye in the
photo is 800 micrometers. (1000 micrometers 5 1 mm).
Measure the widest part of the eye and complete the scale
for the photo: 1 mm : ? micrometers
MIXED REVIEW
Order the numbers from least to greatest. (p. 738)
Prepare for 24. 12, 3, 7, 6, 17, 21 25. 22, 25, 14, 11, 23 26. 206, 250, 262, 199, 260
Lesson 2.4 in
Exs. 24–26 Tell whether the unit is reasonable. If it is not, change it so that it is. (p. 59)
27. A bed is 7 miless long. 28. A computer keyboard is 18 inchess long.
29. ★ MULTIPLE CHOICE Find the perimeter P and area A of a rectangle that
is 4 feet by 6 feet. (p. 66)
A P 5 20 ft 2 B P 5 24 ft 2 C P 5 20 ft D P 5 24 ft
A 5 24 ft A 5 20 ft A 5 24 ft 2 A 5 20 ft 2

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AND WHY THIS MIGHT BE A BETTER WAY TO RECORD THE DATA
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SHOWS HOW MANY BOOKS THE STUDENTS IN
A CLASS READ DURING SUMMER VACATION
A -AKE A LINE PLOT OF THE DATA
B 5SE THE LINE PLOT TO FIND THE TOTAL
NUMBER OF STUDENTS

C 5SE THE LINE PLOT TO FIND HOW MANY

STUDENTS READ FOUR OR MORE BOOKS

40-65*0/
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STUDENTS READ FOUR OR MORE BOOKS
(6*%&%13"$5*$& GPS&YBNQMF
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THEY DIFFERENT
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3%% %8!-0,%3 0OINT VALUES OF A TEAMS SHOTS DURING THE FIRST HALF OF A BASKETBALL GAME
!.$
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GPS&YTo .UMBER OF WEEKS CLASS MEMBERS ATTENDED SUMMER CAMP

!GES OF DANCERS IN A BALLET CLASS

$0--&$5*/(%"5" 3OME OF THE FIRST WORDS YOU LEARNED TO READ WERE THE
AND OF A AND AN -AKE A FREQUENCY TABLE OF THE NUMBER OF TIMES EACH
WORD OCCURS ON PAGE 0REDICT WHICH OF THESE WORDS OCCURS MOST OFTEN
IN THE %NGLISH LANGUAGE *USTIFY YOUR REASONING
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OF PLAYERS ON A BASKETBALL TEAM

(.6-5*1-&$)0*$& 7HICH STATEMENT IS SUPPORTED BY THE DATA

6 .O PLAYERS ARE INCHES TALL 7 PLAYERS ARE INCHES TALL
8 PLAYERS ARE INCHES TALL 9 PLAYER IS INCHES TALL
$0.1"3& !N OPPONENTS TEAM HAD PLAYERS OF THE FOLLOWING HEIGHTS IN

INCHES -AKE A LINE PLOT OF THIS DATA

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GREATEST MEDIAN HEIGHT FORM THE TALLEST PLAYER TEAM *USTIFY YOUR ANSWER
130#-&.40-7*/(
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6 7 8 9
.64*$ !N ORCHESTRA HAS FOUR SECTIONS WOODWINDS 7 PERCUSSION 0

BRASS " AND STRINGS 3 4HE DATA BELOW SHOW THE SECTION EACH MEMBER
OF ONE SCHOOL ORCHESTRA BELONGS TO -AKE A FREQUENCY TABLE AND USE IT TO
FIND THE LARGEST SECTION OF THE ORCHESTRA
03 " 7 3 3 " 3 7 3 3 7 3 3 " 3 7 3 " 3 7 3 7
3 " 7 3 7 3 3 " 3 " 3 3 3 " 3 " 7 " 3 03 " 3
#*$:$-&4 )N %XERCISES n USE THE LIST BELOW SHOWING THE NUMBERS OF
BICYCLES OWNED BY FAMILIES OF CLASS MEMBERS

-AKE A FREQUENCY TABLE AND A LINE PLOT OF THE DATA
(4)0353&410/4& 7HAT NUMBER OF BICYCLES IS

OWNED BY EXACTLY TWO FAMILIES (OW CAN YOU FIND
THIS ANSWER USING THE FREQUENCY TABLE THE LINE PLOT
$0--&$5*/(%"5" 'ATHER DATA ON THE LENGTHS OF

THE LAST NAMES OF THE 53 PRESIDENTS SINCE AND
THE CURRENT 53 3UPREME #OURT *USTICES -AKE A
LINE PLOT OF EACH SET OF DATA #OMPARE THE DATA SETS
(83*5*/( #OMPARE THE FREQUENCY TABLE AND THE LINE PLOT YOU CREATED
IN %XERCISE ON PAGE $ESCRIBE ONE WAY IN WHICH EACH TYPE OF DISPLAY
IS MORE HELPFUL OR EASIER TO USE THAN THE OTHER TYPE
8&"5)&3 5SE THE CALENDAR AND CODES SHOWN
-AKE A FREQUENCY TABLE OF THE DATA 3UNNY 0ARTLY CLOUDY #LOUDY 2AINY
3 % 0 4 % - " % 2
(OW MANY MORE DAYS WERE EITHER CLOUDY
OR PARTLY CLOUDY THAN WERE SUNNY
3&"40/*/( (OW MANY DAYS DIDNT HAVE
RAIN $ESCRIBE TWO WAYS TO FIND THE ANSWER
#AN YOU MAKE A LINE PLOT OF THE WEATHER

DATA %XPLAIN
.6-5*1-&3&13&4&/5"5*0/4 9OU HAVE A BAG CONTAINING NICKELS
DIMES AND QUARTERS 4HERE ARE SEVERAL WAYS YOU CAN MAKE ` USING THESE
COINS &OR INSTANCE YOU CAN USE ONE QUARTER THREE DIMES AND ONE NICKEL
A .BLFB-JTU ,IST ALL THE WAYS YOU CAN MAKE ` USING THESE COINS
B .BLFB'SFRVFODZ5BCMF #OUNT THE NUMBER OF COINS NEEDED TO MAKE
` FOR EACH WAY DESCRIBED IN YOUR LIST 4HEN MAKE A FREQUENCY TABLE
OF THE NUMBER OF COINS USED FOR EACH POSSIBILITY
C %SBXB-JOF1MPU 5SE THE FREQUENCY TABLE FROM PART B TO MAKE A LINE
PLOT 7HAT IS THE FEWEST NUMBER OF COINS NECESSARY TO MAKE `
$)"--&/(& 4HE 6ENN DIAGRAM SHOWS THE

SCHOOL ACTIVITIES CHOSEN BY THE SEVENTH
GRADERS IN ONE SCHOOL -AKE A FREQUENCY

DISTRIBUTION OF THE DATA $OES THE TOTAL IN
YOUR FREQUENCY DISTRIBUTION MATCH THE TOTAL
IN THE 6ENN DIAGRAM %XPLAIN
.*9&%3&7*&8
,IST THE FIRST SIX NUMBERS STARTING WITH ZERO AND COUNTING ON Q
1SFQBSFGPS COUNT BY S COUNT BY S COUNT BY S COUNT BY S
-FTTPO
JO&YTo 5SE THE BAR GRAPH AT THE RIGHT Q

(OW MANY MORE STUDENTS CHOSE A LAKE THAN A POOL

(OW MANY STUDENTS IN ALL WERE SURVEYED

(.6-5*1-&$)0*$& 7HICH VALUE MAKES THE
EXPRESSION X X EQUAL TO Q

6 7
+PE T
8 9
26*;GPS-FTTPOTo
%STIMATE THE LENGTH OF THE LINE SEGMENT IN MILLIMETERS
4HEN MEASURE TO CHECK Q
#HOOSE AN APPROPRIATE CUSTOMARY UNIT AND METRIC UNIT FOR THE LENGTH Q
HEIGHT OF A &ERRIS WHEEL LENGTH OF A CALCULATOR
&IND THE PERIMETER AND THE AREA OF THE RECTANGLE DESCRIBED Q
LENGTH FT WIDTH FT LENGTH M WIDTH M
.0%&-4 4HE SCALE FOR A MODEL OF THE 4ITANIC IS CM M 4HE MODEL IS

CENTIMETERS LONG !BOUT HOW LONG WAS THE ACTUAL 4ITANIC Q
-AKE A FREQUENCY TABLE AND A LINE PLOT OF THE DATA Q

45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
(3*%%&%"/48&3 &IND THE LENGTH OF THE &95&/%&%3&410/4& 4HE FOLLOWING DATA
GRASSHOPPER TO THE NEAREST INCH SHOW THE NUMBERS OF MINUTES IT TAKES SEVERAL
STUDENTS TO GET READY FOR SCHOOL IN THE
MORNING

A -AKE A FREQUENCY TABLE OF THE DATA
B -AKE A LINE PLOT OF THE DATA
C 4ELL HOW YOU WOULD USE EACH DISPLAY TO
FIND OUT HOW LONG IT TAKES MOST STUDENTS TO
GET READY IN THE MORNING $ECIDE HOW LONG
4)0353&410/4& ! STUDENT CLAIMS THAT THE IT TAKES MOST STUDENTS
DIMENSIONS OF A PICTURE FRAME ON THE DESK D $O MORE STUDENTS USE LESS THAN AN HOUR OR
ARE MILLIMETERS BY MILLIMETERS )S THE AN HOUR OR MORE TO GET READY FOR SCHOOL
STUDENTS CLAIM REASONABLE %XPLAIN YOUR *USTIFY YOUR ANSWER
REASONING
&95&/%&%3&410/4& 4HE DIAGRAM IS A SCALE
(3*%%&%"/48&3 ! MAP USES A SCALE OF DRAWING OF A PLAYGROUND
IN MI 4HE DISTANCE BETWEEN TWO CITIES
ON THE MAP IS INCHES (OW LONG WILL IT TAKE
TO DRIVE THE ACTUAL DISTANCE IF YOU DRIVE AT
MILES PER HOUR
.6-5*45&1130#-&. 5SE THE KEY CHAIN

CARD BELOW TO COMPLETE THE FOLLOWING

A -EASURE THE DISTANCE BETWEEN THE SWINGS

AND THE SLIDE USING A CENTIMETER RULER
B &IND THE ACTUAL DISTANCE FROM THE SWINGS
A -EASURE THE LENGTH AND THE WIDTH USING TO THE SLIDE
A CENTIMETER RULER
C 0LAYGROUND OFFICIALS WOULD LIKE TO ADD
B &IND THE PERIMETER AND AREA OF THE CARD ANOTHER SLIDE #AN THEY PLACE THE SLIDE
C 4RACE THE CARD ONTO ANOTHER SHEET OF METERS EAST OF THE SWINGS %XPLAIN
PAPER $IVIDE THE CARD IN HALF WITH A
VERTICAL LINE 7HAT IS THE PERIMETER AND 01&/&/%&% $ESCRIBE A SITUATION IN YOUR
AREA OF THE RIGHT HALF OF THE CARD HOME WHEN YOU WOULD ONLY NEED TO ESTIMATE
D #OMPARE THE PERIMETER AND AREA OF THE THE LENGTH OF AN OBJECT RATHER THAN FINDING ITS
RIGHT HALF OF THE CARD TO THE PERIMETER ACTUAL LENGTH
AND AREA OF THE WHOLE CARD
(0"- ."5&3*"-4
$PMMFDUBOEEJTQMBZEBUB tHSBQIQBQFS
6TFCFGPSF-FTTPO
$PMMFDUJOHBOE0SHBOJ[JOH%BUB
9OU CAN MAKE A MODIFIED FREQUENCY TABLE TO DISPLAY DATA
&91-03& $ISPLAY DATA YOU COLLECT FROM A PHONE BOOK IN A MODIlED FREQUENCY TABLE
34%0 ,OOK AT THE LAST DIGIT OF 34%0 ,IST THE DIGITS ON GRAPH PAPER "ESIDE EACH
TELEPHONE NUMBERS FROM A DIGIT SHADE ONE BOX FOR EACH TELEPHONE
TELEPHONE BOOK NUMBER THAT ENDS WITH THAT DIGIT
"#$ (%* $ ,AST DIGIT 4ALLY &REQUENCY

"#$ "#%
%!##)
&&#!

!# **)&%
!# &(!
%' +(%
! #%
#(&)
&,&!%
" !%* (&'
"$ &((&))

"' &)*(
UFMFQIPOF
"'" (%"#!%
## ,$+* OVNCFST
"&' (" FOEJO
" (#%)
$ *($!%
(#&(&+
!) (
$ &(#%
$" (&,-
$" !(*-
$" %*(#

%$ )"##
1 3 "$ 5 * $ & 5SE THE DATA FROM 3TEPS AND ABOVE
7HICH DIGIT WAS THE LAST DIGIT MOST OFTEN LEAST OFTEN
-AKE ANOTHER MODIFIED FREQUENCY TABLE USING THE SIXTH DIGIT OF
THE TELEPHONE NUMBER 7HICH DIGIT IS USED MOST FREQUENTLY
LEAST FREQUENTLY
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( $ESCRIBE HOW THE DISPLAY YOU MADE IN %XERCISE CAN HELP
YOU COMPARE FREQUENCIES
#BS(SBQIT
#FGPSF :PVPSHBOJ[FEBOEEJTQMBZFEEBUBVTJOHGSFRVFODZUBCMFT
/PX :PVMMEJTQMBZEBUBVTJOHCBSHSBQIT
8IZ 4PZPVDBOWJTVBMJ[FEBUB BTJO&YBNQMF
,&:70$"#6-"3: 8JME"OJNBMT 4WO HUNDRED SIXTH AND SEVENTH 'BWPSJUF8JME"OJNBM

s BAR GRAPH P GRADE STUDENTS WERE ASKED TO NAME THEIR FAVORITE
"OJNBM 4UVEFOUT
s DOUBLE BAR WILD ANIMAL 4HE RESULTS ARE SHOWN IN THE TABLE
GRAPH P (OW CAN YOU REPRESENT THESE DATA VISUALLY MJPO
HJSBGGF
! BAR GRAPH USES THE LENGTHS OF THE BARS TO
REPRESENT AND COMPARE DATA ! NUMERICAL SCALE NPOLFZ
IS USED TO FIND THE LENGTHS OF THE BARS FMFQIBOU
& 9 " . 1 - & .BLJOHB#BS(SBQI

9OU CAN DISPLAY THE DATA FROM THE TABLE ABOVE IN A BAR GRAPH
34%0 $ECIDE HOW FAR TO EXTEND THE SCALE
3TART THE SCALE AT 4HE GREATEST

DATA VALUE IS SO END THE SCALE AT
A VALUE GREATER THAN SUCH AS

34%0 #HOOSE THE INCREMENTS FOR THE SCALE

!6/)$ %22/23 5SE TO EQUAL INCREMENTS FOR
.BLFTVSFUIFNBSLT THE SCALE #HOOSE AN INCREMENT
POUIFTDBMFBSFFRVBMMZ THAT IS EASY TO WORK WITH AND

TQBDFE TPUIBUUIF COMPATIBLE WITH 4HE SCALE AT

CBSHSBQIBDDVSBUFMZ
SFQSFTFOUTUIFEBUB
THE RIGHT USES INCREMENTS OF
34%0 $RAW AND LABEL THE GRAPH "E SURE

TO TITLE YOUR GRAPH AND LABEL THE SCALE
BUDMBTT[POFDPN
(6*%&%13"$5*$& GPS&YBNQMF
-AKE A GRAPH OF THE DATA
5ZQFTPG#PPLTJOB)PNF-JCSBSZ
5ZQFPGCPPL DIJMESFOT ZPVOHBEVMU BEVMUmDUJPO SFGFSFODF
/VNCFSPGCPPLT
#BS(SBQIT
2%6)%7 %PVCMF#BS(SBQIT ! DOUBLE BAR GRAPH SHOWS TWO SETS OF DATA ON THE
'PSIFMQXJUISFBEJOH SAME GRAPH 4HE TWO BARS FOR EACH CATEGORY ARE DRAWN NEXT TO EACH OTHER
CBSHSBQIT TFF USING TWO COLORS ! KEY TELLS WHICH SET OF DATA BELONGS TO EACH COLOR
QBHF
& 9 " . 1 - & .BLJOHB%PVCMF#BS(SBQI

8JME"OJNBMT -AKE A DOUBLE BAR GRAPH OF
THE WILD ANIMAL DATA BELOW
'BWPSJUF 4JYUI 4FWFOUI

8JME"OJNBM HSBEF HSBEF
MJPO
HJSBGGF
NPOLFZ
FMFQIBOU
40-65*0/
4!+% ./4%3 34%0 $RAW ONE SET OF BARS USING THE 34%0 $RAW THE SEVENTH GRADE BARS
8SJUFUIFTUFQTOFFEFE SIXTH GRADE DATA AS SHOWN BELOW NEXT TO THE SIXTH GRADE BARS
UPNBLFBCBSHSBQI 4HE GREATEST DATA VALUE IN THE AND SHADE THEM A DIFFERENT
BOEBEPVCMFCBSHSBQI TABLE IN BOTH GRADES IS SO COLOR !DD A TITLE AND A KEY
JOZPVSOPUFCPPLGPS
SFGFSFODF
END THE SCALE AT

-FBWFSPPNGPSUIF .BLFBLFZUPTIPXXIBU
TFWFOUIHSBEFCBST FBDIDPMPSSFQSFTFOUT
(6*%&%13"$5*$& GPS&YBNQMF
'BWPSJUF4QPSUT -AKE A DOUBLE BAR GRAPH OF THE DATA
'BWPSJUF4QPSUT
4QPSU CBTLFUCBMM TXJNNJOH HZNOBTUJDT IPDLFZ USBDL
8BUDIJOH
1BSUJDJQBUJOH
KEY
Exs. 5, 14, 15, 16, 17, and 26
SKILL PRACTICE
1. VOCABULARY Explain how to choose a scale for a bar graph.
2. VOCABULARY How can you tell whether a set of data should be graphed
as a single or a double bar graph?
BAR GRAPHS Make a bar graph of the data.
SEE EXAMPLE 1 3. Mountain Ranges 4. Maximum Life Span of

on p. 83 of the World Animals in Captivity
for Exs. 3–6
Range Peaks (over 6000 m) Animal Life Span (years)
Andes 102 Asian elephant 77
Kunlun 228 giraffe 36
St. Elias 1 lion 30
Pamir 9 monkey 37
5. ★ MULTIPLE CHOICE Choose the best increment for the numerical scale
of a bar graph showing the data values 53, 31, 25, 13, and 46.
A 1 B 10 C 40 D 50
6. ERROR ANALYSIS A student is

making a bar graph showing
the amount of money raised by
four students for a fundraiser.
Describe and correct the error
made in choosing the scale for
this bar graph.
DOUBLE BAR GRAPHS Make a double bar graph of the data.
SEE EXAMPLE 2 7. Cost of Food 8. Major Indoor Soccer League

on p. 84 (cents per pound) National Conference 2000 —2001
for Exs. 7–8
Food 1990 2000 Team Wins Losses
apples 77 82 Detroit 13 27
chicken 86 108 Kansas City 14 26
eggs 100 96 Milwaukee 24 16
ice cream 254 366 Toronto 21 19
spaghetti 85 88 Wichita 18 21
9. Use your graph from Exercise 7. Which food had the greatest price
increase between 1990 and 2000?
2.5 Bar Graphs 85

.6-5*1-&#"3(3"1) 4HE TABLE AT THE /BUJPOBM)PDLFZ-FBHVF&BTUFSO
RIGHT SHOWS THE RECORDS OF THE TOP THREE $POGFSFODF
TEAMS IN THE %ASTERN #ONFERENCE OF THE 5FBN 8JOT -PTTFT 5JFT
.ATIONAL (OCKEY ,EAGUE DURING THE
#PTUPO
n SEASON
1IJMBEFMQIJB
A (OW MANY BARS FOR EACH TEAM ARE
NEEDED TO DISPLAY THE DATA 5BNQB#BZ
B -AKE A MULTIPLE BAR GRAPH OF
THE DATA
$)"--&/(& 7HICH TEAM IN %XERCISE SCORED ABOUT TIMES AS MANY

WINS AS TIES %XPLAIN HOW YOU CAN TELL THIS FROM YOUR GRAPH
130#-&.40-7*/(
3%% %8!-0,% (6*%&%130#-&.40-7*/( ! SURVEY ASKED THE
POQ QUESTION h7HAT IS THE MOST IMPORTANT THING KIDS
GPS&YTo CAN DO TO PROTECT THE ENVIRONMENTv 4HE RESULTS
ARE SHOWN BELOW
"DUJWJUZ 3FTQPOTFT
#VZFOWJSPONFOUBMMZ

GSJFOEMZQSPEVDUT
1MBOUUSFFT
3BJTFNPOFZ
3FDZDMF
8SJUFZPVSFMFDUFE

SFQSFTFOUBUJWFT
A #HOOSE A SCALE FOR A BAR GRAPH OF THE DATA

B $RAW AND LABEL THE BAR GRAPH
C h2ECYCLEv HAD ABOUT TIMES THE NUMBER OF RESPONSES AS WHICH OTHER
ACTIVITY *USTIFY YOUR ANSWER
.07*&5*$,&513*$&4 $ESCRIBE HOW THE

.PWJF5JDLFU1SJDFT
APPEARANCE OF THE GRAPH WILL CHANGE IF THE
SCALE GOES FROM TO IN INCREMENTS OF
0RICE DOLLARS
OR FROM TO IN INCREMENTS OF

(83*5*/( (OW MIGHT THE SCALE OF A
BAR GRAPH AFFECT HOW THE BAR GRAPH IS

INTERPRETED
A
E
N
!
D
ITZ IL
RIC
NC
PA
53
LAN
3W "RAZ
&RA
!F
*A
ER
3%% %8!-0,% (4)0353&410/4& %XPLAIN HOW TO MAKE A

H
UT
3O
POQGPS DOUBLE BAR GRAPH OF FAVORITE RECORDING ARTISTS

&YT o FROM A GRAPH SHOWING FAVORITES FOR SIXTH
GRADERS AND A GRAPH SHOWING FAVORITES FOR
SEVENTH GRADERS
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(01&/&/%&%."5) !SK YOUR CLASSMATES WHAT THEIR FAVORITE FOOD IS
AND RECORD THE RESPONSES IN A FREQUENCY TABLE 4HEN DISPLAY THE DATA IN
A BAR GRAPH
(&95&/%&%3&410/4& 3EVERAL SIXTH AND SEVENTH GRADERS WERE ASKED

THEIR FAVORITE CLASS 4HE RESULTS ARE SHOWN IN THE TABLE
'BWPSJUF$MBTTFT
$MBTT .BUI 4PDJBM4UVEJFT 4DJFODF &OHMJTI
4JYUI(SBEF
4FWFOUI(SBEF
A %JTQMBZ -AKE A DOUBLE BAR GRAPH OF THE DATA

B *OUFSQSFU 7HICH CLASS WAS MOST POPULAR WITH SIXTH GRADERS 7HICH
CLASS WAS MOST POPULAR WITH SEVENTH GRADERS *USTIFY YOUR ANSWERS
C 3FBTPOJOH 7HICH SUBJECT SHOWS THE GREATEST DIFFERENCE BETWEEN
SIXTH GRADERS AND SEVENTH GRADERS THE LEAST DIFFERENCE #OMPARE HOW
YOU WOULD USE THE TABLE TO ANSWER THE QUESTION WITH HOW YOU WOULD
USE THE GRAPH
*/-*/&4,"5*/( 4HE STACKED BAR GRAPH

AT THE RIGHT SHOWS THE RESULTS OF A SURVEY

ABOUT HOW PEOPLE USE IN LINE SKATES

$0.1"3&"/%$0/53"45 7HAT ARE

THE ADVANTAGES AND DISADVANTAGES OF A
STACKED BAR GRAPH

$)"--&/(& $RAW THE STACKED BAR GRAPH
AS A DOUBLE BAR GRAPH

$)"--&/(& $RAW THE DATA IN %XERCISE
IN A STACKED BAR GRAPH 7HY ARE THE
STACKED BARS ALL ABOUT THE SAME HEIGHT
.*9&%3&7*&8
-AKE A FREQUENCY TABLE AND A LINE PLOT OF THE FOLLOWING SCORES FOR
A POINT QUIZ Q
1SFQBSFGPS
-FTTPO
JO&Y 3OLVE THE EQUATION USING MENTAL MATH Q
X X X X
(.6-5*1-&$)0*$& 7HAT IS THE PERIMETER OF THE BASEBALL

DIAMOND SHOWN AT THE RIGHT Q
6 FT 7 FT
8 FT 9 FT


$PPSEJOBUFTBOE
-JOF(SBQIT
#FGPSF :PVQMPUUFEQPJOUTPOOVNCFSMJOFTBOENBEFCBSHSBQIT
/PX :PVMMQMPUQPJOUTPODPPSEJOBUFHSJETBOENBLFMJOFHSBQIT
8IZ 4PZPVDBOWJTVBMJ[FIPXEBUBDIBOHF BTJO&Y
,&:70$"#6-"3: 4HE GRAPH BELOW SHOWS A POINT ON A COORDINATE GRID %ACH POINT
s AXES P IS DESCRIBED BY AN ORDERED PAIR OF NUMBERS 4HE NUMBERS ARE THE
s COORDINATES P COORDINATES OF THE POINT 4HE GRID IS FORMED BY TWO NUMBER LINES ONE
s ORDERED PAIR P VERTICAL AND ONE HORIZONTAL CALLED AXES 4HE AXES INTERSECT AT THE ORIGIN
s ORIGIN P
s LINE GRAPH P 5IFmSTUDPPSEJOBUFUFMMTZPVIPX
NBOZVOJUTUPNPWFUPUIFSJHIU
WFSUJDBMBYJT

5IFTFDPOEDPPSEJOBUFUFMMTZPV
IPXNBOZVOJUTUPNPWFVQ

IPSJ[POUBMBYJT
/
PSJHJO
& 9 " . 1 - & (SBQIJOH1PJOUT

!6/)$ %22/23 A 'RAPH THE POINT ON A B 'RAPH THE POINT
3FNFNCFS UIFGJSTU COORDINATE GRID ON A COORDINATE GRID
DPPSEJOBUFJOBO
PSEFSFEQBJSJOEJDBUFT 3TART AT -OVE UNITS 3TART AT -OVE UNITS
BIPSJ[POUBMNPWF BOE TO THE RIGHT AND UNITS UP TO THE RIGHT AND UNITS UP
UIFTFDPOEDPPSEJOBUF
JOEJDBUFTBWFSUJDBMNPWF

/ /
(6*%&%13"$5*$& GPS&YBNQMF
'RAPH THE POINT ON A COORDINATE GRID ,ABEL THE COORDINATES

-JOF(SBQIT ! LINE GRAPH REPRESENTS DATA USING POINTS CONNECTED BY LINE
SEGMENTS ,INE GRAPHS ARE OFTEN USED TO SHOW CHANGE OVER TIME 9OU CAN
MAKE A BREAK AT THE BEGINNING OF THE SCALE TO FOCUS ON THE INTERVAL WHERE
THE DATA FALL
& 9 " . 1 - & .BLJOHB-JOF(SBQI

1PQVMBUJPO 4HE TABLE BELOW SHOWS THE POPULATION OF !USTIN #OUNTY IN
SOUTHEAST 4EXAS FROM TO -AKE A LINE GRAPH OF THE DATA
1PQVMBUJPOPG"VTUJO$PVOUZ 5FYBT
:FBS
1PQVMBUJPO
34%0 -AKE A LIST OF ORDERED PAIRS 4HINK OF EACH COLUMN IN THE TABLE AS AN
ORDERED PAIR YEAR POPULATION

2%!$).' 34%0 #HOOSE A SCALE THAT

5IFTZNCPM POUIF INCLUDES ALL THE
WFSUJDBMTDBMFJOEJDBUFT
POPULATION VALUES IN

UIBUUIFTDBMFJTCSPLFO
YOUR TABLE

34%0 'RAPH EACH POINT

34%0 $RAW LINE SEGMENTS TO

CONNECT THE POINTS

(6*%&%13"$5*$& GPS&YBNQMF
)N %XERCISES AND USE THE GRAPH ABOVE

)N WHICH YEAR WAS !USTIN #OUNTYS
POPULATION THE GREATEST
/VER WHICH DECADES DID THE POPULATION
HAVE ITS GREATEST INCREASE (OW CAN YOU
TELL FROM THE GRAPH
1FU$BUT 4HE TABLE BELOW SHOWS THE
NUMBER OF PET CATS IN THE 5NITED 3TATES
FROM TO -AKE A LINE GRAPH OF
THE DATA
1FU$BUTJOUIF6OJUFE4UBUFT
:FBS
$BUT NJMMJPOT
$PPSEJOBUFTBOE-JOF(SBQIT
EXAMPLE 3 Comparing Graphs
Radio Stations The two graphs below both show the number of AM radio
stations in the United States. The first uses a full scale. The second uses a
broken scale, deleting values between 0 and 4500. Compare the graphs.
MISLEADING GRAPHS
AM Radio Stations AM Radio Stations
Certain graphs with
broken axes can be 5,000 5,000
misleading. See Lesson 4,000 4,900
4,800
Stations
Stations
13.4 for a full discussion 3,000
4,700
of misleading graphs. 2,000 4,600
1,000 4,500
0 0
1995 1996 1997 1998 1999 2000 2001 1995 1996 1997 1998 1999 2000 2001
Year Year
SOLUTION
Both graphs are accurate displays.

The number of AM radio stations is The broken scale makes the data
declining. The full scale shows that easy to read, but makes the decline
the decline is very slow. seem sharper than it is.
8. FM Radio Stations Make two line graphs of the data, with and without
a break in the scale. Then compare how you would use each graph.
Year 1995 1996 1997 1998 1999 2000 2001

FM stations 5296 5419 5542 5662 5766 5892 6051

KEY
Exs. 19, 20, 25, 28, and 37
SKILL PRACTICE
VOCABULARY Choose the letter that shows the location
5
of the item on the coordinate grid. F
4
E
1. point (2, 1) 2. origin 3. point (0, 3) 3
2
D
4. vertical axis 5. point (1, 2) 6. point (3, 0) C A
1
O B
1 2 3 4 5 6
GRAPHING Graph and label the point on a coordinate grid.
g
SEE EXAMPLE 1 7. (6, 3) 8. (2, 7) 9. (0, 0) 10. (4, 0)
on p. 88
11. (1, 8) 12. (0, 6) 13. (9, 0) 14. (5, 5)
for Exs. 7–14

MAKING LINE GRAPHS Decide whether or not to use a broken scale to
make a line graph of the data. Then make a line graph
p of the data.
g
SEE EXAMPLES 15. Hour (A .M.) 16. Hour (P.M.)
7 8 9 10 1 2 3 4
2 AND 3
on pp. 89–90 Cars in lot 1 4 15 17 Tickets sold 81 90 103 120
for Exs. 15–18
17. Year 18.
1998 2000 2002 Snow (in.) 8 16 24 32
Students 1253 1425 1310 Rain (in.) 1 2 3 4
INTERPRETING LINE GRAPHS Use the line graph below.
19. ★ MULTIPLE CHOICE Which measurement is the Growth of Puppy

best estimate of the puppy’s weight on Day 6?
16
Weight (ounces)
A 11 oz B 12 oz 14
12
C 13 oz D 14 oz Z
10
20. ★ MULTIPLE CHOICE Which ordered pair
8
6
represents point Z? 0
0 2 4 6 8 10
A (1, 10) B (10, 2)
Days since birth
C (2, 10) D (10, 1)
1
GRAPHING POINTS Draw a coordinate grid using intervals of }.
2
Plot and label each point.
1 1 1 1 31
21. (3, 1 } ) 22. (}, 2 }) 23. (1 } , 3) 24. (}, 1 } )
2 2 2 4 4 4
PROBLEM SOLVING
SEE EXAMPLE 1 25. ★ WRITING The first coordinate is the number of minutes since the
on p. 88 start of a race. The second coordinate is the total distance in kilometers.
for Ex. 25 Interpret each point.
a. (0, 0) b. (5, 1) c. (15, 3)
SEE EXAMPLES 26. MULTIPLE REPRESENTATIONS The table below shows the number of
2 AND 3 students enrolled at a college.
on pp. 89–90
a. Make a Bar Graph Make a double bar College Enrollment
for Ex. 26
graph of the data.
Year Female Male
b. Make a Line Graph Make a double line
graph of the data using a full scale. 1998 900 800
c. Make a Double Line Graph Make a 2000 1100 850

double line graph of the data using a 2002 1150 860
broken scale. Start the scale at 800 and 2004 1200 850
use increments of 100.
d. Compare For each graph give one use Math at classzone.com
for which it is better suited.
2.6 Coordinates and Line Graphs 91

*/5&3/&5 -AKE A LINE GRAPH OF THE DATA BELOW 5SE IT TO ESTIMATE THE
NUMBER OF COUNTRIES CONNECTED TO THE )NTERNET IN
:FBS

$PVOUSJFTDPOOFDUFE
(4)0353&410/4& 4HE TABLE BELOW SHOWS THE NUMBER OF ENDANGERED

OR THREATENED BIRD SPECIES IN THE 5NITED 3TATES -AKE TWO LINE GRAPHS OF
THE DATA ONE WITH A BROKEN SCALE AND ONE WITHOUT #OMPARE THE GRAPHS
:FBS
4QFDJFT
5&-&7*4*0/ 4HE TABLE AT THE RIGHT SHOWS THE :FBS .JOVUFTFBDIEBZ

AVERAGE NUMBER OF MINUTES A TEENAGER WATCHES
46 EACH DAY

-AKE A LINE GRAPH OF THE DATA USING A BROKEN
SCALE %XPLAIN HOW YOU CHOSE YOUR SCALE

(OW DID THE AMOUNT OF TIME TEENAGERS SPENT
WATCHING 46 CHANGE BETWEEN AND
%XPLAIN
$)"--&/(& $URING EXERCISE MOST PEOPLES 3FDPNNFOEFE)FBSU3BUF

HEART RATE SHOULD BE BETWEEN THE MINIMUM CFBUTQFSNJOVUF
AND MAXIMUM RECOMMENDED RATES SHOWN "HF .JOJNVN .BYJNVN
-AKE A DOUBLE LINE GRAPH 5SE A DIFFERENT
COLOR FOR THE MINIMUM RATES AND THE

MAXIMUM RATES )NCLUDE A KEY

7HAT RATES WOULD BE THE MINIMUM AND
MAXIMUM FOR A YEAR OLD %STIMATE THE
RATE FOR THE MIDDLE OF THIS RANGE
.*9&%3&7*&8
1SFQBSFGPS
-FTTPOJO
&YTo 4HE TABLE SHOWS THE MAST HEIGHTS OF SAILBOATS IN A .BTU /VNCFS
REGATTA -AKE A BAR GRAPH OF THE DATA Q )FJHIU PG#PBUT
GU
(.6-5*1-&$)0*$& 9OU ARE DRAWING A MAP TO
YOUR HOUSE FOR FRIENDS WHO LIVE MILES AWAY GU
7HICH SCALE WOULD GIVE THE LARGEST MAP THAT GU
WOULD FIT INTO A INCH BY INCH SQUARE Q
GU
6 IN MI 7 IN MI
8 IN MI 9 IN MI

(0"-
6TFBGUFS-FTTPO 6TFBTQSFBETIFFUUP
DSFBUFEBUBEJTQMBZT
$SFBUJOH%BUB%JTQMBZT
&9".1-& 9OU CAN CREATE BAR GRAPHS LINE GRAPHS AND OTHER DATA DISPLAYS USING
A SPREADSHEET PROGRAM
"#JO4UFQ
4HE TABLE SHOWS THE POPULATION OF THE 5NITED SFGFSTUPUIF
3TATES FROM TO -AKE A BAR GRAPH OF SFDUBOHMFPGDFMMT
THE DATA XIPTFPQQPTJUF
DPSOFSTBSF"
40-65*0/ BOE#

34%0 %NTER THE DATA IN THE lRST TWO
COLUMNS OF THE SPREADSHEET 5SE
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(IGHLIGHT THE DATA IN CELLS
!" AND INSERT A CHART 3ELECT
COLUMN CHART AS THE CHART TYPE

34%0 #HOOSE CHART OPTIONS SUCH AS THE
TITLE GRID LINES AND A LEGEND KEY

34%0 $OUBLE CLICK ON A FEATURE TO CHANGE
ITS FORMATTING &OR EXAMPLE USE A

POPULATION SCALE FROM TO

IN INCREMENTS OF
1 3 "$ 5 * $ & 5SE THE DATA BELOW
-AKE A DOUBLE BAR GRAPH OF THE DATA

&OLLOW 3TEPS n ABOVE BUT HIGHLIGHT
THREE COLUMNS OF DATA

-AKE A DOUBLE LINE GRAPH OF THE DATA
&OLLOW 3TEPS n ABOVE BUT ENTER THE
YEARS WITHOUT APOSTROPHES AND SELECT
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LINES AS THE TYPE OF CHART 3HOW MAJOR
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SCALE DOESNT HAVE TO START AT
$PPSEJOBUFTBOE-JOF(SBQIT
2.7 Circle Graphs
Before You made and interpreted bar graphs and line graphs.
Now You’ll interpret circle graphs and make predictions.
Why? So you can visualize data about a whole group, as in Example 1.
KEY VOCABULARY Roller Coasters A group of teenagers

Opinions of Roller Coasters
• circle graph, p. 94 are asked what they think about roller
coasters. Their answers are shown in the Not fun 7
circle graph at the right. How many of OK 15
them think roller coasters are great?
A circle graph
g p is a graph that represents
Great 78
data as parts of a circle. The entire circle
represents all of the data. You can make
conclusions about the data in a circle
graph based on the size of each section.
EXAMPLE 1 Interpreting a Circle Graph

Use the circle graph above.
a. To find out how many of the teenagers think roller coasters are great,
find the data value in the section labeled “Great.”
c Answer The number who think roller coasters are great is 78.
b. To find out how many of the teenagers do not think roller coasters are
great, add the values in the “OK” and the “Not fun” sections: 15 1 7 5 22.
c Answer The number who do not think roller coasters are great is 22.
The circle graph shows how many people out of 100 prefer each of four
types of shoes.
1. Which type of shoe is least popular?
p Types of Shoes
2. How many of the people do not prefer
Sneakers 45
loafers?
Loafers 22
3. Is it reasonable to say that “sneakers”
is the most popular choice? Explain.
p
Dress Shoes 22
Sandals 11

& 9 " . 1 - & 6TJOHB(SBQI
2%!$).' 'SP[FO:PHVSU 4HE CIRCLE GRAPH SHOWS THE FAVORITE
8SJUJOHEPXOLFZGBDUT FROZEN YOGURT FLAVORS OF STUDENTS !BOUT
BTZPVSFBEBQSPCMFN STUDENTS WILL ATTEND A PARTY 0REDICT HOW
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*O&YBNQMF ZPV
LOPXTUVEFOUT
40-65*0/
XFSFTVSWFZFE PG
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ZPHVSU BOETUVEFOUT
XJMMCFBUUIFQBSUZ
STUDENTS SURVEYED AND THE NUMBER OF STUDENTS
AT THE PARTY
-ULTIPLY THE NUMBER OF STUDENTS WHO PREFER VANILLA
BY TO PREDICT THE NUMBER OF STUDENTS WHO WILL ASK
FOR VANILLA AT THE PARTY
Cgg"OTXFS !BOUT STUDENTS WILL ASK FOR VANILLA

FROZEN YOGURT AT THE PARTY
(6*%&%13"$5*$& GPS&YBNQMF
8IBU*G 5SE THE GRAPH ABOVE 3UPPOSE ONLY STUDENTS ATTEND THE
PARTY 0REDICT HOW MANY STUDENTS WILL ASK FOR STRAWBERRY FROZEN YOGURT
&9&3$*4&4 )0.&803,

,&:
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4,*--13"$5*$&
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COMPARING SEPARATE CATEGORIES ! CIRCLE GRAPH

COMPARING PART OF A DATA SET TO THE ENTIRE SET " LINE GRAPH
SHOWING CHANGE OVER TIME # BAR GRAPH
3&"%*/($*3$-&(3"1)4 4ELL WHICH SECTION OF THE CIRCLE GRAPH BELOW FITS

THE DESCRIPTION
3%% %8!-0,% )T REPRESENTS ABOUT HALF THE DATA !
POQ #
)T REPRESENTS THE LEAST DATA VALUE "
GPS&YTo
)T REPRESENTS THE GREATEST DATA VALUE
3%% %8!-0,% (.6-5*1-&$)0*$& 5SE THE DATA IN %XAMPLE )F PEOPLE ATTEND THE
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GPS&Y
6 7 8 9
$JSDMF(SBQIT
3&"%*/($*3$-&(3"1)4 4HE CIRCLE GRAPH AT THE
RIGHT SHOWS THE POPULATION OF THE 5NITED 3TATES
IN MILLIONS IN
3%% %8!-0,% 7HICH AGE GROUP WAS THE SMALLEST

POQ
(OW CAN YOU TELL FROM THE GRAPH THAT ABOUT
GPS&YTo
HALF THE POPULATION WAS UNDER YEARS OLD

"/"-:;*/($*3$-&(3"1)4 4HE CIRCLE GRAPH BELOW SHOWS THE AMOUNT OF %ARTHS

SURFACE IN MILLIONS OF SQUARE KILOMETERS THAT IS COVERED BY EACH OCEAN
7HICH OCEAN COVERS THE LEAST AREA
7HICH OCEAN COVERS THE GREATEST AREA
7HAT IS THE TOTAL AREA OF THE FIVE OCEANS

4HE AREA OF THE 5NITED 3TATES IS ABOUT ONE
FIFTEENTH THAT OF THE 0ACIFIC /CEAN %STIMATE
THE AREA OF THE 53 IN SQUARE KILOMETERS
"/"-:;*/($*3$-&(3"1)4 4HE CIRCLE GRAPH BELOW

SHOWS STUDENTS FAVORITE SCHOOL LUNCHES
(.6-5*1-&$)0*$& (OW MANY MORE STUDENTS

CHOSE HOT LUNCHES THAN HOMEMADE LUNCHES

6 7 8 9
(.6-5*1-&$)0*$& 7HICH IS A POSSIBLE VALUE

FOR THE NUMBER OF STUDENTS WHO CHOSE THE SALAD

6 7 8 9
$)"--&/(& 4HE SCHOOL ADDS A TACO BAR TO ITS LUNCH MENU ! THIRD OF THE
STUDENTS THAT CHOSE SANDWICHES ARE NOW CHOOSING TACOS $ESCRIBE HOW
THIS WOULD AFFECT THE CIRCLE GRAPH SHOWN ABOVE
130#-&.40-7*/(
13&%*$5*/( 4HE CIRCLE GRAPH SHOWS THE TYPES OF HITS BY #AL 2IPKEN *R IN
ONE SEASON 0REDICT THE NUMBER OF HITS HE MIGHT HAVE HAD IN SEASONS
3%% %8!-0,% SINGLES DOUBLES
POQ
GPS&YTo
TRIPLES HOME RUNS

(83*5*/( %XPLAIN HOW YOU CAN USE THE DATA TO
PREDICT THE TOTAL NUMBER OF HITS #AL 2IPKEN *R

MIGHT HAVE GOTTEN IN SEASONS 4HEN MAKE THE
PREDICTION
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

."3*/&.".."-4 4HE CIRCLE GRAPH SHOWS THE TOTAL AMOUNT OF MONEY
SPENT TO FEED THE THREE TYPES OF MAMMALS AT AN AQUARIUM FOR ONE YEAR
0REDICT HOW MUCH MONEY WILL BE SPENT TO FEED
THE SEA OTTERS FOR FOUR YEARS

4HERE ARE SEA LIONS !BOUT HOW MUCH DOES
IT COST TO FEED ONE SEA LION FOR ONE YEAR

4HERE ARE HARBOR SEALS !BOUT HOW MUCH DOES
IT COST TO FEED ONE HARBOR SEAL FOR ONE YEAR
$0.1"3*/((3"1)4 ! GROUP OF PEOPLE VOTED FOR THEIR FAVORITE SEASON

4HE RESULTS ARE SHOWN IN THE CIRCLE GRAPH

5SE THE DATA TO MAKE A BAR GRAPH

7HICH SEASON GOT THE MOST VOTES 7HICH GRAPH
DID YOU USE TO DECIDE

(4)0353&410/4& /N WHICH GRAPH CAN YOU
MORE EASILY SEE THAT SPRING AND SUMMER
COMBINED GOT SLIGHTLY MORE THAN HALF THE VOTES
*USTIFY YOUR CHOICE
.07*&4 4HE GRAPH SHOWS THE AMOUNTS PEOPLE PAID TO RENT A MOVIE
(OW MANY PEOPLE OUT OF WOULD YOU EXPECT

TO PAY OR LESS

(83*5*/( %XPLAIN HOW A BAR GRAPH OF THE
DATA WOULD BE SIMILAR TO THE CIRCLE GRAPH

$)"--&/(& )S A LINE GRAPH A GOOD CHOICE TO
REPRESENT THE DATA 7HY OR WHY NOT
.*9&%3&7*&8
&IND THE QUOTIENT Q
1SFQBSFGPS
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]z ]z ]]z

(4)0353&410/4& 4HE TABLE SHOWS THE 4UVEFOU /VNCFSPG
NUMBER OF PENCILS FOUR STUDENTS HAVE IN THEIR 1FODJMT
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A BAR GRAPH OF THE DATA 4HEN MAKE A BAR GRAPH 0MJWJB
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1BSLFS
$ESCRIBE HOW TO GRAPH THE POINT $BNJMMF
ON A COORDINATE GRID Q

(0"- ."5&3*"-4
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34%0 #REATE lVE STACKS OF COUNTERS WITH

THE HEIGHTS AND !RRANGE
THE STACKS IN A ROW FROM SHORTEST
TO TALLEST
34%0 &IND THE HEIGHT THAT BEST REPRESENTS

THE HEIGHTS OF ALL THE STACKS 5SE
THESE QUESTIONS TO HELP YOU DECIDE
s 7HAT IS THE HEIGHT OF THE
MIDDLE STACK
5IFIFJHIUPGUIFNJEEMF 5IFNPTUDPNNPOTUBDL
s 7HAT IS THE MOST COMMON TUBDLJTDPVOUFST IFJHIUJTDPVOUFST
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COUNTERS .OW HOW MANY COUNTERS ARE IN EACH STACK
JTBMTPSFQSFTFOUBUJWFPGUIF
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9OU CAN USE EITHER OR TO DESCRIBE ABOUT HOW TALL EACH STACK IS
1 3 "$ 5 * $ & 2EPEAT 3TEPS n TO lND THREE VALUES TO DESCRIBE THE DATA SET
STACK HEIGHTS STACK HEIGHTS
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
3&"40/*/( $O YOU THINK ALL THREE VALUES YOU FOUND TO DESCRIBE

THE DATA ARE REPRESENTATIVE OF THE DATA IN %XERCISE OF THE DATA IN
%XERCISE 7HY OR WHY NOT
.FBO .FEJBO
BOE.PEF
#FGPSF :PVSFQSFTFOUFEEBUBVTJOHHSBQIT
/PX :PVMMEFTDSJCFEBUBVTJOHNFBO NFEJBO NPEF BOESBOHF
8IZ 4PZPVDBOGJOEBWFSBHFT BTJO&YBNQMF
,&:70$"#6-"3: "TUSPOBVUT )N THE !POLLO SPACE PROGRAM EACH LUNAR LANDING MISSION
s MEAN P HAD ONE LUNAR MODULE PILOT 7HAT IS THE AVERAGE AGE OF THESE PILOTS
s MEDIAN P 5SE THE DATA BELOW
s MODE P
"QPMMPNJTTJPO
s RANGE P
1JMPUTBHF
9OU CAN USE THREE TYPES OF AVERAGES TO DESCRIBE A DATA SET

"WFSBHFT
4HE MEAN OF A DATA SET IS THE SUM OF THE VALUES DIVIDED BY THE
NUMBER OF VALUES
4HE MEDIAN OF A DATA SET IS THE MIDDLE VALUE WHEN THE VALUES ARE
WRITTEN IN NUMERICAL ORDER )F A DATA SET HAS AN EVEN NUMBER OF VALUES
THE MEDIAN IS THE MEAN OF THE TWO MIDDLE VALUES
4HE MODE OF A DATA SET IS THE VALUE THAT OCCURS MOST OFTEN ! DATA
SET CAN HAVE ONE MODE MORE THAN ONE MODE OR NO MODE
& 9 " . 1 - & 'JOEJOHB.FBO

!./4(%2 7!9 4O FIND THE MEAN OF THE AGES FOR THE !POLLO PILOTS GIVEN ABOVE ADD THEIR
5PGJOEUIFNFBO ZPV AGES 4HEN DIVIDE BY THE NUMBER OF PILOTS
DBOSFEJTUSJCVUFUIF
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-EAN z]]]
z

z z]zz
zz
z
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(6*%&%13"$5*$& GPS&YBNQMF
&IND THE MEAN OF THE DATA

.FBO .FEJBO BOE.PEF

3BOHF 4HE RANGE OF A DATA SET IS THE DIFFERENCE BETWEEN THE GREATEST
VALUE AND THE LEAST VALUE )T DESCRIBES HOW SPREAD OUT THE DATA ARE
& 9 " . 1 - & 'JOEJOH.FEJBO .PEF BOE3BOHF

"TUSPOBVUT &IND THE MEDIAN MODES AND RANGE OF THE
PILOTS AGES FROM THE DATA ON PAGE
!6/)$ %22/23 0UT THE AGES IN ORDER FROM LEAST TO GREATEST
"MXBZTXSJUFUIFEBUB

WBMVFTJOOVNFSJDBM
PSEFSCFGPSFEFUFSNJOJOH -EDIAN 4HE MIDDLE NUMBER IS SO THE MEDIAN IS YEARS
UIFNFEJBO
-ODE "OTH AND OCCUR TWICE 4HE TWO MODES ARE
AND YEARS
2ANGE 2ANGE /LDEST AGE 9OUNGEST AGE
YEARS YEARS
YEARS
& 9 " . 1 - & 4PMWJOHB.VMUJ4UFQ1SPCMFN

4!+% ./4%3 .VTJD 4HE MINUTES THAT STUDENTS PRACTICE A 4UVEFOUT1SBDUJDF5JNFT
#FTVSFZPVSOPUFT MUSICAL INSTRUMENT EACH WEEK ARE LISTED AT
JODMVEFBOFYBNQMF
THE RIGHT 7HICH AVERAGES ARE REPRESENTATIVE
UIBUIBTBOFWFO OF THE DATA SET
OVNCFSPGEBUBWBMVFT
BTJO&YBNQMF/PUF
UIBUUIFNFEJBOJT 40-65*0/
UIFNFBOPGUIFUXP 34%0 &IND THE MEAN MINUTES
NJEEMFOVNCFST
-OST OF THE STUDENTS PRACTICED LESS THAN THIS SOME MUCH LESS
)T IS NOT REPRESENTATIVE
34%0 &IND THE MEDIAN MINUTES

4HE MEDIAN IS THE MIDDLE VALUE OF ALL THE DATA (ALF THE
DATA ARE GREATER THAN IT AND HALF ARE LESS THAN IT )T IS
REPRESENTATIVE OF THIS DATA SET
34%0 &IND THE MODE MINUTES BECAUSE APPEARS TWICE IN THE DATA SET
4HE MODE IS THE LEAST VALUE IN THIS DATA SET -OST OF THE STUDENTS
PRACTICED MUCH MORE THAN THIS )T IS NOT REPRESENTATIVE
Cgg"OTXFS 4HE MEDIAN IS THE ONLY AVERAGE THAT REPRESENTS THIS DATA SET WELL
&IND THE MEDIAN MODES AND RANGE OF THE DATA

#HOOSE THE BEST AVERAGES TO REPRESENT THE DATA IN %XERCISE
KEY
Exs. 14, 33, 38, 39, 40, 46, and 53
SKILL PRACTICE
1. VOCABULARY Copy and complete: The difference between the greatest
and the least values of a data set is its ? .
2. VOCABULARY Copy and complete: The middle value of a data set when
the values are written in numerical order is its ? .
AVERAGES AND RANGE Find the mean, median, mode(s), and range.
SEE EXAMPLES 3. 2, 3, 1, 1, 3 4. 10, 8, 9, 8, 5
1 AND 2
on pp. 99–100
5. 7, 1, 2, 6, 1, 7 6. 13, 8, 11, 7, 5, 10
for Exs. 3–13 7. 7, 9, 12, 5, 12 8. 5, 11, 9, 5, 25
9. 14, 10, 9, 7, 14, 16, 14 10. 42, 37, 25, 33, 25, 18, 37
11. 26, 22, 10, 12, 16, 28 12. 30, 60, 10, 30, 30, 50, 80, 30
13. ERROR ANALYSIS Your friend found

the median and the mode of a data
set. Describe and correct your
friend’s error(s).
SEE EXAMPLE 3 14. ★ MULTIPLE CHOICE Which number is nott the mean, median, or mode
on p. 100 of the data set 4, 3, 15, 11, 3, 8, 7, 5?
for Exs. 14–17
A 3 B 5 C 6 D 7
FINDING THE BEST AVERAGE Find the mean, median, and mode(s). Then
tell which average(s) best represents the data set. Explain
n your choice.
15. Bowling
g scores: 180, 170, 190, 200, 130, 30, 180, 160
16. Math test scores: 70, 71, 97, 71, 62, 94, 95
17. Video
Vid game scores: 575, 575, 400, 890, 625, 670, 520, 675, 720, 1550
CALCULATOR Find the mean of the data.
18. 142, 131, 135, 148, 139 19. 796, 849, 833, 840, 827, 836, 843
20. 2064, 2870, 4610, 8640, 5009, 3003 21. 9440, 4571, 5456, 7673, 1705, 2235
FINDING MODES Find the mode(s) of the data.
22. green, red, green, blue, blue, green, green, red, red, blue, green, red
23. left, right, straight, right, left, right, straight, left, right, left, straight
24. REASONING For Exercises 22 and 23, is there a mean? a median?

2.8 Mean, Median, and Mode 101

NUMBER SENSE Tell whether the mean is reasonable. If it is not reasonable,
suggest a more reasonable mean. Justifyy your choice.
25. 13, 16, 9, 21, 25, 30; Mean: 32 26. 5, 11, 4, 11, 7, 7, 10, 8, 9; Mean: 5
27. 6, 4, 3, 8, 9, 12, 13, 9; Mean: 8 28. 9, 12, 13, 8, 33, 15, 22; Mean: 30
REASONING Tell whether the statement is true

e or false. Explain.
29. The mode is always
y one of the numbers in a data set.
30. The mean can be one of the numbers in a data set.
31. Th
The median
di iis always
l one off the
h numbers
b in a data set.
32. A data set always has a mode.
33. ★ OPEN-ENDED MATH Make up a data set for a situation where the best
average is the mean. Repeat this exercise for the median and the mode(s).
CHALLENGE Use the given mean or median to find the missing data value.
34. 14, 24, ? , 18, 30; 35. 40, 28, 16, 18, 37, 20, ? , 35;
Mean: 23 Median: 26
PROBLEM SOLVING
BASKETBALL Use the data showing the heights, in inches, of the players
on a basketball team to answer Exercises 36–37.
77, 76, 67, 77, 76, 68, 73, 77, 70, 72, 70
SEE EXAMPLE 3 36. CALCULATE Find the mean, median, mode(s), and range of the data.
on p. 100 Which average(s) best represents the data set?
for Exs. 36–37
37. COMPARE If the 67 inch player is replaced with a 78 inch player, how is
the range affected? How are the mean, median, and mode affected?
38. ★ SHORT RESPONSE Paint for your garage should be applied when the
temperature is at or above 608F. The average temperature for a week is
658F. Can you paint every day of that week? Explain.
39. ★ WRITING The average of the temperatures at noon on Inauguration

Day from 1957 to 1997 was 368F. Do you think the temperature was near
freezing (328F) for every inauguration from 1957 to 1997? Explain.
40. ★ EXTENDED RESPONSE A student has scored 90, 93, 65, and 92 on the
first four quizzes in her history class.
a. Calculate Find the mean, median, and mode(s) of the quiz scores.
b. Interpret Which average(s) best represents the quiz scores? Explain
your reasoning.
c. Reasoning The student scores a 100 on her next quiz. Explain how
this will affect the mean, median, and mode(s) of her scores.

e
READING IN MATH Read the information below for Exercises 41–45.
Sea Turtles Sea turtles come in many Adult Sea Turtle Lengths (inches)
sizes, as the table at the right shows.
Length Type of turtle Length
Sea turtles hatch from eggs that are
laid in nests buried in the sands of Kemps Ridley 30 Loggerhead 48
beaches. The hatchlings spend a very Olive Ridley 30 Black 39
short time in the nest before making Leatherback 96 Flatback 39
a run for the sea. Some types of sea
Green 48 Hawksbill 30
turtles migrate only a few miles in
search of food. Others travel thousands
of miles. Their diets consist of seaweed,
or a mixture of seaweed and sea animals.
41. Calculate Find the mean, median, and

mode(s) of the data. Green Sea Turtle
42. Compare Which average(s) is/are the greatest?
43. Reasoning
g Remove the Leatherback turtle from the data set and find the
mean length of the remaining turtles. Explain why this value is different
from the mean length of all 8 turtles.
44. Compare Does the median or the mode(s) change when these measures
are computed for the 7 turtles not including the Leatherback?
45. Open-Ended Which average(s) best represents the entire data set? Justify
your choice.
46. ★ MULTIPLE CHOICE A survey reported that the number of pets owned
by 11 students were 0, 1, 2, 2, 4, 4, 5, 6, 6, 6, 8. Which measures of these
data are the same?
A mean and median B median and range
C mode and mean D mode and median
47. CHALLENGE The line plot shows the

ages of all but two runners in a three-
legged race. Suppose the mean,
median, mode(s), and range are the
same with or without the data for
the other two runners. If the runners 10 11 12 13 14 15 16
have different ages, what could these Ages of runners
ages be?
48. CHALLENGE A pair of runners, both the same age, joins the 18 runners
in Exercise 47. The mean age is now 13 years. How old are the two new
runners? How does adding these two runners to the data change the
median, mode, and range?
2.8 Mean, Median, and Mode 103

MIXED REVIEW
Write the number in words. (p. 737)
Prepare for 49. 35 50. 126 51. 607 52. 1578
Lesson 3.1
in Exs. 49–52 53. ★ MULTIPLE CHOICE The graph shows the results Favorite Hot Dog Topping
of a survey of 100 people. Predict how many people
out of 500 would prefer relish. (p. 94) Relish 5
Onions 10
A 5 B 10
Mustard 33
C 20 D 25 Ketchup 52
CHOOSE A STRATEGY Use a strategy from the list to solve the following
problem. Explain
n your choice of strategy.
54. An elevator in a building starts on the Problem Solving Strategies
ground floor, numbered 1. It rises 6 floors, ■ (p. 761)
descends 4 floors, rises 15 floors, and ■ (p. 762)
descends 12 floors. Which floor is the ■ (p. 763)
elevator on? ■ (p. 764)

RAINFALL The table shows the average daily Average Daily Rainfall
rainfall in millimeters recorded at a local (millimeters)
airport for five months. (p. 83)
Month Rainfall
1. Make a bar graph of the data. January 11
2. Make a line graph of the data. February 12
March 12
Graph the points on one coordinate grid.
April 19
Label the coordinates. (p. 88)
May 4
3. (4, 2) 4. (0, 3) 5. (1, 0)
FISHING The circle graph below shows the results of a survey of 100 people who
like fishing. (p. 94)
6. How many more people prefer freshwater Favorite Type of Fishing
fishing to deep-sea fishing? Freshwater
52
7. Predict the number of people who would prefer
Fly 29
deep-sea fishing in a group of 400 people who
like fishing.
Deep-sea
8. Find the mean, median, mode(s), and range of 17
the data. Choose the best average(s) to represent Ice 2
these data: 11, 17, 5, 7, 11, 3.
STATE TEST PRACTICE
classzone.com
Lessons 2.5—2.8
1. SHORT RESPONSE The data give the total 5. EXTENDED RESPONSE The circle graph
number of points scored in a season for six below shows the number of wins, losses, and
players on a team. Make a bar graph of the ties for a hockey team in one season.
data. Explain how you chose your scale and Hockey Games
the intervals for it.
Justin: 85 Mike: 120 Tyler: 75 Ties 19

Wins 39
Aidan: 250 Ryan: 110 Ethan: 50
Losses 24
2. EXTENDED RESPONSE The table shows the
distances you traveled on your bike. a. How many games were played that
season?
Distance (in miles)
Day of b. Compare the number of wins to the
the week Week 1 Week 2 number of ties and losses.
Monday 2 5 c. A third of the losses occurred in overtime.
Tuesday 0 2 How many losses was this?
Wednesday 5 0 d. Explain how you can use the circle graph
Thursday 3 3 to predict the number of wins for two
seasons.
Friday 2 1
6. GRIDDED ANSWER The average age of a
a. Describe the steps in making a double bar
group of 8 college professors is 50 years. A
graph of the data. new professor, age 32, joins the group. What
b. Make a double bar graph of the data. is the average age of the group now?
c. Explain how to use your graph to find
which days you increased your miles from 7. MULTI-STEP PROBLEM The test scores on a
the previous week. recent science exam are given below.
3. SHORT RESPONSE The table shows the 84, 90, 91, 50, 84, 90, 100, 96, 88,
number of students enrolled in a high school. 88, 50, 91, 86, 92, 50, 98, 100, 48
Make a line graph of the data using a break in
a. List the data values in increasing order.
the scale. Explain how you chose your scale.
Then use the graph to estimate the number b. Find the mean, median, mode, and range
of students enrolled in 2003. of the data set.
c. Which average best represents the data
Year 1998 2000 2002 2004 set? How well did the class do overall on
Students 2020 2115 2285 2315 the exam? Explain your reasoning.
8. OPEN-ENDED Make up a data set with at

4. OPEN-ENDED Describe information about
least three different data values in which the
your city or town that could be displayed by
mean, median, and the mode are equal.
using a line graph.
Mixed Review of Problem Solving 105

2 CHAPTER REVIEW classzone.com
Vocabulary Practice
REVIEW KEY VOCABULARY

• inch, foot, yard, mile, p. 59 • data, frequency table, p. 76 • line graph, p. 89
• millimeter, centimeter, meter, • line plot, p. 77 • circle graph, p. 94
kilometer, p. 60 • bar graph, p. 83 • mean, median, mode, p. 99
• perimeter, p. 66 • double bar graph, p. 84 • range, p. 100
• area, p. 67 • axes, coordinates, ordered pair,
• scale drawing, scale, p. 72 origin, p. 88
VOCABULARY EXERCISES
Tell whether the statement is truee or false. If it is false, change one word
and rewrite it as a true statement.
1. The perimeter of a figure is a measure of how much surface the figure
covers.
2. A line graph is often used to represent data that change over time.
Copy and complete the statement.

3. In the ordered pair (3, 5) the first ? is 3.
4. In a data set the sum of the values divided by the number of values is
the ? .
5. In a data set the value or values that occur most often is the ? .
REVIEW EXAMPLES AND EXERCISES

2.1 Measuring
g Lengths
g pp. 59–65
pp
EXAMPLE
Using the “width of a little finger” as a

benchmark, you can see that the length of the
line segment is about 4 centimeters. Using the
centimeter ruler, you can see that the length
of the line segment is exactly 42 millimeters.
EXERCISES
Use a benchmark to estimate the length of the line segment in
SEE EXAMPLES centimeters. Then find the length of the line segment to the nearest
2 AND 5 millimeter and to the nearest centimeter.
on pp. 60–62
for Exs. 6–7 6. 7.

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2.7 Circle Graphs
p pp. 94–97
pp
EXAMPLE
Great Lakes The circle graph shows the Shoreline Lengths

shoreline lengths, in kilometers, of the Great Lake Erie
Lake 1400 km
Lakes and their islands. Which lake has the Superior Lake
greatest amount of shoreline? How long is 4385 km Michigan
its shoreline? 2670 km
The largest section of the circle graph is labeled Lake
Lake Ontario
“Lake Huron” and has a data value of 6157. Huron 1168 km
So, Lake Huron has the greatest amount of 6157 km
shoreline. It is 6157 kilometers long.
EXERCISES
In Exercises 25–27, use the circle graph above.
SEE EXAMPLE 1 25. Which lake has the least amount of shoreline?
on p. 94
for Exs. 25–27
26. What is the total shoreline of all five Great Lakes?
27. Which lake has about one quarter of the shoreline? Is it easier to identify
this lake from the data or from the graph?
2.8 Mean, Median, and Mode pp. 99–104

pp
EXAMPLE
The prices of several pairs of shoes are: $35, $45, $55, $55, $60, $140. Find the
mean, median, mode(s), and range of the data set.
35 1 45 1 55 1 55 1 60 1 140 55 1 55
Mean: }}} 5 65 Median: } 5 55
6 2
Mode: The mode is 55. Range: 140 2 35 5 105
EXERCISES
In Exercises 28 and 29, find the mean, median, mode(s), and range of
the data.
SEE EXAMPLES 28. Prices of portable CD players (dollars): 70, 180, 110, 100, 200, 100, 80
1, 2, AND 3
29. Ages of houses in a neighborhood (years): 28, 20, 28, 26, 20, 63, 23, 24
on pp. 99–100
for Exs. 28–30 30. Choose the best average(s) to represent the data in Exercise 29. Explain.

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Scoring Rubric EXTENDED RESPONSE QUESTIONS
Full Credit
• solution is complete
and correct
PROBLEM
Partial Credit
• solution is complete The table at the right shows the weekly Grocery Bills
but errors are made, grocery bills for 5 consecutive weeks.
or Week Amount
• solution is without Find the mean, median, and mode(s)
error but is of the weekly grocery bills. Estimate 1 $155
incomplete the amount of money that would be 2 $150
No Credit spent on groceries in one year. Explain
• no solution is given, 3 $60
or
your reasoning.
4 $158
• solution makes no
sense 5 $162
Below are sample solutions to the problem. Read each solution and the
comments in blue to see why the sample represents full credit, partial
credit, or no credit.
SAMPLE 1: Full Credit Solution
Write the weekly grocery bills in order from least to greatest.

The steps of the solution
are clearly written, and $60 $150 $155 $158 $162
the calculations are
correct. Mean: (60 1 150 1 155 1 158 1 162) 4 5 5 137
Median: The middle number is 155, so the median is 155.
Mode: No data values occur more than once, so there is no mode.
The mean is lower than all of the grocery bills but one. There is no mode.
The answer is correct.
So, the mean and the mode are not typical of the data. The median, $155,
The explanation is clear
and reflects correct best represents the weekly grocery bill. $155 3 52 weeks 5 $8060.
mathematical thinking. About $8000 would be spent on groceries in one year.
SAMPLE 2: Partial Credit Solution
Write the weekly grocery bills in order from least to greatest.

$60 $150 $155 $158 $162
Mean: (60 1 150 1 155 1 158 1 162) 4 5 5 137 Median: 155
The calculations are
incomplete; no mode. The median best represents the grocery bills. $155 3 52 weeks 5 $8060
The answer is correct, in a year.
but lacks justification.

STATE TEST PRACTICE
classzone.com
SAMPLE 3: No Credit Solution
Mean: 137
No explanation is given,
and the median and the Median: 60
mode are incorrect.
Mode: 0
The mean best represents the grocery bills.
The answer is incorrect
and incomplete.
PRACTICE Apply the Scoring Rubric
Score each of the following solutions to the problem on the previous page as
full credit, partial credit, or no credit. Explain
n your reasoning. If you choose
partial credit or no credit, explain how you would change the solution so
that it earns a score of full credit.
1.
2.
3.
Standardized Test Preparation 113

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& & & & & & &
STATE TEST PRACTICE
classzone.com
MULTIPLE CHOICE GRIDDED ANSWER

6. Which item is leastt likely to be measured in 10. The length of the Nile River on a map
centimeters? is 33 inches. The map has the scale
1 in. : 125 mi. About how long is the
A a lima bean B a pencil
actual river in miles?
C a soccer field D height of a dog
11. The circle graph shows how often 100
7. Gary mows a field that is 120 yards by students exercise. Predict how many out of
75 yards. He can mow 3000 square yards in 300 students will exercise less frequently
2 hours. How many hours will it take Gary than once a week.
to mow the field?
How Often Do You Exercise?
A 2 hours B 3 hours
At least once
C 4 hours D 6 hours a week 26
Every
day 45 A few times
8. Which is the best increment for the scale of a month 13
a bar graph showing the data values 23, 24, A few times
28, 33, 30, and 32? Never 7 a year 9
A 1 B 5 C 20 D 30
12. Ann evenly distributes 2 pounds of fertilizer
9. Which two points have y Z over the garden on one side of her house.
5
an x-coordinate of 5? W It is 23 feet by 20 feet. She also wants to
4
A W and Z 3 fertilize the garden on the other side of her
2
Y X house. It is 46 feet by 30 feet. Ann wants to
B X and W use the same amount of fertilizer per square
1 x
C X and Y foot for both gardens. How many pounds of
1 2 3 4 5
fertilizer will Ann need for the larger garden?
D Y and Z
SHORT RESPONSE
13. Paula is selling 12 flower wreaths at
a craft fair. The line plot at the right
shows the prices of the wreaths. For
which price group did Paula make
the most money? the least money? 6 7 8 9 10
Explain your reasoning. Wreath Prices (dollars)
14. Chang buys a 5 meter long board to make some shelving. He cuts 15 pieces
of wood, each 240 millimeters long, from the board. Is the remaining length
of wood greater than or less than a meter? How many more 240 millimeter
pieces could be cut? Justifyy your answer.
15. The median height of the students in your class is 65 inches. The heights
have a range of 6 inches. Is it possible that a student in the class has a
height
g of 71 inches? Explain
p your reasoning.
y g

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!.$ BRIDGE IN *APAN IS ABOUT ONE AND NINETY NINE HUNDREDTHS KILOMETERS LONG
POQ
A .BLFB.PEFM 3KETCH A BASE TEN MODEL TO REPRESENT THE LENGTH OF THE
GPS&Y
MAIN SECTION
B 8SJUFBO&YQSFTTJPO 7RITE THE DECIMAL IN EXPANDED FORM
C 8SJUFB%FDJNBM 7RITE THE LENGTH AS A DECIMAL
(83*5*/( 7RITE THE NUMBERS MODELED IN WORDS AND AS DECIMALS

$O THE MODELS REPRESENT THE SAME AMOUNT %XPLAIN
-ODEL ! -ODEL "
(.6-5*1-&$)0*$& 4HE MOON REVOLVES AROUND %ARTH ONCE

EVERY TWENTY SEVEN AND THREE THOUSAND TWO HUNDRED SEVENTEEN
TEN THOUSANDTHS DAYS (OW DO YOU WRITE THIS NUMBER IN DECIMAL FORM
6 7 8 9
(.6-5*1-&$)0*$& ! RUNNER HAS COMPLETED MILES OF A MARATHON

AND HAS ABOUT TWO TENTHS OF A MILE TO GO 7HICH DECIMAL EQUALS THE
DISTANCE OF THE MARATHON
6 MI 7 MI 8 MI 9 MI
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

3&"40/*/( ! NUMBER IS BETWEEN AND )TS RIGHT MOST PLACE VALUE IS
THE THOUSANDTHS PLACE 4HE NUMBER CONTAINS EACH OF THE DIGITS
AND 7HAT IS THE NUMBER IF IT IS THE LEAST NUMBER FORMED BY THESE DIGITS
%XPLAIN
563#0+&54 4HE 3PIRIT OF !USTRALIA SET A RECORD

FOR THE FASTEST WATER VEHICLE 4HIS TURBOJET WAS
TIMED AT KILOMETERS PER HOUR
A 4QFFE 7RITE THE TURBOJETS SPEED IN WORDS
B &TUJNBUJPO 4HE MAXIMUM SPEED OF SOME
CRUISE SHIPS IS ABOUT KILOMETERS PER HOUR
%STIMATE HOW MANY TIMES THE SPEED OF THIS
TURBOJET IS THE SPEED OF A CRUISE SHIP
(4)0353&410/4& 9OUR FRIEND ADDED CENTS

TO (E SAID THE AMOUNT WAS ONE HUNDRED
AND TEN AND EIGHTY NINE HUNDREDTHS DOLLARS
%XPLAIN WHAT IS WRONG WITH HIS ANSWER
(:./"45*$4 4HE TABLE SHOWS THE SCORES FOR MENS 5FBN 4DPSF
GYMNASTICS TEAMS AT THE /LYMPICS
$IJOB
$)"--&/(& 7HICH TEAMS SCORE IS BETWEEN AND 6LSBJOF
%XPLAIN YOUR REASONING 3VTTJB
3&"40/*/( 7HICH TEAMS SCORE IS CLOSEST TO +BQBO
%XPLAIN YOUR REASONING 6OJUFE4UBUFT
.*9&%3&7*&8
$RAW A SEGMENT OF THE GIVEN LENGTH Q
1SFQBSFGPS CENTIMETERS INCHES MILLIMETERS
-FTTPO
JO&YTo $)004&"453"5&(: 5SE A STRATEGY FROM THE LIST TO SOLVE THE PROBLEM IN
%XERCISE %XPLAIN YOUR CHOICE OF STRATEGY
4HE BOOTHS AT A CARNIVAL ARE FEET WIDE AND 0ROBLEM 3OLVING 3TRATEGIES
SPACED FEET APART &IND THE MAXIMUM NUMBER N 'UESS #HECK AND 2EVISE e#,+(
OF BOOTHS YOU CAN FIT IN A ROW THAT IS FEET N $RAW A $IAGRAM e#,+'
LONG %XPLAIN WHICH STRATEGY YOU USED N -AKE A ,IST e#,+*
/UT OF STUDENTS SAID THEY CHECK THEIR E MAIL LESS THAN ONCE A WEEK
SAID ONCE A WEEK SAID TWICE A WEEK SAID ONCE A DAY AND SAID
SEVERAL TIMES A DAY -AKE A BAR GRAPH OF THE DATA Q
(.6-5*1-&$)0*$& 9OU ARE CONSTRUCTING A MODEL OF AN HISTORIC

BUILDING THAT IS FEET TALL %VERY INCHES ON THE MODEL REPRESENTS
FEET ON THE BUILDING (OW TALL WILL YOUR MODEL BE Q
6 IN 7 IN 8 IN 9 IN

(0"- ."5&3*"-4
&YQSFTTMFOHUITJO tNFUSJDSVMFS
6TFCFGPSF-FTTPO EJGGFSFOUNFUSJDVOJUT tNFUFSTUJDL
6TJOH%JGGFSFOU.FUSJD6OJUT
9OU CAN EXPRESS THE SAME LENGTH USING DIFFERENT METRIC UNITS
&91-03& -EASURE THE PENCIL IN DIFFERENT UNITS
34%0 &IND THE LENGTH OF THE PENCIL IN CENTIMETERS AND MILLIMETERS 7RITE
YOUR ANSWER AS A SUM
-JOFVQPOFFOEPGUIFQFODJM -PPLBUXIFSFUIFUJQPGUIFQFODJMMJOFT
XJUIUIF[FSPNBSLPOUIFSVMFS VQXJUIUIFUJDLNBSLTPOUIFSVMFS

4HE LENGTH OF THE PENCIL IS CENTIMETERS MILLIMETERS
34%0 &IND THE LENGTH OF THE PENCIL IN MILLIMETERS 5SE THE FACT THAT
MILLIMETERS EQUAL CENTIMETER
CM MM MM MM MM
1 3 "$ 5 * $ &
#OPY AND COMPLETE THE 0CKFDU .FBTVSFNFOU .FBTVSFNFOU
TABLE BY MEASURING THE
MFOHUIPGBQFODJM DNNN NN
OBJECTS IN YOUR CLASSROOM
MFOHUIPGBOPUFCPPL DN NN NN
IFJHIUPGBEFTL N DN DN
XJEUIPGBEPPS N DN DN
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( 4HE LENGTH OF A PEN IS MILLIMETERS %XPLAIN HOW YOU CAN
FIND THE LENGTH IN CENTIMETERS AND MILLIMETERS WITHOUT MEASURING
3&"40/*/( ! HEIGHT IS GIVEN IN CENTIMETERS (OW CAN YOU FIND THE

HEIGHT IN METERS AND CENTIMETERS WITHOUT MEASURING
.FBTVSJOH
.FUSJD-FOHUIT
#FGPSF :PVNFBTVSFEMFOHUITUPUIFOFBSFTUXIPMFNFUSJDVOJU
/PX :PVMMVTFEFDJNBMTUPFYQSFTTNFUSJDNFBTVSFNFOUT
8IZ 4PZPVDBONFBTVSFMFOHUITQSFDJTFMZ BTJO&Y
,&:70$"#6-"3: 'PTTJMT 3CIENTISTS STUDY FOSSILS TO LEARN ABOUT PLANTS AND ANIMALS
s MILLIMETER MM THAT LIVED IN PREHISTORIC TIMES 4HE SIZE OF A FOSSIL CAN HELP A SCIENTIST
P FIGURE OUT WHAT TYPE OF PLANT OR ANIMAL IT CAME FROM ! SCIENTIST FINDS
s CENTIMETER CM A DINOSAUR TOOTH THAT IS ABOUT CENTIMETERS LONG 7HAT IS A MORE
P PRECISE MEASUREMENT FOR THE TOOTH 9OU CAN USE DECIMAL PARTS OF A
s METER M P CENTIMETER TO FIND OUT
& 9 " . 1 - & 8SJUJOH.FBTVSFNFOUTBT%FDJNBMT

4O ANSWER THE QUESTION ABOVE ABOUT DINOSAUR TEETH USE A METRIC RULER
AND WRITE YOUR ANSWER AS A DECIMAL NUMBER OF CENTIMETERS
&BDINJMMJNFUFSJTPOFUFOUIPG
BDFOUJNFUFS NNDN
CM
DFOUJNFUFSNJMMJNFUFST
&ROM THE METRIC RULER YOU CAN SEE THAT MILLIMETERS IS TENTHS
CENTIMETER 4HE LENGTH IS ABOUT AND TENTHS CENTIMETERS
Cg"OTXFS 4HE LENGTH OF THE DINOSAUR TOOTH IS ABOUT CENTIMETERS
(6*%&%13"$5*$& GPS&YBNQMF
7RITE THE LENGTH OF THE LINE SEGMENT AS A DECIMAL NUMBER OF CENTIMETERS

.FUSJD6OJUTPG-FOHUI
MILLIMETER MM CENTIMETER CM METER M
MM CM CM MM M MM
MM M CM M M CM
M KM
& 9 " . 1 - & .FBTVSJOHJO$FOUJNFUFST

53).' -%42)# 5.)43 &IND THE LENGTH OF THE LINE SEGMENT TO THE NEAREST TENTH OF A CENTIMETER
/FFEIFMQXJUINFUSJD
VOJUTPGMFOHUI 4FF BOEUFOUITDFOUJNFUFST
Q
Cg"OTXFS 4HE LENGTH OF THE LINE SEGMENT IS ABOUT CENTIMETERS
& 9 " . 1 - & .FBTVSJOHJO.FUFST

%JOPTBVST &IND THE LENGTH OF THE TRICERATOPS HORN TO THE NEAREST
HUNDREDTH OF A METER
2%!$).' 40-65*0/
*UUBLFTNPSFPGB
4HE LENGTH OF THE HORN IS ABOUT CM
TNBMMFSVOJUPGMFOHUIUP
FRVBMBNFBTVSFNFOU CENTIMETERS "ECAUSE CENTIMETER
XSJUUFOJOBMBSHFSVOJU IS HUNDREDTH OF A METER CENTIMETERS
PGMFOHUI'PSFYBNQMF IS HUNDREDTHS OF A METER
JUUBLFTDNUP
FRVBMN Cgg"OTXFS 4HE LENGTH OF THE TRICERATOPS HORN
IS ABOUT METER

&IND THE LENGTH OF THE LINE SEGMENT TO THE GIVEN UNIT

TO THE NEAREST TENTH TO THE NEAREST HUNDREDTH
OF A CENTIMETER OF A METER
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
CENTIMETER METER MILLIMETER CENTIMETER

METER CENTIMETERS CENTIMETER MILLIMETERS
83*5*/(.&"463&.&/54 #OPY AND COMPLETE THE STATEMENT
3%% %8!-0,% AND TENTHS CENTIMETERS CENTIMETERS

POQ
AND HUNDREDTHS METERS METERS
GPS&YTo
AND TENTHS METERS METERS
AND THOUSANDTHS METERS METERS
4HE HEIGHT OF A STACK OF PANCAKES IS NINE AND ONE TENTH CENTIMETERS
4HE STACK IS CENTIMETERS HIGH
4HE WIDTH OF A LIBRARY DESK IS EIGHTY EIGHT HUNDREDTHS OF A METER 4HE
DESK IS METERS WIDE
! TRAIL IS AND TENTHS KILOMETERS LONG 4HE TRAIL IS KILOMETERS LONG
3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT IS THE LENGTH

POQ OF THE GOLDFISH
GPS&YTÞ
6 METERS 7 CENTIMETERS
8 CENTIMETERS 9 MILLIMETERS
.&"463&.&/5 7RITE THE MEASUREMENT FOR

EACH LETTER TO THE NEAREST TENTH OF A CENTIMETER
! " # $ %
.&"463&.&/5 -EASURE THE BEAD TO THE NEAREST TENTH OF A CENTIMETER

4!+% ./4%3
"TZPVXPSLPO
UIFFYFSDJTFT
XSJUFEPXOBOZ (.6-5*1-&$)0*$& 7HAT IS THE LENGTH OF THE LINE SEGMENT
RVFTUJPOTZPV
XBOUUPBTL 6 KM 7 M
ZPVSUFBDIFS
8 CM 9 MM
&3303"/"-:4*4 $ESCRIBE AND CORRECT THE ERROR IN THE MEASUREMENT
I]ZaZc\i]d[i]Za^cZhZ\bZci^h''Xb#
3%% %8!-0,% .&"463*/(*/.&5&34 5SE THE METER STICKS TO GIVE THE MEASURE OF THE
POQ SNOWBOARD TO THE NEAREST THOUSANDTH OF A METER
GPS&Y

83*5*/(.&"463&.&/54 7RITE THE LENGTH TO THE NEAREST

HUNDREDTH OF A METER
4HE LENGTH OF AN ELECTRONIC KEYBOARD IS CENTIMETERS
! GUITAR CASE IS CENTIMETERS LONGER THAN A METER
! POSTER IS MILLIMETERS SHORTER THAN A METER
! BOOKSHELF IS CENTIMETERS LONGER THAN A METER
$)&$,*/(3&"40/"#-&/&44 )S IT REASONABLE TO GIVE THE LENGTH OF THE

OBJECTS IN %XERCISES n IN KILOMETERS %XPLAIN YOUR REASONING
&45*."5*0/ 3KETCH A LINE SEGMENT OF THE GIVEN LENGTH WITHOUT USING A RULER
4HEN USE A RULER TO CHECK YOUR ESTIMATE (OW CLOSE WAS YOUR ESTIMATE
CM MM M M
$)"--&/(& 7HICH MEASUREMENT IN EACH GROUP IS THE SMALLEST DISTANCE

M KM MM CM KM M CM MM
MM KM M M M KM M MM
130#-&.40-7*/(
3%% %8!-0,% (6*%&%130#-&.40-7*/( 4HE WINGSPAN OF THE "LUE -ETALMARK
POQ BUTTERFLY IS MORE THAN CENTIMETERS
GPS&Y
A 4HE MEASUREMENT OF THE WINGSPAN IS BETWEEN WHICH TWO
CENTIMETER MARKS
B (OW MANY MILLIMETERS GREATER IS THE WINGSPAN THAN THE
SMALLER NUMBER IN PART A
C 7RITE THE WINGSPAN OF THE BUTTERFLY AS A DECIMAL NUMBER
OF CENTIMETERS
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(.6-5*1-&$)0*$& )N THE 3UMMER /LYMPICS ,AVERNE %VE THREW
A JAVELIN CENTIMETERS MORE THAN METERS 7HICH CHOICE REPRESENTS
THE DISTANCE SHE THREW THE JAVELIN AS A DECIMAL NUMBER OF METERS
6 CM 7 M 8 M 9 M
(83*5*/( )S MEASURING TO THE NEAREST METER THE SAME AS MEASURING

TO THE NEAREST THOUSANDTH OF A KILOMETER %XPLAIN YOUR REASONING
(4)0353&410/4& 3USIES HEIGHT IS THOUSANDTHS OF A METER MORE

THAN ONE METER 3HIRLEYS HEIGHT IS CENTIMETERS MORE THAN ONE METER
7HO IS TALLER %XPLAIN YOUR REASONING
4&"055&34 5SE THE METER STICK TO FIND THE LENGTH OF THE SEA OTTER TO THE
NEAREST HUNDREDTH OF A METER

A )S THE OTTER LONGER OR SHORTER THAN METER %XPLAIN

B "Y HOW MANY CENTIMETERS IS THE OTTERS LENGTH DIFFERENT FROM A METER
C -EASURE THE OTTER SHOWN ON THE PAGE WITH A CENTIMETER RULER
%STIMATE HOW MANY TIMES LARGER THE ACTUAL OTTER IS THAN THE ONE
SHOWN *USTIFY YOUR REASONING
$)"--&/(& 9OU MEASURE A DISTANCE TO THE NEAREST KILOMETER AND THE
RESULT IS KILOMETERS 9OU THEN MEASURE THE SAME DISTANCE TO THE NEAREST
TENTH OF A KILOMETER 7HAT RESULTS ARE POSSIBLE %XPLAIN YOUR REASONING
.*9&%3&7*&8
#OPY AND COMPLETE THE STATEMENT USING OR Q
1SFQBSFGPS
-FTTPO
JO&YTo $)004&"453"5&(: 5SE A STRATEGY FROM THE LIST TO 0ROBLEM 3OLVING 3TRATEGIES
SOLVE %XERCISE %XPLAIN YOUR CHOICE N $RAW A $IAGRAM e#,+'
9OUR FRIEND IS THINKING OF A NUMBER BETWEEN
N 'UESS #HECK AND 2EVISE e#,+(
N ,OOK FOR A 0ATTERN e#,++
AND 4HIS NUMBER RAISED TO THE FOURTH POWER
N 3OLVE A 3IMPLER 0ROBLEM e#,+-
IS 7HAT IS YOUR FRIENDS NUMBER
(4)0353&410/4& 9OU ARE MAKING A SCALE DRAWING OF A ROOM YOU ARE
REDECORATING 4HE ROOM IS METERS LONG 'IVE AN EXAMPLE OF A SCALE THAT
YOU MIGHT USE %XPLAIN HOW YOU FOUND YOUR ANSWER Q

0SEFSJOH%FDJNBMT
#FGPSF :PVDPNQBSFEBOEPSEFSFEXIPMFOVNCFST
/PX :PVMMDPNQBSFBOEPSEFSEFDJNBMT
8IZ 4PZPVDBOPSEFSEBUB BTJO&Y
,&:70$"#6-"3: (FSCJMT ! -ONGOLIAN GERBILS TAIL

s NUMBER LINE P IS ABOUT THE SAME LENGTH AS ITS
BODY ! GERBIL HAS A BODY LENGTH OF
CENTIMETERS AND A TAIL LENGTH OF
CENTIMETERS 7HICH IS LONGER
THE BODY OR THE TAIL
& 9 " . 1 - & $PNQBSJOH.FUSJD-FOHUIT

4O ANSWER THE QUESTION ABOVE PICTURE THE METRIC RULER BELOW 4HE TAIL
LENGTH CENTIMETERS IS TO THE LEFT OF THE BODY LENGTH CENTIMETERS
2%!$).' 9OU CAN SAY OR TAIL BODY
-FTTUIBOBOEHSFBUFSUIBO LENGTH LENGTH
TZNCPMTBMXBZTQPJOUUP
UIFMFTTFSOVNCFS IS LESS THAN IS GREATER THAN
Cg"OTXFS 4HE GERBILS BODY IS LONGER THAN ITS TAIL

/RDER THE NUMBERS AND FROM LEAST TO GREATEST
6 7
%,)-).!4% #(/)#%3
8 9
'SPNUIFOVNCFSMJOF
ZPVLOPXTIPVME
CFUIFGJSTUOVNCFSJO
UIFPSEFSFEMJTU4P
40-65*0/
DIPJDFT$BOE%DBO 'RAPH EACH NUMBER ON A NUMBER LINE "EGIN BY MARKING TENTHS FROM TO
CFFMJNJOBUFE
4HEN MARK HUNDREDTHS BY DIVIDING EACH TENTH INTO TEN SECTIONS
4HE NUMBERS ON A NUMBER LINE INCREASE FROM LEFT TO RIGHT

Cggg"OTXFS !N ORDERED LIST OF THE NUMBERS IS AND
4HE ANSWER IS " 6 7 8 9
$PNQBSJOH%FDJNBMT 7HEN YOU GRAPH DECIMALS ON A NUMBER LINE TO
COMPARE THEM THE GREATER NUMBER IS FARTHER TO THE RIGHT 9OU CAN ALSO
COMPARE DECIMALS BY LOOKING AT THEIR PLACE VALUES

$PNQBSJOH%FDJNBMT
7RITE THE DECIMALS IN A COLUMN LINING UP THE DECIMAL POINTS
)F NECESSARY WRITE ZEROS TO THE RIGHT OF THE DECIMALS SO THAT ALL
DECIMALS HAVE THE SAME NUMBER OF DECIMAL PLACES
#OMPARE PLACE VALUES FROM LEFT TO RIGHT
& 9 " . 1 - & $PNQBSJOH%FDJNBMT

#OPY AND COMPLETE THE STATEMENT WITH OR
A B
5IFPOFTEJHJUT 5IFPOFTBOEUFOUIT
BSFUIFTBNF EJHJUTBSFUIFTBNF

8SJUFB[FSP
5IFUFOUITEJHJUT
5IFIVOESFEUITEJHJUT
BSFEJGGFSFOU
BSFEJGGFSFOU
Cg"OTXFS Cg"OTXFS
& 9 " . 1 - & 0SEFSJOH%FDJNBMT

/RDER THE GERBILS FROM HEAVIEST TO LIGHTEST .BTT
(FSCJM
HSBNT
40-65*0/ &EHBS
4HE DIGITS ARE THE SAME THROUGH THE TENTHS PLACE %POBME
#OMPARE HUNDREDTHS AND THEN THOUSANDTHS IF )FSCJF
NECESSARY AND
"MFYJ
Cgg"OTXFS 4HE GERBILS FROM HEAVIEST TO LIGHTEST
ARE !LEXI $ONALD %DGAR AND (ERBIE BUDMBTT[POFDPN

/RDER THE LENGTHS FROM LONGEST TO SHORTEST M M M
AND M
0SEFSJOH%FDJNBMT
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: #OPY AND COMPLETE THE STATEMENT USING THE NUMBER LINE

IS IS

IS BETWEEN AND IS BETWEEN AND
3%% %8!-0,% $0.1"3*/(%&$*."-4 #OPY AND COMPLETE THE STATEMENT WITH OR

POQ
CM CM CM CM CM CM
GPS&YTo
CM CM CM CM CM CM
3%% %8!-0,%
POQ

GPS&YTo

03%&3*/(%&$*."-4 /RDER THE DECIMALS FROM LEAST TO GREATEST
3%% %8!-0,%
POQ

GPS&YTo
(.6-5*1-&$)0*$& 5SE A NUMBER LINE TO ORDER THE DECIMALS FROM
LEAST TO GREATEST AND
6 7
8 9
03%&3*/(%&$*."-4 /RDER THE DECIMALS FROM GREATEST TO LEAST

3%% %8!-0,%
POQ
GPS&YTÞ


;djgVcYi]gZZ]jcYgZYilZcin
THE ERROR IN THE STATEMENT
i]djhVcYi]h^h\gZViZgi]Vc [djg
VcYi]^gin"ild]jcYgZYi]h#
YZ "-(&#3" &IND A VALUE OF K THAT MAKES THE STATEMENT TRUE
K AND K K AND K

K AND K K AND K
K AND K K AND K
$0.1"3*/(-&/(5)4 #OPY AND COMPLETE THE STATEMENT WITH OR
CM MM KM CM M CM
$)"--&/(& )N %XERCISE USE ONLY THE DIGITS AND
7RITE ALL THE DIFFERENT DECIMALS OF THE FORM 8 88

/RDER THE DECIMALS YOU WROTE IN %XERCISE FROM LEAST TO GREATEST
130#-&.40-7*/(
3%% %8!-0,% .*-,13*$&4 4HE AVERAGE COST OF A GALLON OF MILK IN VARIOUS CITIES IN
POQ IS GIVEN BELOW /RDER THE COSTS FROM LEAST TO GREATEST
GPS&YTo

(.6-5*1-&$)0*$& )N A COMPETITION FOUR OF FIVE PARTICIPANTS HAVE

COMPLETED THEIR PERFORMANCES 4HEIR SCORES ARE AND
4HE HIGHEST SCORE WINS 7HICH POTENTIAL SCORE WILL ENABLE THE FIFTH
PARTICIPANT TO WIN THE COMPETITION
6 7 8 9
(83*5*/( 7ILL A BOOK THAT IS CENTIMETERS TALL STAND UPRIGHT IN A
BOOKCASE WHOSE SHELVES ARE CENTIMETERS APART %XPLAIN
70-$"/0&4 4HE TABLE SHOWS THE APPROXIMATE

AGES IN MILLIONS OF YEARS OF FOUR (AWAIIAN
VOLCANOES /RDER THE VOLCANOES FROM YOUNGEST
TO OLDEST 7HICH IS THE SECOND OLDEST
)BXBJJBO7PMDBOP"HFT NJMMJPOTPGZFBST
7PMDBOP "HF
.BVOB,FB
8FTU.BVJ
8FTU.PMPLBJ
)BMFBLBMB
(01&/&/%&%."5) 7RITE THREE DECIMALS BETWEEN AND WITH
EACH DECIMAL CONTAINING A DIFFERENT NUMBER OF DIGITS /RDER YOUR NUMBERS
3&"40/*/( )F THE PRICE OF EVERY ITEM IN A STORE GOES UP BY THE SAME
AMOUNT DOES THE ORDER OF LEAST EXPENSIVE ITEM TO MOST EXPENSIVE ITEM
CHANGE %XPLAIN YOUR REASONING
0SEFSJOH%FDJNBMT
51. MULTI-STEP PROBLEM Use the chart of long distance telephone calls.
Aruba India Mongolia Poland Thailand

Cost $11.40 $11.60 $11.90 $11.65 $11.05
Call Time (min) 15.75 6.55 4.5 9.44 6.53
Order the calls by cost from least to greatest. Then order the calls by length
of call from least to greatest. Does ordering the calls by cost result in the
same order as ordering the calls by length of call? Explain your reasoning.
52. CHALLENGE The tables show the top five finishers for the men’s pommel
horse finals for the 2000 and 2004 Olympics games.
2000 2004
Athlete Score Athlete Score
Nemov 9.800 Kashima 9.787
Kil-Su 9.762 Urzica 9.825
Poujade 9.825 Cano 9.762
Urzica 9.862 Huang 9.775
Jang-Hyung 9.775 Teng 9.837
a. Compare A gold medal is awarded for first place, a silver medal for
second, and a bronze medal for third. Who won medals in 2004 and
which medals did they win?
b. Analyze Which medals, if any, did Urzica win in 2000 and 2004?
c. Reasoning If Kashima’s 2004 performance had occurred in 2000,
would he still have won a bronze? Explain your reasoning.
d. Interpret A friend concludes that a score of 9.825 guarantees a silver
medal. Do you agree? Justifyy your answer.
MIXED REVIEW
Round the number to the place value of the red digit. (p. 739)
Prepare for 53. 2713 54. 106,503 55. 1,970,241
Lesson 3.4 in
Exs. 53–55 Evaluate the expression. (p. 21)
56. 16 2 4 4 2 57. 15 1 10 4 5 2 3 58. 24 2 3 3 8 1 10
59. TREES The heights, in feet, of newly planted trees are given below. Find
the mean, median, mode(s), and range of the data. (p. 99)
4, 5, 7, 5, 3, 4, 6, 5, 4, 5, 6, 4, 7
60. ★ MULTIPLE CHOICE What is the number twenty-eight and sixteen

ten-thousandthss written as a decimal? (p. 119)
A 28.000016 B 28.00016 C 28.0016 D 28.016
26*;GPS-FTTPOTÞ
7RITE THE DECIMAL IN WORDS Q

7RITE THE NUMBER AS A DECIMAL Q

TEN AND NINETEEN HUNDREDTHS
EIGHT AND SEVEN HUNDRED FIFTY TWO THOUSANDTHS
THIRTEEN AND SEVENTY THREE TEN THOUSANDTHS
#OPY AND COMPLETE THE STATEMENT WITH OR Q

.&"463&.&/5 &IND THE LENGTH OF THE LINE SEGMENT TO THE NEAREST TENTH
OF A CENTIMETER Q
#0"54 4HE LENGTH OF A BOAT IS CENTIMETERS MORE THAN METERS 7RITE
THE LENGTH OF THE BOAT AS A DECIMAL NUMBER OF METERS Q
03%&3*/(%&$*."-4 /RDER THE NUMBERS FROM LEAST TO GREATEST Q

#0%:5&.1&3"563& .ORMAL BODY TEMPERATURE IS ABOUT & )S A

TEMPERATURE OF & ABOVE OR BELOW NORMAL Q
"RAIN'AME
7HAT .UMBER !M )
) HAVE TWO DIGITS TO THE LEFT OF MY DECIMAL
POINT AND TWO DIGITS TO THE RIGHT OF MY
DECIMAL POINT -Y HUNDREDTHS DIGIT
IS TWO TIMES MY TENTHS DIGIT 7HEN
IS SUBTRACTED FROM MY TENS DIGIT THE
ANSWER IS ) HAVE A AS MY TENTHS DIGIT
-Y ONES DIGIT IS GREATER THAN AND LESS
THAN MY TENTHS DIGIT 7HAT NUMBER AM )
0SEFSJOH%FDJNBMT
45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
.6-5*45&1130#-&. 4HE TABLE SHOWS THE (3*%%&%"/48&3 4O THE NEAREST
QUALIFYING SPEEDS IN MILES PER HOUR OF FIVE CENTIMETER A PIECE OF CHALK IS CENTIMETERS
COMPETITORS IN THE )NDIANAPOLIS LONG 4O THE NEAREST MILLIMETER THE CHALK IS
MILLIMETERS LONG 7HAT IS THE LENGTH OF THE
/BNF 4QFFE NJI CHALK TO THE NEAREST THOUSANDTH METER
"ESJBO'FSOBOEF[
4)0353&410/4& -ARK IS SIXTY AND ONE
#VEEZ3JDF
HUNDRED TWENTY FIVE THOUSANDTHS INCHES
%BO8IFMEPO TALL (ANNAH IS SIXTY AND FIFTEEN HUNDREDTHS
5POZ,BOBBO INCHES TALL
7JUPS.FJSB A 7RITE THEIR HEIGHTS AS DECIMALS
B 7HO IS TALLER %XPLAIN YOUR REASONING
A /F THE COMPETITORS LISTED ABOVE WHO HAD
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B 7RITE HIS SPEED IN WORDS SCORES OF FIVE CONTESTANTS AFTER ONE ROUND OF
C 7HAT DOES THE ZERO REPRESENT IN HIS SPEED A COMPETITION
4)0353&410/4& 4HE DIAMETER OF A LEAD /BNF 4DPSF

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A DECIMAL %XPLAIN YOUR REASONING 5+
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A /RDER THE SCORES FROM LEAST TO GREATEST
B 4HE CONTESTANTS WITH THE THREE HIGHEST
SCORES MOVE ON TO 2OUND 7HICH
CONTESTANTS WILL MOVE ON TO 2OUND
C 4HE SCORES OF EVERY CONTESTANT IN 2OUND
INCREASE BY POINTS (OW DOES THIS
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MILLIMETER ROUNDS %XPLAIN YOUR REASONING
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TENTH OF A CENTIMETER 01&/&/%&% 'IVE THREE DIFFERENT REAL WORLD
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4)0353&410/4& %LROY FINDS A TOADSTOOL
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METERS ACROSS 0HIL FINDS ONE
LENGTH IN METERS
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s ROUND P

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s )F THE DIGIT IS OR LESS ROUND DOWN

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&
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M CM KM M
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ROUND TO (OW MANY ANSWERS ARE POSSIBLE %XPLAIN
130#-&.40-7*/(
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48. SHARING COSTS After sharing a pizza, you and two friends divide the
cost by three. You each owe $2.66. Explain how to round this to
the nearest dime.
49. ★ SHORT RESPONSE The width of a human hair is about 0.00389763 inch.
a. Explain why it is not reasonable to round the width to the
nearest hundredth.
b. Round the width to the place value of the leading digit.
c. How does your answer in part (b) compare to the rounded length
of the guitar in Example 3?
50. ★ EXTENDED RESPONSE The table below shows the scores of 5 divers
in a competition. To find each diver’s rank, you could first round the
scores to the nearest one and then order them from greatest to least. Or
you could rank the divers without rounding the scores. Which method is
better? Explain what is wrong with the other method.
Diver Dionne Ashley Ellie Alina Julie

Score 136.35 137.5 136.7 137.45 137.35
51. MULTIPLE REPRESENTATIONS The table shows the total visitors to

state parks of five states in one year.
a. Round Data Round each number to the State Visitors
nearest hundred thousand.
Michigan 25,297,000
b. Draw a Graph Display your results in a
bar graph. Compare and contrast the Illinois 43,623,000
uses of the graph and the table. New York 56,864,000
c. Analyze A display of state park visitors Ohio 57,246,000
shows the numbers of visitors for New York Pennsylvania 36,627,000
and Ohio being identical. To what place
value had the numbers of visitors been
rounded?
52. CHALLENGE When estimating the sum of two decimals, how is your
answer affected if you round each number and then add? What if you
add first and then round the answer? Explain.
MIXED REVIEW
Estimate the sum or difference. (p. 11)
Prepare for 53. 136 1 75 54. 418 1 397 55. 572 2 269 56. 343 2 27
Lesson 3.5
in Exs. 53–56 Copy and complete the statement with <, >, or 5. (p. 130)
57. 0.79 ? 0.9 58. 0.05 ? 0.05000 59. 3.037 ? 3.073
60. ★ MULTIPLE CHOICE What is the value of 126 4 3 + 4 3 10? (p. 21)
A 28 B 82 C 116 D 460
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9OU CAN USE NUMBER SENSE SKILLS TO CHOOSE VALUES THAT COME CLOSE TO A TARGET
WITHOUT GOING OVER 7HEN THESE VALUES ARE ONES AND TENTHS YOU CAN USE A
METRIC RULER TO HELP YOU
&91-03& 5SE A METRIC RULER TO COME CLOSE TO CENTIMETERS WITHOUT

GOING OVER
34%0 $RAW A LINE SEGMENT THAT IS CENTIMETERS LONG
34%0 2OLL A NUMBER CUBE $ECIDE WHETHER YOU WANT THE NUMBER
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$RAW A SEGMENT OF THIS LENGTH BELOW THE LINE SEGMENT YOU
DREW IN 3TEP
34%0 2EPEAT 3TEP SIX MORE TIMES "EGIN EACH LINE SEGMENT WHERE
THE LAST ONE ENDED AND ALTERNATE COLORS 4RY TO GET AS CLOSE TO CENTIMETERS
CENTIMETERS AS YOU CAN WITHOUT GOING OVER -EASURE TO SEE
HOW CLOSE YOU CAME AFTER SEVEN ROLLS
1 3 "$ 5 * $ & 5SE THE STEPS ABOVE
&OLLOW THE STEPS TO CREATE A SEGMENT THAT IS AS CLOSE TO CENTIMETERS

LONG AS POSSIBLE WITHOUT GOING OVER 2ECORD THE LENGTH YOU CHOOSE FOR
EACH ROLL
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( )N %XERCISE EXPLAIN WHAT STRATEGIES YOU COULD USE TO COME
AS CLOSE AS POSSIBLE TO CENTIMETERS IN ROLLS WITHOUT GOING OVER
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s FRONT END PEOPLE IN MILLIONS WHO PARTICIPATED "DUJWJUZ .BMFT 'FNBMFT
ESTIMATION P IN FIVE SPORTS IN A RECENT YEAR !BOUT
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HOW MANY MORE FEMALES BICYCLED THAN (PMG
PLAYED SOCCER )JLJOH
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& 9 " . 1 - & &TUJNBUJOH4VNTBOE%JGGFSFODFT

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5SE THE INFORMATION PROVIDED AT THE TOP OF THE PAGE

%STIMATE THE TOTAL NUMBER OF PEOPLE WHO PARTICIPATED IN HIKING
%STIMATE HOW MANY MORE MALES PARTICIPATED IN SWIMMING THAN
IN BICYCLING
%FDJNBM&TUJNBUJPO
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<gdXZgnA^hi
(SPDFSJFT 9OU HAVE TO BUY BREAD MILK AND CEREAL )F WgZVY &#,.
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UIFOBEE
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34%0 !DD THE FRONT END 34%0 %STIMATE THE SUM 34%0 !DD YOUR RESULTS
z DIGITS THE DOLLARS OF THE REMAINING
DIGITS THE CENTS

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5SE FRONT END ESTIMATION TO ESTIMATE THE SUM

z
(OW CAN YOU ESTIMATE THE DIFFERENCE IN %XAMPLE SO THAT YOUR ANSWER
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EITHER METHOD WAS USED FOR EACH ESTIMATE
IS ABOUT IS ABOUT
IS ABOUT IS ABOUT
$)"--&/(& 9OU ESTIMATE THE SUM TO THE NEAREST
DOLLAR )F YOU USE FRONT END ESTIMATION HOW MUCH DOES YOUR ESTIMATE DIFFER
FROM THE ACTUAL SUM OF 7HAT IF YOU ROUND TO THE NEAREST DOLLAR
3&"40/*/( 4HREE FRIENDS EACH ESTIMATE THE SUM
%XPLAIN WHY THEIR ESTIMATES COULD DIFFER )S THERE A BEST ESTIMATE
130#-&.40-7*/(
(6*%&%130#-&.40-7*/( ! TABLE IS
CENTIMETERS TALL !N IGUANA TANK ON
THE TABLE IS CENTIMETERS TALL %STIMATE
TO DECIDE WHETHER THEY WILL FIT BENEATH A
SHELF THAT IS CENTIMETERS OFF THE FLOOR
A $RAW A DIAGRAM OF THE SITUATION
B %STIMATE THE HEIGHT OF THE TABLE AND
THE TANK COMBINED
C 7ILL THE TABLE AND TANK FIT BENEATH THE SHELF
'*/"/$& )N A COMPANY HAD A PROFIT OF MILLION 4HE FOLLOWING
YEAR THE COMPANYS PROFIT WAS MILLION
A %STIMATE THE TOTAL PROFIT FOR THE TWO YEARS
B !BOUT HOW MUCH MORE DID THE COMPANY MAKE IN
(.6-5*1-&$)0*$& !T A FISHING COMPETITION THE COMPETITORS ENTER

THE WEIGHTS OF THEIR THREE BIGGEST FISH &OR WHICH THREE WEIGHTS IS
POUNDS A REASONABLE ESTIMATE
6 POUNDS POUNDS POUNDS 7 POUNDS POUNDS POUNDS
8 POUNDS POUNDS POUNDS 9 POUNDS POUNDS POUNDS
410354 9OU TAKE TO A BASEBALL GAME

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OR LOW
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(4)0353&410/4& 9OU HAVE TO BUY PRIZES 1SJ[F 1SJDF

FOR A GAME 4HE TABLE SHOWS THE PRIZES AND THEIR
:PZP
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AND DECIDE IF THIS ESTIMATE IS HIGH OR LOW 4HEN #FBS
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7HICH METHOD IS BETTER WHEN YOU HAVE A FIXED .BHJDUSJDLT
AMOUNT OF MONEY TO SPEND %XPLAIN
4FUPGCPPLT
(&95&/%&%3&410/4& 4HE 3EVEN 3UMMITS ARE THE HIGHEST MOUNTAIN

PEAKS ON EACH OF THE SEVEN CONTINENTS 4HE HEIGHTS ABOVE SEA LEVEL OF THE
SUMMITS ARE SHOWN IN THE TABLE
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OVERESTIMATE THE SUM OF TWO NUMBERS THE .D,JOMFZ
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X Y X Y Y X + Y

(.6-5*1-&$)0*$& 7HAT IS ROUNDED TO THE NEAREST

HUNDREDTH Q
6 7 8 9

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s COMMUTATIVE
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ADDITION P
34%0 -ODEL THE NUMBERS
s ASSOCIATIVE
PROPERTY OF
ADDITION P

34%0 #OMBINE THE PIECES
34%0 4RADE TENTHS FOR ONE

AND HUNDREDTHS FOR
TENTH

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DECIMAL POINT
& 9 " . 1 - & "EEJOHBOE4VCUSBDUJOH%FDJNBMT

!$$).' :%2/3
:PVDBOXSJUF[FSPT A B C
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ROLLS THAT COST EACH AND A COFFEE CAKE THAT COSTS
34%0 ,IST THE PRICES 34%0 2EARRANGE AND GROUP
PAIRS OF PRICES

Cg"OTXFS 4HE BAKERY GOODS WILL COST
%VALUATE THE EXPRESSION WHEN X AND Y

X Y Y X
&MFDUSPOJDT$PTUT &IND THE TOTAL COST FOR A PAIR OF HEADPHONES THAT COSTS
TWO COMPACT DISKS THAT COST EACH AND A PACK OF BATTERIES
THAT COSTS
.FOUBM.BUI )N %XAMPLE YOU REARRANGED NUMBERS AND GROUPED THEM

4HE PROPERTIES THAT ALLOW YOU TO DO THIS ARE SHOWN BELOW

1SPQFSUJFTPG"EEJUJPO
$PNNVUBUJWF1SPQFSUZ 9OU CAN ADD NUMBERS IN ANY ORDER
.UMBERS
!LGEBRA ABBA
"TTPDJBUJWF1SPQFSUZ 4HE VALUE OF A SUM DOES NOT DEPEND ON HOW THE

NUMBERS ARE GROUPED
.UMBERS
!LGEBRA A B C A B C
"EEJOHBOE4VCUSBDUJOH%FDJNBMT
EXAMPLE 4 Using Properties of Addition
Tell whether the commutativee or associativee property of addition allows
you to rewrite the problem as shown. Explain n your choice.
a. 4 1 2.75 1 11 5 2.75 1 4 1 11 b. (3.5 1 10) 1 7 5 3.5 1 (10 1 7)
The order of the numbers has The grouping of the numbers
changed. This is allowed by has changed. This is allowed
the commutative property by the associative property
of addition. of addition.
★ EXAMPLE 5 Standardized Test Practice

Sales You purchase a rare book for $97.56. You
then decide to sell the book on an online auction
for $141.82. The auction charges you $8.25 in fees
for use of their service. How much did you earn
by selling your book?
A $36.01 B $44.26
ELIMINATE CHOICES
C $52.51 D $133.57
You will earn less than
$100 because the selling
price minus the purchase
SOLUTION
is less than $100. So,
you can eliminate Write a verbal model to help you find the amount you earn.
choice D.
Money earned 5 Selling price 2 Purchase price 2 Fees
5 141.82 2 97.56 2 8.25 Substitute.
5 44.26 2 8.25 Subtract.
5 36.01 Subtract.
c Answerr Your sale earns you $36.01.

The correct answer is A. A B C D
Check Use estimation to check that your answer is reasonable.

Round $141.82 to $142, $97.56 to $98, and $8.25 to $8.
Because 142 2 98 2 8 5 36, the answer is reasonable.
✓ GUIDED PRACTICE for Examples 4 and 5
Tell whether the commutativee or associativee property allows

you to rewrite the problem as shown. Explain n your choice.
Then find the sum.
5. (6.4 1 4.8) 1 5.2 5 6.4 1 (4.8 1 5.2) 6. 9.3 1 2.9 5 2.9 1 9.3
7. What If? Suppose you bought the book in Example 5 for

$78.45, you sold the book for $126.78, and the auction fees
were the same. How much would you earn selling the book?
150 Chapter 3 Decimal Addition and Subtraction

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z

z z

USING PROPERTIES Rewrite each expression using the given addition property.
40. 7.2 1 (3.8 1 4.8); commutative property

41. (5.3 1 4.6) 1 1.9; associative property
GEOMETRY Find the perimeter of the triangle. Use estimation to check.
42. 7.5 cm 43. 9.1 mm 44.

3.075 m 4.1 m
6 cm 6.5 mm
7.5 cm 5.125 m
5.85 mm
NUMBER SENSE Copy and complete the statement with <, >, or 5.
45. 3.8 1 4.1 1 5.2 ? 4.6 1 3.3 1 4.4 46. 3.1 1 2.1 1 13.9 ? 2.6 1 2.5 1 13.5
47. (6.5 1 7.2) 1 9.8 ? 8.5 1 (7.9 1 7.5) 48. (6.2 2 2.9) 1 1.3 ? 6.1 2 (2.8 1 1.3)
49. CHALLENGE For the expression 3.2 1 2.32 1 5.68, show all the possible
groupings using parentheses that result in the same sum. Show all the
ways to order the numbers in the expression, with no grouping symbols,
t
that result in the same sum.
PROBLEM SOLVING
SEE EXAMPLE 5 50. GUIDED PROBLEM SOLVING The number of miles of track in three Metro
on p. 150 for rail systems is shown. How many more miles of track does Washington,
Exs. 50–52 D.C. have than the Metros of Cleveland and Boston combined?
Cleveland, 38.2 mi
Boston, 76.3 mi
Washington, D.C., 206.6 mi
a. Write a verbal model of the problem.

b. Use the model to solve the problem.
c. Check your answer using estimation.
CHECKING REASONABLENESS In Exercises 51 and 52, solve the problem.

Use estimation to check that your answer is reasonable.
51. MEAL COSTS Your meal at a diner costs $5.29. Your guest’s meal costs
$4.95. You give the cashier $15 for the two meals. How much change
should you get?
52. ★ WRITING The bank charges a fee if the minimum balance in your
account drops below $250. You have $298 in your savings account.
During one month, you deposit $22.75 and withdraw $68.75. Should you
expect to pay a bank fee? Explain.

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4ELL WHICH PROPERTY IS ILLUSTRATED

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1 3 0 # - & .
! HELIDECK IS A TAKEOFF AND LANDING AREA FOR HELICOPTERS ON SHIPS
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6 7 8 9
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4HE DATA SET SHOWS THE LENGTHS IN METERS OF SIX BLUE WHALES

7HAT IS THE RANGE OF THE LENGTHS
6 7 8 9

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6 M 7 M
6 CM 7 CM
8 M 9 M
8 CM 9 CM
9OU MEASURE THE LENGTHS OF THREE WORMS FOR
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INCHES AND THE LONGEST WORM IS OF THE BOWLING LANE SHOWN BELOW
INCHES 7HICH OF THE FOLLOWING COULD NOT BE

THE LENGTH OF THE THIRD WORM

6 IN 7 IN
8 IN 9 IN 6 FEET 7 FEET
)N COLLEGES ENROLLED 8 FEET 9 FEET
STUDENTS )N COLLEGES ENROLLED
STUDENTS !BOUT HOW MANY 4HE TABLE BELOW SHOWS THE FINAL SCORES
MORE STUDENTS IN MILLIONS ENROLLED FROM A /LYMPIC DIVING COMPETITION
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FROM THE MEDIAN SCORE
6 MILLION 7 MILLION
/BNF 4DPSF
8 MILLION 9 MILLION
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6 $ESPATIE 7 (ELM

8 (U 9 4IAN
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4HE REGULAR PRICE FOR THE TELEVISION
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6 7 6 7
8 9 8 9
45"5&5&4513"$5*$&
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8
8
8
8
8
8

"ETHS HOURLY PAY DURING YEARS IS SHOWN

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THEIR DIMENSIONS AND AREAS SHOWN BELOW TO EXPLORE DECIMAL MULTIPLICATION

!REA z WHOLE z !REA z TENTH z !REA z HUNDREDTH z
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DECIMAL
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40-65*0/
34%0 $RAW A SQUARE 4HE WHOLE SQUARE
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YOU EXPLORED THE RELATIONSHIP BETWEEN DECIMAL FACTORS AND PRODUCTS
OUTLINED BELOW

.VMUJQMZJOH%FDJNBMT
7ORDS -ULTIPLY DECIMALS AS YOU DO WHOLE NUMBERS 4HEN PLACE
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.UMBERS

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MULTIPLYING DECIMALS Find the product. Use estimation to check.
SEE EXAMPLE 3 13. 0.3 3 0.6 14. 1.1 3 0.4 15. 3.052 3 4.7 16. 3.25 3 4.6
on p. 182
for Exs. 13–20
17. 1.08 3 0.45 18. 1.126 3 0.08 19. 9.817 3 8.6 20. 6.87 3 9.61
GEOMETRY Find the area of the rectangle. Use estimation to check.
SEE EXAMPLE 4 21. 22.

on p. 183 2.75 ft 8.1 cm
for Exs. 21–22
6.3 ft 10.36 cm
NUMBER SENSE Copy and complete the statement with <, >, or 5.
23. 64.2 3 1.12 ? 64 24. 2.2 3 0.12 ? 2.64

25. 32.5 3 0.01 ? 3.25 26. 0.505 3 10.1 ? 5.1005
ESTIMATION Check that the location of the decimal point in the product
is reasonable. Correct the answer if necessary.
27. 4.2 3 0.9; 37.8 28. 32.06 3 11.94; 3.827964
29. 109.452 3 5.7; 623.8764 30. 48.005 3 17.3; 83,0486.5
EVALUATING POWERS Find the value of y 3 for the given value of y.
31. y 5 0.01 32. y 5 0.002 33. y 5 0.5 34. y 5 1.01
xy ALGEBRA Write a related multiplication sentence to solve.
35. x 4 7.25 5 80.4 36. x 4 5.4 5 110.02 37. x 4 26.125 5 0.13
38. CHALLENGE Write an addition expression for the 0.56 m

area of the figure using the given lengths. Then write
a subtraction expression for the area. Choose one
expression and calculate the area. 0.54 m
0.46 m
0.14 m
PROBLEM SOLVING
39. ANIMAL SPEED A turtle travels 4.015 meters per minute. How far does
the turtle travel in 8.5 minutes, to the nearest meter?
40. GROWTH RATE Sophia’s hair grows at a rate of
about 0.5 inch per month. How much does
Sophia’s hair grow in 4.5 months?
41. ★ WRITING The rectangular floor of a tent is

11.25 feet long and 8.5 feet wide. Find the area
of the tent floor to the nearest square foot. Did
you round before or after you multiplied?

e
(4)0353&410/4& /RANGES COST PER POUND !PPLES COST
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(&95&/%&%3&410/4& 4HE FIGURE SHOWS SEVERAL ITEMS AT A DELI COUNTER

A 9OU USE LB OF HAM AND LB OF CHEESE TO MAKE A SANDWICH

)S THERE ENOUGH HAM AND CHEESE TO MAKE SANDWICHES %XPLAIN
B 9OU USE LB OF TURKEY FOR A TURKEY SANDWICH )S THERE ENOUGH
TURKEY TO MAKE TURKEY SANDWICHES %XPLAIN
C &IND THE TOTAL AMOUNT YOU PAY FOR THE ITEMS AT THE DELI COUNTER #AN
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IS THE PRODUCT LESS THAN OR GREATER THAN THE FIRST NUMBER
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THAN OR GREATER THAN BOTH FACTORS
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6 7 8 9

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UPPER AND LOWER PENINSULAS OF -ICHIGAN WHERE
,AKE -ICHIGAN AND ,AKE (URON MEET
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ESTIMATED AT MILLION AND WILL REQUIRE OVER
GALLONS OF PAINT )T WILL TAKE YEARS TO
COMPLETE THIS PROJECT
$BMDVMBUF 4HERE ARE FEET IN A MILE (OW MANY MILES LONG IS THE -ACKINAC
"RIDGE 2OUND YOUR ANSWER TO THE NEAREST MILE
$BMDVMBUF (OW MANY GALLONS OF PAINT WILL BE APPLIED TO THE BRIDGE PER YEAR
"OBMZ[F )T COSTS TO CROSS THE BRIDGE (OWEVER YOU CAN BUY A ROLL OF
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SAVE IF YOU CROSS THE BRIDGE TIMES
-%!352% .&"463&.&/5 9OU MEASURE A BOARD

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1&01-&.07&3 4HERE ARE STUDENTS WAITING IN LINE
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%ACH TRAM CAN TAKE PEOPLE AT A TIME !FTER CARRYING
ALL STUDENTS FROM THE BOTTOM TO THE TOP IT TRAVELED A
TOTAL OF KILOMETERS 7HAT IS THE LENGTH OF A ONE WAY
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$)"--&/(& 9OU BUY YARDS OF FABRIC FOR AND

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*USTIFY YOUR ANSWER
.*9&%3&7*&8
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Q
Q
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X X X X
(4)0353&410/4& 4HE FOLLOWING LIST SHOWS THE NUMBER OF ANIMALS

A RESCUE SHELTER PLACED IN HOMES EACH DAY
-AKE A LINE PLOT OF THE DATA %XPLAIN HOW TO USE THE
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26*;GPS-FTTPOTo
-ULTIPLY 5SE ESTIMATION TO CHECK YOUR ANSWER
Q Q Q Q
53"7&- ! CAR CAN TRAVEL ABOUT MILES ON A GALLON OF GAS !BOUT HOW
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5SE THE DISTRIBUTIVE PROPERTY TO EVALUATE THE EXPRESSION Q

5&-&7*4*0/4$3&&/ /NE OF THE LARGEST TELEVISION SETS IN THE WORLD IS IN

4OKYO *APAN 4HE SCREEN HAS A LENGTH OF METERS AND A WIDTH OF
METERS &IND THE AREA OF THE SCREEN Q
$IVIDE 2OUND TO THE NEAREST TENTH IF NECESSARY Q

] ] ] ]
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AND A CONTAINER OF FRUIT AS SHOWN BELOW BE GREATER THAN THE WHOLE NUMBER 7HEN
WILL IT BE LESS THAN THE WHOLE NUMBER 'IVE

EXAMPLES TO SUPPORT YOUR ANSWERS

&95&/%&%3&410/4& )RENE IS DESIGNING A
RECTANGULAR FLOWER BED 4HE LENGTH OF THE
FLOWER BED WILL BE THREE TIMES THE WIDTH
A 4HE WIDTH OF THE FLOWER BED IS FEET
A &IND THE COST OF THE SALAD %STIMATE THE LENGTH OF THE FLOWER BED
B &IND THE COST OF THE FRUIT AND ITS PERIMETER
C 9OU HAVE A TOTAL OF !FTER BUYING THE B )RENE WANTS TO SPREAD BARK MULCH ON THE
SALAD AND FRUIT HOW MUCH MONEY DO YOU FLOWER BED %STIMATE THE AREA IN SQUARE
HAVE LEFT OVER YARDS OF THE FLOWER BED %XPLAIN YOUR
ANSWER
D 9OU WANT TO BUY THREE BANANAS WITH THE
REMAINING MONEY (OW MUCH CAN YOU C )RENE NEEDS MULCH FOR THE FLOWER BED AND
SPEND PER BANANA A FENCE TO SURROUND IT &ENCING MATERIAL
COSTS ` A FOOT AND MULCH COSTS PER
.6-5*45&1130#-&. 9OUR COACH BUYS SQUARE YARD )RENE HAS TO SPEND $OES
GOGGLES FOR THE SWIM TEAM 4HE GOGGLES ARE SHE HAVE ENOUGH MONEY FOR HER PROJECT
SOLD IN PACKAGES OF FOR %XPLAIN
A 7RITE AN EXPRESSION TO FIND THE COST OF ONE
(3*%%&%"/48&3 ! TOY RACECAR CROSSES
PAIR OF GOGGLES 4HEN FIND THE COST
THE STARTING LINE OF A RACETRACK TRAVELING AT A
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TOTAL VALUE OF THE GOGGLES USED COMPLETES LAPS IN SECONDS (OW MANY
FEET LONG IS THE RACETRACK
01&/&/%&% $ESCRIBE A REAL WORLD SITUATION
THAT CAN BE SOLVED BY FINDING A DECIMAL
DIVIDED BY A WHOLE NUMBER
4)0353&410/4& 4ENNIS BALLS ARE SOLD IN

CANS OF BALLS OR IN CASES OF CANS ! CAN OF
ONE BRAND OF TENNIS BALLS COSTS WHILE A
CASE OF THE SAME BRAND COSTS 7HICH
HAS THE LOWER COST PER BALL THE CAN OR THE
CASE %XPLAIN HOW YOU FOUND YOUR ANSWER
4)0353&410/4& 9OU MAKE PER HOUR

MOWING LAWNS 9OU MOW FOR HOURS THE
(3*%%&%"/48&3 !T LUNCH THREE FRIENDS
FIRST DAY AND HOURS THE NEXT DAY 7RITE AND
EACH GIVE YOU 9OU HAND THIS PLUS
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TO THE CASHIER 9OU RECEIVE CHANGE OF
AMOUNT YOU EARN AFTER TWO DAYS 7HICH
7HAT WAS THE TOTAL BILL IN DOLLARS AND CENTS
EXPRESSION WAS EASIER TO EVALUATE %XPLAIN
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s POWER P
s EXPONENT P 7HAT HAPPENS WHEN YOU MULTIPLY BY A POWER OF TEN
34%0 8IPMF/VNCFS %FDJNBM
#OMPLETE THE TABLE 1PXFSTPG5FO 1PXFSTPG5FO
34%0
(OW DOES THE POSITION OF THE
DECIMAL POINT CHANGE WHEN
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POWERS OF BY DECIMAL

POWERS OF
9OU CAN MULTIPLY BY A POWER OF TEN BY SIMPLY MOVING THE DECIMAL POINT
5SE THE FOLLOWING RULES TO FIND HOW MANY PLACES TO MOVE IT

.VMUJQMZJOHCZ1PXFSTPG5FO
.VMUJQMZJOHCZ8IPMF/VNCFS1PXFSTPG -OVE THE DECIMAL POINT ONE
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.UMBERS
.VMUJQMZJOHCZ%FDJNBM1PXFSTPG -OVE THE DECIMAL POINT ONE

PLACE TO THE LEFT FOR EACH DECIMAL PLACE IN THE DECIMAL POWER OF
.UMBERS
& 9 " . 1 - & .VMUJQMZ%FDJNBMT6TJOH.FOUBM.BUI

72)4% :%2/3
8IFOZPVNPWFB
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THE 'OLDEN 'ATE "RIDGE

.PWFQMBDFTUP

UIFSJHIU

Cg"OTXFS )N VEHICLES CROSSED THE 'OLDEN 'ATE "RIDGE

4!+% ./4%3 %JWJEJOHCZ1PXFSTPG5FO
*OZPVSOPUFT JODMVEF
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EJWJEJOHCZQPXFSTPG
.UMBERS
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& 9 " . 1 - & %JWJEF%FDJNBMT6TJOH.FOUBM.BUI

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'PSEJWJTJPOQSPCMFNT
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B .PWFQMBDFTUPUIFSJHIU
UIFEJSFDUJPOVTFE
GPSNVMUJQMJDBUJPO
&IND THE PRODUCT OR QUOTIENT USING MENTAL MATH

#SJEHFT 5SE THE GRAPH IN %XAMPLE TO ESTIMATE THE NUMBER OF VEHICLES

THAT CROSSED THE 'EORGE 7ASHINGTON "RIDGE IN
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
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7HEN YOU DIVIDE A WHOLE NUMBER BY A DECIMAL POWER OF THE QUOTIENT
IS LESS THAN THE DIVIDEND
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A B C
4$*&/5*'*$/05"5*0/ )N %XERCISES n WRITE THE NUMBER IN SCIENTIlC NOTATION
& 9 5 & / 4 * 0 / 8SJUJOH/VNCFSTJO4DJFOUJGJD/PUBUJPO
! NUMBER WRITTEN IN SCIENTIFIC NOTATION HAS TWO FACTORS 4HE FIRST FACTOR IS
GREATER THAN OR EQUAL TO AND LESS THAN 4HE SECOND IS A POWER OF TEN
4UBOEBSEGPSN 1SPEVDUGPSN 4DJFOUJGJDOPUBUJPO

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Cg"OTXFS 4HE SCIENTIFIC NOTATION FOR IS

45"/%"3%'03. 7RITE THE NUMBER IN STANDARD FORM

130#-&.40-7*/(
48*..*/(41&&% *ODIE (ENRY OF !USTRALIA WON
THE WOMENS METER FREESTYLE EVENT AT THE
!THENS 3UMMER /LYMPICS (ER WINNING
TIME WAS SECONDS /N AVERAGE HOW LONG
DID IT TAKE HER TO SWIM ONE METER
8&"7*/( 4HE WIDTH OF A TAPESTRY IS INCHES

4HE LENGTH OF THE TAPESTRY IS INCHES &IND THE AREA OF THE TAPESTRY
(83*5*/( %XPLAIN HOW TO CONVERT A GIVEN NUMBER OF HUNDRED DOLLAR

BILLS TO CENTS
(.6-5*1-&$)0*$& 4HE PRICE OF ONE NAIL IS 4HE PRICE FOR A WHOLE
BOX OF THE NAILS IS (OW MANY NAILS DOES THE BOX CONTAIN
6 7 8 9
*$&)0$,&: 4HE GRAPH SHOWS THE NUMBER OF PEOPLE OF DIFFERENT AGES WHO
PLAYED ICE HOCKEY IN
3%% %8!-0,% (OW MANY MORE n YEAR OLDS

POQ PLAYED ICE HOCKEY IN THAN
GPS&YTo n YEAR OLDS

)N ABOUT PLAYERS IN THE
53 WERE AGES AND UNDER (OW
WOULD YOU REPRESENT ON
THIS GRAPH
(4)0353&410/4& ! MICROMETER IS A DISTANCE OF MILLIMETER

! LEAF HAS A LENGTH OF MILLIMETERS &IND ITS LENGTH IN MICROMETERS
7RITE A PROCEDURE FOR CONVERTING BETWEEN MILLIMETERS AND MICROMETERS
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

3%% %8!-0,% .6-5*45&1130#-&. !BOUT MILLION n YEAR OLDS USE A COMPUTER
POQ AT HOME !BOUT ONE TENTH OF THEM DO NOT USE IT TO PLAY GAMES
GPS&Y A 7RITE THE NUMBER OF n YEAR OLDS WHO USE A COMPUTER AT HOME IN
STANDARD FORM
B -ULTIPLY YOUR ANSWER FROM PART A BY TO FIND THE NUMBER OF n YEAR
OLDS WHO DO NOT USE THE COMPUTER TO PLAY GAMES
C (OW MANY n YEAR OLDS USE THE COMPUTER TO PLAY GAMES %XPLAIN
.6-5*1-&3&13&4&/5"5*0/4 4HE TABLE SHOWS THE TOP FIVE RANKED

GOLFERS OF THE 0'! 4OUR AND THEIR WINNINGS FOR THAT YEAR
A $BMDVMBUF &IND EACH PLAYERS WINNINGS
IN MILLIONS BY DIVIDING EACH NUMBER BY 1MBZFS 8JOOJOHT
2OUND TO THE NEAREST TENTH 7JKBZ4JOHI
B %SBXB(SBQI -AKE A PICTOGRAPH 5JHFS8PPET
C $PNQBSFBOE$POUSBTU 5SE YOUR &SOJF&MT
PICTOGRAPH TO ESTIMATE WHETHER
3FUJFG(PPTFO
6IJAY 3INGH EARNED TWICE AS MUCH
MONEY AS 4IGER 7OODS 1IJM.JDLFMTPO
.&53*$$0/7&34*0/ (OW MANY MILLIMETERS ARE IN ONE MILE

(INT MILE KILOMETER *USTIFY YOUR ANSWER
$0/7&35*/(-&/(5)4 4HE ANGSTROM ª WAS A UNIT OF LENGTH THAT MEASURED

ATOMS .ANOMETERS NM ARE NOW USED 4HERE ARE ANGSTROM IN EACH
NANOMETER #ONVERT THE ANGSTROM MEASURE TO NANOMETERS
ª ª ª ª
$)"--&/(& 4HE WIDTH ACROSS A DIME IS ABOUT MILLIMETERS &OR A

FUNDRAISER YOU LINE UP DIMES END TO END IN THE HALLWAY OF YOUR SCHOOL
9OU RAISE (OW LONG IS THE TRAIL OF DIMES IN METERS
.*9&%3&7*&8
&IND THE QUOTIENT Q
1SFQBSFGPS
-FTTPOJO
&YTo &IND THE SUM OR DIFFERENCE Q

(.6-5*1-&$)0*$& 7HAT IS THE LENGTH OF THE PENCIL Q
6 MILLIMETERS 7 MILLIMETERS 8 CENTIMETERS 9 CENTIMETERS

%JWJEJOHCZ
%FDJNBMT
#FGPSF :PVEJWJEFECZXIPMFOVNCFST
/PX :PVMMEJWJEFCZEFDJNBMT
8IZ 4PZPVDBOGJOEBWFSBHFXFJHIU BTJO&Y
,&:70$"#6-"3: $PTUQFS1PVOE !T A PUMPKIN PATCH YOU CHOOSE A PUMPKIN WEIGHING

s DIVIDEND P POUNDS AND PAY 7HAT IS THE COST PER POUND OF THE PUMPKIN
s DIVISOR P 9OU WILL ANSWER THIS QUESTION IN %XAMPLE 9OU WILL NEED TO DIVIDE BY
s QUOTIENT P A DECIMAL

%JWJEJOHCZB%FDJNBM
7ORDS 7HEN YOU DIVIDE BY A DECIMAL MULTIPLY BOTH THE DIVISOR
AND THE DIVIDEND BY A POWER OF TEN THAT WILL MAKE THE
DIVISOR A WHOLE NUMBER
.UMBERS .VMUJQMZBOECZ

] ]
Qz Qz
&
9 " . 1 - & 8SJUJOH%JWJTPSTBT8IPMF/VNCFST
2EWRITE THE DIVISION PROBLEM SO THAT THE DIVISOR IS A WHOLE NUMBER
#/5.4 $%#)-!, 0,!#%3 A B
8IFOZPVEJWJEFCZ ] ]
BEFDJNBMXJUIPOF
Qz .VMUJQMZUIFEJWJTPS Qz 8SJUF[FSPTBT
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Cg "OTXFS Cg "OTXFS
(6*%&%13"$5*$& GPS&YBNQMF
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] ] ]
Qz Qz Qz
] ] ]
Qz Qz Qz
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&IND THE QUOTIENT
A B

] ]
Qz Qz
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] ] UPXSJUF[FSPTBT
Qz Qz
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BUDMBTT[POFDPN
& 9 " . 1 - & 4PMWJOH1SPCMFNT*OWPMWJOH%FDJNBMT

&IND THE COST PER POUND OF THE PUMPKIN DISCUSSED AT THE TOP OF PAGE
40-65*0/
$IVIDE THE TOTAL COST OF THE PUMPKIN BY
THE NUMBER OF POUNDS

] .VMUJQMZUIFEJWJTPSBOE
Qz
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]
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8IFOUIFVOJUTBSF

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BOTXFSDBOCFSFBE PUMPKIN COSTS PER POUND
BTiGJGUZDFOUTwJOTUFBE
PGiGJGUZIVOESFEUITPG $IFDL %STIMATE 3O THE ANSWER OF PER POUND
BEPMMBSw IS REASONABLE
$IVIDE 2OUND TO THE NEAREST TENTH

] ] ] ]
Qz Qz Qz Qz
$PTUPG'SVJU 9OU PAID FOR POUNDS OF DRIED FRUIT 7HAT WAS THE
COST PER POUND
$PTUPG'BCSJD 9OU PAY FOR YARD OF FABRIC 7HAT IS THE COST
PER YARD
%JWJEJOHCZ%FDJNBMT
&9&3$*4&4 )0.&803,
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( 45"/%"3%*;&%5&4513"$5*$&
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DIVIDEND DIVISOR
3&83*5*/( 2EWRITE EACH PROBLEM SO THAT THE DIVISOR IS A WHOLE NUMBER

] ] ]
3%% %8!-0,% Qz Qz Qz
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GPS&YTo


] ]
THE ERROR MADE IN REWRITING THE PROBLEM %#(-Q&,z (-Q&,%z
%*7*%*/(%&$*."-4 $IVIDE 2OUND TO THE NEAREST TENTH IF NECESSARY

3%% %8!-0,%
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(.6-5*1-&$)0*$& 7HAT IS THE QUOTIENT

6 7 8 9
8)*$)0/&%0&4/5#&-0/( 7HICH QUOTIENT DOES NOT EQUAL

6 7 8 9
YZ "-(&#3" %VALUATE THE EXPRESSION WHEN X AND Y z 2OUND

TO THE NEAREST HUNDREDTH IF NECESSARY
X Y Y X z X z Y Y X z
Y X Y X z X z Y X zY z
83*5*/(3&$*130$"-4 ! NUMBER IS A RECIPROCAL OF A GIVEN NUMBER IF

THE PRODUCT OF THE TWO NUMBERS IS 7RITE THE RECIPROCAL OF THE NUMBER
2OUND TO THE HUNDREDTHS PLACE


REASONING Tell whether the statement is always, sometimes, or never
true. Assume all numbers are greater than zero. Justify your answer.
42. If the divisor is less than the dividend, the quotient is greater than 1.
43. If the divisor is greater than the dividend, the quotient is less than 1.
44. CHALLENGE The diagonal, d, of a square is about 1.4

times the length of a side. How does the length of the d
side change if the length of the diagonal is doubled?
tripled? Justifyy your reasoning.
PROBLEM SOLVING
45. GUIDED PROBLEM SOLVING A stack of books is 1.35 meters tall. Each
book is about 0.09 meter thick. How many books are in the stack?
a. Do you need to multiplyy or dividee to solve the problem? Explain.
b. Write an expression to find the number of books in the stack.
c. Evaluate your expression. How many books are in the stack?
SEE EXAMPLE 3 46. GAS MILEAGE Juan drives his car the number of miles
on p. 199
for Exs. 46–50
shown on the trip odometer and uses 14.5 gallons of
gasoline. Find the gas mileage (miles divided by
0 0 4 7 0.8
gallons) of Juan’s car. Round to the nearest tenth.
CHOOSE AN OPERATION In Exercises 47–49, explain your choice of operation.
47. PHOTOS You have a roll of 24 pictures developed and each picture is
15.24 centimeters long. How long will the pictures be if placed end-to-end?
48. AVERAGE WEIGHT Only 3 pumpkin boats competed in the world’s first
pumpkin boat race. The boats weighed 814 pounds, 787 pounds, and
752.6 pounds. What was the mean of the weights of these 3 boats?
49. GEOMETRY A rectangle has an area of 43.7 square centimeters.

The length of the rectangle is 9.5 centimeters. Find the width.
50. ★ SHORT RESPONSE A chain of paper clips that are linked together is
387.5 centimeters long. The length of each paper clip is 3.3 centimeters.
About how many paper clips are in the chain? Explain why knowing the
thickness of the paper clips’ wire could help you to make a better estimate.
51. ★ MULTIPLE CHOICE List the fruits in the grocery Apples (a) 7.1 lb $7.85
receipt from least to greatest cost per pound. Bananas (b) 4.8 lb $4.93
A k, p, a, b B a, b, p, k Peaches (p) 4.5 lb $6.75
Kiwis (k) 3.2 lb $8.28
C b, a, k, p D b, a, p, k
4.6 Dividing by Decimals 201

1016-"5*0/ )N %XERCISES n USE THE TABLE 2OUND TO THE NEAREST TENTH
8PSME1PQVMBUJPO CJMMJPOT
:FBS
1PQVMBUJPO
2VPUJFOU
$IVIDE THE POPULATION IN BY THE POPULATION IN #ONTINUE TO

DIVIDE THE POPULATION IN EACH COLUMN BY THE POPULATION IN THE PREVIOUS
COLUMN TO COMPLETE THE TABLE
(83*5*/( $ESCRIBE THE PATTERN )S IT CONSISTENT %XPLAIN

".64&.&/51"3,4 4HE ENTRY PRICE FOR A THEME
PARK IS 4HE PARK OPERATES DAYS PER YEAR
AND COLLECTS ABOUT MILLION FROM ENTRY FEES
EACH YEAR !BOUT HOW MANY PEOPLE VISIT THE PARK
ON AN AVERAGE DAY
(&95&/%&%3&410/4& 4HE SCHOOL CAFETERIA SELLS

A OUNCE BAG OF PRETZELS FOR ! STORE SELLS A
PACK OF SIX OUNCE BAGS OF PRETZELS FOR
A $BMDVMBUF &IND THE PRICE PER OUNCE OF EACH TYPE
OF PRETZEL 7HICH IS THE BETTER BUY %XPLAIN
B $PNQBSFBOE$POUSBTU 9OU FIND A OUNCE BAG OF PRETZELS FOR
(OW DOES THE COST OF BUYING THIS BAG AND TAKING INDIVIDUAL SERVINGS
TO SCHOOL COMPARE WITH THE COST PER OUNCE OF THE OUNCE BAG WITH
THE COST OF THE OUNCE BAGS
C &WBMVBUF )F YOU BUY AND DIVIDE A LARGE BAG OF PRETZELS INTO SINGLE
SERVINGS THEN YOU WILL PAY ABOUT MORE PER SERVING FOR INDIVIDUAL
SANDWICH BAGS $ESCRIBE HOW THIS AFFECTS YOUR PURCHASING CHOICE
$)"--&/(& %ACH PAGE OF A PAGE DICTIONARY HAS TWO COLUMNS
THAT ARE INCHES TALL %ACH DEFINITION USES AN AVERAGE OF INCH
OF VERTICAL SPACE IN A COLUMN !BOUT HOW MANY DEFINITIONS DOES THE
DICTIONARY HAVE
.*9&%3&7*&8
#HOOSE AN APPROPRIATE CUSTOMARY UNIT AND METRIC UNIT TO MEASURE THE
HEIGHT OF THE OBJECT Q
1SFQBSFGPS
-FTTPO MOVIE SCREEN HOUSEFLY -OUNT %VEREST
JO&YTo
$IVIDE 2OUND TO THE NEAREST TENTH IF NECESSARY Q

(.6-5*1-&$)0*$& 7HICH PRODUCT EQUALS Q

6 7 8 9

.BTTBOE$BQBDJUZ
#FGPSF :PVNFBTVSFEMFOHUIVTJOHDVTUPNBSZBOENFUSJDVOJUT
/PX :PVMMVTFNFUSJDVOJUTPGNBTTBOEDBQBDJUZ
8IZ 4PZPVDBODIPPTFVOJUT BTGPSNBTTJO&Y
,&:70$"#6-"3:
s GRAM P
"$5*7*5:
s MILLIGRAM P 0ERFORM AN EXPERIMENT TO MEASURE MASS
s KILOGRAM P 34%0 /NE PERSON IN THE GROUP HOLDS A PEN
s LITER P IN ONE HAND AND A PAPER CLIP IN THE
s MILLILITER P OTHER HAND
s KILOLITER P
34%0 !NOTHER PERSON ADDS PAPER CLIPS UNTIL
THE FIRST PERSON FEELS THAT BOTH HANDS
HOLD THE SAME AMOUNT 2ECORD THE
NUMBER OF PAPER CLIPS
34%0 %ACH PERSON IN THE GROUP MAKES AN

ESTIMATE OF THE PENS MASS &IND THE
MEAN OF THE GROUPS RESULTS
34%0 "ASED ON THE MEAN YOU FOUND IN 3TEP HOW MANY PAPER CLIPS
WOULD YOU HAVE IN YOUR HAND FOR PENS FOR PENS
4!+% ./4%3 6OJUTPG.BTT 4HE MASS OF AN OBJECT IS THE AMOUNT OF MATTER IT HAS
"TZPVQSFWJFXUIJT 4HE GRAM G IS A METRIC UNIT OF MASS 4WO OTHER METRIC UNITS OF MASS
MFTTPO ZPVNBZXBOUUP ARE THE MILLIGRAM MG AND THE KILOGRAM KG
SFWJFXXIBUZPVMFBSOFE
BCPVUCFODINBSLTGPS

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-FTTPO

MILLIGRAM ABOUT THE GRAM ABOUT THE MASS KILOGRAM ABOUT

MASS OF A GRAIN OF SUGAR OF A SMALL PAPER CLIP THE MASS OF A BOOK
'RAMS MILLIGRAMS AND KILOGRAMS ARE RELATED TO EACH OTHER

G MG MG G KG G
& 9 " . 1 - & $IPPTJOH6OJUTPG.BTT

!N ITEM HAS A MASS OF KILOGRAMS )S IT A DOG OR A PENCIL %XPLAIN
4HE MASS OF A BOOK IS ABOUT KG SO KG IS THE MASS OF ABOUT BOOKS
4HE MASS OF A DOG IS CLOSER TO THE MASS OF BOOKS SO THE ITEM IS A DOG
.BTTBOE$BQBDJUZ
6OJUTPG$BQBDJUZ #APACITY MEASURES THE AMOUNT THAT A CONTAINER CAN HOLD
4HE LITER , IS A METRIC UNIT OF CAPACITY 4WO OTHER METRIC UNITS OF CAPACITY
ARE THE MILLILITER M, AND THE KILOLITER K,
7!4%2
4%$
./. #!2"/.!
3/$)5- &2%%
WATER
.ATURAL SPRING
BOTTLED AT THE SOURCE
D
&ILTERED AND OZONATE
,)4%2
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&, /: 14 &,
MILLILITER ABOUT THE LITER ABOUT THE CAPACITY KILOLITER ABOUT THE
6/#!"5,!29 CAPACITY OF AN EYEDROPPER OF A LARGE BOTTLE OF WATER CAPACITY OF BATHTUBS
/PUJDFUIBUUIFQSFGJYFT
BSFUIFTBNFGPSVOJUT ,ITERS MILLILITERS AND KILOLITERS ARE RELATED TO EACH OTHER
PGMFOHUI VOJUTPGNBTT
BOEVOJUTPGDBQBDJUZ , M, M, , K, ,
& 9 " . 1 - & $IPPTJOH6OJUTPG$BQBDJUZ

4ELL WHETHER THE MOST APPROPRIATE UNIT TO MEASURE THE CAPACITY OF THE
ITEM IS MILLILITERS LITERS OR KILOLITERS
A BUCKET B TEASPOON
40-65*0/
A 4HE CAPACITY OF A BUCKET IS CLOSEST TO THE CAPACITY OF A LARGE BOTTLE OF
WATER 9OU SHOULD USE LITERS
B 4HE CAPACITY OF A TEASPOON IS CLOSEST TO THE CAPACITY OF AN EYEDROPPER
9OU SHOULD USE MILLILITERS
& 9 " . 1 - & $IPPTJOH.FUSJD6OJUT

#HOOSE AN APPROPRIATE METRIC UNIT TO MEASURE THE ITEM
A MASS OF AN ERASER B CAPACITY OF A BOTTLE OF NAIL POLISH
40-65*0/
A 4HE MASS OF AN ERASER IS MUCH GREATER THAN ONE MILLIGRAM
AND MUCH LESS THAN ONE KILOGRAM 3O YOU SHOULD USE GRAMS
B 4HE CAPACITY OF A BOTTLE OF NAIL POLISH IS MUCH LESS THAN
ONE LITER OR ONE KILOLITER 3O YOU SHOULD USE MILLILITERS
.BTT !N ANIMAL HAS A MASS OF GRAMS )S IT A CAT OR A MOUSE %XPLAIN

CAPACITY OF A WHEELBARROW MASS OF A TEST TUBE
MASS OF A CAR CAPACITY OF A THERMOS
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
,ITERS MILLILITERS AND KILOLITERS ARE EXAMPLES OF METRIC UNITS OF

4HE OF AN OBJECT IS THE AMOUNT OF MATTER IT HAS
3&$0(/*;*/("."44 #HOOSE THE OBJECT THAT BEST FITS THE DESCRIPTION
3%% %8!-0,% 4HE MASS OF AN ITEM IS KG )S THE ITEM A SHOELACE A PLATE OR A CHAIR
POQ
)SAAC PICKS UP AN OBJECT WITH A MASS OF GRAMS )S THE OBJECT A BOOK
GPS&YTo
OR A NICKEL
'AIL IS DESCRIBING AN OBJECT THAT HAS A CAPACITY OF LITERS )S SHE
DESCRIBING A WASHING MACHINE A WATER PITCHER OR A CEREAL BOWL
$)004*/(6/*540'$"1"$*5: 4ELL WHETHER THE MOST APPROPRIATE UNIT TO

MEASURE THE CAPACITY OF THE ITEM IS MILLILITERS LITERS OR KILOLITERS
3%% %8!-0,% TOWN WATER TOWER CONTACT LENS CASE PORTABLE COOLER
POQ
BIRD BATH TANKER TRUCK HOT SAUCE BOTTLE
GPS&YTo
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OR A LENGTH
3%% %8!-0,%3
!.$ , KG MM
POQ
GPS&YTo
M, G M
$)004*/(6/*54 #HOOSE AN APPROPRIATE METRIC UNIT TO MEASURE THE ITEM
3%% %8!-0,% MASS OF A LEAF CAPACITY OF A SINK MASS OF A KICK BALL
POQ
CAPACITY OF A POOL CAPACITY OF A LAKE MASS OF A BUBBLE
GPS&YTo
CAPACITY OF A GLASS MASS OF A BICYCLE INK CAPACITY OF A PEN
(.6-5*1-&$)0*$& 4HE MASS OF A PIECE OF PAPER WOULD MOST LIKELY BE

EXPRESSED WITH WHICH UNIT OF MEASUREMENT
6 LITERS 7 MILLIGRAMS 8 GRAMS 9 KILOGRAMS
$)004*/("500- 4ELL WHETHER AN APPROPRIATE MEASUREMENT TOOL FOR THE

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8 , , 9 ,
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(4)0353&410/4& ! MILLILITER CONTAINER OF JUICE COSTS

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#PXMJOH#BMMT
LH
H
NH
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H
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, M, MM KM K, ,
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#HEMISTRY %XPERIMENT
9OU WANT TO MAKE A SOLUTION FOR A CHEMISTRY
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M, OF WATER FOR THE SOLUTION
9OU HAVE A CONTAINER FOR THE SOLUTION AN
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, CONTAINER (OW CAN YOU MEASURE OUT THE
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45"5&5&4513"$5*$&
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4)0353&410/4& 4HE FISH ACTUALLY MEASURES
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PHOTO THE FISH APPEARS TO BE METERS LONG
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$IBQUFS5FTU

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130#-&.
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34%0 BE PAINTED IN THE CHECKERBOARD PATTERN
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8 SQUARE FEET

9 SQUARE FEET
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.VMUJQMZCZUPmOEUIF
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45"5&5&4513"$5*$&
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9OU ARE HIKING AT 'LACIER .ATIONAL

0ARK USING THE TRAIL MAP SHOWN
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!BOUT HOW MANY MILES DO YOU HIKE
34%0
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4HE CORRECT ANSWER IS # 6 7 9
&9&3$*4&4
5SE THE TABLE OF SCORES FOR THE WINNING PIE IN A BAKING COMPETITION
3IX JUDGES SCORED THE PIE ON A SCALE OF TO IN TWO CATEGORIES
7HAT WAS THE WINNING PIES MEAN SCORE IN

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"
6 7 8 9
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4HE TABLE SHOWS THE AMOUNT OF DIFFERENT "ELOW IS A SCALE DRAWING OF A CATERPILLAR
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VALUE OF EACH IN MILLIONS OF DOLLARS 7HAT
WAS THE VALUE IN DOLLARS OF ONE POUND OF
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8 9
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9OU COMPLETE THE FIRST TWO SEGMENTS OF THE 9OU FILL A BAG WITH
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AVERAGE SPEED IN MILES PER HOUR ON THE SCALE SHOWN
7HAT IS THE TOTAL
COST OF THE PEANUTS
6 7
8 9

%VERY YEAR THE $EPARTMENT OF

4RANSPORTATION CHECKS THE CONDITION OF
THE ROADS 4HE GRAPH SHOWS THE NUMBER
6 7 OF MILES OF URBAN INTERSTATES THAT WERE IN
VARIOUS CONDITIONS IN (OW MANY
8 9
MILES OF ROADS WERE IN BETTER THAN FAIR
9OU HAVE A PUNCH RECIPE CONDITION
THAT CALLS FOR LITERS OF
PINEAPPLE JUICE ! STORE
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6 7

8 9
6 7
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DOLLARS DO YOU PAY 4HE PORTION OF THESE EARTHQUAKES THAT HAVE
9OU ARE PUTTING UP WALLPAPER ON A WALL THAT
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NEED TO ADD TO THE DISH TO MAKE THE SCALE BALANCE *USTIFY YOUR ANSWER
4HE DIAGRAM SHOWS THE STANDARD PROPORTIONS OF

THE !MERICAN FLAG 9OU ARE PAINTING A FLAG THAT IS
CENTIMETERS WIDE USING THIS MODEL
A 7HAT SHOULD THE LENGTH OF YOUR FLAG BE
B &IND THE DIMENSIONS OF THE BLUE RECTANGLE ON
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YOUR PAINTED FLAG %XPLAIN
4 CUMULATIVE REVIEW 1–4
Chapters
Find the sum, difference, product, or quotient.

1. 129 2 62 (p. 3) 2. 125 1 416 (p. 3) 3. 671 2 98 (p. 3)
4. 36 3 18 (p. 3) 5. 312 4 6 (p. 3) 6. 3.8 1 7.2 (p. 148)
7. 12.8 2 5.5 (p. 148) 8. 8.3 3 3 (p. 169) 9. 5 3 4.7 (p. 169)
10. 7.04 3 0.3 (p. 181) 11. 10.2 4 6 (p. 186) 12. 3.75 3 1000 (p. 193)
13. 6.24 4 0.01 (p. 193) 14. 3.36 4 0.14 (p. 198) 15. 7.9 4 0.4 (p. 198)
Evaluate the expression. (p. 21)

16. 17 2 2 3 7 17. 12 2 8 1 3 18. 5 3 42
62 55 2 6
19. 8 3 (4 2 1) 4 6 20. } 21. }
517 11233
Make a frequency table and a line plot of the data. (p. 76)
22. Number of siblings in friends’ families: 2, 0, 1, 2, 3, 4, 5, 3, 1, 1, 0, 2
23. Number of miles driven: 400, 400, 450, 500, 475, 420, 400, 426, 475
Graph the point on a coordinate grid. (p. 88)

24. (6, 1) 25. (0, 4) 26. (2, 8) 27. (5, 0)
Find the mean, median, mode(s), and range of the data. (p. 99)
28. 2, 3, 4, 6, 7, 2, 9, 7, 1, 8 29. 22, 32, 26, 22, 44, 160, 28, 48, 22, 36
Order the numbers from least to greatest. (p. 130)

30. 3.2, 3.04, 3.16, 3.02, 3.056, 3.1 31. 0.039, 0.3, 0.309, 0.0386, 0.003
Round the decimal as specified. (p. 137)

32. 7.0851 (nearest tenth) 33. 0.00297 (leading digit)
34. 0.1043 (nearest hundredth) 35. 8.00662 (nearest thousandth)
Use the distributive property to evaluate the expression. (p. 175)

36. 5(30 1 7) 37. 100(8.2 2 4) 38. 6(11 1 1.5)
Choose an appropriate metric unit to measure the item. (p. 203)

39. mass of a turkey 40. length of a nail 41. capacity of a car fuel tank
Copy and complete the statement. (p. 207)

42. 0.8 g 5 ? mg 43. 82 m 5 ? km 44. 4600 L 5 ? kL
45. 8.2 L 5 ? mL 46. 9 mm 5 ? cm 47. 9.01 kg 5 ? g
224 Chapter 4 Decimal Multiplication and Division

48. TRAINS The length of a train with an engine and three cars can be
represented by the expression n 1 3c, where n is the length, in feet, of
the engine and c is the length, in feet, of a car. An engine is 64 feet long
and a car is 90 feet long. What is the train’s total length? (p. 29)
49. Measure to find the length and width, in
centimeters, of the rectangle. Then find
its perimeter and its area. (pp. 59, 66)
HOMEWORK The double bar graph shows the total numbers of hours the
students in Mr. Frank’s and Ms. McCarty’s classes spent doing homework
each week for four weeks. (p. 83)
Time Spent on Homework
50. About how many hours did Mr.
Frank’s class spend studying in 50
45
Week 2? 40
Homework hours
35
51. Which class spent more hours 30
doing homework in Week 3? 25
20
52. During which week was the 15
difference in homework hours 10
5
between the two classes the 0
greatest? Explain your reasoning. Week 1 Week 2 Week 3 Week 4
Mr. Frank’s class
53. Which class spent more time Ms. McCarty’s class
doing homework? Explain.
54. HOUSES The ages, in years, of 8 houses in a neighborhood are 28, 20, 28,
26, 20, 63, 23, and 24. Find the mean, median, mode(s), and range of the
data. Which average best represents the data? Explain. (p. 99)
FOOD The table shows the costs of a 2 kilogram sack of City Cost
potatoes in five cities.
Dublin $3.31
55. Round each cost to the nearest dime. (p. 137) London $3.54
56. Order the costs from least to greatest. In which city are New York $1.82
potatoes most expensive? least expensive? (p. 130) Tokyo $6.06
57. How much less does a sack of potatoes cost in Paris than Paris $3.19
in London? (p. 148)
58. EMPLOYMENT You earn $7.50 an hour. How much will you be paid for
18 hours of work? (p. 169)
59. STATE POPULATION In 2003, the population of California was about

35.5 million. Write the population as a whole number. (p. 193)
60. MAP READING On a map, 1 centimeter represents an actual distance

of 300 meters. You measure 5.5 centimeters on the map. How many
kilometers does it represent? (p. 207)
Cumulative Review 225
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.OTETAKING 3KILLS -FBSOJOH7PDBCVMBSZ
)N EACH CHAPTER YOU WILL 9OU NEED TO LEARN THE COMPLETE AND ACCURATE MEANINGS OF
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7HICH OF THE FOLLOWING GROUP SIZES ARE POSSIBLE *USTIFY YOUR ANSWER
! " #
(01&/&/%&%."5) ! TEACHER DIVIDES THE CLASS INTO EQUAL GROUPS

CONTAINING STUDENTS EACH &IND TWO OTHER WAYS THAT THE TEACHER CAN
DIVIDE THE CLASS INTO EQUAL GROUPS %XPLAIN
(&95&/%&%3&410/4& 9OU ARE PLANNING A RELAY RACE FOR STUDENTS

4EAMS OF EQUAL SIZE MUST BE FORMED WITH AT MOST STUDENTS PER TEAM
A .FOUBM.BUI 7HAT ARE THE POSSIBLE
TEAM SIZES (OW MANY TEAMS WOULD
THERE BE FOR EACH TEAM SIZE
B %FDJEF 4HE RACE WILL BE DIVIDED INTO
HEATS WITH EXACTLY TEAMS IN EACH
HEAT 7HICH TEAM SIZES FROM PART A
ARE STILL POSSIBLE (OW MANY HEATS
WILL BE RUN
C &YQMBJO 9OU WANT TO HAVE A RUNOFF
AMONG THE WINNING TEAMS 7HAT TEAM
SIZE FROM PART A SHOULD YOU USE IF YOU
WANT TEAMS IN THE RUNOFF %XPLAIN
(30611)050(3"1)4 ! PHOTOGRAPHER NEEDS TO ARRANGE EACH GROUP OF

PEOPLE IN ROWS WITH THE SAME NUMBER OF PEOPLE FOR A PHOTOGRAPH ,IST ALL
THE POSSIBLE NUMBERS OF ROWS
PEOPLE PEOPLE PEOPLE PEOPLE
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(83*5*/( ! STUDENT MADE THE FACTOR TREE AT THE
RIGHT BY LOOKING FOR A PRIME FACTOR AT EACH STEP

-AKE A DIFFERENT FACTOR TREE FOR #OMPARE AND
CONTRAST THE METHODS AND THE RESULTS
$3:150(3"1): 4O KEEP ELECTRONIC INFORMATION

PRIVATE CRYPTOGRAPHERS USE LARGE NUMBERS THAT ARE
DIFFICULT TO FACTOR 5SE A CALCULATOR TO FIND THE PRIME
FACTORIZATION OF
3&"40/*/( 7HY IS A NUMBER THAT IS DIVISIBLE BY AND ALWAYS DIVISIBLE BY

WHEN A NUMBER THAT IS DIVISIBLE BY AND ISNT ALWAYS DIVISIBLE BY
$)"--&/(& 4WIN PRIMES ARE PAIRS OF PRIME NUMBERS WHOSE DIFFERENCE
IS !N EXAMPLE IS AND &IND THE NEXT PAIRS OF TWIN PRIMES
.*9&%3&7*&8
#OMPLETE THE NUMBER FACT FAMILY Q
1SFQBSFGPS
-FTTPOJO
&YTo
(.6-5*1-&$)0*$& 9OU WOULD LIKE TO BUY A PAIR OF JEANS FOR 9OU
HAVE (OW MUCH MORE MONEY DO YOU NEED Q
6 7 8 9
.0/&: 9OUR SISTER HAS PENNIES (ER FRIEND GIVES HER MORE
PENNIES (OW MANY PENNIES DOES SHE HAVE Q
5SE THE DISTRIBUTIVE PROPERTY TO EVALUATE THE EXPRESSION Q

"RAIN 'AME
7HICH 4ELEPHONE .UMBER
*OEY HAS A LIST OF FIVE TELEPHONE NUMBERS ON A SLIP OF PAPER BUT HIS HAMSTER
ATE A PART OF THIS PAPER THAT HAD ALL THE NAMES NEXT TO THE NUMBERS .OW HE
WANTS TO CALL 0AUL AND HE DOES NOT KNOW WHICH OF THE FIVE NUMBERS TO DIAL
(E DOES REMEMBER THE FOLLOWING FACTS ABOUT 0AULS NUMBER

)T IS DIVISIBLE BY )T IS DIVISIBLE BY

)T IS NOT DIVISIBLE BY )T IS NOT DIVISIBLE BY

)GNORING THE HYPHENS WHICH TELEPHONE NUMBER COULD BE 0AULS

(SFBUFTU$PNNPO
'BDUPS
#FGPSF :PVGPVOEBMMUIFGBDUPSTPGBOVNCFS
/PX :PVMMGJOEUIFHSFBUFTUDPNNPOGBDUPSPGUXPPSNPSFOVNCFST
8IZ 4PZPVDBOGJOEBSSBOHFNFOUT BTGPSBHBSEFOJO&YBNQMF
,&:70$"#6-"3: ! WHOLE NUMBER THAT IS A FACTOR OF TWO OR MORE NONZERO WHOLE NUMBERS
s COMMON FACTOR IS A COMMON FACTOR OF THE NUMBERS 4HE LARGEST OF THE COMMON FACTORS
P IS THE GREATEST COMMON FACTOR '#&
s GREATEST COMMON
FACTOR '#&
P & 9 " . 1 - & .VMUJQMF3FQSFTFOUBUJPOT
(BSEFOJOH 9OU ARE DIVIDING A GARDEN INTO SECTIONS 9OU HAVE MARIGOLDS AND
PETUNIAS 9OU WANT EACH SECTION TO HAVE THE SAME NUMBER OF EACH TYPE OF
FLOWER AND USE ALL THE FLOWERS !T MOST HOW MANY SECTIONS CAN YOU HAVE
40-65*0/
4HE GREATEST NUMBER OF SECTIONS THAT YOU CAN HAVE IN THE GARDEN DESCRIBED
ABOVE IS THE '#& OF AND 4WO METHODS FOR FINDING THE '#& ARE SHOWN
-%4(/$ ,IST ALL THE FACTORS OF AND

&ACTORS OF
&ACTORS OF
4HE COMMON FACTORS ARE AND 4HE '#& IS
-%4(/$ 7RITE THE PRIME FACTORIZATION OF AND 4HEN FIND THE
PRODUCT OF THE COMMON PRIME FACTORS

z z z z z z z z z
4HE COMMON PRIME FACTORS ARE AND 4HE '#& IS OR
Cg"OTXFS 4HE GREATEST NUMBER OF SECTIONS THAT YOU CAN HAVE IS
(6*%&%13"$5*$& GPS&YBNQMF
8IBU*G 7HAT IS THE GREATEST NUMBER OF SECTIONS YOU CAN HAVE IN

%XAMPLE IF YOU HAVE MARIGOLDS AND PETUNIAS
'JOEJOHUIF(SFBUFTU$PNNPO'BDUPS ($'
-ETHOD ,IST ALL THE FACTORS OF EACH NUMBER 4HEN FIND THE GREATEST
FACTOR THAT IS COMMON TO ALL NUMBERS
-ETHOD 7RITE THE PRIME FACTORIZATION OF EACH NUMBER 4HEN FIND

THE PRODUCT OF THE COMMON PRIME FACTORS

7HAT IS THE GREATEST COMMON FACTOR OF AND
%,)-).!4% #(/)#%3
6 7 8 9
"OVNCFSDBOOPUCF
BGBDUPSPGBTNBMMFS
OVNCFS#FDBVTF
DBOOPUCFBGBDUPSPG 40-65*0/
DIPJDF%DBOCF
&ACTORS OF
FMJNJOBUFE
&ACTORS OF
&ACTORS OF
C"OTXFS 4HE '#& OF AND IS

4HE CORRECT ANSWER IS ! 6 7 8 9
& 9 " . 1 - & .BLJOHB-JTU

5JDLFU1SJDFT 4HREE GROUPS WILL PAY
AND TO TAKE THE #AVE OF THE 7INDS TOUR OF
.IAGARA &ALLS %ACH TICKET IS THE SAME PRICE 7HAT
IS THE MOST A TICKET COULD COST
40-65*0/
&IND THE '#& OF THE AMOUNTS SPENT BY LISTING
THE FACTORS
&ACTORS OF
&ACTORS OF
&ACTORS OF
C"OTXFS 4HE '#& IS 4HE MOST A TICKET COULD COST IS
&IND THE '#& OF THE NUMBERS

KEY
Exs. 15, 18–21, 27, 30–34, 44
SKILL PRACTICE
VOCABULARY Copy and complete the statement using the factors of
18 and 32.
Factors of 18: 1, 2, 3, 6, 9, 18 Factors of 32: 1, 2, 4, 8, 16, 32
1. The common factors of 18 and 32 are ? .
2. The greatest common factor of 18 and 32 is ? .
LISTING FACTORS List all the common factors of the numbers. Then find
the GCF.
SEE EXAMPLE 1 3. 10, 28 4. 24, 84 5. 16, 48 6. 11, 44
on p. 236
for Exs. 3–14 CREATING FACTOR TREES Find the GCF of the numbers using factor trees.
7. 12, 54 8. 32, 40 9. 20, 75 10. 36, 90
CHOOSE A METHOD Find the GCF of the numbers using either method.
11. 9, 42 12. 15, 52 13. 12, 21, 30 14. 16, 40, 88
SEE EXAMPLE 2 15. ★ MULTIPLE CHOICE What is the greatest common factor of 14, 26,
on p. 237 and 42?
for Exs. 15–21
A 2 B 7 C 14 D 182
ERROR ANALYSIS Describe and correct the error.
16. 17.
★ OPEN-ENDED MATH Copy and complete each statement.

18. The GCF of 8, 10, and ? is 2. 19. The GCF of 16, 44, and ? is 4.
20. The GCF of 15, 35, and ? is 5. 21. The GCF of 17, 18, and ? is 1.
CHALLENGE Tell whether the statement is always, sometimes,

or neverr true. Explain.
22. The GCF of two different numbers is one of the two numbers.
23. The GCF of two different numbers is greater than one of the numbers.
24. The GCF of two prime numbers is 1.
238 Chapter 5 Number Patterns and Fractions

$)"--&/(& 7RITE ALL THE NUMBERS FROM TO #IRCLE THE NUMBER
AND CROSS OUT ALL OTHER EVEN NUMBERS #IRCLE THE NUMBER AND CROSS OUT
ALL OTHER NUMBERS DIVISIBLE BY $O THE SAME FOR THE NUMBERS AND
7HAT CAN YOU SAY ABOUT THE NUMBERS YOU CIRCLED ABOUT THE NUMBERS
THAT ARE NOT CROSSED OUT *USTIFY YOUR REASONING
130#-&.40-7*/(
3%% %8!-0,% (6*%&%130#-&.40-7*/( &OR YOUR SCHOOLS FAIR
POQ YOU MAKE MAGNETS AND KEY CHAINS WITH YOUR
GPS&YTo SCHOOLS MASCOT ON THEM 9OU WANT TO DISPLAY THEM
IN ROWS OF EQUAL SIZE BUT YOU DO NOT WANT TO MIX
THE ITEMS
A &IND THE '#& OF AND
B 7HAT IS THE GREATEST NUMBER OF ITEMS
YOU CAN HAVE IN A ROW
C (OW MANY ROWS OF EACH ITEM WILL
THERE BE
(.6-5*1-&$)0*$& ! HALFTIME SHOW USES DANCERS AND SINGERS

4HE COORDINATOR WANTS TO ARRANGE DANCERS AND SINGERS IN ROWS WITH
THE SAME NUMBER IN EACH ROW WITHOUT MIXING THE GROUPS 7HAT IS THE
GREATEST NUMBER OF PEOPLE THERE CAN BE IN EACH ROW
6 7 8 9
.6-5*45&1130#-&. ! GROCERY STORE IS MAKING IDENTICAL FRUIT BASKETS

4HE STORE HAS BANANAS ORANGES AND APPLES &IND THE GREATEST
NUMBER OF FRUIT BASKETS THE STORE CAN MAKE IF EACH BASKET HAS TO HAVE
THE SAME NUMBER OF EACH KIND OF FRUIT
A 7RITE THE PRIME FACTORIZATIONS OF AND
B 7HAT IS THE GREATEST NUMBER OF FRUIT BASKETS THE STORE CAN MAKE
C (OW MANY PIECES OF EACH TYPE OF FRUIT ARE IN EACH BASKET
1"3"%&4 ! GROUP OF SINGERS WILL MARCH BEHIND A GROUP OF CLOWNS

IN A PARADE 9OU WANT TO ARRANGE THE TWO GROUPS IN ROWS WITH THE SAME
NUMBER OF PEOPLE IN EACH ROW BUT WITHOUT MIXING THE GROUPS IN EACH ROW
A (OW MANY ROWS OF CLOWNS WILL YOU HAVE IN THE PARADE %XPLAIN
YOUR REASONING
B (OW MANY ROWS OF SINGERS WILL YOU HAVE IN THE PARADE %XPLAIN
YOUR REASONING
(83*5*/( $ESCRIBE TWO METHODS FOR FINDING THE '#& OF AND
(4)0353&410/4& !SHLEY HAS VIOLET MARBLES BLUE MARBLES

AND WHITE MARBLES 3HE WANTS TO DIVIDE THE MARBLES INTO GROUPS SO
THAT EACH GROUP HAS THE SAME NUMBER OF EACH COLOR (OW MANY OF EACH
COLOR ARE IN EACH GROUP %XPLAIN
(&95&/%&%3&410/4& )N %XERCISES n USE THE INFORMATION BELOW
! MUSEUM HAS GROUPS OF AND PEOPLE
SCHEDULED FOR TOURS 4OUR GUIDES DIVIDE THE GROUPS
INTO SMALLER GROUPS OF EQUAL SIZE WITHOUT MIXING
ANY OF THE GROUPS
7HAT IS THE GREATEST NUMBER IN EACH GROUP
(OW MANY GROUPS OF PEOPLE WILL THERE BE
4OURS BEGIN EVERY MINUTES AND LAST AN HOUR
(OW MANY HOURS WILL IT TAKE TO COMPLETE ALL
TOURS %XPLAIN
.6-5*1-&3&13&4&/5"5*0/4 9OU WANT TO CUT FENCING INTO PIECES

OF THE SAME LENGTH AND MAKE THE FEWEST CUTS

6)35!,):% A .BLFB'BDUPS5SFF -AKE A FACTOR TREE FOR THE MEASURES

).&/2-!4)/. B .BLFB7FOO%JBHSBN #REATE A 6ENN DIAGRAM SHOWING THE PRIME
'PSIFMQXJUI
FACTORS OF THE MEASURES
7FOOEJBHSBNT
4FFQ C $PODMVEF #AN YOU FENCE A SQUARE AREA WITH YOUR PIECES %XPLAIN
$)"--&/(& 7HICH COMPOSITE NUMBER FROM TO IS CLOSEST IN VALUE TO

THE SUM OF ITS PRIME FACTORS
$)"--&/(& &OR WHICH COMPOSITE NUMBER BETWEEN AND IS THE
SUM OF ITS PRIME FACTORS GREATEST
.*9&%3&7*&8
7HAT FRACTION IS SHOWN BY THE MODEL Q
1SFQBSFGPS
-FTTPOJO
&YT
%VALUATE THE EXPRESSION USING MENTAL MATH Q

(.6-5*1-&$)0*$& 7HICH LIST IS FROM LEAST TO GREATEST Q
6 M M M M 7 M M M M

8 M M M M 9 M M M M

(0"- ."5&3*"-4
6TFNPEFMTUPmOE tQBQFS
6TFCFGPSF-FTTPO FRVJWBMFOUGSBDUJPOT tQFODJM
.PEFMJOH&RVJWBMFOU'SBDUJPOT
9OU CAN USE PAPER MODELS TO REPRESENT FRACTIONS IN MORE THAN ONE WAY

& 9 1 - 0 3 & -ODEL THE FRACTION ]zIN DIFFERENT WAYS

34%0 &OLD A PIECE OF PAPER IN HALF 4HEN

UNFOLD THE PAPER AND DRAW A LINE ALONG
THE FOLD 3HADE ONE HALF AS SHOWN
34%0 2EFOLD THE PAPER 4HEN

FOLD IT IN HALF AGAIN IN THE
SAME DIRECTION 5NFOLD
THE PAPER AND DRAW A LINE
ALONG EACH NEW FOLD
#OPY AND COMPLETE THE

STATEMENT ]z ]z

34%0 &OLD THE PAPER IN HALF IN THE OTHER

DIRECTION 4HEN UNFOLD THE PAPER AND
DRAW A LINE ALONG THE NEW FOLD

STATEMENT ]z ]z

1 3 "$ 5 * $ & 5SE THE FRACTIONS IN 3TEPS n ABOVE
$ESCRIBE A PATTERN IN THE NUMERATORS OF THE FRACTIONS ABOVE $O YOU

SEE THE SAME PATTERN IN THE DENOMINATORS
5SE YOUR ANSWERS TO %XERCISE TO HELP YOU COPY AND COMPLETE THE
FOLLOWING FRACTIONS

]z ]z ]z
z ]z

$POUJOVFEPOOFYUQBHF
&RVJWBMFOU'SBDUJPOT
$POUJOVFEGSPNQBHF

& 9 1 - 0 3 & -ODEL THE FRACTION ]z

IN DIFFERENT WAYS
34%0 &OLD A PIECE OF PAPER IN THIRDS 4HEN UNFOLD

THE PAPER AND DRAW A LINE ALONG EACH FOLD
3HADE ONE THIRD AS SHOWN
34%0 2EFOLD THE PAPER 4HEN FOLD IT IN

THIRDS AGAIN IN THE SAME DIRECTION
5NFOLD THE PAPER AND DRAW A LINE
ALONG EACH NEW FOLD

STATEMENT ]z ]z

34%0 &OLD THE PAPER IN THIRDS IN THE OTHER

DIRECTION 4HEN UNFOLD THE PAPER AND
DRAW A LINE ALONG EACH NEW FOLD

STATEMENT ]z ]z

1 3 "$ 5 * $ & 5SE THE FRACTIONS IN 3TEPS n ABOVE
#OPY AND COMPLETE THE FOLLOWING FRACTIONS

]z ]z ]z
z z ]z
z z

% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( $ESCRIBE HOW YOU COULD USE FACTORS TO FIND THREE FRACTIONS
WITH DIFFERENT NUMERATORS AND DENOMINATORS THAT ALL REPRESENT THE
SAME FRACTION
5.3 Equivalent Fractions
Before You wrote decimals in different ways.

Now You’ll write equivalent fractions.
Why? So you can simplify data in fraction form, as in Ex. 52.
KEY VOCABULARY n is a number of the form }a, where b ⬆ 0.

Recall that a fraction
b
• fraction, p. 243
a numerator
• equivalent }
b denominator
fractions,
p. 243 A fraction can represent part of a whole, as shown below.
• simplest form,
p. 244
1 of 3 parts is 4 of 12 parts are
shaded. ⴝ shaded.
1 4
} ⴝ }
3 12
The fractions above are equivalentt because they represent the

same number. In the activity, you may have seen how you can write
equivalent fractions. You can multiply or divide the numerator and
denominator by the samee nonzero number.
EXAMPLE 1 Writing Equivalent Fractions
1
TAKE NOTES Write two fractions that are equivalent to } .
3
In your notebook, you 1 132 2
}⫽}⫽} Multiply the numerator and denominator by 2.
may want to record 3 332 6
models of the equivalent
fractions shown in 1 133 3
}⫽}⫽} Multiply the numerator and denominator by 3.
Example 1. 3 133 9
2 3 1
Answer The fractions } and } are equivalent to } .
6 9 3
Write two fractions that are equivalent to the given fraction.

1 1 3 2
1. } 2. } 3. } 4. }
2 4 5 3
5.3 Equivalent Fractions 243

& 9 " . 1 - & $PNQMFUJOH&RVJWBMFOU'SBDUJPOT
#OMPLETE THE EQUIVALENT FRACTION

A ]z ]z B ]z ]z

:PVNVMUJQMZCZ :PVEJWJEFCZ
UPHFU TP UPHFU TP

]z ]z NVMUJQMZUIF ]z ]z EJWJEFUIF

EFOPNJOBUPSCZ OVNFSBUPSCZ

4JNQMJGZJOH ! FRACTION IS IN SIMPLEST FORM IF ITS NUMERATOR AND

DENOMINATOR HAVE A GREATEST COMMON FACTOR OF 4O SIMPLIFY A FRACTION
DIVIDE ITS NUMERATOR AND DENOMINATOR BY THEIR GREATEST COMMON FACTOR
& 9 " . 1 - & 4JNQMJGZJOH'SBDUJPOT

4VSWFZT )N A SURVEY OF MIDDLE SCHOOL
STUDENTS SAID THAT COMEDY WAS THEIR
FAVORITE TYPE OF MOVIE 7RITE THIS AS A
FRACTION IN SIMPLEST FORM
!6/)$ %22/23 40-65*0/

8IFOTJNQMJGZJOHB
GSBDUJPO CFTVSFUIBU
7RITE h OUT OF v AS A FRACTION
ZPVVTFUIFHSFBUFTU 4HEN SIMPLIFY
DPNNPOGBDUPS 6TFUIF($'UPXSJUFUIFOVNFSBUPSBOEEFOPNJOBUPS
SBUIFSUIBOKVTUBOZ ]z ]z
BTQSPEVDUT
GBDUPS0UIFSXJTF UIF
SFTVMUNBZOPUCFJO
]z %JWJEFUIFOVNFSBUPSBOEEFOPNJOBUPSCZUIF($'
TJNQMFTUGPSN

]z 4JNQMFTUGPSN

C "OTXFS )N SIMPLEST FORM THE FRACTION OF STUDENTS WHO SAID COMEDY WAS

THEIR FAVORITE TYPE OF MOVIE IS ]z


]z ]z ]z ]z ]z ]z ]z ]z

8IBU*G )N %XAMPLE OF THE STUDENTS SURVEYED SAID THAT ADVENTURE

WAS ONE OF THEIR TOP THREE FAVORITE TYPES OF MOVIES 7RITE THIS AS A FRACTION
IN SIMPLEST FORM
& 9 " . 1 - & 4JNQMJGZJOH'SBDUJPOT
)PNFXPSL 9OU SPENT AN HOUR ON HOMEWORK LAST NIGHT 7RITE A FRACTION IN
SIMPLEST FORM TO DESCRIBE THE AMOUNT OF TIME YOU SPENT ON EACH SUBJECT

A 9OU SPENT MINUTES ON LITERATURE ]z ]z ]zHOUR

B 9OU SPENT MINUTES ON MATH ]z ]z ]z HOUR

C 9OU SPENT MINUTES ON SCIENCE ]z ]z
]zHOUR

(6*%&%13"$5*$& GPS&YBNQMF
4DIPPM4VQQMJFT 9OU SPENT ON SUPPLIES 7RITE A FRACTION IN SIMPLEST FORM

TO DESCRIBE THE PORTION OF THAT YOU SPENT ON EACH ITEM
NOTEBOOKS COSTING PENCILS COSTING A RULER COSTING
&9&3$*4&4
)0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&

70$"#6-"3: )S ]zIN SIMPLEST FORM %XPLAIN

70$"#6-"3: #OPY AND COMPLETE &RACTIONS THAT REPRESENT THE

SAME NUMBER ARE CALLED FRACTIONS
3%% %8!-0,% .0%&-4 7RITE TWO FRACTIONS THAT CAN BE MODELED BY THE SHADED
POQ AREA IN THE DIAGRAM
GPS&YTo
83*5*/(&26*7"-&/5'3"$5*0/4 7RITE TWO FRACTIONS THAT ARE EQUIVALENT
TO THE GIVEN FRACTION

]z ]z ]z ]z

]z ]z ]z ]z

8)*$)0/&%0&4/5#&-0/( 7HICH FRACTION IS NOT EQUIVALENT TO THE GIVEN

FRACTION
z
]z ! ]z " ]z # ]z $ ]

z
]z ! ]z " ]z # ]z $ ]

&RVJWBMFOU'SBDUJPOT
$0.1-&5*/('3"$5*0/4 #OPY AND COMPLETE THE STATEMENT

3%% %8!-0,% ]z ]z ]z ]z ]z ]z ]z ]z

POQ
GPS&YTo
]z ]z ]z ]z ]z ]z ]z ]z

&3303"/"-:4*4 $ESCRIBE AND

CORRECT THE ERROR MADE IN COMPLETING &* 4
]z ]z

THE EQUIVALENT FRACTION '% &%%
&* (
]z ]z

'% &%%
4*.1-*':*/('3"$5*0/4 4ELL WHETHER THE FRACTION IS IN SIMPLEST FORM )F IT

IS NOT SIMPLIFY IT

3%% %8!-0,% ]z ]z ]z ]z

POQ
GPS&YTo
]z ]z ]z ]z

]z ]z ]z ]z

YZ "-(&#3" &IND THE VALUE OF X

X X
]z ]z ]z ]z ]z ]z ]z ]z
X X
(&0.&53: 7HAT FRACTION OF THE LARGE RECTANGLES AREA IS SHADED RED

7RITE THE ANSWER IN SIMPLEST FORM

IN M
IN IN M M M
M
IN M
3&"40/*/( 4ELL WHETHER THE STATEMENT IS ALWAYS SOMETIMES OR NEVER

TRUE %XPLAIN
!N EQUIVALENT FRACTION HAS A DENOMINATOR THAT IS LESS THAN THAT OF THE
ORIGINAL FRACTION
! FRACTION IN SIMPLEST FORM HAS A LESSER DENOMINATOR THAN AN EQUIVALENT
FRACTION THAT IS NOT IN SIMPLEST FORM
YZ "-(&#3" &IND THE VALUE OF N

N N
]z ]z
z ]z ]z
z
]z zN
]z
]z ]z
z N
N z N N N
$)"--&/(& &OR ANY THREE CONSECUTIVE WHOLE NUMBERS A B AND C

A B
WHICH IS GREATER ]zOR ]z %XPLAIN YOUR REASONING
B C
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

130#-&.40-7*/(
3%% %8!-0,% .",*/(#3"$&-&54 9OU ARE USING THE BEADS BELOW TO MAKE A BRACELET
POQ 7RITE FRACTIONS IN SIMPLEST FORM TO DESCRIBE THE PORTION OF BEADS THAT
GPS&YTo ARE EACH COLOR
( .6-5*1-&$)0*$& !LASKA AND (AWAII ARE NOT PART OF THE

CONTIGUOUS STATES IN THE 5NITED 3TATES 7HAT FRACTION OF THE
STATES ARE NOT PART OF THE CONTIGUOUS STATES

6 ]z 7 ]z 8 ]z 9 ]z

$)*/&4&$)&$,&34 4HE BOARD SHOWN HAS SPACES INCLUDING TRIANGLES

THAT EACH CONTAIN SPACES
7RITE A FRACTION THAT REPRESENTS THE PORTION OF THE SPACES
IN THE RED TRIANGLE 4HEN WRITE A SIMPLER APPROXIMATION
OF THE FRACTION
7RITE A FRACTION THAT REPRESENTS THE CENTER HEXAGONAL
PORTION OF THE BOARD 4HEN WRITE A SIMPLER APPROXIMATION
OF THE FRACTION
3"*/'"-- 4HE AVERAGE NUMBER OF DAYS IT RAINS IN A MONTH

FOR A CITY ARE GIVEN BELOW 7RITE A FRACTION IN SIMPLEST FORM
TO DESCRIBE THE PORTION OF DAYS THAT IT RAINS IN EACH MONTH
%ACH MONTH BELOW HAS DAYS
A !PRIL DAYS B *UNE DAYS C 3EPTEMBER DAYS
(4)0353&410/4& )N %XERCISE SUPPOSE THE RAINFALL DATA ARE TYPICAL

FOR THE YEAR 7RITE A FRACTION IN SIMPLEST FORM TO DESCRIBE THE PORTION OF
DAYS IT RAINS IN A YEAR %XPLAIN YOUR ANSWER
(01&/&/%&%."5) 7RITE THREE FRACTIONS THAT DESCRIBE PEOPLE OR

ITEMS IN YOUR CLASSROOM 9OU MIGHT WRITE A FRACTION OF STUDENTS WHO
HAVE SOMETHING IN COMMON 7RITE YOUR ANSWERS IN SIMPLEST FORM
5*.&."/"(&.&/5 #HOOSE AN ACTIVITY YOU SPEND BETWEEN AND

HOURS ON EACH DAY 7RITE AND SIMPLIFY A FRACTION THAT REPRESENTS THE
PORTION OF EACH DAY ON THAT ACTIVITY !BOUT HOW MANY DAYS IN ONE YEAR
DO YOU SPEND ON THIS ACTIVITY
3&"40/*/( 7RITE A RULE TO TELL WHEN YOU CAN SIMPLIFY A FRACTION THAT
HAS A PRIME NUMBER IN ITS NUMERATOR )S IT POSSIBLE TO WRITE A RULE TO
TELL WHEN YOU CAN SIMPLIFY A FRACTION THAT HAS PRIME NUMBERS IN ITS
NUMERATOR AND DENOMINATOR %XPLAIN
&RVJWBMFOU'SBDUJPOT
$)"--&/(& /NE ANCIENT CALENDAR USED DAYS AS A LUNAR MONTH AND
DAYS FOR A SOLAR YEAR 7HAT FRACTION OF A SOLAR YEAR IS LUNAR MONTH
LUNAR MONTHS 7RITE YOUR ANSWERS IN SIMPLEST FORM 4HEN LIST THE
FACTORS OF AND USE THE LIST TO EXPLAIN WHY IT IS SO DIFFICULT TO CREATE
A CALENDAR CONSISTING OF EQUAL SIZE PERIODS OF TIME
.*9&%3&7*&8
&IND THE '#& OF THE NUMBERS USING FACTOR TREES Q
1SFQBSFGPS
-FTTPOJO
&YTo $)004&"453"5&(: 5SE A STRATEGY FROM THE LIST TO SOLVE THE FOLLOWING
4HE DENOMINATOR OF A FRACTION IS MORE 0ROBLEM 3OLVING 3TRATEGIES
THAN THE NUMERATOR 4HE DENOMINATOR IS N 'UESS #HECK AND 2EVISE e#,+(
ALSO TIMES THE NUMERATOR &IND THE FRACTION N -AKE A 4ABLE e#,+*
(.6-5*1-&$)0*$& 7HAT IS THE PRODUCT Q
6 7 8 9
26*;GPS-FTTPOTo
4EST THE NUMBER FOR DIVISIBILITY BY AND 4HEN TELL WHETHER
THE NUMBER IS PRIME OR COMPOSITE Q

7RITE THE PRIME FACTORIZATION OF THE NUMBER Q

&IND THE '#& OF THE NUMBERS Q

'*&-%53*1 4HREE SCIENCE CLASSES GO ON A FIELD TRIP TO AN OBSERVATORY

4HE CLASSES SPEND AND FOR STUDENT ADMISSION &IND THE
GREATEST POSSIBLE STUDENT ADMISSION PRICE FOR THE OBSERVATORY Q

#OPY AND COMPLETE ]z ]z Q

7RITE THE FRACTION IN SIMPLEST FORM Q

]z ]z ]z ]z


45"5&5&4513"$5*$&
DMBTT[POFDPN
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4)0353&410/4& 5SE THE FOLLOWING TABLE &95&/%&%3&410/4& !N ANIMAL SHELTER HAS
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★ OPEN-ENDED MATH Find a mixed number that is between the numbers.
3 11 9 27 429
34. 1 }, } 35. }, 5 36. 3, } 37. 5 } ,}
5 5 2 8 9 5
DRAWING You are drawing a branch for an art class. Find the distance to
each point along the branch to the nearest inch, half inch, quarter inch,
eighth inch, and sixteenth inch. Write the distance as either a fraction or
as a mixed number and improper fraction.
A B C D
38. point A 39. point B 40. point C 41. point D
42. CHALLENGE In Exercises 38–41, you read a ruler marked in sixteenths

of inches. Explain how you would measure a length to the nearest
sixteenth if your ruler was marked only in eighth inches.
43. CHALLENGE Can you write any whole number as a proper fraction? Can
you write any whole number as an improper fraction? If so, is it unique?
Explain.
PROBLEM SOLVING
13
44. REPAIRS A cracked decorative window in a front door is } inches wide.
4
Write the improper fraction as a mixed number.
45. ★ MULTIPLE CHOICE 5

A jewelry box is 4 }
8
inches wide. Which choice
5
shows 4 } written as an improper fraction?
8
20 32 37 37
A } inches B } inches C } inches D } inches
8 8 8 5
46. ★ SHORT RESPONSE 1

You have 3 }
3
bags of peanuts and you want to
1
give } bag each to 15 people. Do you have enough peanuts? Explain.
3
47. MULTI-STEP PROBLEM In a swimming competition, three
h swimmers
i
19 16 11
finished 2 } , }, and 3 } seconds behind the winning swimmer.
20 5 15
a. Write the three numbers as improper fractions with a common
denominator.
b. How far behind the winner was the second place swimmer?
the third place swimmer? the fourth place swimmer?
48. ★ WRITING Explain how to rewrite a mixed number as an improper

fraction and how to rewrite an improper fraction as a mixed number.

e
3
& " % * / ( * / . " 5 ) 3FBEUIFQBUUFSOJOGPSNBUJPOCFMPXGPS&YFSDJTFTo
4FXJOH 4HE AMOUNT OF MATERIAL YOU NEED TO MAKE A GARMENT IS SHOWN IN A

CHART ON THE PATTERN 4HE AMOUNT DEPENDS ON THE WIDTH OF THE FABRIC GENERALLY
INCHES OR INCHES THE STYLE OF THE GARMENT AND THE SIZE
4J[FT TNBMM o NFEJVN o MBSHF o

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JO ZBSE
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%FDJEF 7ITH ]zYARDS OF INCH WIDE MATERIAL LEFT OVER FROM ANOTHER

PROJECT WHICH MEDIUM SIZED GARMENT CAN YOU SEW %XPLAIN
10-&7"6-5*/( 4HE POLE VAULT RECORDS

FOR FOUR SCHOOLS ARE SHOWN IN THE TABLE
7HICH SCHOOLS RECORD IS THE HIGHEST
4DIPPM 0BLNPOU $IFTUFS $FOUSBM 1FSSZ

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9OU CAN USE MODELS TO WRITE DECIMALS AS FRACTIONS
34%0 $RAW A MODEL FOR %ACH SMALL SQUARE
REPRESENTS ONE HUNDREDTH 4HE SHADED
PART REPRESENTS TWENTY FIVE HUNDREDTHS

]z

34%0 $RAW A MODEL FOR %ACH COLUMN

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9OU CAN USE DECIMAL PLACE VALUE TO HELP YOU WRITE A DECIMAL AS A FRACTION IN
SIMPLEST FORM
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]z ]z ]z

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1MBOFUT 4HE LENGTH OF A PLANETS DAY IS THE TIME IT TAKES
THE PLANET TO ROTATE ONCE ABOUT ITS AXIS 7RITE EACH
LENGTH AS A MIXED NUMBER IN SIMPLEST FORM
A ,ENGTH OF DAY ON 3ATURN HOURS
B ,ENGTH OF DAY ON *UPITER HOURS
40-65*0/
AXIS
!./4(%2 7!9
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z z z ]z 4JNQMJGZ

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z z z ]z 4JNQMJGZ


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DENOMINATOR OF AND THE OTHER WITH A DENOMINATOR OF

$)"--&/(& %XPLAIN HOW YOU CAN WRITE A DECIMAL AS AN IMPROPER
FRACTION WITHOUT FIRST WRITING THE DECIMAL AS A MIXED NUMBER
$)"--&/(& &IND THE SUM OF AND BY WRITING BOTH DECIMALS AS
FRACTIONS ADDING THE FRACTIONS AND WRITING THE SUM AS A DECIMAL
130#-&.40-7*/(
3%% %8!-0,% .*-&"(& ! BUS DRIVER RECORDS THE
POQ DISTANCE TRAVELED DURING A WEEK AS
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$"33&/5"- 3OME FRIENDS RENT A CAR

FOR A WEEKEND TRIP !T THE END OF THE
TRIP THE CARS DASHBOARD COMPUTER
REPORTS THAT THE GAS TANK IS FULL
7RITE THE GAS THEY USED AS A FRACTION
IN SIMPLEST FORM
(.6-5*1-&$)0*$& ! SURVEY AT A MIDDLE SCHOOL FOUND THAT OF THE

SIXTH GRADE STUDENTS NAMED BASKETBALL AS THEIR FAVORITE SPORT 7HICH
FRACTION REPRESENTS THE DECIMAL

6 ]z 7 ]z 8 ]z 9 ]z

13&$*1*5"5*0/ 4HE NORMAL MONTHLY PRECIPITATION FOR 4UCSON !RIZONA

IS INCHES IN -AY AND INCHES IN 3EPTEMBER 7RITE THE DIFFERENCE
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(83*5*/( 9ESTERDAYS MIDDAY TEMPERATURE WAS & 4HE LOW

AND HIGH TEMPERATURES FOR THE DAY WERE EACH & FROM THE MIDDAY
TEMPERATURE &IND THE HIGH AND LOW TEMPERATURES FOR THE DAY WRITTEN
AS MIXED NUMBERS %XPLAIN HOW YOU FOUND YOUR ANSWERS
.6-5*45&1130#-&. 4HE GRAPH SHOWS THE

PORTION OF SPACE IN A MALL OCCUPIED BY EACH TYPE
OF STORE 4HE PORTIONS ARE WRITTEN AS DECIMALS

A 7HICH TYPE OF STORE OCCUPIES THE LEAST

AMOUNT OF SPACE IN THE MALL THE MOST
B 5SE THE CIRCLE GRAPH TO ORDER THE TYPES OF
STORES BY THE PORTION OF SPACE THEY OCCUPY

C 7RITE THE DECIMALS FROM PART B AS FRACTIONS
IN SIMPLEST FORM IN ORDER FROM LEAST TO
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TO THE NEAREST TENTH
C 7RITE THE ROUNDED LENGTH AS A FRACTION IN
SIMPLEST FORM
D #OMPARE THE FRACTIONS FROM PARTS A AND C
7HICH IS GREATER %XPLAIN YOUR REASONING
(01&/&/%&%."5) $ESCRIBE A REAL LIFE SITUATION WHERE IT WOULD BE

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RATHER THAN A DECIMAL
$)"--&/(& 4HE NUMBER OF FREE THROWS A BASKETBALL PLAYER MADE IN

A SEASON DIVIDED BY THE NUMBER OF ATTEMPTED FREE THROWS WAS
4HE PLAYER ATTEMPTED FREE THROWS (OW MANY FREE THROWS DID THE
PLAYER MAKE
$)"--&/(& -ARK SAYS THAT IS TIMES 2EWRITE BOTH
NUMBERS AS MIXED NUMBERS TO TELL WHETHER YOU AGREE OR NOT )F
YOU DISAGREE FIND THE IMPROPER FRACTION THAT IS TIMES
.*9&%3&7*&8
(.6-5*1-&$)0*$& 7HICH IS EQUIVALENT TO MINUTES Q
6 HOURS MINUTES 7 HOURS MINUTES

8 HOURS MINUTES 9 HOURS MINUTES
$IVIDE 2OUND YOUR ANSWER TO THE NEAREST TENTH IF NECESSARY Q

1SFQBSFGPS
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9OU HAVE PHOTOGRAPHS THAT ARE THE SAME
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SIZE (OW MANY WAYS CAN YOU ARRANGE THEM
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N $RAW A $IAGRAM e#,+'
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s TERMINATING OF THE STATES IN THE 5NITED
DECIMAL P 3TATES HAD LIGHTHOUSES 4HIS CAN
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& 9 " . 1 - & 8SJUJOHB'SBDUJPOBTB%FDJNBM

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A
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4HREE DIGITS REPEAT ]
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130#-&.40-7*/(
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7RITE EACH LENGTH AS A DECIMAL

7RITE AS A DECIMAL THE DIFFERENCE BETWEEN THE LENGTHS OF THE SHORTEST AND
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zOF HER TIMES AT BAT 7HAT IS THE
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6 7 8 9
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(83*5*/( $ESCRIBE THE PROCEDURE FOR REWRITING A MIXED NUMBER AS
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]
z ]z ]
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]z ]z ]z ]z ]z ]z ]z ]z

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7RITE THE DECIMAL AS A FRACTION OR MIXED NUMBER IN SIMPLEST FORM Q


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40-65*0/
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+EYSTROKES $ISPLAY

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4)0353&410/4& .ITROGEN MAKES UP ]zOF

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A 7RITE THE FRACTION AS A DECIMAL
B 7RITE THE PORTION OF THE %ARTHS
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PITCHES EVERY FOURTH IN THE SURVEY HOW MANY CHOSE THE MOST
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4)0353&410/4&

*UDY HAS PENCIL BOXES STACKED IN PILES 9ESTERDAY *EROME SPENT ]zHOURS

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THE WOOD 7HICH SIZE NAIL SHOULD 4OM USE
%XPLAIN 3ETH AND 3TEVE BOTH WORK AS SECURITY
GUARDS FOR A SOFTWARE COMPANY 3ETH WORKS
THE NIGHT SHIFT EVERY DAYS AND 3TEVE
IN WORKS THE NIGHT SHIFT EVERY DAYS 3ETH
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*ULY /N WHAT DATE IN *ULY WILL 3ETH AND
3TEVE NEXT WORK THE NIGHT SHIFT TOGETHER
+AYLENES SCORE ON A QUIZ WAS ]z 2OGERS

SCORE WAS AND $EVONS SCORE WAS ]z

! GROCERY STORE SELLS ORANGES INDIVIDUALLY BY
7HICH TWO STUDENTS RECEIVED THE SAME
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THAN THE OTHER TWO SCORES %XPLAIN BELOW 7HICH IS THE BETTER BUY %XPLAIN
HOW YOU FOUND YOUR ANSWER
9OU ARE WAITING IN LINE TO RIDE A ROLLER
COASTER 4HE ROLLER COASTER HOLDS A TOTAL OF
PEOPLE AND THE FIRST PEOPLE IN LINE GET
TO SIT IN THE FRONT ROW 4HERE ARE PEOPLE
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IS ALWAYS FULLY LOADED 7ILL YOU GET TO SIT IN
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GREATEST POSSIBLE LENGTH THAT SHE CAN USE
IN THE VASE IS ]z (OW MANY CARNATIONS ARE

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45"5&5&4513"$5*$&
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! FARMER IS PLANTING TOMATO PLANTS AND CAN 6AL HAS RECORDED OF THE SCHOOL CONCERT
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TOMATO PLANTS COULD THE FARMER HAVE
4HE WEIGHTS IN POUNDS OF PINEAPPLES AT
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OF STUDENTS INTO GROUPS OF THE SAME SIZE THESE PINEAPPLES 7RITE YOUR ANSWER AS A
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3HERI RAN A MILE IN MINUTES 0REVIOUSLY
6 7 8 9 HER BEST TIME WAS MINUTES "Y WHAT
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!N ADULT HAS BONES /F THESE ARE
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6 ]z 7 ]z 8 ]z 9 ]z
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D 5SE DECIMALS TO ANSWER PART A #OMPARE AND CONTRAST THE TWO METHODS
4ODAY EVERY EIGHTH CUSTOMER AT A RESTAURANT WILL GET A FREE SANDWICH AND
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A 7HICH CUSTOMERS WILL BE THE FIRST THREE TO GET FREE SANDWICHES 7HICH
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SUMMARIZE EACH LESSON
)NCLUDE KEY EXAMPLES
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SUCH AS %XAMPLE ON
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]z ]z
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B %STIMATE THE AMOUNT OF RIBBON
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40-65*0/
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]z ]z ]z 3PVOEFBDIGSBDUJPOVQUPHFUBIJHIFTUJNBUF

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z ]]z
z
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] C ]z
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]z ]z ]z ]z ]z ]z ]z ]z ]z

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41. GUIDED PROBLEM SOLVING You and two
friends are competing in a swim race. Your
1
friends each swim } of the race. You swim
5
3
} of the race. How much more of the race
5
do you swim than your friends combined?
a. What fraction of the race do you swim?
b. How much of the race do your two
friends swim altogether?
c. Write a verbal model and evaluate an
expression to find how much more of
the race you swim than your friends.
42. ★ WRITING How can you tell whether the sum of two fractions with
a common denominator is greater than 1? less than 1? equal to 1?

At a rural airport, Runway B is } mile shorter
25
than Runway A.
Runway A
Runway B
a. Write a Verbal Model Write a verbal model you can use to find the
length of Runway B.
b. Calculate Write and evaluate a numerical expression to find the
length of Runway B.
3
44. SNOWFALL A weather report states that } foot of snow fell on
4
1
Sunday and on Monday. Snowfall on Tuesday was } foot less than
4
on Monday. How many feet of snow fell in total on the three days?

You make a home movie using } hour of family
6
5
trips and } hour of birthday parties. If the tape is 2 hours long, how
6
many hours are left on the tape?
2 1 1 1
A 1} hours B 1} hours C } hour D } hour
3 6 3 6

7
A recipe calls for } cup of sugar. What fraction
7
of a cup should you remove from a full cup of sugar to measure } cup?
8
There are 16 tablespoons of sugar in one cup. How many tablespoons
of sugar must you remove?
6.2 Fractions with Common Denominators 299

47. ★ OPEN-ENDED MATH Write and solve a real-world addition problem
in which the sum of two fractions is 1.
48. MULTIPLE REPRESENTATIONS The table Hours per day Fraction of

shows
h the results of a survey asking 100 students online students
how much of their day is spent online. 5
0–1 }
a. Calculate What fraction of the students spend 10
from 0 to 3 hours per day online? 2
2–3 }
10
b. Calculate What fraction of the students spend
more than 5 hours per day online? 1
4–5 }
10
c. Make a Circle Graph Draw a circle graph of
?
the data to check the reasonableness of your more than 5 }
10
answers to parts (a) and (b).
49. xy CHALLENGE You spend one fifth of a musical rehearsal singing and
three fifths dancing. Choose the equation you can use to find how much
more of the rehearsal is spent dancing than singing. Then write a related
equation and solve it.
1 3 1 3
A. }1x5} B. x2} 5}
5 5 5 5
MIXED REVIEW
Find the LCM of the two numbers. (p. 250)
Prepare for 50. 3 and 4 51. 5 and 10 52. 6 and 8 53. 12 and 18
Lesson 6.3
in Exs. 50–53 Estimate the sum or difference. (p. 291)
3 9 6 1 1 5 7 3
54. } 1 } 55. } 2 } 56. 4 } 1 2} 57. 5 } 2 1 }
8 10 7 12 5 6 8 4
58. ★ SHORT RESPONSE Write two fractions that are equivalent
q to 0.24.
Explain how you found your answer. (p. 266)
Brai
Brainn Ga
Gam
me
Fill in the Digits
? ? ? ? ? 2
䡵? 7 ⴙ 7 ⴙ 7 ⴝ1 11 ⴚ 11 ⴝ 11
? ? 1 ? ? 1
8 ⴚ 8 ⴝ 4 10 ⴙ 10 ⴝ 1 5
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34%0 $RAW A MODEL OF ]z
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]z ]z ]z

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]z

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z z

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z]
z]
z]
z
, * (* (* (*
FINDING DIFFERENCES Find the difference. Simplify if possible.
7 2 3 1 1 7 1 5
SEE EXAMPLE 3 15. } 2 } 16. } 2 } 17. } 2 } 18. } 2 }
8 3 4 6 10 8 8 3
on p. 303
for Exs. 15–22 3 1 11 1 2 3 1 6
19. } 2 } 20. } 2} 21. } 2 } 22. } 2 }
5 15 16 4 4 7 11 2
SEE EXAMPLE 4 23. ★ MULTIPLE CHOICE Which expression is represented x

on p. 304 by the model if an X means minus? x x
for Ex. 23
3 3 6 3 6 2 3 3
A } 1} B } 2} C } 1} D } 2}
4 8 6 6 8 8 4 8
1
xy ALGEBRA Evaluate the expression when x 5 } 3
and y 5 } .
3 4
1 5 11 3
24. x 1 } 25. } 1 y 26. } 2y 27. } 2 x
2 6 12 8
2 1
28. x 2 } 29. y 1 } 30. x 1 y 31. y 2 x
9 18
GEOMETRY Find the perimeter of the triangle.
32. 33. 34.

᎑14 in. ᎑34 in. ᎑37 yd
᎑25 ft ᎑25 ft ᎑12 yd
᎑78 in.
᎑13 ft ᎑27 yd
MENTAL MATH Evaluate the expression using mental math.

2 1 3 54 5 2 3
35. } 1}1} 36. } 1 } 1} 37. } 1}21
3 3 7 9 9 12 5 5
EVALUATING EXPRESSIONS Evaluate the expression.

1 1 1 1 1 1 7 1 3
38. } 1}2} 39. } 1}2} 40. } 2 } 1}
2 8 4 4 6 3 10 6 5
3 1 1
41. } 1 }
20
2} 12 5 2 11
42. } 1 1
2 }
12
1} 14 6 2 9
43. } 1
2 }
14
1
2} 17 12 2
1 3
44. REASONING Your friend finds the sum } 1 } using the common
4 2
denominator 8. Will your friend get the correct answer? Explain.
FINDING SUMS AND DIFFERENCES Find the sum or difference. Express it as

a fraction or mixed number. Simplify if possible.
3 7 4 9
45. } 1 0.15 46. } 2 0.125 47. } 1 2.35 48. } 2 0.5
10 8 9 15
CHALLENGE Tell whether the LCD is equal to the product of the

denominators, less than the product of the denominators, or equal to one
of the denominators. Explain
n your reasoning.
5 1 7 4 6 4
49. } 1} 50. } 2} 51. } 1} 2
52. } 1 }3
12 8 9 27 11 5 7 7
6.3 Fractions with Different Denominators 305

130#-&.40-7*/(
(6*%&%130#-&.40-7*/( 4HE MONKEY BARS

MAKE UP ]zOF AN OBSTACLE COURSE 4HE TIRES MAKE

UP ]zOF THE COURSE 4HE TUNNEL MAKES UP ]zOF

THE COURSE (OW MUCH SHORTER IS THE TUNNEL THAN
THE MONKEY BARS AND TIRES COMBINED
A (OW MUCH OF THE COURSE DO THE MONKEY
BARS AND TIRES MAKE UP
B 7RITE AN EXPRESSION TO FIND HOW MUCH SHORTER
THE TUNNEL IS THAN THE MONKEY BARS AND TIRES
COMBINED
C %VALUATE THE EXPRESSION YOU WROTE IN PART B
3%% %8!-0,% (.6-5*1-&$)0*$& 7HICH MODEL REPRESENTS THE COMBINED THICKNESS OF
POQ
TWO BOARDS IF ONE BOARD IS ]zINCH THICK AND THE OTHER BOARD IS ]zINCH THICK
GPS&Y
6 7 8 9

.6-5*45&1130#-&. 9OUR PEPPERMINT PLANT IS ]zINCH TALL !FTER ONE

WEEK IT IS ]zINCH TALL

A $BMDVMBUF (OW MUCH DID THE PLANT GROW IN ONE WEEK
B *OUFSQSFU )F IT GROWS AT THE SAME RATE HOW TALL WOULD YOU EXPECT THE
PLANT TO BE AFTER WEEKS AFTER WEEKS
C 1SFEJDU )F IT GROWS AT THE SAME RATE HOW MANY WEEKS TOTAL WILL IT

TAKE THE PLANT TO REACH A HEIGHT OF ]zINCHES

(&95&/%&%3&410/4& 5SE THE MAP THAT

SHOWS THE FRACTION OF THE !PPALACHIAN 4RAIL .ORTHEASTERN

THAT IS IN EACH REGION
#ENTRAL
A $BMDVMBUF 7HAT FRACTION OF THE TRAIL IS

IN THE CENTRAL AND NORTHEASTERN REGIONS
COMBINED
B &YQMBJO 7HAT FRACTION OF THE TRAIL IS IN THE
SOUTHERN REGION %XPLAIN HOW YOU FOUND
YOUR ANSWER
3OUTHERN
C $PNQBSF 7HICH TWO REGIONS TOGETHER

MAKE UP THE LONGER PATH THE NORTHEASTERN .
AND CENTRAL REGIONS OR THE CENTRAL AND
SOUTHERN REGIONS %XPLAIN YOUR REASONING
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

57. ★ OPEN-ENDED MATH Write and solve a real-world problem in which
2 1
you would add } and } .
3 2
CHALLENGE Use the information about musical

notes given at the right.
58. What is the combined value of one eighth note,
one quarter note, and one half note?
59. What note do you need to add to the notes in
Exercise 58 to equal one whole note?
60. A dotted quarter note, such as “ ”, has a value
3
of } . What note(s) do you need to add to two
8
eighth notes and one dotted quarter note to
equal one whole note?
MIXED REVIEW
Find the sum. (p. 295)
Prepare for 1 3 3 3 6 1 11 7
61. } 1} 62. } 1 } 63. } 1 } 64. } 1}
Lesson 6.4 in 8 8 5 5 7 7 12 12
Exs. 61–64
CHOOSE A STRATEGY Use a strategy from the Problem Solving Strategies
list to solve the following problem. Explain your ■ (p. 763)
choice of strategy. ■ (p. 764)
65. Of all the pairs of whole numbers whose sum ■ (p. 765)
is 15, find the pair that has the greatest product.
p ■ (p. 766)
66. ★ MULTIPLE CHOICE Which number rounded

to the nearest thousand is 50,000? (p. 739)
A 49,601 B 50,500 C 50,900 D 50,999
QUIZ for Lessons 6.1—6.3

Estimate the sum or difference. (p. 291)
1 9 4 2 11 2 5 7
1. } 1} 2. } 2} 3. 7} 2 4} 4. 3} 1 1}
6 10 7 11 16 15 8 9
Find the sum or difference. (p. 295)

7 5 7 1 8 3 11 2
5. } 1 } 6. } 1 } 7. } 2 } 8. } 2}
8 8 10 10 13 13 15 15
5 4 2 3 1 2 3 3
9. } 1 } 10. } 1} 11. } 2} 12. } 2 }
18 9 3 4 2 11 4 10
35 yd
13. GEOMETRY Estimate the perimeter of the figure. (p. 66)
14 ᎑6 yd
5
12 ᎑4 yd
3
32 ᎑4 yd
1
45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
.6-5*45&1130#-&. 3OME SPACE IN THE &95&/%&%3&410/4& 4HE CIRCLE GRAPH
BASEMENT OF AN APARTMENT COMPLEX IS USED BELOW SHOWS THE RESULTS OF A SURVEY ASKING
FOR STORAGE 4HE STORAGE SPACE IS SHARED AMONG STUDENTS HOW MANY HOURS A WEEK THEY
THREE APARTMENT UNITS AS SHOWN BELOW SPEND SHOPPING

A 7HICH STORAGE UNIT OCCUPIES THE BIGGEST

PART OF THE STORAGE SPACE

B 7HAT FRACTION OF THE STORAGE SPACE IS

ALLOCATED TO 5NITS AND
C 7HAT FRACTION OF THE STORAGE SPACE IS USED A 7HAT FRACTION OF THE STUDENTS SPEND
BY THE 5NIT OCCUPANT %XPLAIN YOUR OR MORE HOURS SHOPPING
REASONING B 7HAT FRACTION OF THE STUDENTS SPEND
D 7HICH TWO STORAGE UNITS TOGETHER MAKE UP OR MORE HOURS SHOPPING
THE BIGGER PORTION OF THE SPACE 5NIT AND C 7HAT FRACTION OF THE STUDENTS SPEND n
5NIT OR 5NIT AND 5NIT HOURS SHOPPING %XPLAIN YOUR REASONING

01&/&/%&% 7OOD MANUFACTURERS ALLOW D 3UPPOSE ]zOF THE STUDENTS SPEND LESS THAN

PLYWOOD TO BE SLIGHTLY LESS THICK OR SLIGHTLY HOUR SHOPPING 7HAT FRACTION SPEND n
MORE THICK THAN INTENDED 4HE AMOUNT LESS HOURS SHOPPING %XPLAIN YOUR REASONING
THAN OR GREATER THAN THE INTENDED THICKNESS IS
CALLED THE TOLERANCE 4HE TOLERANCE FOR A PIECE
4)0353&410/4& 9OU NEED ]zCUP OF PLANT

OF ]zINCH PLYWOOD IS ]zINCH "ESIDES ]zINCH

FOOD FOR TWO PLANTS AND ]zCUP FOR TWO OTHER

WHAT ARE THREE DIFFERENT THICKNESSES THAT THE PLANTS (OW MUCH FOOD IS NEEDED FOR ALL FOUR
PLYWOOD COULD HAVE PLANTS ! STORE SELLS A CUP CONTAINER OF FOOD
)S THAT ENOUGH TO FEED THE PLANTS )F SO HOW
01&/&/%&% 9OU WANT TO ADD TWO FRACTIONS MUCH IS LEFT OVER )F NOT HOW MUCH MORE
WITH DIFFERENT DENOMINATORS %XPLAIN WHY IS NEEDED
YOU DO NOT NECESSARILY HAVE TO USE THE ,#$ TO
OBTAIN THE CORRECT ANSWER 'IVE AN EXAMPLE 4)0353&410/4& 9OU ARE PUTTING UP A
TO SUPPORT YOUR ANSWER WALLPAPER BORDER IN YOUR BEDROOM 4HE
BEDROOM IS RECTANGULAR WITH A WIDTH OF
(3*%%&%"/48&3 ! TRIANGULAR PLOT OF LAND
]zFEET AND A LENGTH OF ]z FEET %STIMATE

MEASURES ]zFEET ON EACH SIDE (OW MUCH HOW MANY FEET OF BORDER YOU WILL NEED

FENCING IS NEEDED FOR THE PERIMETER OF THE PLOT 7OULD YOU WANT YOUR ESTIMATE TO BE HIGH
OR LOW %XPLAIN YOUR REASONING
"EEJOHBOE4VCUSBDUJOH
.JYFE/VNCFST
#FGPSF :PVBEEFEBOETVCUSBDUFEGSBDUJPOT
/PX :PVMMBEEBOETVCUSBDUNJYFEOVNCFST
8IZ 4PZPVDBOGJOEEJTUBODFT BTJO&YBNQMF
,&:70$"#6-"3: !DDING AND SUBTRACTING MIXED NUMBERS IS SIMILAR TO ADDING AND

s SIMPLEST FORM P SUBTRACTING FRACTIONS
s MIXED NUMBER
P
2EWRITE THE FRACTIONS USING THE ,#$ IF NECESSARY
!DD OR SUBTRACT THE FRACTIONS
!DD OR SUBTRACT THE WHOLE NUMBERS
& 9 " . 1 - & "EEJOH.JYFE/VNCFST

4QPSUT +OREY IS TRAINING TO COMPETE IN A RACE 7HAT IS THE TOTAL DISTANCE
HE WILL RUN IN THE RACE
40-65*0/

&IND THE SUM ]zz ]z

]z

z ]z

"EEUIFGSBDUJPOT5IFO
]z
BEEUIFXIPMFOVNCFST

C "OTXFS +OREY WILL RUN ]zMILES IN THE RACE

(6*%&%13"$5*$& GPS&YBNQMF
&IND THE SUM

]zz ]z ]zz ]z ]zz ]z ]zz ]z

& 9 " . 1 - & 4JNQMJGZJOH.*YFE/VNCFS4VNT

&IND THE SUM ]zz ]z

!./4(%2 7!9
]z z ]z

3FXSJUFUIFNJYFE
z
OVNCFSTBTJNQSPQFS z ]z z z ]z 3FXSJUF]zVTJOHUIF-$%
GSBDUJPOT UIFOBEE z
"EEUIFGSBDUJPOT BOEUIFOUIF
]z OR ]z
XIPMFOVNCFST4JNQMJGZ

C "OTXFS 4HE SUM IS ]z OR ]z

(6*%&%13"$5*$& GPS&YBNQMF
&IND THE SUM 3IMPLIFY IF POSSIBLE


& 9 " . 1 - & 4PMWJOH"EEJUJPO1SPCMFNT

4DVMQUVSF 4HE BASE OF A SCULPTURE IS ]zFEET TALL 4HE

SCULPTURE IS ]zFEET TALL (OW TALL IS THE SCULPTURE

WITH THE BASE
40-65*0/

9OU NEED TO ADD ]zAND ]z

]z z ]z
3FXSJUFCPUIGSBDUJPOT
VTJOHUIF-$%
z ]z z z ]z

"EEUIFGSBDUJPOT5IFOBEE
6/#!"5,!29 ]z
UIFXIPMFOVNCFST
"NJYFEOVNCFSJTJO
TJNQMFTUGPSNXIFOUIF
GSBDUJPOJTBQSPQFS 4HINK OF ]zAS ]z OR ]z 4O SIMPLIFY WRITE THE SUM AS ]z

GSBDUJPOUIBUDBOOPU
CFTJNQMJGJFE
C "OTXFS 4HE SCULPTURE WITH THE BASE IS ]zFEET TALL

(6*%&%13"$5*$& GPS&YBNQMF

$JSDVT1FSGPSNFST ! CLOWN IS ]zFEET TALL WHILE BAREFOOT AND ]zFEET TALLER

WHILE WEARING STILTS (OW TALL IS THE CLOWN WHILE WEARING STILTS

)PNF*NQSPWFNFOU 9OU WANT TO COVER A LENGTH OF ]zINCHES AND A

LENGTH OF ]zINCHES WITH WOOD TRIM (OW MUCH TRIM DO YOU NEED TO BUY

IN ALL
& 9 " . 1 - & 4VCUSBDUJOH.JYFE/VNCFST
7PMDBOPFT "EFORE IT ERUPTED IN THE
HEIGHT OF THE -OUNT 3T (ELENS VOLCANO

WAS ABOUT ]z MILES !FTER THE ERUPTION

THE HEIGHT WAS ABOUT ]zMILES 7HAT WAS

THE DECREASE IN THE HEIGHT
40-65*0/

9OU NEED TO FIND THE DIFFERENCE ]z ]z

]z z ]z

z
z ]z z z ]z 3FXSJUF]z
VTJOHUIF-$%
z
4VCUSBDUUIFGSBDUJPOT UIFO
]z OR ]z
UIFXIPMFOVNCFST4JNQMJGZ

C "OTXFS 4HE DECREASE IN THE HEIGHT WAS ABOUT ]zMILE

(6*%&%13"$5*$& GPS&YBNQMF


)FJHIU 9OU ARE ]z FEET TALL AND YOUR FRIEND IS ]zFEET TALL (OW MUCH

TALLER ARE YOU THAN YOUR FRIEND
&9&3$*4&4 )0.&803,

,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: 7RITE THE MIXED NUMBER IN SIMPLEST FORM

]z ]z ]z ]z


3%% %8!-0,%3 ]z ]z ]z ]z ]z ]z ]z ]z

!.$
POQQo
]z ]z ]z ]z ]z ]z ]z ]z
GPS&YTo
&3303"/"-:4*4 $ESCRIBE AND CORRECT THE ERROR
MADE IN THE SOLUTION 'z &]
,] +z
)z -]
* * *
&z
-]
*
SEE EXAMPLE 2 14. ★ MULTIPLE CHOICE 2
Which simplifies to 2 } ?
3
on p. 310
8 12 4 8
for Ex. 14 A } B } C 1} D }
3 4 3 6
FINDING DIFFERENCES Find the difference. Simplify if possible.

3 1 7 1 1 5 11 1
SEE EXAMPLE 4 15. 2 } 2 1 } 16. 10 } 2 4 } 17. 4 } 2 1 } 18. 7 } 2 4}
5 5 8 8 6 12 12 3
on p. 311
for Exs. 15–23 5 1 3 1 1 6 7 1
19. 5 } 2 3 } 20. 3 } 2 1 } 21. 8 } 2 5 } 22. 9 } 2 1 }
6 4 4 6 7 2 10 4

What is the value of the expression 8 } 1
2 2} ?
9 12
1 13 4 1
A 6} B 6} C 6} D 6}
3 36 9 2
CHOOSE A METHOD Find the sum or difference. Tell whether you used
mental math
h or paper and pencill to find the answer.
SEE EXAMPLES
5 1 3 2 1 5
1, 2, 3, AND 4 24. 2 } 1 4 25. 8 } 1 3} 26. 7 } 2 5} 27. 12 } 2 3
8 3 5 3 2 6
on pp. 309–311
for Exs. 24–35 2 } 3 4 1 3 7 5 1
28. 6 } 15 29. 9 } 2} 11
30. 5 } 1 }
8
31. 1 } 2 }
6
5 11 8 6
3 3 7 7 5 2 8 1
32. 7 } 2 }
4
33. 8 } 2 } 34. 4 } 1 }
7
35. 3 } 1 }
4 10 10 7 9 9
1
xy ALGEBRA Evaluate the expression when x 5 2 } 1
and y 5 1 } .
3 2
1 1
36. y 1 5 2 x 37. x 1 1 } 2y 38. 7 1 y 2 6 }
3 3
2 1 4 3
39. x 1 y 1 2 } 1x 40. y 2 1 } 1x 41. 3 } 2 x 1 1} 1 y
3 6 5 7
GEOMETRY Find the perimeter of the triangle. Use estimation to check.
42. 43. 44.

2 cm 5᎑2 ft
4 ᎑1 m 4 ᎑1 m 1᎑1 cm 3
5
3 3 2᎑1 ft
2
1᎑3 cm 6 ft
4 ᎑1 m 5
3
FINDING PATTERNS Write the next three numbers in the pattern. Describe the
rule you used.
5 1 1 5 2 1 2 1 1 1
45. 1 }, 2 } , 2 }, 3 } ,... 46. 2 } , 4, 5 } , 6 }, . . . 47. 12, 10 }, 8 }, 6 }, . . .
8 8 8 8 3 3 3 6 3 2
EXAMPLE AND NONEXAMPLES Give an example of the following. Then find the
sum or difference.
48. Two mixed numbers whose sum is in simplest form and two mixed
numbers whose sum is nott in simplest form.
49. Two mixed numbers whose difference is in simplest form and two
mixed numbers whose difference is nott in simplest form.

e
YZ "-(&#3" 5SE MENTAL MATH TO FIND THE VALUE OF X

] z ] zX z ] z ] zX z ] z ] zX z

] zX z ] z ] ] z ] zX z ] ] zX z ] ]

$)"--&/(& 5SE THE PROPERTIES OF ADDITION TO SHOW WHY ] z ] z z

5SE THIS METHOD TO SIMPLIFY ] z ] z ] 4ELL WHICH PROPERTY YOU USED FOR

EACH STEP
130#-&.40-7*/(
3%% %8!-0,%3 4,*4 ! FOOT TALL SKI JUMPER BUYS SKIS THAT ARE
!.$
]zFEET LONGER THAN HIS HEIGHT (OW LONG ARE THE SKIS
POQQo
GPS&YTo (.6-5*1-&$)0*$& 9OU PLAY TWO PIANO PIECES AT

A RECITAL /NE PIECE IS ]zMINUTES LONG 4HE OTHER

LASTS ]zMINUTES (OW LONG ARE THE TWO COMBINED

6 ]zMINUTES 7 ]zMINUTES 8 ]zMINUTES 9 ]zMINUTES

(.6-5*1-&$)0*$& ! SHOEMAKER HAS ]zYARDS OF CANVAS !FTER SOME

CANVAS IS USED ]zYARDS ARE LEFT OVER 7HICH METHOD CAN BE USED TO

FIND HOW MANY YARDS OF CANVAS ARE USED

6 &IND THE SUM OF ]zAND ]z

7 &IND THE DIFFERENCE OF ]zAND ]z

8 &IND THE PRODUCT OF ]zAND ]z

9 &IND THE QUOTIENT OF ]zAND ]z

)"5)&*()54 9OU USE TWO TOP HATS FOR A MAGIC SHOW /NE HAT IS

]zINCHES TALL AND THE OTHER IS ]zINCHES TALL (OW MUCH TALLER IS THE FIRST

HAT 5SE A VERBAL MODEL TO HELP YOU FIND YOUR ANSWER

(4)0353&410/4& 4HE WIDTH OF A RECTANGLE IS ]zINCHES )TS LENGTH

IS ]zINCHES LESS THAN ITS WIDTH &IND THE PERIMETER OF THE RECTANGLE

%XPLAIN HOW YOU CAN USE ESTIMATION TO CHECK WHETHER YOUR ANSWER IS
REASONABLE

(83*5*/( &IND THE SUM ]z ]z

USING THE METHOD IN %XAMPLE 4HEN

FIND THE SUM BY FIRST REWRITING BOTH MIXED NUMBERS AS IMPROPER FRACTIONS
#OMPARE THE METHODS
.6-5*1-&3&13&4&/5"5*0/4 ! SCIENTIST MEASURES
THE LEVELS OF OCEAN TIDES FROM A CLIFF OVERLOOKING THE

OCEAN 4HE HIGH TIDE IS ]zFEET BELOW THE EDGE OF THE

CLIFF 4HE LOW TIDE IS FEET BELOW THE EDGE OF THE
CLIFF
A %SBXB%JBHSBN $RAW AND LABEL A DIAGRAM
THAT SHOWS THE RELATIONSHIP BETWEEN THE HIGH
AND LOW TIDES ,ABEL THE HEIGHTS
B 8SJUFBOE4PMWFBO&RVBUJPO 7RITE AN EQUATION
YOU CAN USE TO FIND HOW MUCH HIGHER THE HIGH
TIDE IS THAN THE LOW TIDE 3OLVE THE EQUATION
USING MENTAL MATH
(01&/&/%&%."5) 7RITE AND SOLVE A REAL WORLD PROBLEM IN WHICH YOU

WOULD ADD ]zTO ]zAND THEN SUBTRACT ]zFROM THE RESULT

(4)0353&410/4& )N BANK NOTES WORTH CENTS AND ]zCENTS

WERE ISSUED IN 0ENNSYLVANIA 7HAT WAS THE COMBINED VALUE OF TWO CENT

NOTES AND TWO ]zCENT NOTES %XPLAIN HOW YOU FOUND YOUR ANSWER

$)"--&/(& )N %XERCISES AND USE THE FOLLOWING INFORMATION

)N A FROG JUMPING CONTEST YOUR FROG JUMPS ]z FEET FARTHER THAN FEET 9OUR

FRIENDS FROG JUMPS ]z FEET FARTHER THAN YOUR FROG 4HEN IT JUMPS ]z FOOT IN THE

OPPOSITE DIRECTION
)N THE END HOW FAR DID YOUR FRIENDS FROG JUMP FORWARD %XPLAIN HOW YOU
FOUND YOUR ANSWER

9OUR COUSINS FROG JUMPS ]zFEET FARTHER THAN YOUR FROG $ID YOUR COUSINS

FROG JUMP FARTHER THAN YOUR FRIENDS FROG %XPLAIN HOW YOU FOUND YOUR ANSWER
.*9&%3&7*&8
1SFQBSFGPS
]z ]z ]z ]z ]z ]z ]z ]z
-FTTPOJO
&YTo

]z ]z ]z ]z ]z ]z ]z ]z


]z ]z ]z ]z ]z ]z ]z ]z

(.6-5*1-&$)0*$& 7HICH SET OF NUMBERS IS ORDERED FROM LEAST TO
GREATEST Q
6 7
8 9

(0"- ."5&3*"-4
6TFNPEFMTUPTVCUSBDU tDPMPSFEQFODJMT
6TFCFGPSF-FTTPO NJYFEOVNCFSTCZ
SFOBNJOH
6TJOH.PEFMTUP4VCUSBDU
3OMETIMES YOU NEED TO RENAME MIXED NUMBERS WHEN YOU SUBTRACT
&91-03&
5SE MODELS TO lND ]z ]z

34%0 $RAW A MODEL OF ]z ]z

34%0 9OU CANT SUBTRACT ]zFROM ]z

2EDRAW THE MODEL SO THAT

YOU RENAME ]zAS ]z

34%0 5SE THE MODEL TO lND THE DIFFERENCE

]z ]z ]z OR ]z

1 3 "$ 5 * $ & 5SE MODELS TO lND THE DIFFERENCE 3IMPLIFY IF POSSIBLE

]z ]z ]z ]z ]z ]z ]z ]z

% 3 "8 $ 0 / $ - 6 4 * 0 / 4

83*5*/( %XPLAIN WHY YOU MUST RENAME TO FIND ]z ]z 4HEN EXPLAIN

HOW TO RENAME ]z

4VCUSBDUJOH.JYFE
/VNCFSTCZ3FOBNJOH
#FGPSF :PVTVCUSBDUFENJYFEOVNCFSTXJUIPVUSFOBNJOH
/PX :PVMMTVCUSBDUNJYFEOVNCFSTCZSFOBNJOH
8IZ 4PZPVDBOGJOEEJGGFSFODFTJOIFJHIUT BTJO&YBNQMF
,&:70$"#6-"3: 7HEN YOU SUBTRACT MIXED NUMBERS AS IN %XAMPLE YOU MAY NEED TO
s LEAST COMMON RENAME THE FIRST MIXED NUMBER
DENOMINATOR
,#$ P

s MIXED NUMBER ]
z

]
z

P
4HINK OF

AS ]z

]
z ]
z ]
z

& 9 " . 1 - & 4VCUSBDUJOH.JYFE/VNCFST

&IND THE DIFFERENCE ]z ]z

9OU CANT SUBTRACT ]zFROM ]z 4HINK OF ]zAS ]z ]z

]z ]z 3FOBNF]z
BT]z

]z z ]z

]z 4VCUSBDU
BUDMBTT[POFDPN
4HE EXAMPLE ABOVE SHOWS THE PROCESS OF RENAMING IN ORDER TO SUBTRACT

MIXED NUMBERS

4VCUSBDUJOH.JYFE/VNCFST
2EWRITE THE FRACTIONS USING THE ,#$ IF NECESSARY
2ENAME THE FRACTIONS IF NECESSARY
3UBTRACT THE WHOLE NUMBERS 3UBTRACT THE FRACTIONS
Renaming a Whole Number Sometimes you need to rename a whole
number as a mixed number. To do this, rename one whole part as a fraction
equal to 1.
EXAMPLE 2 Subtracting from a Whole Number

1
Find the difference 5 2 3 } .
7
7
Think of 5 as 4 1 1, or 4 + } .
7
7 7
5 5 4} Rename 5 as 4 }.
7
7
1
2 3} 5 2 3 }1
7 7
6
1} Subtract.
7
EXAMPLE 3 Solving Subtraction Problems

Horses The height of a horse is measured
from its shoulders, as shown in the figure.
How much taller is the Clydesdale than
the Shetland?
1
SOLUTION 5 } ft
3 3
3 } ft
1
You need to find the difference 5 } 2 3 }3. 4
3 4
Use the LCD, 12.
1 4 16 4 16
5} 5 5} 5 4} Rename 5 } as 4 } .
12 12
3 12 12
3 9 9
2 3} 5 2 3} 5 2 3}
4 12 12
7
1} Subtract.
12
7
c Answer The Clydesdale is 1 } feet taller than the Shetland.
12
✓ GUIDED PRACTICE for Examples 1, 2, and 3
Find the difference. Simplify if possible.

2 3 1 3 1
1. 6 } 2 4} 2. 3 } 2 1} 3. 3 2 2 }
7 7 4 4 2
3 1 3 2 5
4. 8 2 5 } 5. 6 } 2 2} 6. 10 } 2 7}
8 4 5 3 6
7
7. What If? Suppose an Arabian horse is 4 } feet tall. How much
10
shorter is it than the Clydesdale from Example 3?
Subtracting Mixed Numbers by Renaming 317

&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: #OPY AND COMPLETE TO RENAME THE MIXED NUMBER

]z ]z ]z ]z ]z ]z ]z ]z

3%% %8!-0,% .0%&-*/( 7HAT RENAMING DO THE MODELS REPRESENT

POQ
GPS&YTo

THE ERROR MADE IN THE SOLUTION 'z&]
)] ) , )
z)]z&]z
* * * *
(
z (] z
*
'*/%*/(%*''&3&/$&4 &IND THE DIFFERENCE 3IMPLIFY IF POSSIBLE

]z ]z ]z ]z ]z ]z ]z ]z

3%% %8!-0,%3 ]z ]z ]z ]z

!.$
POQ
GPS&YTo
]z ]z ]z ]z ]z ]z ]z ]z

]z ]z ]z ]z ]z ]z ]z ]z

(.6-5*1-&$)0*$& 7HAT IS THE VALUE OF THE EXPRESSION ]z

]z

6 ]z 7 ]z 8 ]z 9 ]z

3&"40/*/( 7HEN SUBTRACTING MIXED NUMBERS HOW DO YOU KNOW

WHETHER YOU NEED TO RENAME
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53. MULTI-STEP PROBLEM Use the table that Snake Length
shows the lengths of four snakes at a zoo
5
exhibit. green water snake 35 } in.
8
a. Range Find the range of the data in 5
northern brown snake 11 } in.
the table. 6
b. Make a Graph Make a bar graph of 7
southern ringneck snake 13 } in.
the data. 8
c. Compare Which snake is about checkered garter snake 20 in.

3 times longer than another? What is
the difference in their lengths?
54. ★ WRITING You are subtracting a mixed number from a whole number.
Describee how to find the fraction you should use when you rename the
whole number.
CHALLENGE Some of the tallest trees in Massachusetts can be found in the

Mohawk Trail State Forest.
1
55. A White Pine is 47 } feet taller than an
6
7
American Basswood, which is 7 } feet
12
shorter than a Northern Red Oak. The
Northern Red Oak is 119 feet tall. How tall
is the White Pine?
11
56. A White Ash is 13 } feet shorter than the
12
White Pine in Exercise 55. Is the White Ash
taller or shorter than the Northern Red Oak
in Exercise 55? How much taller or shorter?
Explain your method.
MIXED REVIEW
Copy and complete the statement. (p. 754)
Prepare for 57. 8 minutes 5 ? seconds 58. 290 min 5 ? hours ? min
Lesson 6.6
in Exs. 57–60 59. 343 sec 5 ? min ? sec 60. 11 hours 5 ? minutes
61. ★ OPEN-ENDED MATH Write two mixed number expressions whose

3
sum is 6 } . Explain how you found your answers. (p. 309)
5
CHOOSE A STRATEGY Use a strategy from the list to solve the following
problem. Explain your choice of strategy.
62. The perimeter of a triangle is 9.8 meters. One Problem Solving Strategies
side of the triangle is 3.2 meters. The other ■ (p. 762)
two sides have the same length. Find the ■ (p. 763)
length of the other two sides. ■ (p. 765)
■ (p. 768)
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6.6 Measures
of Time
Before You added and subtracted fractions and mixed numbers.
Now You’ll add and subtract measures of time.
Why? So you can compare race times, as in Example 1.
KEY VOCABULARY Tour de France Lance Armstrong won the 2003 Tour de France. His total
• elapsed time, p. 323 time over the course of the three week event was 83 hours, 41 minutes, and
12 seconds. Haimar Zubeldia’s time was 6 minutes and 51 seconds greater.
What was Haimar Zubeldia’s time?
When you add or subtract measures of time, use the information below.
1 hour (h) 5 60 minutes (min)

1 minute (min) 5 60 seconds (sec)
EXAMPLE 1 Adding Measures of Time

To answer the real-world question above, add 6 minutes and 51 seconds
to 83 hours, 41 minutes, and 12 seconds.
83 h 41 min 12 sec
1 6 min 51 sec
83 h 47 min 63 sec Add the hours, the minutes, and the seconds.
Think of 63 sec as 1 min 3 sec. Then add 1 min to 47 min.
c Answerr Haimar Zubeldia’s time was 83 hours, 48 minutes, and 3 seconds.
EXAMPLE 2 Subtracting Measures of Time
11 h 17 min 10 h 77 min Rename.

2 8 h 42 min 2 8 h 42 min
2 h 35 min Subtract.
Add or subtract the measures of time.

1. 3 min 26
6 sec 2. 5 h 29 min 8 sec
⫹ 1 min 40 sec
___ ⫹ 2 h 45 min 33 sec
____
3. 4 min 16
6 sec 4. 6 h 32 min 27
7 sec
2 2
___ min 18 sec 2 4
____h 1 min 45 sec
322 Chapter 6 Addition and Subtraction of Fractions

Elapsed Time The amount of time between a start time and an end time is
called elapsed time. To find elapsed time, think about the number of hours
that pass, then the number of minutes that pass.
EXAMPLE 3 Solve a Multi-Step Problem

Winter Solstice The winter solstice occurs on the day with the least amount
of daylight. Suppose that on this day, the sun rises at 7:15 A.M. and sets at
4:22 P.M. How long does the daylight last?
SOLUTION
AVOID ERRORS Break the problem into parts.
You can’t always
subtract two times to
STEP 1 Find the elapsed time from 7:15 A.M. to 12:00 P.M.
find elapsed time. For
example, to find the
7:15 A.M. 11:15 A.M. 12:00 P.M.
elapsed time from
8:00 A.M. to 4:25 P.M.,
you can’t compute
4 h 25 min 2 8 h.
You need to break the
problem into parts.
STEP 2 Find the elapsed time from 12:00 P.M. to 4:22 P.M.
12:00 P.M. 4:00 P.M. 4:22 P.M.
STEP 3 Add the two elapsed times.

4 h 45
5 min
1 4 h 22 min
___
8 h 67 min
Think of 67 min as 1 h 7 min. Then add 1 h to 8 h.
Math
c Answerr The daylight lasts for 9 hours and 7 minutes. at classzone.com
Find the elapsed time.

5. 6:00 A.M. to 11:00 A.M. 6. 7:30 A.M. to 11:45 A.M.
7. 11:45 A.M. to 2:15 P.M. 8. 8:50 P.M. to 3:30 A.M.
9. Bus Schedules Your bus leaves Glenwood Station at 9:23 A.M. and arrives
at Park Station at 10:08 A.M. How long is the bus ride?
6.6 Measures of Time 323

★ EXAMPLE 4 Standardized Test Practice
Homework
k On Wednesday night Sam spent 28 min on mathematics
homework, 33 min on language arts homework, and 50 min on chemistry
homework. About how much time in all did Sam spend on his homework?
ELIMINATE CHOICES
A 1 h 10 min B 1 h 30 min C 1 h 50 min D 2 h 10 min
1 h 10 min equals
70 min. Sam spent
28 min ⫹ 50 min, or
78 min, on only two SOLUTION
subjects. So, the answer
You can estimate the total time by rounding.
will be greater than 70,
and choice A can be 28 min < 30 min
eliminated. 33 min < 30 min
50 min 5 50 min
110 min 5 1 h 50 min
c Answerr The best estimate of Sam’s total time spent on homework is 1 hour
50 minutes. The correct answer is C. A B C D
10. School Day Karen got out of bed at 6:55 A.M. and arrived home from
school at 3:10 P.M. About how many hours passed from the time she
rose until the time she arrived home?

KEY
Exs. 15, 28, 29, 30, 33, 38, and 54
SKILL PRACTICE
1. VOCABULARY Copy and complete: Elapsed time is the amount of time
between a(n) ? time and a(n) ? time.
SEE EXAMPLES 2. ERROR ANALYSIS Describe and correct the error made in the solution.
1 AND 2
on p. 322
for Exs. 2–8
CALCULATING TIME Add or subtract the measures of time. Estimate to check.
3. 2 h 50 min 4. 4 h 38 min 5. 3 h 12 min 53 sec

1
___ 35 min 1 3
___ h 22 min 1 2
____h 20 min 42 sec
6. 4 h 25 min 7. 5 h 10 min 8. 3 h 2 min

2 1 h 31 min
___ 2 2 h 55 min
___ 2
____ 58 min 12 sec

SEE EXAMPLE 3 FINDING ELAPSED TIME Find the elapsed time. Use estimation to check.
on p. 323
9. 1:00 P.M. to 3:00 P.M. 10. 7:00 A.M. to 10:00 A.M.
for Exs. 9–14
11. 9:30 P.M. to 2:45 A.M. 12. 6:35 A.M. to 2:30 P.M.
13. 12:22 A.M. to 1:31 P.M. 14. 5:17 A.M. to 8:52 A.M.
15. ★ MULTIPLE CHOICE What is the most appropriate length of time for
a letter you mail at the post office to be delivered in the United States?
A 12 hours B 1 week C 6 weeks D 40 weeks
SELECTING UNITS Estimate how long each activity might take using the
appropriate unit of measure. Choose from seconds, minutes, or hours.
16. writing and sending an e-mail 17. building a model airplane
18. boiling a pot of water 19. running a 40-yard dash
20. constructing scenery for a school play 21. watering a plant
ESTIMATION Estimate the elapsed time in the appropriate units (weeks,

days, or hours).
22. 8 A.M. July 3 to 3:55 P.M. July 7 23. 11:58 P.M. April 1 to 12:07 A.M. April 18
24. 6:32 A.M. May 1 to 10:25 P.M. May 1 25. 12:01 A.M. May
y 30 to 11:59 P.M. June 1
26. CHALLENGE Explain how adding and subtracting mixed numbers is

similar to adding and subtracting measures of time.
PROBLEM SOLVING
27. BASEBALL DOUBLE HEADER The first game of a baseball double-header
lasts 2 hours and 35 minutes. The second game lasts 3 hours and
45 minutes. How long is the double-header?
28. ★ SHORT RESPONSE The first part of a train ride lasts 3 hours. The
second part lasts 1 hour and 8 minutes. How much longer is the first
part? How long is the entire train ride? Explain your answers.
SEE EXAMPLE 4 29. ★ MULTIPLE CHOICE You get out of bed at 8:55 a.m. and return home
on p. 324 from the beach at 4:10 p.m. About how many hours elapsed between the
for Ex. 29 time you got out of bed and the time you returned home from the beach?
A 4h B 5h C 6h D 7h
30. ★ MULTIPLE CHOICE You go snorkeling from

10:30 a.m. to 12:15 p.m. You take a half hour
lunch break, then snorkel until 2:15 p.m. How
much time do you spend snorkeling?
A 2 h 45 min B 3 h 15 min
C 3 h 40 min D 3 h 45 min
6.6 Measures of Time 325

.6-5*45&1130#-&. 9OUR FIRST CLASS PERIOD STARTS AT !- AND ENDS
AT !- %ACH CLASS PERIOD LASTS THE SAME AMOUNT OF TIME 4HERE ARE
MINUTES BETWEEN CLASSES
A $BMDVMBUF 7RITE THE LENGTH OF ONE CLASS PERIOD IN MINUTES AND FRACTIONS
OF AN HOUR %XPLAIN HOW YOU FOUND YOUR ANSWERS
B &YQMBJO 7HAT IS THE MOST APPROPRIATE UNIT OF MEASURE OF TIME FOR
A CLASS PERIOD %XPLAIN
C 3FBTPOJOH "Y THE END OF THIRD PERIOD HOW MUCH TIME HAVE YOU SPENT
IN CLASS
3&"40/*/( ! TRAIN SCHEDULE LISTS DEPARTURES AT !- !-
!- AND !- !SSUME THE DEPARTURE TIMES CONTINUE TO FOLLOW
A PATTERN 0REDICT THE DEPARTURE TIMES FOR THE NEXT THREE TRAINS

(01&/&/%&%."5) 9OU NEED TO SCHEDULE A ]z

HOUR MEETING TO BEGIN
NO EARLIER THAN !- AND END NO LATER THAN 0- )T MUST NOT
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BEGINS AT 0- )T TAKES MINUTES TO GET INTO COSTUME MINUTES
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6.5 Subtracting
g Mixed Numbers by
y Renaming
g pp. 316–320
EXAMPLE
Find the difference.

2 11 2 11
9} 5 8} Rename 9 } as 8 }.
9 9
9 9
5 5
2 4} 5 2 4}
9 9
6 2
4} , or 4 } Subtract and simplify.
9 3
EXERCISES
1 2 1 5 7 3
SEE EXAMPLES 39. 5 } 2 2} 40. 5 } 2 2} 41. 8 2 2 } 42. 3 2 1 }
4 3 3 12 9 5
2 AND 3
on p. 317 43. Interior Decorating Maria is putting a wood chair rail around her
for Exs. 39–43 11
bedroom. She has a section of wall that is 4 } feet long that she still
12
2
has to trim. Her last piece of wood is 6 } feet long. After she trims this
3
section, how many feet of wood trim will remain?
6.6 Measures of Time pp. 322–327

pp
EXAMPLE
Find the elapsed time from 9:40 A.M. to 5:35 P.M.

2 h 20 min Find the elapsed time from 9:40 A.M. to 12:00 P.M.
1 5 h 35 min Find the elapsed time from 12:00 P.M. to 5:35 P.M.
7 h 55 min Add the elapsed times.
EXERCISES
SEE EXAMPLES Add or subtract the measures of time. Use estimation to check.
1 AND 2
on p. 322
44. 1 h 50 min 45. 6 h 35 min 21 sec
for Exs. 44−45 1 15 min 2 5 h 55 min 37 sec
Find the elapsed time. Use estimation to check.
SEE EXAMPLE 3 46. 7:45 A.M. to 2:00 P.M. 47. 1:40 P.M. to 8:00 P.M.
on p. 323
48. 10:30 P.M. to 4:45 A.M. 49. 6:00 A.M. to 3:00 P.M.
for Exs. 46−50
50. Movies A movie starts at 9:45 P.M. and ends at 12:20 A.M. How long is
the movie?

6 CHAPTER TEST classzone.com
Chapter Test Practice
Round the fraction or mixed number.

13 2 3 13
1. } 2. } 3. 4 } 4. 8 }
20 13 8 15
Estimate the sum or difference.

1 17 7 2 3 9 1 3
5. } 1} 6. } 2 } 7. 6 } 2 3 } 8. 3 } 1 5}
8 20 12 11 10 16 6 8
Find the sum or difference.

5 1 3 4 7 3 7 1
9. } 1 } 10. } 1 } 11. } 2 } 12. } 2 }
7 7 5 5 10 10 12 12
5 5 71 2 1 4 1
13. } 1 } 14. } 1 } 15. } 2} 16. } 2}
6 8 16 4 3 6 5 4
5 1 7 3 74 1 1
17. 2 } 1 8 } 18. 4 } 1 5 } 19. 6 } 1 3 } 20. 7 } 1 2}
7 7 10 10 15 5 4 8
2 1 71 1 5 3
21. 7 } 2 4} 22. 12 } 2 8 } 23. 8 } 2 4} 24. 5 2 1 }
3 8 10 2 6 9 5
Add or subtract the measures of time. Use estimation to check.

25. 4 h 35 min 26. 9 h 20 min 52 sec
1 45 min 2 2 h 42 min 4 sec
Find the elapsed time. Use estimation to check.

27. 1:50 P.M. to 3:35 P.M. 28. 6:38 A.M. to 10:05 A.M.
29. 4:45 A.M. to 2:15 P.M. 30. 7:25 P.M. to 12:30 A.M.
31. BANQUET At a banquet, chicken, vegetarian, and beef dinners are

1 1
served. The chef knows that } of the guests order chicken and } order
4 3
beef. What fraction of the guests order meat dinners?
2
32. BICYCLE HELMETS Your friend’s bicycle helmet weighs 10 } ounces.
5
3
Your helmet weighs 12 } ounces. Estimate how much more your helmet
4
weighs. Then find the exact answer.
33. VIDEO You use 2 hours and 48 minutes of a 6 hour videotape to record
your sister’s school play. How much time is left on the tape?
Chapter Test 333

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4HE COURTYARD OF AN APARTMENT COMPLEX IS SHOWN AT

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4HE FIRST PART OF A PLAY LASTS HOURS AND MINUTES

4HE SECOND PART LASTS HOUR AND MINUTES 4HERE IS
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]z ]z ]z ]z

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HOUR AND MINUTES 7HAT IS THE NEXT TIME THAT THE SUBWAYS WILL BOTH
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9OU ARE MAKING A SNACK MIX THAT CONTAINS ]zCUPS OF PEANUTS ]zCUPS OF

CASHEWS AND ]zCUPS OF ALMONDS 7ILL THE MIX FIT IN A CUP CONTAINER

/N A MILE ROAD TRIP YOUR FAMILY DRIVES MILES AND USES GALLONS
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#FGPSF

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s MODEL TRAINS P
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s %STIMATING 7EIGHTS AND #APACITIES
P
s 4HE LETTERS ASSOCIATED WITH THE NUMBERS WILL SPELL OUT THE NAME
OF A TOWN IN ANCIENT 'REECE WHOSE NAME IS USED FOR A MODERN
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Skill Focus: Finding parts of whole numbers
In the triple jump, athletes perform a hop,
a step, and a jump. In this game you will
complete a mathematical triple jump.
• Choose one of the following numbers to be your hop,
one to be your step, and one to be your jump: 24, 36, 48.
Use each number once.
• Use the fractions in the formula above. Find the given parts of the
hop, step, and jump numbers you chose. Then add these results
to find your total distance. Your goal is to get the greatest distance
possible.
Stop and Think

71
1. WRITING In Mixed Number Race, a student thinks that }
9
is
67
greater than }
8
because 71 is greater than 67 and 9 is greater
than 8. What is wrong with the student’s reasoning?
2. CRITICAL THINKING What is the greatest total distance you
can get in Triple Jump? What is the least total distance? Explain
how you know.
339
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s COMPATIBLE MEASURES THE AMOUNT THAT A CONTAINER CAN HOLD
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P
s IMPROPER %STIMATE THE QUOTIENT Q
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]z ]z ]z ]z

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]z ]z ]z ]z

.OTETAKING 3KILLS %SBXJOHB.PEFM
)N EACH CHAPTER YOU WILL 7HEN YOU TAKE NOTES INCLUDE THE VISUAL MODELS THAT ARE USED IN
LEARN A NEW NOTETAKING THE LESSON 3EEING THE MODELS CAN HELP YOU TO UNDERSTAND AND
SKILL )N #HAPTER YOU REMEMBER WHAT YOU HAVE LEARNED "ELOW ARE SOME FRACTION MODELS
WILL APPLY THE STRATEGY
OF DRAWING A MODEL TO
]z ]z

]z

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40-65*0/
4HE NUMBER OF DANCE MUSIC #$S YOU SHOULD

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AS FOR CHILI AND GUACAMOLE
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6 ]z 7 ]z 8 ]z 9 ]z


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& 9 1 - 0 3 & -ODEL ]z ]z USING A RECTANGLE OF TILES

34%0 34%0
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%ACH ROW IS ]zOF THE TILES

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]z

]z

]z

34%0 34%0

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]z ]z
]z ]z

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]z ]z BY RECTANGLE ]z ]z BY RECTANGLE ]z ]z BY RECTANGLE

]z ]z BY RECTANGLE ]z ]z BY RECTANGLE ]z ]z BY RECTANGLE

83*5*/( %XPLAIN HOW YOU CAN DECIDE WHAT SIZE RECTANGLE OF TILES TO USE

TO CREATE A MODEL FOR THE PRODUCT ]z ]z

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Simplifying First When you multiply fractions, you can sometimes simplify
before multiplying.
EXAMPLE 4 Simplifying Before Multiplying

Football Kyle successfully completed 8 out of his 15 passes
during one football season. Kyle’s friend Lou successfully
completed }1 the fraction of Kyle. What fraction of his
4
passes did Lou complete during the season?
SOLUTION
1
}3}5}
8 138 Use the rule for
4 15 4 3 15 multiplying fractions.
2
DIVIDE COMMON 138 4 is a factor of 4 and 8.
FACTORS 5}
4 3 15 Divide 4 and 8 by 4.
To simplify in Example 4, 1
find the greatest factor 132
of 8 that is also a factor 5} Rewrite.
1 3 15
of 4 or 15.
2
5} Multiply.
15
2
c Answer Lou completed } of his passes.
15
Multiplying Two or More Fractions You can extend the rule for multiplying
fractions to find the product of three or more fractions.
EXAMPLE 5 Multiplying Three Fractions

1 3 2 13332
}3}3}5} Use the rule for multiplying fractions.
6 4 5 63435
1 1
AVOID ERRORS 13332 3 is a factor of 3 and 6. Divide 3 and 6 by 3.
5}
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2 2
dividing out common
factors. Then you will be 13131
5} Rewrite.
less likely to make an 23235
error when multiplying.
1
5} Multiply.
20
Find the product. Write the answer in simplest form.

3 5 5 8 1 3 1 3 5 7
9. } 3 } 10. } 3 } 11. } 3}3} 12. } 3 } 3 }
8 9 16 15 2 5 6 7 9 10
13. Look at the rule for multiplying fractions on page 349. Use variables
a c
to write a rule for multiplying the fractions }, }, and }e .
b d ƒ
350 Chapter 7 Multiplication and Division of Fractions

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3 4 2 2 3 5 3
45. } 3 } ? 1 46. 1 3 } ? } 47. } 3 } ? }
8 5 3 3 8 5 8
1 4 1 1 5 5 1 3 1
48. } 3} ? } 49. } 3} ? } 50. } 3} ? }
3 3 3 2 2 2 5 4 5
a c c a c
51. NUMBER SENSE If } < } and } < 1, what do you know about } 3 }
a b d d b d
relative to } ? Explain your reasoning.
b
52. CHALLENGE Use number sense to order the expressions from least to
greatest without finding the products. Explain your reasoning.
17 7 7 13 18 7 7 1 7 2
}3} }3} }3} }3} }3}
32 12 12 27 19 12 12 2 12 21
PROBLEM SOLVING
53. SOAP BUBBLES You and a friend want to make
one half of a batch of soap bubble solution.
How much dishwashing liquid do you need?
SEE EXAMPLE 1 54. MULTIPLE REPRESENTATIONS Three

on p. 348 fourths of the instruments in a school orchestra
for Exs. 54–56 are strings. One fifth of the strings are cellos.
a. Write an Expression Write a
multiplication expression that can
be used to find what fraction of the
instruments are cellos.
b. Make a Model Draw a model of the expression in part (a). According
to your model, what fraction of the instruments are cellos?
c. Express in Words Express the fraction from part (b) in words.
55. ★ WRITING 3 1
Draw a model to find the product } 3 }. Use the model
5 4
to explain why the product is less than 1.
56. DRAW A DIAGRAM A town is building a new school that will be about
1 2
} block wide and about } block long. Draw a square to represent one
2 3
square block. Model the area of the school with a rectangle. Then give
the approximate area of the school in square blocks.
SEE EXAMPLE 4 57. ★ WRITING 4

Healthy fingernails grow about } inch per year. A month
5
on p. 350 is what fraction of a year? Use the result to find how much healthy
for Ex. 57
fingernails grow per month. Is your answer reasonable? Explain.

A recipe for homemade paste calls for } cup of
3
1
flour. How much flour is required to make } of the recipe?
2
1 1 2 1
A } cup B } cup C } cup D 1} cups
6 2 3 2

59. MULTI-STEP PROBLEM The World Glacier
Inventory contains data from more than
67,000 glaciers around the world. About
1
} of the glaciers are in North America.
50
5
About } of these glaciers are in the Queen
8
Elizabeth Islands in Northern Canada.
a. Calculate About what fraction of the
glaciers are in the Queen Elizabeth Islands?
b. Estimate Estimate the number of
glaciers in the Queen Elizabeth Islands.
Explain your steps.
60. ★ SHORT RESPONSE Two teams of students are running a relay

1 3
race. The total distance of the race is } mile. The teams are tied } of the
2 4
way through the race. At this point, how far have the teams run? How
much farther do they have to run? Explain how you found your answer.
61. ★ OPEN-ENDED MATH Give three different p

pairs of fractions that have
the same product.
62. REASONING Comparee simplifying before multiplying fractions with

simplifying after multiplying fractions. What are the advantages and
disadvantages of each method?
3
63. CHALLENGE This season the school basketball team played } of its
7
4 3
games at night and } of its games during the day. The team won } of its
7 4
7
night games and } of its total games. What fraction of the day games
18
did the team win? Explain how you found your answer.
MIXED REVIEW
Write the number as an improper fraction or a mixed number. (p. 260)
Prepare for 2 1 17 25
64. 4 } 65. 5 } 66. } 67. }
Lesson 7.3 5 3 6 7
in Exs. 64–71
49 15 27 11
68. } 69. 1 } 70. } 71. 2 }
9 19 10 12
Estimate the product. Use compatible whole numbers. (p. 341)

2 5 5 2
72. } 3 31 73. } 3 18 74. 40 3 } 75. 28 3 }
5 8 6 3
3 8 3 7
76. } 3 29 77. } 3 52 78. 65 3 } 79. 81 3 }
4 9 7 10
80. ★ MULTIPLE CHOICE What is the product 6.3094 3 0.01? (p. 193)
A 0.063094 B 0.63094 C 6.3094 D 630.94
EXTRA PRACTICE for Lesson 7.2,, pp. 782 ONLINE Q

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5 2
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3 9
NUMBER SENSE Explain

n how you can use the distributive property to
evaluate the expression mentally.
1 1 2 4 1 10 9
42. 6 p 3 } 43. } p 12 } 44. } p 7} 45. 10 } p }
3 2 3 7 4 11 10
46. CHALLENGE Rewrite 11a 4 4b as a mixed number times a fraction.
PROBLEM SOLVING
SEE EXAMPLE 3 47. RACING The diagram shows the components of a race. How many miles
on p. 355 of the race are on the road?
for Exs. 47–50

An outdoor soccer goal is 1 } times as high as an
13
1
indoor goal that is 6 } feet high. How high is an outdoor goal?
2
1 1 4
A 1} ft B 6} ft C 7} ft D 8 ft
13 2 13
49. MINIATURE BOOKS The Morgan Library in New York City owns a
miniature book called Book of Hourss that dates back to around 1535. The
4 9
cover measures 2 } inches by 1 } inches. What is the area of the cover?
5 10
50. BAKING A recipe makes 12 muffins. Your pan will hold a total of
1
18 muffins. Will your pan hold 1 } times the recipe? Explain.
2
51. ★ WRITING Look back at Example 4 on page 343 of Lesson 7.1. Explain
how you can use this method to estimate the product of a fraction and
a mixed number. Describee the steps you would use to estimate }5 3 42 }2.
8 5
52. ★ SHORT RESPONSE Each of 20 students will give a 3 } minute report.
1
2
a. How much time will it take for all 20 reports to be presented?
1
b. A 15 minute introduction by the teacher was recorded on a 1 } hour
2
videotape. Can all the student reports be recorded on that same
videotape? Explain your reasoning.
7.3 Multiplying Mixed Numbers 357

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!FTER SPENDING FOR BUS FARE AND 0ROBLEM 3OLVING 3TRATEGIES
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6 H MIN 7 H MIN 8 H MIN 9 H MIN

Find the product.
3 3 3 7
1. 5 3 } (p. 341) 2. 14 3 } (p. 341) 3. } 3 } (p. 348)
4 4 5 10
3 2 4 2 3 6 1
4. } 3 } 3 } (p. 348) 5. 2 } 3 } (p. 354) 6. 2 } 3 4 } (p. 354)
8 7 5 3 4 7 12
Estimate the product.

2 5 1 7
7. 19 3 } (p. 341) 8. 26 3 } (p. 341) 9. 4 } 3 6 } (p. 354)
9 9 4 8
3
10. GARDENING Teva planted 160 flower bulbs in her garden. Only } of the
5
flowers bloomed. How many flowers bloomed? (p. 341)
11. MODELING A sculptor creates a model of a statue with a square base. The
3
side length of the base of the model is 5 } inches. The actual side length of
4
1
the base is 7 } times the side length of the base of the model. What is the
2
actual side length of the base? (p. 354)
5
12. THEATER You need to paint a piece of stage scenery that is 5 } feet wide
16
and 8 feet tall. A can of paint covers 50 square feet. Is there enough paint
to cover the entire piece of stage scenery? Explain your reasoning. (p. 354)
Brai
Brainn Ga
Gam
me
Making Up Your Own Unit
of Measure
1. Choose a student in your group to 3. Calculate the area of your classroom
be a unit of measure. Then decide in your units.
on a name for the unit.
4. Compare the area you calculated
2. Use your unit to measure the length with the areas calculated by other
and the width of your classroom. groups. How do you account for
Describe your method of measuring. any differences?
If the length and width were not a
whole number of units, how did you
measure the fractional parts?
7.3 Multiplying Mixed Numbers 359

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KEY
Exs. 21, 48, 53, 54, and 70
SKILL PRACTICE
VOCABULARY Tell whether the two numbers are reciprocals.
3 5 1 2 1
1. } and } 2. 1 } and } 3. 8 and } 4. 1 and 1
10 3 2 3 8
SEE EXAMPLE 1 FINDING RECIPROCALS Write the reciprocal of the number.

on p. 362 4 9 1
for Exs. 5–8 5. } 6. } 7. 10 8. 2 }
5 4 7
SEE EXAMPLES REWRITING EXPRESSIONS Rewrite the division expression as an

2 AND 3 equivalent multiplication expression. Then evaluate the expression.
on p. 363
9 3 5 1 2 6
for Exs. 9–22 9. } 4 } 10. } 4 } 11. } 44 12. 3 4 }
2 4 8 3 3 5
FINDING QUOTIENTS Find the quotient.

1 2 2 1 1 5 2 4
13. } 4} 14. } 4} 15. } 4} 16. } 4}
3 3 9 4 12
24 55
25 1 3 10
17. } 4 5 18. } 44 19. 6 4 } 20. 3 4 }
9 8 10 9
Which expression is equivalent to } 4 18?
6
5 5 1 6 6 1
A } 3 18 B } 3} C } 3 18 D } 3}
6 6 18 5 5 18
22. ERROR ANALYSIS Describe and correct the

error made in the solution.
23. ESTIMATION Describee how you could use estimation to verify that the
quotient in Exercise 22 is incorrect.
MENTAL MATH Copy and complete the statement.

8 1
24. } 3 ? 5 1 25. ? 3751 26. 4 4 } 543 ? 5 ?
5 6
27. 0.1 3 ? 5 1 28. ? 3 0.75 5 1 29. 6 4 0.2 5 6 3 ? 5 ?
NUMBER SENSE Copy and complete the statement using <, >, or 5 without
actually finding the quotient. Explain
n your reasoning.
4 4 3 3 2 3
30. } 41 ? } 31. } 4 4 ? } 32. 4 4 } ? 4 33. 6 4 } ? 6
9 9 5 5 3 2
1
xy ALGEBRA Evaluate the expression when p 5 } 5
,q5} , and r 5 3.
3 9
34. 16 4 p 35. 20 4 q 36. q 4 10 37. p 4 5
38. p 4 q 39. q 4 p 40. (p 4 q) 4 r 41. p 4 (q 4 r)
r
364 Chapter 7 Multiplication and Division of Fractions

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Y AND Z ]z

X Y X
]z
Y ]z Y ]z
Z
zX
A C
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B B
4HEN TEST YOUR ANSWER BY REPLACING THE VARIABLES WITH NUMBERS
130#-&.40-7*/(
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POQ
MAGNET USES ]zINCH OF MAGNETIC TAPE (OW
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MANY MAGNETS CAN YOU MAKE WITH
INCHES OF TAPE
A 7RITE A DIVISION EXPRESSION
B -ULTIPLY BY THE RECIPROCAL TO FIND THE
QUOTIENT
C %XPLAIN HOW TO INTERPRET THE QUOTIENT
TO ANSWER THE QUESTION
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6 BAGS 7 ]zBAGS 8 BAGS 9 BAGS

53"7&-3"5& 4HE MALL IS MILES FROM YOUR HOUSE 9OU DRIVE THERE IN

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)063-:8"(&4 9OU MOW LAWNS DURING THE SUMMER FOR A PART TIME JOB

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BY ]z

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54. ★ SHORT RESPONSE Two paddleboat shops offer different rates
for every minute of a rental. Shop A charges a rate that results in a
paddleboat rental costing $27 per hour. Shop B rents out paddleboats
3
for a a rate that results in a session costing $21 for } hour.
4
a. Which shop charges a lower rate per hour?
4
b. The Jones family rents a paddleboat for } hour at Shop A. The
5
3
Gonsalves family rents a paddleboat for } hour at Shop B. Which
4
family spends less money on its rental? Explain.
c. Explain which operations you used to solve parts (a) and (b).
9
55. MULTI-STEP PROBLEM It takes } pound of clay to
16
7
make a teacup and } pound of clay to make a mug.
8
a. Compare How many teacups can you make with
4 pounds of clay? How many mugs?
b. Calculate With the 4 pounds of clay, you want to
make 3 mugs first and then use the rest of the clay for teacups. How
many teacups can you make? How much clay will be left over?
c. Writing How many of each object can you make with the 4 pounds
of clay so that there is no clay left over? Explain the strategy you used
to find your answer.
56. REASONING Use the rule for dividing whole numbers by fractions to
write rules for dividing a whole number n by 0.1, 0.01, and 0.001. First
write the decimals as fractions.
5
57. CHALLENGE Draw a ruler that can be used to model 3 4 }.
8
5
a. How many whole times does } go into 3? What is the remainder?
8
5
b. What fraction of } is the remainder?
8
5
c. Evaluate 3 4 } using the Key Concept on page 362. How does this
8
answer compare with the answer you found using the ruler model?
MIXED REVIEW
Find the product. (p. 354)
3
1 7 6 1 2 5
Prepare for 58. 4 } 3 } 59. 1 } 3 1 } 60. 8 3 2 } 61. 2 } 3 1}
Lesson 7.5 5 9 8 7 2 3 6
in Exs. 58–65
1 1 5 2 1 1 8 1
62. } 3 5} 63. 6 } 3 7 } 64. 3 } 3 10 } 65. 4 } 3 5 }
3 4 8 5 10 3 9 2
You buy an item using a $20 bill. Find the amount of change you will
receive for the given price of the item. (p. 751)
66. $7.50 67. $14.78 68. $.97 69. $12.39
70. ★ MULTIPLE CHOICE You pay $62 for 12 phone calls. Estimate the cost
per phone call. (p. 11)
A $4 B $5 C $6 D $7
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6 -ULTIPLY ]zBY 7 $IVIDE ]zBY

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xy ALGEBRA Solve the equation.
1 2 1 2
31. n 2 1 } 5 5} 32. a p 2 } 5 10 33. b 4 } 56
3 3 2 5
1 5 1 3 2
34. 2 } 1 c 5 8} 35. 8 } p x 5 3} 36. 14 4 n 5 2 }
3 6 2 4 3
EVALUATING EXPRESSIONS Evaluate the expression.
1 3
4
1
37. 6 } 4 } 3 1 }
3
4 2 2
3
38. 4 } 4 5 1 1 }
8
3
10
1
39. 7 }
6
1
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4
6
7
1
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5
1 0.7
7
3
1
1
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10 9 2 42. (1.5 2 1.2) 4 }
18
25
4
43. xy CHALLENGE Describee the values of x for which the expression 4 } 4x
5
will be greater than, less than, or equal to 1. Use the symbol < or >.
PROBLEM SOLVING
CHOOSE THE OPERATION In Exercises 44–53, solve the problem. Explain
why you chose the operation you used.
1
SEE EXAMPLE 3 44. VOLUNTEER WORK
K You split 5 } hours of volunteer
2
on p. 368 work equally over the next three weeks. How much
for Exs. 44–53
time will you volunteer each week?
45. PACKAGING You are stacking computer games in

a shipping box that is 12 inches high. Each game is
1
1} inches thick. How many games can you fit in the
4
box in a single stack?

Your cereal box recommends } cup of milk per
2
serving. How much milk does a family of four people need so that each
person can have a serving of cereal?
3 1
A } cup B 2 cups C 2} cups D 4 cups
4 2
1
47. RECIPES You have only a } cup measure. How many times must you fill
4
1 1
the } cup measure for a recipe that uses 2 } cups of milk?
4 4
48. STORE DISPLAYS The hardcover edition of a bestselling book is
11 3
2} inches thick. The paperback edition is 1 } inches thick. Will one of
16 8
each edition of the book fit together in a display that is 4 inches wide?
1 5
49. NEWBORN WEIGHTS Twin babies weigh 7 } pounds and 6 } pounds.
2 16
How much more does the heavier baby weigh than the lighter baby?
2
50. PET CARE A bag contains 40 cups of dog food. You feed 2 } cups to your
3
dog per day. In how many days will you need to buy more dog food?

e

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6 -ULTIPLY THE NUMBER OF HOURS YOU READ EVERY NIGHT BY NIGHTS
4HEN MULTIPLY BY THE NUMBER OF HOURS IT TAKES YOU TO READ ONE CHAPTER
7 -ULTIPLY THE NUMBER OF HOURS YOU READ EVERY NIGHT BY NIGHTS
4HEN DIVIDE BY THE NUMBER OF HOURS IT TAKES YOU TO READ ONE CHAPTER
8 $IVIDE THE NUMBER OF HOURS YOU READ EVERY NIGHT BY NIGHTS
4HEN MULTIPLY BY THE NUMBER OF HOURS IT TAKES YOU TO READ ONE CHAPTER
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4HEN DIVIDE BY THE NUMBER OF HOURS IT TAKES YOU TO READ ONE CHAPTER
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A LARGE MUG B WATER COOLER
40-65*0/
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40-65*0/
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3&'3&4).&/54 9OU ARE MAKING FRUIT
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A 8SJUJOH %XPLAIN HOW TO INCREASE THE RECIPE TO MAKE SERVINGS

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.*9&%3&7*&8
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]z ]z ]zz ]z ]z ]zz ]z

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6 CM 7 CM 8 CM 9 CM
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]z ]z Q ]z Q ]z Q ]z ]z Q


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40-65*0/
34%0 4O CHANGE METRIC UNITS TO CUSTOMARY UNITS USE THE RELATIONSHIPS
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-FOHUI $BQBDJUZ 8FJHIU

NNJO N-nP[ HP[
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4)0353&410/4& ! COMMERCIAL TRUCK

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4HE DRIVER WANTS TO CROSS A BRIDGE THAT HAS A

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&95&/%&%3&410/4& ! MOVIE POSTER IS

ABOUT ]zFEET WIDE 4HE WIDTH OF A WALL IN
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4)0353&410/4& .ICK IS PLANNING A PARTY

(E INVITES GUESTS (E WANTS TO SERVE AT A (OW MANY MOVIE POSTERS CAN YOU FIT
LEAST CUPS OF FRUIT PUNCH TO EACH GUEST ACROSS THE WALL WITHOUT OVERLAPPING
(E PLANS TO FILL A ]zGALLON PUNCH BOWL

7ILL HE HAVE ENOUGH PUNCH %XPLAIN YOUR B %ACH POSTER COSTS (OW MUCH DOES IT
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C 9OU DECIDE TO LEAVE AT LEAST INCHES OF WALL
.6-5*45&1130#-&. #INDY IS THROWING A SPACE ON EACH SIDE OF THE POSTERS (OW MANY
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SEASON 3HE BUYS A SUB THAT IS FEET LONG TO AMOUNT OF SPACE ON EACH SIDE OF THE POSTERS
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A (OW MANY INCHES LONG IS THE SUB WILL YOU LEAVE ON EACH SIDE %XPLAIN

B (OW MANY ]zINCH SUBS CAN BE CUT FROM
01&/&/%&% 7RITE A REAL WORLD PROBLEM
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38. ★ EXTENDED RESPONSE A chorus has 68 singers. The graph shows that
the chorus includes tenors, basses, altos, and sopranos.
a. Calculate Find the number of
sopranos in the chorus. Describe School Chorus
your method.
Sopranos ?
b. Interpret Write the ratio of the
number of sopranos to the number Altos 16
of other singers. Then write the ratio
Basses 8
of the number of sopranos to the
total number of singers. Compare Tenors 10
the two ratios.
c. Compare Another chorus has 112 singers: 41 sopranos, 29 altos,
24 tenors, and 18 basses. Compare the sizes of the two choruses.
39. CHALLENGE Find the ratio of the perimeter to the area for squares with
side lengths of 8, 9, 10, and 11. Is there a pattern? Justify your answer.
MIXED REVIEW
Divide. Round to the nearest tenth if necessary. (p. 186)
Prepare for 40. 13.5 4 4 41. 22.4 4 8 42. 11.3 4 7 43. 45.12 4 12
Lesson 8.2
in Exs. 40–43 CHOOSE A STRATEGY Use a strategy from the list to solve the following
problem. Explain your choice of strategy.
44. Find the next two figures in the pattern.
Problem Solving Strategies
■ Guess, Check, and Revise (p. 763)
■ Look for a Pattern (p. 766)
■ Solve a Simpler Problem (p. 768)
■ Act It Out (p. 770)
45. ★ MULTIPLE CHOICE Which is equivalent to 787 millimeters? (p. 207)

A 0.787 cm B 7.87 cm C 78.7 cm D 7870 cm
Brai
Brain
n Ga
Gamme
Ratio Puzzlers
• The number of cats in a neighborhood is 4 more
than the number of dogs. The ratio of cats to dogs
is 3 : 2. How many cats are in the neighborhood?
• The ratio of cats to fish in the neighborhood is
3 : 4. How many fish are in the neighborhood?
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GPS&YTo

! ,ILLIPUTIAN IS INCHES TALL 5SE A VERBAL MODEL TO WRITE A PROPORTION TO

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4PMWJOH1SPQPSUJPOT
3%% %8!-0,% (.6-5*1-&$)0*$& !T A HEALTH FOOD STORE THE COST OF OUNCES OF CURRY
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$633&/$: 4HE VALUE OF

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(83*5*/( )N -AY OF STUDENTS IN YOUR SCHOOL SAW A MOVIE 9OUR SCHOOL
HAS STUDENTS )S THERE ENOUGH INFORMATION TO FIND THE NUMBER OF STUDENTS
IN YOUR SCHOOL WHO DID NOT SEE A MOVIE IN -AY %XPLAIN
,"/("3004 ! KANGAROO TRAVELS FEET IN HOPS (ANNAH AND *UAN ARE
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*/4&$54 ! FLEA THAT IS MILLIMETERS LONG CAN JUMP CENTIMETERS

3UPPOSE THE JUMPING ABILITY OF A HUMAN WERE PROPORTIONAL TO THE
JUMPING ABILITY OF A FLEA (OW FAR COULD A HUMAN WHO IS CENTIMETERS
TALL JUMP )S THIS REASONABLE %XPLAIN
$)"--&/(& !NOTHER WAY TO USE CROSS PRODUCTS IS TO COMPARE FRACTIONS

A C
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B D
OR FALSE

]z
]z ]z ]z ]z ]z ]z
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6 POUNDS 7 POUNDS 8 POUNDS 9 POUNDS

1SPQPSUJPOTBOE
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,&:70$"#6-"3: 4PBQ#PY3BDJOH 9OU ARE BUILDING A CAR FOR A 3OAP "OX RACE )N THE
s SCALE DRAWING P SCALE DRAWING BELOW THE CAR IS INCHES LONG 7HAT IS THE ACTUAL
s SCALE P LENGTH OF THE CAR
LENGTH IN
WIDTH IN
IN FT
3#!,% $2!7).'3 4HE SCALE OF IN FT ON THE DRAWING IS IN

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& 9 " . 1 - & 6TJOHB4DBMF%SBXJOH

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REPRESENT THE CARS ACTUAL LENGTH IN FEET
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]]z
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5SE THE SCALE DRAWING ABOVE TO FIND THE ACTUAL WIDTH OF THE CAR
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1SPQPSUJPOTBOE4DBMF%SBXJOHT
Perimeter and Area The ratio of the perimeter of a scale drawing to the
actual perimeter is related to the scale. So is the ratio of the areas.
EXAMPLE 2 Finding Ratios of Perimeters

xy School Murals A finished mural is to be 20 feet by 10 feet. Your scale drawing
of the mural is shown.
a. What is the perimeter of the 2 in.
drawing? of the mural?
b. Find the ratio of the drawing’s
1 in.
perimeter to the mural’s
perimeter. How is this ratio
related to the scale?
1 in.:
inn : 10
10 ft
ft
SOLUTION
FIND MEASURES a. Perimeter of drawing: P 5 2l 1 2w 5 2(2) 1 2(1) 5 6 in.
Need help finding the
perimeter and area of a
Perimeter of mural: P 5 2l 1 2w 5 2(20) 1 2(10) 5 60 ft
rectangle? See page 66.
Perimeter of drawing 6 in. 1 in.
b. }} 5 } 5 }
Perimeter of mural 60 ft 10 ft
c Answer The ratio of the perimeters is equal to the scale ratio. One inch of
perimeter in the drawing represents 10 feet of actual perimeter.
EXAMPLE 3 Finding Ratios of Areas

xy Use the information from Example 2. Find the ratio
of the drawing’s area to the mural’s area. How is this
ratio related to the scale?
SOLUTION
AVOID ERRORS Area of drawing: A 5 lw 5 2 p 1 5 2 in.2
Don’t forget:
Area of mural: A 5 lw 5 20 p 10 5 200 ft2
inches 3 inches 5 inches2
feet 3 feet 5 feet2 Area of drawing 2 in.2 1 in.2 1 p 1 in.2
}} 5 }2 5 }2 5 }2
Area of mural 200 ft 100 ft 10 p 10 ft
c Answerr The ratio of the areas, 1 p 1 in.2 : 10 p 10 ft2, is equal to

the square of the scale ratio. One square inch of area in the drawing
represents 10 3 10 5 100 ft2 of actual area.
3. A scale drawing of another mural has a length of 5 cm and a width of

3 cm. The scale of the drawing is 1 cm : 2 m. What is the ratio of the
perimeter of the drawing to the perimeter of the mural? What is the ratio
of the area of the drawing to the area of the mural?
418 Chapter 8 Ratio, Proportion, and Percent
$0/$&1546.."3: &OR 9OUR .OTEBOOK
1FSJNFUFS "SFB BOE4DBMF%SBXJOHT
0ERIMETER 4HE RATIO OF THE PERIMETER OF A SCALE DRAWING TO THE ACTUAL
PERIMETER IS EQUAL TO THE SCALE RATIO
!REA 4HE RATIO OF THE AREA OF A SCALE DRAWING TO THE ACTUAL AREA IS
EQUAL TO THE SQUARE OF THE SCALE RATIO
&9&3$*4&4 )0.&803,

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70$"#6-"3: #OPY AND COMPLETE 4HE OF A MAP TELLS HOW THE
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DISPLAYED
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3%% %8!-0,% '*/%*/("$56"--&/(5) ! SCALE DRAWING HAS A SCALE OF IN FT 4HE
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! ]z ]]zz " ]z ]]z
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64*/("."1 ! MAP USES A SCALE OF IN MI &IND THE ACTUAL DISTANCE
FOR THE GIVEN DISTANCE ON THE MAP
INCHES INCHES INCHES INCHES

INCH INCHES FOOT FEET
64*/(4$"-&4 4HE SCALE OF A DRAWING IS MM CM &IND THE UNKNOWN

MEASURE
LENGTH ON DRAWING MM LENGTH ON DRAWING MM
LENGTH OF OBJECT LENGTH OF OBJECT
WIDTH OF OBJECT CM WIDTH OF OBJECT MM
WIDTH ON DRAWING WIDTH ON DRAWING
'*/%*/(4$"-& 4HE PERIMETER OF A SCALE DRAWING IS CENTIMETERS 4HE

ACTUAL PERIMETER IS METERS 7HAT DOES CENTIMETER REPRESENT IN THE
DRAWING
'*/%*/(4$"-& 4HE AREA OF A FIGURE IN A SCALE DRAWING IS SQUARE INCHES
4HE ACTUAL AREA OF THE FIGURE IS SQUARE FEET 4ELL HOW MUCH ACTUAL AREA
ONE SQUARE INCH ON THE SCALE DRAWING REPRESENTS
(.6-5*1-&$)0*$& ! MODEL AIRPLANE USES THE SCALE IN FT 4HE
MODELS LENGTH IS INCHES 7HICH PROPORTION CAN BE USED TO FIND THE
ACTUAL LENGTH X IN FEET OF THE AIRPLANE
X X X
6 ]z ]z
X 7 ]z ]z 8 ]z ]z 9 ]z ]z

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]z]
z ]z]
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THE TABLE
'*/%*/(3"5*04 ! SCALE IS GIVEN &IND THE RATIO OF THE PERIMETER OF A FIGURE

DRAWN TO THIS SCALE TO THE FIGURES ACTUAL PERIMETER 4HEN FIND THE RATIO OF
THE AREA OF A FIGURE DRAWN TO THIS SCALE TO THE FIGURES ACTUAL AREA
3%% %8!-0,%3 IN FT CM KM MM KM IN MI
!.$
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130#-&.40-7*/(
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OF THE 3TATUE OF ,IBERTY WITH ITS PEDESTAL
64*/("4$"-& ! DRAWING OF A GARDEN HAS A SCALE OF IN FT

4HE PERIMETER OF THE SCALE DRAWING IS INCHES 7HAT IS THE
ACTUAL PERIMETER OF THE GARDEN
(4)0353&410/4& #HOOSE A SCALE THAT RELATES INCHES TO
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USES THIS SCALE RELATES TO THE REAL WORLD AREA
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

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6 MILES 7 MILES 8 MILES 9 MILES
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IS DESIGNING A GARDEN FOR A CITY PARK 4HE
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3%% %8!-0,%3 &IND THE ACTUAL DIMENSIONS OF THE GARDEN
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(83*5*/( 9OU WANT TO MAKE A POSTER SIZE SCALE DRAWING OF A BUG
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.6-5*45&1130#-&. 5SE THE TABLE %JNFOTJPOT 1FSJNFUFS "SFB

A %SBX 5SE A METRIC RULER TO DRAW A DNCZDN
RECTANGLE WITH THE DIMENSIONS GIVEN IN

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DATA FOR THIS RECTANGLE
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ARE SHOWN BELOW

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WORDS h,ENGTH ON DRAWINGv AND h!CTUAL LENGTHv
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SCALE DRAWING
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THE PADDLE
(&95&/%&%3&410/4& ! SCALE DRAWING OR MODEL CAN BE SMALLER OR
LARGER THAN THE FIGURE IT REPRESENTS
A $ESCRIBE THREE SITUATIONS WHERE A SCALE DRAWING SMALLER THAN THE ITEM
REPRESENTED WOULD BE USEFUL 'IVE THE SCALES YOU WOULD USE
B $ESCRIBE THREE SITUATIONS WHERE A SCALE DRAWING LARGER THAN THE ITEM
REPRESENTED WOULD BE USEFUL 'IVE THE SCALES YOU WOULD USE
C #OMPARE YOUR ANSWERS TO PARTS A AND B %XPLAIN THE DIFFERENCE
BETWEEN THE SCALES YOU CAN USE IN PARTS A AND B

$)"--&/(& !N ARCHITECTS BLUEPRINT OF A HOUSE USES A SCALE OF ]zIN FT

4HE PERIMETER OF A SQUARE WINDOW ON THE BLUEPRINT IS INCHES (OW
MANY SQUARE FEET OF FABRIC WOULD BE NEEDED TO MAKE A SHADE TO COVER
THE ACTUAL WINDOW
$)"--&/(& 4HE RATIO OF THE AREA OF A SCALE DRAWING TO THE ACTUAL AREA IS
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ACTUAL PERIMETER %XPLAIN HOW YOU FOUND YOUR ANSWER
.*9&%3&7*&8
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1SFQBSFGPS
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X
]z ]z ]z ]z ]z ]z ]z ]z
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26*;GPS-FTTPOT
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TO TO

! TO " ]z # $ TO

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X N
]z ]z ]z ]z ]z ]z ]z ]z
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45"5&5&4513"$5*$&
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A #ONVERT *OES SPEED TO YARDS PER SECOND 4)0353&410/4& ! GROUP OF STUDENTS GO

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(3*%%&%"/48&3 ! CAR TRAVELS MILES IN
MINUTES !T THIS RATE HOW MANY MILES DOES &95&/%&%3&410/4& 4HE SIXTH GRADE CLASS
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FOR A CLASS TRIP 4HE RATIO OF SMALL CANDLES
4)0353&410/4& %NGINEERS TESTED TWO CARS TO MEDIUM CANDLES SOLD WAS TO AND THE
#AR ! TRAVELED MILES AND USED GALLONS RATIO OF MEDIUM CANDLES TO LARGE CANDLES
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MILES PER GALLON OF GAS USED %XPLAIN YOUR
REASONING
&95&/%&%3&410/4& ! SURVEY ASKED

SOME OF THE STUDENTS AT YOUR SCHOOL WHICH
OF FIVE FRUITS THEY LIKED BEST 4HE RESULTS ARE
SHOWN IN THE CIRCLE GRAPH BELOW

A 5SING THE GIVEN INFORMATION CAN YOU
DETERMINE WHICH CANDLE WAS THE LEAST

POPULAR %XPLAIN

B 4HE CLASS SOLD MEDIUM CANDLES (OW
A 7RITE THE RATIO OF THE NUMBER OF STUDENTS MANY SMALL CANDLES WERE SOLD (OW MANY
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PEACHES MUCH MONEY DID THE CLASS EARN
B 4HERE ARE A TOTAL OF STUDENTS IN YOUR
SCHOOL 0REDICT HOW MANY STUDENTS WOULD (3*%%&%"/48&3! SCALE DRAWING OF A
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WIDTH IN INCHES OF THE FOUNTAIN ON THE
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(0"- ."5&3*"-4
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&91-03& -ODEL
34%0 34%0 34%0

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]

1 3 "$ 5 * $ & 7RITE THE PERCENT DECIMAL AND FRACTION FOR THE MODEL

5SE GRAPH PAPER TO MAKE A MODEL THAT REPRESENTS
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
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6OEFSTUBOEJOH
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s PERCENT P 4HE WORD PERCENT MEANS hPER HUNDRED v OR
hOUT OF v 4HE SYMBOL FOR PERCENT IS
4HERE ARE MARBLES SHOWN AT THE RIGHT AND
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RATIO USING A PERCENT A DECIMAL OR A FRACTION
0ERCENT $ECIMAL &RACTION

]z

&BDINBSCMFSFQSFTFOUT
PGUIFHSPVQPGNBSCMFT
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THAN
130#-&.40-7*/(
3%% %8!-0,% (.6-5*1-&$)0*$& )N ONE TOWN OUT OF STUDENTS WALK TO SCHOOL
POQ 7HAT PERCENT OF STUDENTS WALK TO SCHOOL
GPS&Y
6 7 8 9
(83*5*/( 5SE THE BRACELET BELOW &IND THE PERCENT OF THE ANIMALS
THAT ARE GOLD ANIMALS THAT ARE SILVER ANIMALS THAT ARE EAGLES AND THAT
ARE BUFFALOES %XPLAIN WHY THE SUM OF THESE PERCENTS IS NOT
(4)0353&410/4& /UT OF STUDENTS SURVEYED ABOUT THE 3PRING

-USIC &ESTIVAL WILL PLAY AN INSTRUMENT WILL SING WILL OPERATE
THE EQUIPMENT AND THE REST WILL BE IN THE AUDIENCE 3TUDENTS WILL NOT
DO MULTIPLE TASKS 7HAT PERCENT OF THE STUDENTS WILL NOT BE SINGING OR
PLAYING AN INSTRUMENT 3HOW HOW YOU GOT YOUR ANSWER
$0.165&364& 4HE GRAPH SHOWS THE RESULTS OF A SURVEY IN WHICH PEOPLE

WERE ASKED HOW MANY DAYS A WEEK THEY USE THEIR COMPUTERS
3%% %8!-0,% 7HAT PERCENT OF THOSE SURVEYED USE

POQ THEIR COMPUTERS DAY OR LESS MORE
GPS&YTo THAN DAY %XPLAIN

7RITE THE PERCENTS FOR EACH CATEGORY AS
DECIMALS &IND THE SUM OF THE DECIMALS
7OULD YOU GET THE SAME RESULT IF YOU

WROTE THE PERCENTS AS FRACTIONS AND
FOUND THEIR SUM %XPLAIN
$)"--&/(& 4HE RATIO OF STUDENTS WHO PLAY SOCCER TO STUDENTS WHO DO NOT
PLAY SOCCER IS GIVEN &IND THE PERCENT OF STUDENTS WHO PLAY SOCCER
TO TO TO
.*9&%3&7*&8
7RITE TWO FRACTIONS THAT ARE EQUIVALENT TO THE GIVEN FRACTION Q
1SFQBSFGPS
]z ]z ]z ]z
-FTTPO
JO&YTo

(.6-5*1-&$)0*$& ! BUS RIDE BEGINS AT 0- AND ENDS AT

0- (OW LONG DOES THE RIDE LAST Q
6 MIN 7 MIN 8 H MIN 9 H MIN

8.6 Percents, Decimals,
and Fractions
Before You wrote percents as fractions and decimals.
Now You’ll write fractions and decimals as percents.
Why? So you can plan for a field trip, as in Example 3.
KEY VOCABULARY Volleyball In a volleyball game, a player’s serves

• decimal, p. 120 must land in a certain region to be playable. Serving Recorrd
• fraction, p. 243 What percent of serves did Maria get “in” today?
Maria Serves TTota
• percent, p. 425 What percent did she get “in” so far this season? l
“in” serves
You can use the fraction of Maria’s serves that TToday 4 10
she got “in” to find the percent that she got “in.” Season 17 25
To do this, write an equivalent fraction with a
denominator of 100.
EXAMPLE 1 Writing Fractions as Percents

To answer the questions above, first write each result as a fraction. Then
write an equivalent fraction with a denominator of 100 to find the percent.
4 serves “in” today 17 serves “in” this season

a. } total serves today b. } total serves this season
10 25
4 3 10 17 3 4
4 40 17 68
}5} }5}
10 100 25 100
10 3 10 25 3 4
40 68
} 5 40% } 5 68%
100 100
c Answerr Maria got 40% of c Answerr Maria got 68% of her

her serves “in” today. serves “in” so far this season.
Write the fraction as a percent.

3 7 7 9
1. } 2. } 3. } 4. }
4 10 20 50
8.6 Percents, Decimals, and Fractions 429

& 9 " . 1 - & 8SJUJOH%FDJNBMTBT1FSDFOUT
7RITE THE DECIMAL AS A PERCENT

A ]z JTTJYIVOESFEUIT PS

B ]z JTTJYUFOUIT

.VMUJQMZUIFOVNFSBUPSBOEEFOPNJOBUPS
z z ]z
CZUPHFUBEFOPNJOBUPSPG
z z

$)6)$% "9 C ]z JTUXFOUZGJWFUIPVTBOEUIT

5PEJWJEFCZ NPWF
UIFEFDJNBMQPJOU %JWJEFUIFOVNFSBUPSBOEEFOPNJOBUPS
z ]z
QMBDFUPUIFMFGU*O CZUPHFUBEFOPNJOBUPSPG
QBSU D PG&YBNQMF
z
6TJOH%FDJNBMT 7HEN THE DENOMINATOR OF A FRACTION IS NOT A FACTOR OF IT

MAY BE EASIER TO WRITE THE FRACTION AS A DECIMAL FIRST
& 9 " . 1 - & 6TJOH%FDJNBMTUP8SJUF1FSDFOUT

'JFME5SJQ 9OU ATTEND OUT OF "IOLOGY #LUB MEETINGS 9OU MUST ATTEND AT
!6/)$ %22/23 LEAST OF THE MEETINGS TO GO ON A FIELD TRIP #AN YOU GO
*O&YBNQMF ZPVEP
OPUIBWFUPBUUFOE 40-65*0/
FYBDUMZPGUIF

NFFUJOHT4PDIFDL ]z %JWJEFCZUPXSJUFUIFGSBDUJPOBTBEFDJNBM
XIFUIFSJUJTUSVFUIBU

JT HSFBUFSUIBOPS
]z
z ]z JTUIPVTBOEUIT
FRVBMUP
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z ]z
CZUPHFUBEFOPNJOBUPSPG
z

Cg"OTXFS "ECAUSE YOU CAN GO ON THE FIELD TRIP BUDMBTT[POFDPN
7RITE THE DECIMAL OR FRACTION AS A PERCENT

]z ]z

8IBU*G )N %XAMPLE CAN YOU TAKE THE TRIP IF YOU GO TO OUT OF
MEETINGS

$0/$&1546.."3: &OR 9OUR .OTEBOOK
$PNNPO1FSDFOUT %FDJNBMT BOE'SBDUJPOT
4HIRDS &OURTHS &IFTHS
]

]z z ]z z]
z z ]z ]z

]z ]
z ]z
z]z
]z
]z

z]z
BUDMBTT[POFDPN
& 9 " . 1 - & 6TJOH$PNNPO3FMBUJPOTIJQT

/RDER THE NUMBERS ]z AND FROM LEAST TO GREATEST

7RITE THE NUMBERS AS DECIMALS AND GRAPH THEM ON A NUMBER LINE

Cg"OTXFS )N ORDER FROM LEAST TO GREATEST THE NUMBERS ARE ]z AND

BUDMBTT[POFDPN
(6*%&%13"$5*$& GPS&YBNQMF

/RDER THE NUMBERS ]z AND FROM LEAST TO GREATEST

&9&3$*4&4 )0.&803,

,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: 7HAT COMMONLY USED PERCENT IS EQUAL TO
70$"#6-"3: #OPY AND COMPLETE 4HIRTY SEVEN HUNDREDTHS
3&83*5*/('3"$5*0/4 7RITE THE FRACTION AS A PERCENT

3%% %8!-0,% ]z ]z ]z ]z

POQ
GPS&YTo
]z ]z ]z ]z

]z ]z ]z ]z

1FSDFOUT %FDJNBMT BOE'SBDUJPOT

3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT IS TWO FIFTHS WRITTEN AS A PERCENT
POQ
GPS&Y
6 7 8 9
3&83*5*/(%&$*."-4 7RITE THE DECIMAL AS A PERCENT
3%% %8!-0,%
POQ

GPS&YTo


)+
THE ERROR MADE IN WRITING THE DECIMAL AS %#%)+zzz]
z&%%zzz)+
A PERCENT
(01&/&/%&%."5) 7RITE FRACTIONS THAT ARE EQUIVALENT TO
03%&3*/( 5SE A NUMBER LINE TO ORDER THE NUMBERS FROM LEAST TO GREATEST
3%% %8!-0,%3
]z ]z ]z
!.$
POQQo
]z ]z ]z ]z ]z
GPS&YTo
$)004&".&5)0% 4ELL WHETHER YOU WOULD USE A CALCULATOR PAPER AND

PENCIL OR MENTAL MATH TO WRITE A ]zAND B ]zAS PERCENTS 4HEN WRITE

AND COMPARE THE PERCENTS 2OUND TO THE NEAREST WHOLE PERCENT IF
NECESSARY

.&/5"-."5) #OPY AND COMPLETE )F ]z THEN ]z

3&83*5*/( 7RITE THE DECIMAL AS A PERCENT OR THE PERCENT AS A DECIMAL

$)"--&/(& 4ELL WHETHER THE FOLLOWING STATEMENT IS TRUE OR FALSE

! FRACTION WITH A DENOMINATOR IN THE THOUSANDS WILL ALWAYS HAVE A
DECIMAL FORM WITH MORE DECIMAL PLACES THAN A FRACTION WITH A
SINGLE DIGIT DENOMINATOR %XPLAIN YOUR REASONING
130#-&.40-7*/(

3%% %8!-0,% %&4&354 $ESERTS COVER ABOUT ]zOF %ARTHS

POQ LAND SURFACE 7HAT PERCENT OF %ARTHS LAND
GPS&Y
SURFACE IS DESERT
(83*5*/( 7HAT PERCENT OF A METER IS

CENTIMETERS 7HAT PERCENT OF A METER IS
MILLIMETERS %XPLAIN HOW YOU FOUND
YOUR ANSWERS
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

SEE EXAMPLE 3 45. ★ MULTIPLE CHOICE A survey at Roosevelt Middle School showed that
on p. 430 11
} of the sixth grade students named soccer as their favorite sport. What
for Ex. 45 40
percent of the sixth grade students named soccer as their favorite sport?
A 0.275% B 11% C 27.5% D 40%
46. ★ OPEN-ENDED MATH Estimate the time in hours that you spend during
a typical weekday sleeping, eating, doing homework, at school, and so on.
Write each estimate as a fraction of a full day. Then write the fractions as
percents. Apart from sleeping, which activity takes the most of your day?
47. ★ SHORT RESPONSE Consider the decimal forms of fractions such as

1 1 1 10 10 1
}, }, }, }, }, and }. Describe
e the types of fractions that can be
10 25 50 200 400 1000
most easily rewritten as decimals by finding equivalent fractions instead
of by dividing.
POPULATION In Exercises 48 and 49, use the information below.
The map at the right shows the regions in the

United States in Sept. 1850
United States that were states or territories in Total population 23,200,000
1850. Texas became a state in 1845. By 2004,
its population was about 22.5 million.
48. What percent of the 1850 United States
population was the population of Texas
in 1850? Use that percent to predict the
population of the United States in 2004.
49. CHALLENGE In 2004, the population of Texas 213,000

the United States was about 293.7 million. states territories
Explain why your prediction does not
match this number.
MIXED REVIEW
Write the percent as a decimal and a fraction. (p. 425)
Prepare for 50. 2% 51. 37% 52. 75% 53. 96%
Lesson 8.7
in Exs. 50–53 CHOOSE A STRATEGY Use a strategy from the Problem Solving Strategies
list to solve the following problem. Explain
n your ■ (p. 763)
choice of strategy. ■ (p. 764)
54. On a shopping trip, you spend $10.75 at one ■ (p. 765)
store. At another store, you spend $16.30. You ■ (p. 768)
have $4.35 left. How much did y you start with?
55. ★ OPEN-ENDED MATH Describee how you could use both the
commutative and associative properties of multiplication to
rewrite and evaluate 5 3 2.2 3 10. (p. 169)
'JOEJOHB1FSDFOU
PGB/VNCFS
#FGPSF :PVNVMUJQMJFEXIPMFOVNCFSTCZEFDJNBMTBOEGSBDUJPOT
/PX :PVMMNVMUJQMZUPGJOEBQFSDFOUPGBOVNCFS
8IZ 4PZPVDBODBMDVMBUFBUJQ BTJO&YBNQMF
,&:70$"#6-"3:
"$5*7*5:
s INTEREST P
s PRINCIPAL P 9OU CAN CHANGE A PERCENT TO A FRACTION OR A DECIMAL TO FIND A PERCENT
s ANNUAL INTEREST OF A NUMBER
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2ECALL THAT hOFv MEANS hMULTIPLYv 4O FIND OF FIND ]z OR

s SIMPLE INTEREST
P 34%0 7RITE THE PERCENT AS A FRACTION AND MULTIPLY TO FIND THE PERCENT OF
THE NUMBER

A OF B OF C OF D ]z OF

34%0 7RITE THE PERCENTS IN 3TEP AS DECIMALS TO FIND THE PERCENT OF
THE NUMBER
34%0 #OMPARE 3TEPS AND 7HICH ANSWERS WERE EASIER TO FIND BY

CHANGING THE PERCENTS TO FRACTIONS 7HICH ANSWERS WERE EASIER
TO FIND BY CHANGING THE PERCENTS TO DECIMALS %XPLAIN
4HE ACTIVITY ABOVE SUGGESTS TWO WAYS TO FIND A PERCENT OF A NUMBER

s #HANGE THE PERCENT TO A FRACTION AND MULTIPLY BY THE NUMBER
s #HANGE THE PERCENT TO A DECIMAL AND MULTIPLY BY THE NUMBER
& 9 " . 1 - & 'JOEJOHB1FSDFOUPGB/VNCFS

4!+% ./4%3 A &IND OF 5SE A FRACTION B &IND OF 5SE A DECIMAL
*ODMVEF&YBNQMFJO
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&IND OF &IND OF

& 9 " . 1 - & 'JOEJOHB%JTDPVOU
!6/)$ %22/23 %JTDPVOUT 4HE REGULAR PRICE OF A PAIR OF SNEAKERS IS 4HE SALE PRICE IS
%POUDPOGVTFUIF OFF THE REGULAR PRICE 7HAT IS THE SALE PRICE
DBMDVMBUFEEJTDPVOUXJUI
UIFTBMFQSJDF:PVOFFE 34%0 &IND THE DISCOUNT OF ]z

UPTVCUSBDUUIFEJTDPVOU
GSPNUIFSFHVMBSQSJDFUP 34%0 3UBTRACT THE DISCOUNT
GJOEUIFTBMFQSJDF FROM THE REGULAR PRICE

C "OTXFS 4HE SALE PRICE OF THE SNEAKERS IS BUDMBTT[POFDPN
& 9 " . 1 - & 'JOEJOHUIF4BMFT5BY

4BMFT5BY 9OU ARE BUYING DOG FOOD THAT COSTS 4HERE IS A SALES TAX
7HAT IS THE TOTAL AMOUNT OF YOUR PURCHASE
34%0 &IND THE SALES TAX OF
34%0 !DD THE SALES TAX TO THE

COST OF THE ITEM
C "OTXFS 4HE TOTAL AMOUNT OF YOUR PURCHASE IS

5JQQJOH 9OU TAKE A TAXI RIDE 4HE FARE IS 9OU WANT TO GIVE A TIP
5SE SIMPLER PERCENTS AND MENTAL MATH TO ESTIMATE THE AMOUNT OF THE TIP
34%0 2OUND THE FARE TO THE NEAREST DOLLAR
!./4(%2 7!9 34%0 &IND OF THE FARE
*OTPNFTUBUFT UIFUBY
JT4P JGBUBYJT 34%0 &IND OF THE FARE
]z
HJWFOPOBCJMM ZPVDBO )T IS HALF OF OF THE FARE
NVMUJQMZUIFUBYCZUP
GJOEBUJQ 34%0 !DDTHE PARTIAL TIPS
C "OTXFS ! TIP FOR A TAXI FARE IS ABOUT
%JTDPVOUT ! BOOKS REGULAR PRICE IS &IND THE SALE PRICE WITH A
DISCOUNT
5BY 4HE PRICE OF A CAT TOY IS &IND THE TOTAL COST WITH A SALES TAX
OF
5JQ 4HE PRICE OF A SHOE SHINE IS 5SE MENTAL MATH TO ESTIMATE THE
TOTAL COST IF YOU TIP
5PUBM#JMM 4HE BILL FOR BREAKFAST IS 9OU WANT TO LEAVE A TIP
7HICH EQUATION CAN BE USED TO FIND T THE TOTAL COST IN DOLLARS
%,)-).!4% #(/)#%3
6 T 7 T
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FMJNJOBUFE 40-65*0/
34%0 7RITE AN EXPRESSION TO FIND
OF THE BILL

34%0 !DD THE EXPRESSION TO THE BILL

C "OTXFS !N EQUATION TO FIND THE TOTAL
COST IS T
6/#!"5,!29 4JNQMF*OUFSFTU 7HEN YOU SAVE MONEY AT A BANK YOU EARN INTEREST 7HEN
5IFXPSEBOOVBM YOU BORROW MONEY YOU PAY INTEREST )NTEREST IS THE AMOUNT PAID FOR THE USE
NFBOTZFBSMZ4PZPVDBO OF MONEY 4HE AMOUNT YOU SAVE OR BORROW IS THE PRINCIPAL 4HE PERCENT OF
SFNFNCFSUIFEFGJOJUJPO
THE PRINCIPAL YOU EARN OR PAY PER YEAR IS THE ANNUAL INTEREST RATE
PGBOOVBMJOUFSFTUSBUF
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!LGEBRA ) 0RT
& 9 " . 1 - & 'JOEJOH4JNQMF*OUFSFTU

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6/#!"5,!29
MUCH SIMPLE INTEREST WILL YOU EARN IN YEARS
"OJOUFSFTUSBUFJT
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C "OTXFS 9OU WILL EARN IN SIMPLE INTEREST IN YEARS

6. Tips Breakfast for you and a friend costs $12.09, and you leave a 20% tip.
Which equation would you use to find tt, the total amount paid in dollars:
t 5 0.2(12.09) or t 5 0.2(12.09) 1 12.09? Find the total amount paid.
p
7. Savings You deposit $100 in a bank account. The annual interest rate is 3%.
How much simple interest will you earn in 3 years?

KEY
Exs. 40, 41, 50, 54, 57, 59, and 70
SKILL PRACTICE
1. VOCABULARY What does each variable in the formula I 5 Prtt represent?
2. VOCABULARY Copy and complete: Interest paid on only the principal is

called ? .
FINDING PERCENTS OF NUMBERS Find the percent of the number.
SEE EXAMPLE 1 3. 50% of 84 4. 25% of 80 5. 10% of 100 6. 60% of 60

on p. 434
7. 45% of 20 8. 75% of 72 9. 85% of 12 10. 11% of 4
for Exs. 3–20
11. 60% of 15 12. 40% of 150 13. 18% of 45 14. 83% of 20
1 2
15. 31% of 120 16. 65% of 150 17. 33 } % of 63 18. 66 } % of 9
3 3
19. ERROR ANALYSIS Describe and

correct the error made in finding
the percent of the number.
MENTAL MATH The regular price of a pair of jeans is $40. Find the sale price
with the given discount.
SEE EXAMPLE 2 20. 5% discount 21. 10% discount 22. 15% discount 23. 20% discount
on p. 435
24. 25% discount 25. 30% discount 26. 40% discount 27. 50% discount
for Exs. 20–27
xy ALGEBRA Find the simple interest for the given principal, rate, and time.
SEE EXAMPLE 6 28. P 5 $275, r 5 4%, t 5 5 years 29. P 5 $320, r 5 3%, t 5 4 years
on p. 436
for Exs. 28–31
30. P 5 $84, r 5 2%, t 5 3 years 31. P 5 $112, r 5 2.5%, t 5 2 years
ESTIMATION Estimate the percent of the number.
32. 11% of 400 33. 75% of 804 34. 48% of 7.9 35. 15% of 8.50
36. 19% of 205 37. 6% of 62 38. 89% of 80.1 39. 33% of 80.5
8.7 Finding a Percent of a Number 437

(01&/&/%&%."5) $ESCRIBE HOW TO FIND THE TOTAL COST OF A MEAL
INCLUDING SALES TAX AND TIP FOR YOU AND TWO FRIENDS ,ET THE AMOUNT OF THE
BILL BE BETWEEN AND 3PECIFY THE TAX RATE AND TIP RATE YOU USED
(.6-5*1-&$)0*$& ! SHOE STORE IS HAVING A OFF SALE )F A PAIR OF

SHOES COSTS THE FIRST STEP IN CALCULATING THE SALE PRICE IS
6 MULTIPLY BY 7 MULTIPLY BY
8 DIVIDE BY 9 DIVIDE BY
OF OF OF

OF OF OF
YZ 3&"40/*/( 9OU KNOW THAT OF A NUMBER N IS (OW CAN YOU
USE THIS INFORMATION TO FIND OF N OF N %XPLAIN
$)"--&/(& 9OU CAN BUY LAUNDRY SOAP IN BOX ! OR BOX " "OX ! WEIGHS
OUNCES AND IS PRICED AT OF THE COST OF BOX " "OX " COSTS AND
WEIGHS OF BOX !S WEIGHT 7HICH IS THE BETTER BUY %XPLAIN
130#-&.40-7*/(
3%% %8!-0,% (.6-5*1-&$)0*$& 9OU HAVE A STAMP
POQ COLLECTION WITH STAMPS 4HE CIRCLE
GPS&Y GRAPH SHOWS THE PERCENT OF STAMPS FROM
EACH COUNTRY (OW MANY OF YOUR STAMPS
ARE FROM #ANADA

6 STAMPS 7 STAMPS

8 STAMPS 9 STAMPS
3%% %8!-0,% 7*%&0(".&4 9OU ARE BUYING A VIDEO GAME 4HERE IS A SALES TAX
POQ 7RITE AND SOLVE AN EQUATION TO FIND THE TOTAL AMOUNT OF YOUR PURCHASE
GPS&Y
(6*%&%130#-&.40-7*/( ! TELEVISION AT AN ELECTRONICS STORE IS
ON SALE FOR OFF 7HEN PURCHASED ANOTHER DISCOUNT IS TAKEN OFF
THE SALE PRICE !RE THE TWO DISCOUNTS THE SAME AS A DISCOUNT
A 3UBTRACT OF FROM
B 3UBTRACT OF THE ANSWER IN PART A FROM THE ANSWER IN PART A
C &IND OF #OMPARE THIS ANSWER WITH THE ANSWER IN PART B
$-05)*/( 9OU ARE BUYING A SWEATER THAT REGULARLY COSTS )T IS ON SALE
FOR OFF (OW MUCH DO YOU PAY FOR THE SWEATER
(83*5*/( %XPLAIN HOW TO USE MENTAL MATH TO ESTIMATE THE AMOUNT
OF A TIP ON A BILL OF
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

3%% %8!-0,% &45*."5*0/ ! TOURIST GROUP IS EATING AT A RESTAURANT 4HE BILL IS
POQ 4HEY WANT TO LEAVE A TIP %STIMATE THE AMOUNT OF THE TIP
GPS&Y
YZ $0.1"3*/(015*0/4 7HICH PRINCIPAL 0 AND INTEREST RATE R GIVE A
GREATER SIMPLE INTEREST AFTER YEARS 0 WITH R OR 0
WITH R %XPLAIN YOUR REASONING
3%% %8!-0,% (.6-5*1-&$)0*$& 9OU ARE SELLING BOXES OF COOKIES 9OUR COST PER BOX
POQ IS 9OU SELL EACH BOX FOR MORE THAN YOUR COST 7HICH EQUATION
GPS&YTo CAN BE USED TO FIND P THE PRICE OF EACH BOX IN DOLLARS
6 P 7 P
8 P z 9 P z
7*%&0(".*/( 9OU ARE PLAYING A GAME WHERE YOUR POWER DETERMINES
YOUR CHARACTERS CAPABILITIES 9OUR POWER GROWS EVERY TIME YOU PASS
A PURPLE STAR BUT DROPS BY EVERY TIME YOU JUMP A RED BARRIER
A 9OUR BEGINNING POWER IS 7HAT IS IT AT THE BRIDGE

B 9OU CANNOT JUMP A BLUE BARRIER UNLESS YOUR POWER IS AT LEAST #AN
YOU JUMP THE BLUE BARRIER WITHOUT GETTING MORE POWER %XPLAIN
(4)0353&410/4& 9OU HAVE A COUPON FOR A DISCOUNT OFF ANY ITEM
IN A STORE 9OULL PAY SALES TAX ON THE SALE PRICE (OW MUCH WILL YOU PAY
FOR A SHIRT WHOSE REGULAR PRICE IS %XPLAIN YOUR REASONING
3
& " % * / ( * / . " 5 ) 3FBEUIFTDIPPMOFXTQBQFSBSUJDMFGPS&YFSDJTFTo

!

!

$BMDVMBUF (OW MANY MORE SEVENTH GRADERS THAN SIXTH GRADERS WANT
TO TAKE 3PANISH
$PNQBSF &IND THE PERCENT OF SIXTH GRADERS SURVEYED AND THE PERCENT
OF SEVENTH GRADERS SURVEYED WHO WANT TO TAKE 3PANISH (OW DO THESE
PERCENTS COMPARE
*OUFSQSFU $O YOUR RESULTS SUPPORT THE REPORTERS CLAIM THAT 3PANISH IS
MORE POPULAR IN GRADE THAN GRADE %XPLAIN YOUR ANSWER
63. MULTI-STEP PROBLEM A sporting goods store
Item Price
offers a package of hockey equipment for 20% less
than the cost of the same items sold separately. The helmet $ 46
individual cost of each item is shown in the table. shoulder pads $ 58
a. Find the cost of the equipment without the shin guards $ 46
helmet. Then add 6% sales tax. elbow pads $ 30
b. Find the cost of all the equipment. Next find the skates $ 110
cost of this package after the 20% discount. Then
add 6% sales tax.
c. You already have a helmet. Which costs less, buying the package or
buying just the equipment you do not have? Explain.
64. CHALLENGE You deposited $120 in an account with an annual interest

rate of 4%. In how many years will the simple interest earned be $1.92?
MIXED REVIEW
Find the length of the line segment to the nearest millimeter. (p. 59)
Prepare for 65. 66. 67.
Lesson 9.1
in Exs. 65–67
Find the mean, median, mode(s), and range of the data. (p. 99)
68. 4, 7, 5, 26, 10, 8, 10 69. 3, 6, 1, 9, 10, 9, 8, 3, 16, 5
70. ★ MULTIPLE CHOICE An engineer looks at a blueprint of a bridge that

has a scale of 1 cm : 20 m. On the blueprint, the span of the bridge is
35 centimeters. What is the actual span of the bridge? (p. 417)
A 1.75 m B 700 cm C 35 m D 700 m

Write the percent as a decimal and a fraction. (p. 425)
1. 43% 2. 97% 3. 2% 4. 12%
Write the fraction or decimal as a percent. (p. 429)

27 3
5. } 6. 0.82 7. 0.7 8. }
100 5
8
9. Order the numbers 34%, }, and 0.37 from least to greatest. (p. 429)
25
Find the simple interest for the given principal, rate, and time. (p. 434)
10. P 5 $375, r 5 7%, t 5 3 years 11. P 5 $215, r 5 3%, t 5 5 years
12. TIPPING Your bill in a restaurant is $28.70. You want to leave a 20% tip.
Estimate the amount of the tip. (p. 434)
440 EXTRA PRACTICE for Lesson 8.7,

7 p. 783 ONLINE QUIZ at classzone.com
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B D
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STUDENTS 7RITE THE RATIO OF BUMPER CARS VOTES
TO ROLLER COASTER VOTES IN SIMPLEST FORM 7HAT
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z
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8.2 Rates pp. 407–411
pp
EXAMPLE
Shopping A 20 ounce jar of jelly costs $1.50. A 32 ounce jar of jelly costs $2.56.
To determine which jar is the better buy, find the unit price for each size.
1.50 4 20 2.56 4 32
$1.50 $.075 $2.56 $.08

20 ounce jar: } 5 } 32 ounce jar: } 5 }
20 oz 1 oz 32 oz 1 oz
20 4 20 32 4 32
c Answer Because $.075 < $.08, the 20 ounce jar is the better buy.
EXERCISES
SEE EXAMPLE 4
on p. 408 7. A 4-pack of AAA batteries costs $2.84. An 8-pack of AAA batteries costs
for Ex. 7 $5.60. Which is the better buy? Explain.
8.3 Solving
g Proportions
p pp. 412–416
pp
EXAMPLE
3 9
Solve the proportion } 5 }.
4 x
Use Equivalent Ratios: Use Cross Products Property:
333
You multiply 3 by 3
3 9 3 9
}5} to get 9, so multiply }5}
4 x 4 by 3 also. 4 x
Ask, “3 times
433 3x 5 36 what number
equals 36?”
x 5 4 3 3 5 12 x 5 12
EXERCISES
Solve the proportion. Tell which method you used.
SEE EXAMPLES x 21
8. } 5 }
8 24
9. } 5 }
6
10. } 5 }
9 12
11. } 5 }
b
2, 3, AND 4 4 12 g 27 10 y 10 25
on pp. 413–414
for Exs. 8–12
12. Science A desk weighs 90 pounds on Earth and about 15 pounds on the
moon. A rock weighs 450 pounds on Earth. Approximate the weight of
the rock on the moon.
444 Chapter 8 Ratio, Proportion, and Percent

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STATE TEST PRACTICE
classzone.com
PROBLEM 2
A clothing store is having a sale in which it Item Price
discounts 20% off all items. The table at the
shirt $25
right shows the regular prices of a few items in
the store. You decide to buy a sweater, a pair of sweater $40
pants, and a belt. What is the total amount you pair of pants $35
spend, not including sales tax? belt $15
A $18 B $72 pair of socks $8
C $90 D $108
Plan
STEP 1
INTERPRET THE TABLE From the table, you know that the regular price of
Read the problem
a sweater is $40, the regular price of a pair of pants is $35, and the regular
carefully. Decide how
you can use the given price of a belt is $15. Find the sum of these regular prices. Then find the
information to solve amount you spend by determining their cost after the discount.
the problem.
Solution
STEP 2
The sum of the regular prices of the items you want to buy is
Find the sum of the
regular prices.
$40 1 $35 1 $15 5 $90.
Discount (20%): 20% of $90 5 0.2 3 $90 5 $18

STEP 3
Find the discount and Total Amount: $90 2 $18 5 $72
subtract it from the sum
of the regular prices. You spend a total of $72. So, the correct answer is B. A B C D
PRACTICE
1. Use the table and the information above. Your friend decides to buy a pair
of pants and a pair of socks. What is the total amount your friend spends,
not including sales tax?
A $4.60 B $9.20 C $18.40 D $34.40
In Exercises 2 and 3, use the figure shown.

2. What is the ratio of blue squares to white squares?
A 5 : 11 B 5 : 16
C 11 : 5 D 16 : 5
3. About what percent of the figure is blue?

Round to the nearest whole number percent.
A 5% B 31% C 45% D 69%

.6-5*1-&$)0*$&

(AL SCORED ]zON A POP QUIZ 7HAT PERCENT 4HE TABLE SHOWS THE NUMBERS OF GIRLS AND

OF THE QUESTIONS DID (AL GET INCORRECT BOYS IN EACH GRADE PARTICIPATING IN THE
MIDDLE SCHOOL BAND 4HE RATIO OF GIRLS TO
6 7 BOYS IN THE ENTIRE MIDDLE SCHOOL BAND IS
8 9 (OW MANY TH GRADE BOYS ARE IN
THE BAND
-R AND -RS #HIN HAVE NEPHEWS AND
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6 7 UIHSBEF
8 9
6 7
(ENRY BOUGHT YARDS OF FABRIC FOR A
COSTUME (E PAID ,ATER HE BOUGHT 8 9
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BILL 7HAT WAS THE AMOUNT OF CHANGE AN ANNUAL INTEREST RATE OF (OW MUCH
6 7 SIMPLE INTEREST WILL YOU EARN ON THE MONEY
IN YEARS
8 9
6 7
9OU RECEIVE A DISCOUNT OF ON AN
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6 7 ! SCHOOL RAISES A TOTAL OF AT A FAIR

4WENTY FIVE PERCENT OF THE AMOUNT RAISED
8 9 GOES TO A CHARITY (OW MUCH MONEY WILL
4HE BAR GRAPH SHOWS THE RESULTS OF A SURVEY THE SCHOOL KEEP
IN WHICH SEVERAL STUDENTS WERE ASKED 6 7
WHICH SEASON THEY LIKED THE LEAST 4HERE
ARE STUDENTS IN YOUR GRADE !BOUT HOW 8 9
MANY STUDENTS IN YOUR GRADE WOULD YOU "ASED ON THE SCALE PROVIDED ABOUT HOW
EXPECT TO LIKE WINTER THE LEAST MUCH FARTHER FROM &RANKLIN IS 7ASHINGTON
THAN IS ,INCOLN

6 7
6 MI 7 MI
8 9
8 MI 9 MI

STATE TEST PRACTICE
classzone.com
GRIDDED ANSWER SHORT RESPONSE

10. A car travels 3 miles in 4 minutes. At this 14. A store sells two different sizes of contact
rate, how many miles, in decimal form, will lens solution. Which size is a better buy,
the car travel in one minute? the larger or the smaller? Explain your
reasoning.
11. Michelle owns jazz, rap, and rock CDs. The
ratio of jazz CDs to rap CDs is equal to the
ratio of rap CDs to rock CDs. Michelle owns
4 jazz CDs and 16 rock CDs. How many rap
CDs does she own?
12. Doreen has a collection of 80 baseball caps.

Twenty percent of the baseball caps are
blue. How many baseball caps are nott blue? 4 fl oz 16 fl oz
$3.00 $10.50
13. The market value of a house is $180,000.
Property taxes are based on the assessed 15. Bart wants to buy a shirt that regularly
value of the property. The assessment is costs $15 and a hat that regularly costs $10.
40% of the market value of the house, and He has a coupon for 20% off the price of
the property tax is 3.5% of the assessment. any one item. To save more money, should
How much, in dollars, is the property tax Bart use the coupon for the hat or the
on the house? shirt? Justifyy your choice.
EXTENDED RESPONSE
16. An unfinished furniture company sells a coffee table, an end
table, and a snack table as a set. The tabletops are all rectangles.
It takes Yoanna 36 minutes to sand the top of the coffee table. coffee table 30 in.
a. How does the area of the snack tabletop compare to the
area of the coffee tabletop? of the end tabletop? 42 in. snack table
b. Yoanna works at the same rate on all three tables. How
long does it take her to sand the top of the snack table? 10 in.
of the end table? Justifyy your answer. 14 in.
c. Suppose a 14 inch by 30 inch rectangle is cut out of the end table 20 in.
coffee tabletop and replaced by glass. How long does
it take Yoanna to sand the top of the coffee table if she 28 in.
works at the same rate as before? Explain.
17. The owners of Bird World observe that more people prefer parakeets than
canaries. So they stock 6 parakeets for every canary.
a. The total number of parakeets and canaries in the store is 28. How many
parakeets are in stock? Explain your method.
b. After a week of sales, the store is left with 10 parakeets and 3 canaries.
The owners decide to restock only one type of bird. How many of which
type of bird should the owners order to restore the ratio of 6 parakeets
stocked for every canary? Explain your reasoning.

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C 4HE FIGURE IS A LINE AND IS REPRESENTED BY 23z OR 32z
(6*%&%13"$5*$& GPS&YBNQMF
)DENTIFY THE LINE RAY OR SEGMENT USING WORDS AND USING SYMBOLS
'

& ( +
* ,
& 9 " . 1 - & /BNJOH-JOFT 3BZT BOE4FHNFOUT
5SE THE AERIAL PHOTO AT THE RIGHT

A .AME TWO RAYS
B .AME TWO SEGMENTS THAT
HAVE ' AS AN ENDPOINT
C .AME A LINE

40-65*0/

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A 4WO POSSIBLE RAYS ARE ('z

8IFOOBNJOHBSBZ = k = k
AND (,z 4HE RAY (,z CAN ALSO
UIFGJSTUMFUUFS =k
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SFQSFTFOUTUIFFOEQPJOU
*O&YBNQMF
=k B 4WO SEGMENTS THAT HAVE ' AS AN ENDPOINT ARE ]
'* zAND ]
'(z
+)zJTOPUBOPUIFS
=k j=k j=k
OBNFGPS)+z C /NE LINE IS '(z 4HIS LINE CAN ALSO BE CALLED ('z
1MBOFTBOE-JOFT ! PLANE IS A FLAT SURFACE THAT EXTENDS WITHOUT END 9OU CAN
REPRESENT A PLANE BY A FIGURE THAT LOOKS LIKE A FLOOR OR A WALL 4WO DIFFERENT
LINES IN A PLANE WILL EITHER BE PARALLEL OR INTERSECT 0ARALLEL LINES NEVER MEET
)NTERSECTING LINES MEET AT A POINT
5.$%234!.$ 39-"/,3
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A 7HICH LINES ARE INTERSECTING
" #
B 7HICH LINES ARE PARALLEL
40-65*0/ ! $
j=k j=k
A !"z AND "#z INTERSECT AT POINT "
j=k j=k
!$z AND !"z INTERSECT AT POINT !
j=k j=k
B !$z AND "#z ARE PARALLEL
5SE THE DIAGRAM AT THE RIGHT "

=k j=k
7HAT IS ANOTHER WAY TO WRITE !$z %!z #
! $
7HICH LINES ARE INTERSECTING PARALLEL %
&9&3$*4&4 )0.&803,
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( 45"/%"3%*;&%5&4513"$5*$&
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j=k =k
89z 89z ]
89 z
! " #
8 8 8 9
9 9
3%% %8!-0,% /".*/('*(63&4 )DENTIFY THE SYMBOL USING WORDS

POQ =k
-.z
j=k
!"z ENDPOINTS OF ]
23 z ENDPOINT OF ('z
=k
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(.6-5*1-&$)0*$& 7HICH EXTENDS WITHOUT END IN TWO OPPOSITE

DIRECTIONS
6 LINE 7 RAY 8 SEGMENT 9 PLANE
*%&/5*':*/('*(63&4 )DENTIFY AND NAME THE LINE RAY OR SEGMENT
( '
+

9
* :
/".*/('*(63&4 )N %XERCISES n USE THE DIAGRAM
3%% %8!-0,% .AME THREE POINTS

POQ
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.AME A SEGMENT THAT HAS " AS AN ENDPOINT
.AME ]
!% zIN ANOTHER WAY $ %
3%% %8!-0,% .AME A PAIR OF PARALLEL LINES

POQ
.AME TWO PAIRS OF INTERSECTING LINES
GPS&YTo
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CORRECT THE ERROR MADE IN NAMING
THE FIGURE =k
I]Z[^\jgZ^hVgVncVbZY,-#z
*%&/5*':*/(0#+&$54 4ELL WHETHER THE OBJECT IS BEST MODELED BY A POINT

A RAY A SEGMENT OR A LINE
A SPECK OF DUST A LASER BEAM A RULER
3&"40/*/( )S THE STATEMENT TRUE OR FALSE %XPLAIN YOUR REASONING

=k =k
!"z CAN BE WRITTEN AS "!z
=k j=k
!"z CAN BE WRITTEN AS !"z
j=k j=k
]
10 zCAN BE WRITTEN AS ]
01z 01z CAN BE WRITTEN AS 10z
=
72z CAN BE WRITTEN AS ]
k
72z ] j=k
$% zCAN BE WRITTEN AS $%z
4,&5$)*/("%*"(3". 3KETCH THE FIGURE DESCRIBED
j=k j=k j=k j=k
PARALLEL LINES 02z AND *+z INTERSECTING LINES !"z AND "#z
j=k j=k
( 01&/&/%&%."5) $RAW A DIAGRAM -AKE ,-z PARALLEL TO ./z -AKE
j=k j=k j=k j=k
01z INTERSECT ./z AT 0 AND ,-z AT 1 4HEN MAKE ]
12 zINTERSECT ./z AT A POINT
2 BETWEEN 0 AND /
*%&/5*':*/('*(63&4 )N %XERCISES n IMAGINE
LINES CONTAINING THE EDGES OF THE CUBE
j=k
7HICH LINES ARE PARALLEL TO +,z
j=k
7HICH LINES INTERSECT ,-z

4WO LINES LYING IN DIFFERENT PLANES THAT DO NOT INTERSECT
j=k j=k
ARE SKEW LINES SUCH AS (-z AND &*z 7HICH OTHER LINES
j=k j=k
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j=k j=k j=k j=k j=k
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j=k
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YOUR REASONING
130#-&.40-7*/(
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3%% %8!-0,%
POQ
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5"--4)*14 )N %XERCISES n USE THE FIGURE
.AME A SEGMENT PARALLEL TO ]

!"z

!RE ]
.' zAND ]
0( zPARALLEL INTERSECTING OR NEITHER

.AME THE POINT OF INTERSECTION OF ]
#$ zAND ]
*-z
.AME THE LINE IN THE SAME PLANE AS

THE WATER
(4)0353&410/4& )N THE FIGURE AT THE RIGHT IF YOU DREW

j=k j=k , -
A LINE THROUGH POINTS - AND 0 COULD -0z BE PARALLEL TO ,-z
j=k
TO ,.z %XPLAIN YOUR REASONING
=k =k . 0
(83*5*/( %XPLAIN HOW %&z AND %'z COULD BOTH BE NAMES OF
THE SAME RAY
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(01&/&/%&%."5) 3KETCH A MAP OF AN IMAGINARY TOWN PARK
AMUSEMENT PARK OR SPACE COLONY 3HOW AND LABEL LINES RAYS SEGMENTS
POINTS AND A PLANE ON YOUR MAP 3HOW AND LABEL FIGURES THAT ARE PARALLEL
AND OTHERS THAT ARE INTERSECTING
(&95&/%&%3&410/4& 4HE MAP SHOWS SEVERAL LOCATIONS IN A TOWN
$"$
$"$
$ "
$"
$$ $"$ #$
A 7HICH POINT REPRESENTS THE 3CHOOL 4HE 0OLICE 3TATION

B $OES THE STREET THE 0OLICE 3TATION IS ON INTERSECT WITH OTHER STREETS
)F SO NAME THE STREETS AND THE POINTS OF INTERSECTION
C 4HE 4OWN (ALL IS LOCATED BETWEEN THE 0OLICE 3TATION AND THE 0OST
/FFICE BUT CLOSER TO THE 0OST /FFICE #OPY THE MAP AND ADD THE
4OWN (ALL POINT ( TO YOUR MAP
D # STREET IS BUILT TO CONNECT THE 4OWN (ALL AND THE 3CHOOL 7HAT IS THE
SHORTEST ROUTE BETWEEN THE 4HEATER AND THE 0OST /FFICE %XPLAIN
%3"8"%*"(3". 9OU AND %MILY LIVE BLOCKS APART ON A STREET WITH
YOUR SCHOOL AND A LIBRARY 4HE STREET RESEMBLES A RAY WITH ONE OF YOUR
HOUSES AT ITS ENDPOINT 4HE LIBRARY IS BLOCKS FROM %MILYS HOUSE 9OU
LIVE BLOCKS FROM SCHOOL %MILY WALKS PAST THE LIBRARY TO GET TO SCHOOL
7HO LIVES AT THE ENDPOINT OF THE RAY *USTIFY YOUR ANSWER WITH A DIAGRAM
j=k j=k j=k j=k
$)"--&/(& 0OINT # LIES ON !"z AND ON $%z -UST !"z AND $%z NAME THE
j=k j=k j=k
SAME LINE $% z INTERSECTS !& z AT POINT # #AN !& zBE CALLED BY ANOTHER
NAME )F SO LIST THE NAMES AND JUSTIFY YOUR ANSWER WITH A DIAGRAM
.*9&%3&7*&8
.&"463&.&/5 &IND THE LENGTH OF THE SEGMENT TO THE NEAREST MILLIMETER
1SFQBSFGPS
AND TO THE NEAREST CENTIMETER Q
-FTTPO
JO&YTo
3KETCH A SEGMENT THAT IS MILLIMETERS LONG WITHOUT USING A RULER

4HEN USE A RULER TO CHECK YOUR ESTIMATE (OW CLOSE WAS YOUR ESTIMATE
Q
(4)0353&410/4& 4HE REGULAR PRICE OF A COMPUTER IS 4HE

SALE PRICE IS OFF THE REGULAR PRICE !NOTHER STORE OFFERS THE SAME
COMPUTER FOR A REGULAR PRICE OF AND A SALE PRICE OF OFF THE
REGULAR PRICE 7HICH IS THE BETTER BUY %XPLAIN YOUR REASONING Q

"OHMFT
#FGPSF :PVOBNFEMJOFT SBZT BOETFHNFOUT

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8IZ 4PZPVDBODMBTTJGZBOHMFTJOBDUJWJUJFT BTJO&YBNQMF
,&:70$"#6-"3: .JOJBUVSF(PMG ! MINIATURE GOLF

s ANGLE P COURSE HAS A HOLE SIMILAR TO THE ONE
s VERTEX P SHOWN 9OU CAN GET A HOLE IN ONE IF
s DEGREES P YOU HIT THE BALL OFF THE WALL AS SHOWN
(OW CAN YOU DESCRIBE THE PATH OF
THE BALL
4HE PATH OF THE GOLF BALL FORMS AN
ANGLE !N ANGLE IS FORMED BY TWO RAYS

WITH THE SAME ENDPOINT 4HE ENDPOINT
IS CALLED THE VERTEX 4HE SYMBOL IS
USED TO REPRESENT AN ANGLE

& 9 " . 1 - & /BNJOH"OHMFT

4HE PATH OF THE GOLF BALL IS SHOWN AT THE
RIGHT 9OU CAN NAME THE ANGLE FORMED BY
THE PATH OF THE GOLF BALL IN THREE WAYS
!
.AME THE ANGLE BY ITS VERTEX ALONE "
#
.AME THE ANGLE BY ITS VERTEX AND TWO "
POINTS WITH THE VERTEX AS THE MIDDLE
2%!$).' POINT !"#
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(6*%&%13"$5*$& GPS&YBNQMF
.AME THE ANGLE IN THREE WAYS

6TJOHB1SPUSBDUPS ! PROTRACTOR IS A TOOL YOU CAN USE TO DRAW AND MEASURE
ANGLES !NGLES ARE MEASURED IN UNITS CALLED DEGREES

5SE THE PROTRACTOR SHOWN 7HAT IS
THE MEASURE OF !"#

%,)-).!4% #(/)#%3
6 7

5IFNFBTVSFPGUIF

BOHMFJTHSFBUFSUIBO 8 9

4PDIPJDFT"BOE

#DBOCFFMJNJOBUFE

40-65*0/
=k
0LACE THE CENTER OF THE PROTRACTOR ON THE VERTEX OF THE ANGLE 4HEN LINE UP "#z
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THE SAME SCALE READ THE MEASURE WHERE THE OTHER RAY CROSSES THE PROTRACTOR
=k
"!z CROSSES THE INNER SCALE SLIGHTLY PAST THE MARK 3O THE MEASURE OF
!"# IS WHICH YOU CAN WRITE AS M!"#

C"OTXFS 4HE CORRECT ANSWER IS $ 6 7 8 9 BUDMBTT[POFDPN
& 9 " . 1 - & %SBXJOH"OHMFT

5SE A PROTRACTOR TO DRAW AN ANGLE THAT HAS A MEASURE OF
!./4(%2 7!9 34%0 $RAW AND LABEL A RAY + *
:PVDPVMEBMTPESBXB
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POUIFSJHIU BOEUIFO

AT THE ENDPOINT OF THE RAY ,INE

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UP THE RAY WITH THE LINE

UIFQSPUSBDUPS

4HEN DRAW AND LABEL A

POINT AT THE MARK

ON THE INNER SCALE

34%0 2EMOVEk THE PROTRACTOR AND

=
DRAW +,z TO COMPLETE THE ANGLE

-EASURE 012 AT THE TOP OF PAGE

$RAW A ANGLE
"OHMFT
&TUJNBUJOH"OHMF.FBTVSFT 9OU CAN ESTIMATE ANGLE MEASURES BY MENTALLY
COMPARING THEM TO THE BENCHMARKS OF AND ON A PROTRACTOR
& 9 " . 1 - & &TUJNBUJOH"OHMF.FBTVSFT

5SE ESTIMATION TO NAME THE ANGLE WHOSE
MEASURE IS CLOSEST TO THE GIVEN MEASURE !
%
&
A B C
" $ #
40-65*0/
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8IFOUXPPSNPSF MEASURES THAT ARE EQUALLY CLOSE TO
BOHMFTTIBSFBWFSUFY
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OBNFEVTJOHUISFF MEASURE THAT IS CLOSEST TO
QPJOUT
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(6*%&%13"$5*$& GPS&YBNQMF
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4

5 6
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041 042
(.6-5*1-&$)0*$& &IND THE

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6 7

8 9

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AND AND OR AND 4HEN ESTIMATE THE MEASURE
,
&
8
-
. :
9
' (
=k =k
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AND M#"$ 7HAT CAN YOU CONCLUDE ABOUT M!"$ %XPLAIN
130#-&.40-7*/(
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4HEN USE A PROTRACTOR TO MEASURE THE ANGLE
3%% %8!-0,%
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AN ANGLE (OW MANY POINTS DID YOU CIRCLE (OW MANY ANGLES ARE THERE
(83*5*/( ! PHOTOGRAPH SHOWS A LADDER LEANING AGAINST A WALL

%XPLAIN WHERE AND HOW TO PLACE A PROTRACTOR TO MEASURE THE ANGLE THE
LADDER MAKES WITH THE WALL )NCLUDE A DIAGRAM
"OHMFT
27. ★ SHORT RESPONSE The photo shows a parasailer
being pulled behind a boat. Estimate the measure
of the angle the rope makes with the water. When
the boat reaches top speed, the parasail rope’s angle
is 358 greater than the angle shown in the photo.
Estimate the angle measure of the rope at top speed.
28. ★ OPEN-ENDED MATH Sketch a diagram of an

everyday object that contains an angle. Estimate the
measure of the angle in your sketch.
29. BILLIARDS Imagine a coordinate grid over a pool table. One corner is at
(0, 0) and the opposite corner is at (30, 15). A ball starts at point (16, 9),
bounces off the rail at point (10, 0), and then rolls into a pocket at point
(0, 15). Graph the path of the ball and measure its angle.
CHALLENGE Name three times of day when you could estimate that the
hands on a clock form the given angle.
30. 158 31. 758 32. 1508
MIXED REVIEW
Tell whether the given number is a solution of the equation. (p. 34)
Prepare for 33. x 1 9 5 35; 26 34. 67 2 y 5 11; 58 35. 8 1 m 5 120; 112
Lesson 9.3 in
Exs. 33–35 Find the sum or difference. Simplify if possible. (p. 295)
4 9 1 4 13 8 7 5
36. } 1} 37. } 1} 38. } 2 } 39. } 2 }
11 11 6 6 25 25 10 10
40. ★ MULTIPLE CHOICE m 10

Solve the proportion } 5 }. (p. 412)
8 5
A m54 B m 5 12 C m 5 13 D m 5 16
Brai
Brainn Ga
Gam
me
Flag Team Challenge
Trace the blue angles and extend the rays. Then use a protractor A 5 508
to measure the angles. Find the letter that corresponds to each U 5 358
angle measure. The letters will spell the name of the only state
whose flag is not rectangular. T 5 1508
W 5 858
I 5 758
O 5 1158
H 5 1058
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P $MBTTJGZJOH"OHMFT
s VERTICAL ANGLES P
s COMPLEMENTARY "SJHIUBOHMFJTBOBOHMFXIPTF "OBDVUFBOHMFJTBOBOHMFXIPTF
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#LASSIFY THE ANGLES IN THE FIGURE AS ACUTE RIGHT "
OR OBTUSE $
6/#!"5,!29 ! IS MARKED AS A RIGHT ANGLE

8IFOZPVBSFTUBOEJOH ! #
iVQSJHIU wZPVNBLFB
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& 9 " . 1 - & 6TJOH7FSUJDBM"OHMFT

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"ECAUSE 123 AND 425 ARE VERTICAL ANGLES
M123 M425
2 5
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$PNQMFNFOUBSZBOE4VQQMFNFOUBSZ"OHMFT
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M M
3UPPLEMENTARY ANGLES 4WO ANGLES ARE SUPPLEMENTARY

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M M
& 9 " . 1 - & $MBTTJGZJOH1BJSTPG"OHMFT

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4!+% ./4%3 89: 892

$PQZUIFTFWFOUZQFTPG

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& 9 " . 1 - & 4PMWJOHGPSBO6OLOPXO.FBTVSF
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!BOUT HOW MANY DEGREES FROM VERTICAL DID THE TOWER LEAN
40-65*0/
34%0 $RAW A DIAGRAM ,ABEL THE ANGLE
4HEN LABEL ITS COMPLEMENTARY ANGLE AS X
X
34%0 7RITE AND SOLVE AN EQUATION TO FIND THE
VALUE OF X
X
X
z X
Cg"OTXFS 4HE 4OWER OF 0ISA LEANED ABOUT FROM VERTICAL
(6*%&%13"$5*$& GPS&YBNQMF
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&9&3$*4&4 )0.&803,

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( 45"/%"3%*;&%5&4513"$5*$&
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! " # $
3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT TYPE OF ANGLE IS NOT SHOWN IN THE DIAGRAM
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% &
' (
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$MBTTJGZJOH"OHMFT
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* 0
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, .
- 3
3%% %8!-0,% $-"44*':*/(1"*340'"/(-&4 4ELL WHETHER THE PAIR OF ANGLE MEASURES

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3%% %8!-0,% &3303"/"-:4*4 $ESCRIBE AND CORRECT THE

m'-.%
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I]ZVc\aZbZVhjgZ^h+'#
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X

X
X
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M%!& M%!$ M$!"
M$!& M&!" M%!#
YZ $)"--&/(& 5SE THE DIAGRAM AT THE RIGHT

7RITE THE MEASURES OF AND IN TERMS OF A

130#-&.40-7*/(
$-0$,4 #LASSIFY THE ANGLE FORMED BY THE HANDS OF THE CLOCK

#AIRO 0RAGUE -EXICO #ITY $ENVER
3%% %8!-0,% ("3%&/8"-- ! GARDEN WALL IS LEANING AT AN ANGLE 4HE ANGLE BETWEEN
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3&"40/*/( &OR GREATEST STRENGTH A BRANCH OF A FRUIT TREE SHOULD MAKE A
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COMPLEMENT OF THIS ANGLE CAN HAVE %XPLAIN YOUR REASONING
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN
.6-5*45&1130#-&. $RAW A DIAGRAM OF THE BUILDING
AND THE HILL ON WHICH IT SITS /N YOUR DIAGRAM DRAW
A HORIZONTAL LINE THROUGH THE VERTEX OF THE ANGLE
SHOWN 4O FIND THE ANGLE THE HILLSIDE MAKES WITH THE
HORIZONTAL LINE WOULD YOU USE COMPLEMENTARY ANGLES
OR SUPPLEMENTARY ANGLES &IND THE ANGLE OF THE HILLSIDE
(4)0353&410/4& !"# AND $"% ARE OBTUSE ANGLES

!"% IS A STRAIGHT ANGLE 7HAT TYPE OF ANGLES ARE !"$
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40-65*0/
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Sides of a Triangle You can use special marks on 2 cm
a drawing to indicate that two sides have the same
length as shown at the right.
2 cm
Classifying Triangles by Sides
An equilateral triangle has An isosceles triangle has at A scalene triangle has three
three sides of the same least two sides of the same sides of different lengths.
length. length.
EXAMPLE 2 Classifying Triangles by Sides

Classify the triangle by its sides.
a. b. 5 in. c.
4 ft
3 ft 5 in.
5 in.
2 ft
SOLUTION
a. The triangle is scalene because all of its sides have different lengths.
b. The triangle is equilateral because all of its sides have the same length.
c. The triangle is isosceles because two of its sides have the same length.
4. Measure the sides of the triangles in Exercises 1–3 of the Guided Practice
for Example 1. Classify each triangle by its sides.
Angles of a Triangle As you may have noticed in the investigation on

page 470, the measures of the angles of any triangle add up to 1808.
KEY CONCEPT For Your Notebook

Sum of Angle Measures of a Triangle
Words The sum of the angle measures B
of a triangle is 1808. 60ⴗ
Algebra ∠ 1 m∠B 1 m∠C 5 1808

m∠A 30ⴗ
A C
472 Chapter 9 Geometric Figures

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GOAL
Use after Lesson 9.4 Use a spreadsheet to
find unknown angle
measures of triangles.
9.4 Angle Measures of Triangles

E X A M P L E You can enter formulas in a spreadsheet to add or subtract numbers.
A school’s Student Association logo is a triangle that has one 788 angle and
one 578 angle. What is the measure of the third angle?
SOLUTION
Create a spreadsheet with the format shown.
A B
To calculate the measure of the third angle,
you must subtract the sum of the first two 1 1st angle measure (degrees) 78
angle measures (entered in cells B1 and B2) 2 2nd angle measure (degrees) 57
from 1808. This can be done by entering this
formula in cell B3: 5 180 2 SUM(B1 : B2). 3 3rd angle measure (degrees) 45
c Answer The measure of the third angle is 458. 5 180 2 SUM(B1 : B2) gives the
result 180 2 (78 1 57), or 45.
P R AC T I C E Use a spreadsheet to find the value of x.
1. 2. 3.
x
xⴗ
70ⴗ 34ⴗ
37ⴗ 53ⴗ
60ⴗ xⴗ x
xⴗ 112ⴗ
4. 28.4ⴗ 5. 40.3ⴗ 32.8ⴗ 6. x

xⴗ 60ⴗ
x
xⴗ 83.7ⴗ
xxⴗ
7. WEATHER The logo for the National Tsunami Hazard Mitigation

Program is a triangle with two 57.58 angles. What is the measure of
the third angle?
8. SCIENCE The Nauru99 Triangle is an oceanic and atmospheric research

area formed by two research vessels and the island of Nauru. The angle
measures at the two research vessels are 808 and 638. What is the angle
measure at the island of Nauru?
9.4 Angle Measures of Triangles 477

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(&95&/%&%3&410/4& ! KALEIDOSCOPE MAKES GEOMETRIC PATTERNS USING

MIRRORS 5SE THE DIAGRAM OF THE PATTERN FORMED BY THE KALEIDOSCOPE
A 1SPQFSUJFT )F !"#$ IS A RHOMBUS WHAT
CAN YOU SAY ABOUT THE OTHER QUADRILATERALS
IN THE FIGURE OUTLINED IN YELLOW %XPLAIN

B $POKFDUVSF )F YOU KNOW THE AREA OF !"#$
HOW CAN YOU FIND THE AREA OF THE FIGURE

OUTLINED IN YELLOW %XPLAIN YOUR REASONING
C "QQMZ 5SE PART A TO NAME ALL THE SEGMENTS
PARALLEL TO ]
!"z*USTIFY YOUR ANSWER

$)"--&/(& )S IT POSSIBLE TO DRAW A QUADRILATERAL
THAT HAS TWO RIGHT ANGLES BUT IS NOT A RECTANGLE
)S THIS POSSIBLE WITH THREE RIGHT ANGLES %XPLAIN
$)"--&/(& !N ANGLE OF A RHOMBUS MEASURES

&IND THE OTHER ANGLE MEASURES %XPLAIN YOUR REASONING
.*9&%3&7*&8
4ELL WHETHER THE ANGLE MEASURES ARE THOSE OF A TRIANGLE )F SO CLASSIFY THE
TRIANGLE AS ACUTE RIGHT OR OBTUSE Q
1SFQBSFGPS
-FTTPO
GPS&YTo
&IND THE TOTAL AMOUNT SPENT Q
LIGHT BULBS FOR EACH BAGS OF PRETZELS FOR EACH

(.6-5*1-&$)0*$& /RDER THE NUMBERS AND ]z

FROM LEAST TO
GREATEST Q

6 ]z 7 ]z 8 ]z 9 ]z


1PMZHPOT
#FGPSF :PVDMBTTJGJFEGJHVSFTCZUIFJSBOHMFTBOETJEFT
/PX :PVMMDMBTTJGZQPMZHPOTCZUIFJSTJEFT
8IZ 4PZPVDBOEFTDSJCFPCKFDUT BTJO&YBNQMF
,&:70$"#6-"3: 4PDDFS -ANY SOCCER BALLS ARE MADE SO THAT THE COVER SHOWS TWO
s POLYGON P DIFFERENT FIGURES (OW CAN YOU DESCRIBE THESE FIGURES
s VERTEX P ! POLYGON IS A CLOSED PLANE FIGURE THAT IS FORMED BY THREE OR MORE
s PENTAGON P SEGMENTS CALLED SIDES %ACH SIDE INTERSECTS EXACTLY TWO OTHER SIDES
s HEXAGON P AT A VERTEX
s OCTAGON P
s REGULAR POLYGON
P $MBTTJGZJOH1PMZHPOT
s DIAGONAL P 5SJBOHMF 2VBESJMBUFSBM 1FOUBHPO )FYBHPO 0DUBHPO
TJEFT TJEFT TJEFT TJEFT TJEFT
& 9 " . 1 - & $MBTTJGZJOH1PMZHPOT

6/#!"5,!29 4O DESCRIBE THE FIGURES FOUND ON THE SOCCER BALL SHOWN ABOVE COUNT THE
5PIFMQSFNFNCFSIPX NUMBER OF SIDES OF EACH FIGURE
NBOZTJEFTBQPMZHPO
IBT UIJOLPGUIF
NFBOJOHPGUIFQSFGJYFT
iUSJwNFBOT TJEFT TJEFT
iRVBEwNFBOT
iQFOUBwNFBOT
iIFYBwNFBOT
Cgg"OTXFS 4HE RED FIGURE IS A PENTAGON AND THE WHITE FIGURE IS A HEXAGON
iPDUBwNFBOT
BUDMBTT[POFDPN
(6*%&%13"$5*$& GPS&YBNQMF
#LASSIFY THE POLYGON

1PMZHPOT
3FHVMBS1PMZHPOT ! REGULAR POLYGON
IS A POLYGON WITH EQUAL SIDE LENGTHS AND
EQUAL ANGLE MEASURES ! STOP SIGN IS AN
EXAMPLE OF A REGULAR OCTAGON
3FHVMBS /PU3FHVMBS
& 9 " . 1 - & $MBTTJGZJOH3FHVMBS1PMZHPOT

#LASSIFY THE POLYGON AND TELL WHETHER IT IS REGULAR
5.$%234!.$ 39-"/,3 A B IN C
.BUDIJOHBOHMFNBSLT KM IN IN

JOEJDBUFUIBUUIFBOHMFT KM KM
IBWFFRVBMNFBTVSFT KM IN IN

IN

40-65*0/
A 4HE SIDE LENGTHS OF THE QUADRILATERAL ARE NOT EQUAL SO IT IS NOT REGULAR
B 4HE SIDE LENGTHS OF THE HEXAGON ARE EQUAL AND THE ANGLE MEASURES ARE
EQUAL SO IT IS A REGULAR HEXAGON
C 4HE SIDE LENGTHS OF THE HEXAGON ARE NOT EQUAL SO IT IS NOT REGULAR
6/#!"5,!29 %JBHPOBMT ! DIAGONAL OF A POLYGON IS A SEGMENT OTHER THAN A SIDE THAT

5IFQMVSBMPGWFSUFY CONNECTS TWO VERTICES OF THE POLYGON
JTWFSUJDFT
& 9 " . 1 - & %JBHPOBMTPGB3FHVMBS1PMZHPO

(OW MANY DIAGONALS CAN BE DRAWN FROM ONE VERTEX OF A REGULAR PENTAGON
(OW MANY TRIANGLES DO THE DIAGONALS FORM
40-65*0/
3KETCH A REGULAR PENTAGON AND DRAW ALL THE
POSSIBLE DIAGONALS FROM ONE VERTEX
C "OTXFS 4HERE ARE DIAGONALS AND TRIANGLES

4ELL HOW MANY TRIANGLES ARE FORMED BY THE DIAGONALS FROM ONE VERTEX OF
A REGULAR HEXAGON
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: -ATCH THE POLYGON WITH ITS CORRECT CLASSIFICATION

! HEXAGON " PENTAGON # OCTAGON
$-"44*':*/(10-:(0/4 #LASSIFY THE POLYGON AND TELL WHETHER IT IS REGULAR
3%% %8!-0,%3
!.$
POQQ
BOEGPS
&YTo
3&"40/*/( 4ELL WHETHER THE POLYGON IS ALWAYS REGULAR %XPLAIN
EQUILATERAL TRIANGLE RHOMBUS OCTAGON
(g.6-5*1-&$)0*$& 7HICH STATEMENT BEST DESCRIBES THE SHAPES BELOW

6 4HEY ALL APPEAR TO BE REGULAR POLYGONS
7 4HEY ALL HAVE AN EVEN NUMBER OF SIDES
8 4HEY ALL HAVE ACUTE ANGLE MEASURES
9 4HEY ARE NOT ALL POLYGONS
3&"40/*/( 7HAT IS ANOTHER NAME FOR A REGULAR QUADRILATERAL %XPLAIN
3%% %8!-0,% 64*/(%*"(0/"-4 4ELL HOW MANY TRIANGLES ARE FORMED BY THE DIAGONALS
POQGPS FROM ONE VERTEX OF THE FIGURE
&YTo
! SQUARE ! REGULAR OCTAGON ! RECTANGLE
.&/5"-."5) &IND THE PERIMETER OF THE POLYGON WITH THE GIVEN SIDE LENGTH
REGULAR PENTAGON INCHES REGULAR HEXAGON CM
YZ "-(&#3" !N ANGLE THAT IS FORMED BY EXTENDING A SIDE OF A POLYGON IS

CALLED AN EXTERIOR ANGLE &IND THE MEASURE OF THE EXTERIOR ANGLE

X
1PMZHPOT
(&0.&53: 'RAPH THE POINTS ON A COORDINATE GRID AND CONNECT THEM TO
FORM A POLYGON 4HEN CLASSIFY THE POLYGON
! " # $ ! " # $ %
13&%*$5 3KETCH A REGULAR POLYGON WITH N SIDES FOR N AND
!S N INCREASES WHAT HAPPENS TO THE SHAPE 0REDICT WHAT THE POLYGON
WILL LOOK LIKE FOR N
$)"--&/(& &IND THE TOTAL NUMBER OF DIAGONALS OF A REGULAR HEXAGON
)N %XERCISES n lND THE SUM OF THE MEASURES OF THE INTERIOR ANGLES OF
THE POLYGON
& 9 5 & / 4 * 0 / 4VNTPG*OUFSJPS"OHMF.FBTVSFTPGB1PMZHPO
)N AN N SIDED POLYGON IN WHICH THE MEASURE OF EACH INTERIOR ANGLE IS LESS

THAN THE SUM OF THE MEASURES OF THE INTERIOR ANGLES IS N +
&IND THE SUM OF THE MEASURES OF THE INTERIOR ANGLES OF A HEXAGON
40-65*0/
N + + "IFYBHPOIBTTJEFT4VCTUJUVUFGPSO
+ 4JNQMJGZ
.VMUJQMZ
Cgg"OTXFS 4HE SUM OF THE MEASURES OF THE INTERIOR ANGLES OF A HEXAGON

IS
QUADRILATERAL OCTAGON SIDED POLYGON PENTAGON
130#-&.40-7*/(
.&"463&.&/5 4HE CROSS SECTION OF A WOODEN PENCIL IS A REGULAR
HEXAGON /NE SIDE OF THE HEXAGON IS MILLIMETERS &IND THE DISTANCE
AROUND THE PENCIL IN CENTIMETERS
.&"463&.&/5 4HE PERIMETER OF A REGULAR OCTAGONAL LIGHTHOUSE IS

YARDS &IND THE LENGTH OF ONE OUTER WALL IN FEET
( 83*5*/( %XPLAIN WHY A TRIANGLE HAS NO DIAGONALS

3%% %8!-0,%3 $-"44*':*/(10-:(0/4 #LASSIFY THE POLYGON AND TELL WHETHER IT IS
!.$ REGULAR
POQQo
GPS&YTo
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(g01&/&/%&%."5) $RAW A HEXAGON -AKE THE SIDES OF EQUAL LENGTH
BUT DO NOT MAKE THE ANGLE MEASURES EQUAL
.6-5*45&1130#-&. 4HE POINTS ON THE QUADRILATERAL ARE

EQUALLY SPACED
A %XPLAIN WHY THE QUADRILATERAL IS REGULAR
B !RE THE TRIANGLES REGULAR 7HY OR WHY NOT
C #LASSIFY THE RED POLYGON )S IT REGULAR *USTIFY YOUR REASONING
(g83*5*/( %XPLAIN HOW YOU COULD HELP A CLASSMATE REMEMBER

THAT AN OCTAGON HAS SIDES
(g&95&/%&%3&410/4& 5SE THE TABLE BELOW TO ANSWER THE QUESTIONS

A $BMDVMBUF#OPY AND COMPLETE THE TABLE 9OU
/VNCFSPGTJEFTPG
MAY WANT TO DRAW THE POLYGON DESCRIBED
SFHVMBSQPMZHPO
B -PPLGPSB1BUUFSO (OW DOES THE NUMBER
/VNCFSPGEJBHPOBMT
OF DIAGONALS FROM ONE VERTEX CHANGE AS THE GSPNPOFWFSUFY

NUMBER OF SIDES OF THE POLYGON INCREASES
C .PEFM &IND A GENERAL EXPRESSION FOR THE NUMBER OF DIAGONALS FROM
ONE VERTEX FOR AN N SIDED POLYGON
D &YUFOEB1BUUFSO 5SE THE EXPRESSION YOU WROTE IN PART C TO PREDICT
THE NUMBER OF DIAGONALS FROM ONE VERTEX OF A REGULAR POLYGON WITH
SIDES 4HEN SKETCH THE POLYGON TO CHECK YOUR ANSWER
$)"--&/(& $RAW A REGULAR HEXAGON $RAW TWO DIAGONALS FROM DIFFERENT
VERTICES SO THAT YOU FORM TWO TRIANGLES AND ONE QUADRILATERAL #LASSIFY
THE TRIANGLES AND THE QUADRILATERAL FORMED BY THE DIAGONALS
.*9&%3&7*&8
$RAW A QUADRILATERAL THAT FITS THE DESCRIPTION Q
1SFQBSFGPS AT LEAST RIGHT ANGLES PAIRS OF PARALLEL SIDES SIDES OF EQUAL LENGTH
-FTTPOJO
&YTo $)004&"453"5&(: 5SE A STRATEGY FROM THE LIST TO SOLVE THE FOLLOWING
! DIAGRAM OF A SET OF CONCRETE STEPS IS SHOWN BELOW (OW MANY CONCRETE
BLOCKS ARE NEEDED TO BUILD THE STEPS

N "REAK INTO 0ARTS e#,+,
N 5SE A 6ENN $IAGRAM e#,+.
( .6-5*1-&$)0*$& %STIMATE THE DIFFERENCE BY ROUNDING

Q
6 7 8 9

$POHSVFOUBOE
4JNJMBS'JHVSFT
#FGPSF :PVDMBTTJGJFEQPMZHPOTCZUIFJSBOHMFTBOETJEFT
/PX :PVMMJEFOUJGZDPOHSVFOUBOETJNJMBSGJHVSFT
8IZ 4PZPVDBOGJOEVOLOPXONFBTVSFT BTJO&YBNQMF
,&:70$"#6-"3:
s CONGRUENT P "$5*7*5:
s SIMILAR P )NVESTIGATE THE SIZE AND SHAPE OF THE TRIANGLES BELOW
s CORRESPONDING
PARTS P IN
IN IN IN IN
IN
IN IN
34%0 7HICH TRIANGLES ARE THE SAME SIZE AND THE SAME SHAPE !RE THEIR
ANGLE MEASURES THE SAME !RE THEIR SIDE LENGTHS THE SAME
34%0 7HICH TRIANGLES ARE THE SAME SHAPE BUT DIFFERENT SIZES !RE THEIR
ANGLE MEASURES THE SAME !RE THEIR SIDE LENGTHS THE SAME
4WO FIGURES ARE CONGRUENT IF THEY HAVE THE SAME SIZE AND SHAPE 4WO FIGURES
ARE SIMILAR IF THEY HAVE THE SAME SHAPE BUT NOT NECESSARILY THE SAME SIZE
& 9 " . 1 - & $POHSVFOUBOE4JNJMBS5SJBOHMFT

4ELL WHETHER THE TRIANGLES ARE SIMILAR CONGRUENT OR NEITHER
! & +
-!4#().' &)'52%3
:PVDBOUFMMN"#$BOE
N,-.BSFDPOHSVFOU # " , -
CFDBVTFJGN,-.JT ( '
GMJQQFEPWFS JUXJMMGJU 40-65*0/
FYBDUMZPON"#$
N!"# N&'( AND N+,- ARE SIMILAR BECAUSE THEY HAVE THE SAME SHAPE
N!"# AND N+,- ARE CONGRUENT BECAUSE THEY HAVE THE SAME SIZE AND SHAPE
(6*%&%13"$5*$& GPS&YBNQMF
4ELL WHETHER THE TRIANGLES ARE SIMILAR CONGRUENT OR NEITHER

6/#!"5,!29 $PSSFTQPOEJOH1BSUT #ORRESPONDING PARTS ARE THE MATCHING
$PSSFTQPOEJOHTJEFTJO SIDES AND ANGLES OF TWO FIGURES 7HEN TWO FIGURES ARE SIMILAR THEIR
TJNJMBSGJHVSFTNBZPS CORRESPONDING ANGLES HAVE THE SAME MEASURE 7HEN TWO FIGURES ARE
NBZOPUIBWFUIF CONGRUENT THEIR CORRESPONDING PARTS HAVE THE SAME MEASURE )N OTHER
TBNFNFBTVSFT
WORDS CONGRUENT FIGURES HAVE CONGRUENT CORRESPONDING ANGLES AND
CONGRUENT CORRESPONDING SIDES
& 9 " . 1 - & -JTUJOH$PSSFTQPOEJOH1BSUT

N!"# AND N$%& ARE CONGRUENT ,IST THE CORRESPONDING PARTS
! $
# " % &
7HEN LISTING CORRESPONDING PARTS LIST CORRESPONDING VERTICES IN THE

SAME ORDER
#ORRESPONDING ANGLES ! AND $ " AND % # AND &
#ORRESPONDING SIDES ] $% z]
!" zAND ] %& z ]
"# zAND ] !# zAND ]
$& z
& 9 " . 1 - & 6TJOH$PSSFTQPOEJOH1BSUT

#SJEHFT )N THE PHOTOGRAPH N!"# AND N$"#
ARE CONGRUENT
A ]
!# zIS ABOUT METERS LONG (OW LONG IS
]
$#z%XPLAIN
B M! &IND M$ %XPLAIN
40-65*0/

A #ORRESPONDING SIDES OF CONGRUENT TRIANGLES
HAVE THE SAME LENGTH 3O ]
$# zHAS A LENGTH
OF ABOUT METERS
B #ORRESPONDING ANGLES OF CONGRUENT TRIANGLES
HAVE THE SAME MEASURE 3O M$
N'(* AND N+-, ARE SIMILAR 5SE THE FACT THAT CORRESPONDING ANGLES OF
SIMILAR FIGURES HAVE THE SAME MEASURE TO LIST THE CORRESPONDING PARTS
4HEN FIND M' AND M,

$POHSVFOUBOE4JNJMBS'JHVSFT
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
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N657 IS SIMILAR TO N98:
)N THE FIGURES ]
56 zCORRESPONDS TO ]
8:z

3%% %8!-0,% $-"44*':*/('*(63&4 4ELL WHETHER THE TRIANGLES ARE SIMILAR CONGRUENT
POQ OR NEITHER
GPS&YTo IN IN

IN
IN IN
IN
3%% %8!-0,% '*/%*/($033&410/%*/(1"354 ,IST THE CORRESPONDING PARTS OF THE FIGURES

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GPS&YTo

3%% %8!-0,%3 (.6-5*1-&$)0*$& 4HE TRIANGLES SHOWN ARE

!.$ CONGRUENT 7HAT IS THE MEASURE OF *

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GPS&YT 6 7
BOEo
8 9
&3303"/"-:4*4 ! CLASSMATE CLAIMS THAT IF N!"# IS SIMILAR TO N432

THEN ! CORRESPONDS TO 2 $ESCRIBE AND CORRECT THE CLASSMATES ERROR
YZ "-(&#3" 4HE TWO FIGURES ARE CONGRUENT &IND THE VALUES OF X AND Y

YZ $)"--&/(& 4HE TWO QUADRILATERALS
SHOWN ARE SIMILAR #ORRESPONDING SIDE LENGTHS
OF TWO SIMILAR FIGURES ARE PROPORTIONAL &IND
THE VALUES OF THE VARIABLES %XPLAIN HOW YOU
FOUND YOUR ANSWERS
PROBLEM SOLVING
CLASSIFYING FIGURES Decide if the objects are usually similar, congruent,
or neither. Explain your reasoning.
SEE EXAMPLES 15. buttons on a shirt 16. a C battery and a AA battery
1 AND 3
on pp. 490–491
17. a tennis ball and a basketball 18. a pair of earrings
for Exs. 15–21
19. ★ SHORT RESPONSE You are viewing photographs on a computer
screen at a scale of 2 in. : 1 in. Are the images on the screen and the
actual photographs similar? congruent? Explain your reasoning.
20. ★ OPEN-ENDED MATH Draw any triangle. Then draw a triangle with the
same angle measures but different side lengths. Are the triangles similar,
congruent, or neither? Explain your reasoning.
21. ★ WRITING If two figures are congruent, are they also similar? If two
figures are similar, are they also congruent? Explain.
22. AUTOMOBILES The front view and top Automobile

view of an automobile are shown at the
right. A toy manufacturer is designing a
scale model of the automobile. The model 60 in.
is 7.5 inches tall, 8.5 inches wide, and
19.25 inches long. Are the two vehicles 68 in. 155 in.
similar? If not, how can the dimensions of
the model be changed to make it similar
to the actual automobile? Explain your reasoning.
REASONING Tell whether a diagonal always, sometimes, or neverr divides

the given polygon into two congruent figures. Justifyy your reasoning.
23. square 24. rectangle 25. pentagon
26. CHALLENGE Draw a rectangle of length 4 cm and width 7 cm. Draw a

second rectangle, so that the measure of each side is increased by 2 cm.
Draw a third rectangle, so that the measure of each side is twice the
length of the first rectangle. Determine whether the rectangles are similar,
r
congruent,t or neither. List the corresponding parts of the rectangles.
MIXED REVIEW
Use the distributive property to evaluate the expression for x 5 7. (p. 485)
Prepare for 27. x(9 1 11.2) 28. 3(1.2 1 x) 29. x(x 2 4)
Lesson 4.2
in Exs. 27–29 30. Draw an angle with a measure of 558. (p 460)
31. ★ MULTIPLE CHOICE A Spanish language CD set costs $28.75. There is

a 6% sales tax. What is the total amount of your purchase? (p. 434)
A $17.25 B $28.81 C $30.45 D $30.48
EXTRA PRACTICE for Lesson 9.7,

7 p. 784 ONLINE QUIZ at classzone.com 493
-JOF
4ZNNFUSZ
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s LINE SYMMETRY
P #REATE A FIGURE WITH SYMMETRY
s LINE OF SYMMETRY 34%0 34%0 34%0
P &OLD A SHEET OF PAPER #UT A DESIGN OUT OF THE #OMPARE THE FIGURES
IN HALF FOLDED EDGE AS SHOWN ON OPPOSITE SIDES OF THE
5NFOLD THE DESIGN FOLD !RE THEY THE SAME
SIZE THE SAME SHAPE
! FIGURE HAS LINE SYMMETRY IF A LINE CAN BE DRAWN THAT DIVIDES THE FIGURE
INTO TWO CONGRUENT PARTS THAT ARE MIRROR IMAGES OF EACH OTHER 4HE LINE IS
CALLED THE LINE OF SYMMETRY
& 9 " . 1 - & *EFOUJGZJOH-JOFTPG4ZNNFUSZ

4ELL WHETHER THE OBJECT HAS LINE SYMMETRY )F SO DRAW THE LINE OF SYMMETRY
A B
9ES THIS GUITAR HAS LINE .O THIS GUITAR DOES NOT

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(6*%&%13"$5*$& GPS&YBNQMF
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THE LINE OF SYMMETRY

-JOFTPG4ZNNFUSZ
! FIGURE CAN HAVE ZERO ONE OR MULTIPLE LINES OF SYMMETRY
NO LINES OF LINE OF LINES OF LINES OF

SYMMETRY SYMMETRY SYMMETRY SYMMETRY
1SPQFSUJFTPG-JOF4ZNNFUSZ "ECAUSE A LINE OF SYMMETRY DIVIDES A FIGURE

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& 9 " . 1 - & .VMUJQMF-JOFTPG4ZNNFUSZ

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UIBUJUEJWJEFTUIFGJHVSF THE TWO HALVES MATCH UP PERFECTLY
JOUPNJSSPSJNBHFT
WFSUJDBMGPME IPSJ[POUBMGPME EJBHPOBMGPME EJBHPOBMGPME

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BUDMBTT[POFDPN
(6*%&%13"$5*$& GPS&YBNQMF
&IND THE NUMBER OF LINES OF SYMMETRY IN THE OBJECT

-JOF4ZNNFUSZ
& 9 " . 1 - & $PNQMFUJOH4ZNNFUSJDBM'JHVSFT
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34%0 34%0
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"QPJOUBOEJUTNJSSPS EACH VERTEX THAT IS NOT ON THE MIRROR IMAGE SO THAT THE TWO
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SYMMETRY )F SO COPY THE FIGURE AND DRAW THE LINES OF SYMMETRY

3%% %8!-0,% (.6-5*1-&$)0*$& 7HICH LETTER HAS NO LINE OF SYMMETRY

POQQ
BOE
6 % 7 & 8 4 9 7
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(.6-5*1-&$)0*$& (OW MANY LINES OF SYMMETRY DOES THE LETTER ( HAVE
6 NONE 7 ONE 8 TWO 9 FOUR
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THAT IT HAS THE LINE OF SYMMETRY SHOWN
3%% %8!-0,%
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NUMBER OF LINES OF SYMMETRY IN THE FIGURE
&3303"/"-:4*4 #OURTNEY SAYS THAT THE RECTANGLE HAS LINE

SYMMETRY ABOUT ITS DIAGONAL BECAUSE THE DIAGONAL DIVIDES
IT INTO TWO CONGRUENT HALVES $ESCRIBE AND CORRECT HER ERROR
$)"--&/(& 7HICH QUADRILATERALS HAVE EXACTLY TWO LINES OF

SYMMETRY 3KETCH THE QUADRILATERALS AND SHOW THE LINES OF SYMMETRY
$)"--&/(& $RAW A QUADRILATERAL THAT HAS EXACTLY ONE LINE OF SYMMETRY
130#-&.40-7*/(
(.6-5*1-&$)0*$& 7HICH OBJECT HAS NO LINE OF SYMMETRY
6 7 8 9
4:..&53:*/410354 &IND THE NUMBER OF LINES OF SYMMETRY IN THE DIAGRAM

(4)0353&410/4& )S THERE A TYPE OF TRIANGLE THAT HAS EXACTLY ONE LINE
OF SYMMETRY )F SO IDENTIFY THE TYPE OF TRIANGLE %XPLAIN YOUR REASONING
3&"40/*/( )MAGINE FOLDING A SHEET OF PAPER IN HALF AND THEN FOLDING
THE SHEET IN HALF AGAIN )F YOU CUT A SHAPE FROM AN EDGE AND THEN UNFOLD
THE SHEET WILL YOUR UNFOLDED SHEET ALWAYS HAVE LINE SYMMETRY $OES IT
MATTER WHETHER YOU CUT THE DESIGN FROM A FOLDED OR AN UNFOLDED EDGE
-JOF4ZNNFUSZ
(83*5*/( %XPLAIN WHY SOME REGULAR POLYGONS HAVE DIAGONALS THAT
ARE LINES OF SYMMETRY AND SOME REGULAR POLYGONS DO NOT
4:..&53: /NE OF THE PHOTOGRAPHS BELOW IS THE ACTUAL PHOTO OF A

FLOWER 4HE OTHERS SHOW HALF OF THE PHOTO NEXT TO ITS MIRROR IMAGE
7HICH PHOTOGRAPH IS THE ORIGINAL IMAGE %XPLAIN HOW YOU CAN TELL
$)"--&/(& 7HICH OF THE FIFTY STATE NAMES WHEN WRITTEN IN CAPITAL
LETTERS HAS A HORIZONTAL LINE OF SYMMETRY
.*9&%3&7*&8
&IND THE AREA OF THE RECTANGLE WITH THE GIVEN DIMENSIONS Q
1SFQBSFGPS CM BY CM FT BY FT IN BY IN FT BY FT
-FTTPO
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5SE MENTAL MATH TO SOLVE THE EQUATION Q
X X X X
(.6-5*1-&$)0*$& ! POLYGON HAS FOUR SIDES )TS OPPOSITE SIDES ARE
PARALLEL AND IT HAS FOUR RIGHT ANGLES 7HICH TERM BEST REPRESENTS THE
POLYGON Q
6 QUADRILATERAL 7 RECTANGLE 8 RHOMBUS 9 PARALLELOGRAM
26*;GPS-FTTPOTo
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Scoring Rubric SHORT RESPONSE QUESTIONS
Full Credit
and correct
PROBLEM
Partial Credit
• solution is complete A window in the shape of a rhombus is made of two panes that are
but errors are made, congruent isosceles triangles. The two congruent angles of each triangle
or
• solution is without have measures of 358. Find the measures of all four angles of the window.
error, but incomplete Justifyy your answer.
No Credit
• no solution is given,
or
• solution makes no Below are sample solutions to the problem. Read each solution and the
sense comments in blue to see why the sample represents full credit, partial
The diagram shows different ways that the sides of x°

Drawing a diagram is
two isosceles triangles can be matched together.
the key to solving this
problem correctly.
Because a rhombus is a parallelogram with four sides x°
of equal length, you can eliminate Figures 2 and 3.
Figure 1
To find x8 in Figure 1, use the fact that the sum
The reasoning and
of the angle measures of a triangle is 1808.
calculations are correct.
358 1 358 1 x8 5 1808 Figure 2
70 1 x 5 180
x 5 180 2 70
x 5 110 Figure 3
Two window angles have measures of 1108. The other two angles are each
made of two 358 angles. Their measures are 358 1 358 5 708.
The measures of the four angles of the window are 1108, 1108, 708, and 708.
The answer is correct.
The two known angle measures of the window are 358 1 358 5 708.
The angle measures of a triangle add up to 1808. x°
The reasoning and
process are correct. 358 1 358 1 x8 5 1808 35° 35°
x 5 180 1 70 35° 35°
The operation in this step
is incorrect. x 5 250 x°
The measures of the window angles are 2508, 2508, 708, and 708.
The answer is incorrect.
506 Chapter 9 Geometric Figures

&IND THE UNKNOWN ANGLE MEASURE X OF EACH TRIANGLE

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IN THE PICTURE 2OUND YOUR ANSWER TO THE
8 REGULAR TRIANGLE NEAREST DEGREE
9 POLYGON
! WADING POOL IN A COMMUNITY PARK IS

SHAPED LIKE A REGULAR HEXAGON /NE EDGE OF
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TRUE ABOUT THE WADING POOL

6 4HE PERIMETER OF THE POOL IS FEET
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INTO TWO PARALLELOGRAMS THE FOURTH ANGLE IN DEGREES
9 4HE POOL HAS CORNERS
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C %XPLAIN HOW YOU CAN USE LINE SYMMETRY TO DETERMINE WHICH PAIRS OF
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4HE DESIGN FOR A PILLOW COVER IS SHOWN

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ENTIRE DESIGN HAVE %XPLAIN YOUR REASONING
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DESIGN TO FIND MEASURES OF THE REST OF THE NUMBERED
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! BH 8SJUFUIFGPSNVMBGPSUIFBSFBPGBQBSBMMFMPHSBN
B + 4VCTUJUVUFGPS"BOEGPSI
B 8SJUFBSFMBUFEEJWJTJPOFRVBUJPO
B 4JNQMJGZ
C "OTXFS 4HE BASE IS CENTIMETERS
& 9 " . 1 - & &TUJNBUJOH"SFB

(FPHSBQIZ ! PARALLELOGRAM CAN BE
USED TO APPROXIMATE THE SHAPE OF

,AKE %RIE 5SE THE MAP AND SCALE

TO ESTIMATE THE AREA OF ,AKE %RIE

40-65*0/
34%0 5SE THE SCALE TO FIND THE BASE B AND THE HEIGHT H IN KILOMETERS
"ASE (EIGHT
72)4).' 02/0/24)/.3 CM CM CM CM
]z
]z ]z
]z
/FFEIFMQVTJOHTDBMFT KM B KM KM H KM
BOEXSJUJOHQSPQPSUJPOT + B + H
4FFQ
B H
34%0 %STIMATE THE AREA OF ,AKE %RIE

! BH 8SJUFUIFGPSNVMBGPSUIFBSFBPGBQBSBMMFMPHSBN
3PVOEUIFCBTFBOEUIFIFJHIUUPUIFOFBSFTUUFOT
4JNQMJGZ
C "OTXFS 4HE AREA OF ,AKE %RIE IS ABOUT SQUARE KILOMETERS
)N %XERCISES AND FIND THE UNKNOWN DIMENSION

!REA OF PARALLELOGRAM IN BASE IN HEIGHT
!REA OF PARALLELOGRAM MM HEIGHT MM BASE
8IBU*G )N %XAMPLE SUPPOSE THE AREA IS APPROXIMATED USING A

DIFFERENT PARALLELOGRAM WITH A BASE OF CENTIMETERS AND A HEIGHT OF
CENTIMETER %STIMATE THE AREA OF ,AKE %RIE USING THIS PARALLELOGRAM
KEY
Exs. 7, 13, 17, 18, 19, 20, 24, and 34
SKILL PRACTICE
1. VOCABULARY Copy and complete: To find the area of a parallelogram,
you multiply the ? by the ? .
2. VOCABULARY What is the height of a parallelogram?
FINDING AREAS Find the area of the parallelogram. Estimate to check.

SEE EXAMPLE 1 3. 4.
on p. 514
for Exs. 3–8
7m 10 ft
12 m 7 ft
5. 6.
6 in.
15 mm
5 in.
32 mm
Rug design (detail) Digital art (detail)
7. ★ MULTIPLE CHOICE The height of a parallelogram is 36 meters and the

base is 6 meters. What is the area of the parallelogram?
A 30 m 2 B 42 m 2 C 108 m 2 D 216 m 2
8. ERROR ANALYSIS Describe

and correct the error made
in finding the area of the 4 cm
parallelogram.
xy ALGEBRA Find the unknown dimension of the parallelogram.
SEE EXAMPLE 2 9. A 5 54 km2, h 5 8 km, b 5 ? 10. A 5 105 yd2, b 5 12 yd, h 5 ?

on p. 515 1 1 3
for Exs. 9–13 11. A 5 83 } mm2, h 5 10 mm, b 5 ? 12. A 5 206 } in.2, b 5 12 } in., h 5 ?
3 8 4
13. ★ MULTIPLE CHOICE A parallelogram has an area of 300 square feet and
a base of 20 feet. What expression would you use to find the height of
the parallelogram?
A (300 4 20) 4 2 B 300 4 20 C 300 p 20 D 20 4 300
FINDING AREAS Find the area of a parallelogram with the given dimensions.
14. Base of 10 km, height of 7500 m 15. Base of 2 ft 2 in., height of 10 in.
16. xy CHALLENGE The base of a parallelogram is 10 inches longer than its

height. The height is 6 inches. What is the area of the parallelogram?
516 Chapter 10 Geometry and Measurement
PROBLEM SOLVING
17. ★ MULTIPLE CHOICE What is the area of a parallelogram with base
7.3 inches and height 4.6 inches?
A 33.58 in.2 B 23.8 in.2 C 16.79 in.2 D 11.9 in.2
18. ★ WRITING Explain how you can find the base of a parallelogram if
you know the height and the area.
19. ★ OPEN-ENDED MATH Draw two different parallelograms that each

have an area of 12 square centimeters.
20. ★ SHORT RESPONSE The base of one parallelogram in a quilt is

6 inches. Its height is 3 inches. About how many of these parallelograms
do you need to cover an area of 7500 square inches? Explain.
ESTIMATION Measure the parallelogram. Then estimate the given land area
of the state or commonwealth. Tell which tool you used and whether your
estimate is high or low. Explain
n your reasoning.
SEE EXAMPLE 3 21. 22. Puerto Rico
T
Tennesse e
on p. 515
for Exs. 21–22 San Juan
Nashville
Nash
Nashv
Nashville
Ponce Caguas
1 mm
mm :14
: 14 kkm 1 mm :4 km
23. PAINTING You are painting signs which are approximately in the
shape of a parallelogram. You estimate the area of each sign using the
parallelogram formula to find how much paint you need to buy. Should
you use a high estimatee or a low estimate? Why?
24. ★ WRITING A parallelogram has base b and height h. Give two different
bases and heights that would form a parallelogram with an area four
times the area of this parallelogram. Explain your answer.
25. xy CHALLENGE The regular hexagon shown has sides of

length b. It is divided into three congruent parallelograms,
each with a height of about 0.7b. Use the formula and a ruler
b
to approximate b, then find the area of the figure.
b
MIXED REVIEW
Find the product. (p. 341)
1 1 1 1
Prepare for 26. } p4 27. } p 12 28. } p5p6 29. } p 12 p 8
2 2 2 2
Lesson 10.2
in Exs. 26–29 Solve the equation using mental math. (p. 34)
30. x 1 5 5 12 31. x 2 12 5 30 32. 4x 5 32 33. 6x 5 72
34. ★ OPEN-ENDED Sketch two different figures that have one line of
symmetry. (p. 494)
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,&:70$"#6-"3:
s BASE OF A TRIANGLE
"$5*7*5:
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P ON GRAPH PAPER AND CUT IT OUT

&IND ITS AREA
34%0 $RAW A DIAGONAL D LIKE THE ONE

SHOWN BELOW 4HEN CUT ALONG
THE DIAGONAL TO FORM TWO
CONGRUENT TRIANGLES
34%0 5SE THE FORMULA FOR THE AREA OF A

PARALLELOGRAM TO WRITE A RULE FOR THE
AREA OF A TRIANGLE
4HE BASE OF A TRIANGLE IS THE LENGTH OF ANY OF ITS SIDES 4HE HEIGHT OF A
TRIANGLE IS THE PERPENDICULAR DISTANCE BETWEEN THE SIDE WHOSE LENGTH
IS THE BASE AND THE VERTEX OPPOSITE THAT SIDE

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7ORDS !REA ]z+ BASE + HEIGHT

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7HAT WILL BE THE AREA OF THE PATIO
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& 9 " . 1 - & 'JOEJOHUIF)FJHIUPGB5SJBOHMF

YZ 4HE AREA OF A TRIANGLE IS SQUARE INCHES AND THE BASE IS INCHES
7HAT IS THE HEIGHT OF THE TRIANGLE

! ]zBH 8SJUFUIFGPSNVMBGPSUIFBSFBPGBUSJBOHMF

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Cg"OTXFS 4HE HEIGHT OF THE TRIANGLE IS INCHES
)N %XERCISES AND FIND THE AREA OF THE DESCRIBED TRIANGLE

BASE KILOMETERS HEIGHT KILOMETERS
BASE INCHES HEIGHT INCHES
&IND THE AREA OF THE FIGURE AT THE RIGHT

4HE AREA OF A TRIANGLE IS SQUARE FEET AND THE BASE
IS FEET &IND THE HEIGHT
"SFBPGB5SJBOHMF
&9&3$*4&4 )0.&803,
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4HE OF THE TRIANGLE IS YARDS AND THE OF THE

TRIANGLE IS YARDS YD
4HE OF THE TRIANGLE IS SQUARE YARDS
YD
4HE HEIGHT OF A RIGHT TRIANGLE IS ALSO A OF THE TRIANGLE
'*/%*/("3&"4 &IND THE AREA OF THE FIGURE

3%% %8!-0,% MI
POQ MI FT
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FT

M

CM
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3%% %8!-0,%

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YZ '*/%*/(%*.&/4*0/4 &IND THE MISSING BASE OR HEIGHT OF THE DESCRIBED TRIANGLE
3%% %8!-0,% !REA IN !REA FT !REA CM
POQ BASE IN HEIGHT FT HEIGHT CM
GPS&YTo

!REA MM !REA ]zMI !REA ]zM

HEIGHT MM BASE ]zMI BASE ]zM

THE ERROR MADE IN DRAWING THE HEIGHT OF
THE OBTUSE TRIANGLE
(.6-5*1-&$)0*$& 4HE TABLE SHOWS #BTF DN
THE AREA OF A TRIANGLE AS THE BASE STAYS
)FJHIU DN I
THE SAME BUT THE HEIGHT CHANGES 7HICH

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HEIGHT IS H CENTIMETERS
H
6 H CM 7 H CM 8 ]zCM 9 ]zCM
H
$0.1"3*/("3&" &IND THE AREA OF THE FIGURE WHEN THE GIVEN LENGTHS
IN METERS ARE A Bz AND C 7HAT WOULD THE AREA BE IF ALL
THREE LENGTHS WERE DOUBLED 7HAT PATTERN DO YOU NOTICE

/6.#&34&/4& 4WO TRIANGLES HAVE THE SAME HEIGHT BUT THE LENGTH OF
THE BASE OF THE SECOND IS TWICE THAT OF THE FIRST #OMPARE THE AREAS OF THE
TRIANGLES 7HAT WOULD THE COMPARISON BE IF THE SECOND TRIANGLES BASE
WAS THREE TIMES AS LONG AS THE FIRST TRIANGLES BASE FOUR TIMES AS LONG
$ESCRIBE THE PATTERN
$)"--&/(& 7RITE A FORMULA IN TERMS OF X TO

DESCRIBE THE AREA OF THE FIGURE

$)"--&/(& )N %XERCISE SUPPOSE THE AREA OF
THE FIGURE IS SQUARE FEET 7HAT IS THE VALUE OF X
130#-&.40-7*/(
3%% %8!-0,% (.6-5*1-&$)0*$& ! PENNANT IS SHOWN AT THE
POQ RIGHT (OW MUCH BLUE MATERIAL WAS NEEDED TO
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IN
6 IN 7 IN
8 IN 9 IN
'-"(4 4HE FLAG OF 0UERTO 2ICO IS SHOWN AT THE

RIGHT 7HAT FRACTION OF THE FLAGS AREA DOES THE
TRIANGLE COVER

3&"40/*/( ! TRIANGLE AND A RECTANGLE HAVE
THE SAME AREA AND THE SAME BASE (OW DO THEIR

HEIGHTS COMPARE %XPLAIN
3%% %8!-0,% $)"*3%&4*(/ 4HE AREA OF THE TRIANGULAR BACK OF A CHAIR IS SQUARE
POQ INCHES 4HE BASE OF THE TRIANGULAR BACK IS FEET &IND THE HEIGHT OF THE
GPS&Y TRIANGULAR BACK OF THE CHAIR %XPLAIN YOUR STEPS
(83*5*/( #AN ANY TWO CONGRUENT TRIANGLES BE ARRANGED TO FORM

A PARALLELOGRAM A RECTANGLE %XPLAIN
"SFBPGB5SJBOHMF
(01&/&/%&%."5) 4HE AREA OF A TRIANGLE IS QUADRUPLED TO GET A NEW
TRIANGLE $ESCRIBE HOW THE HEIGHT OR BASE OF THE ORIGINAL TRIANGLE MIGHT
HAVE CHANGED
(4)0353&410/4& 5SE THE OBTUSE TRIANGLE AT THE RIGHT

A 5SE ]
!" zAS THE BASE 5SE A METRIC RULER TO MEASURE THE
BASE AND THE APPROXIMATE HEIGHT OF THE TRIANGLE &IND
THE AREA OF THE TRIANGLE
B 2EPEAT THE PROCESS USING ]
!# zAND THEN ]
"# zAS BASES
C $ESCRIBE WHAT YOU OBSERVED IN PARTS A AND B

)S THIS TRUE FOR EVERY TRIANGLE %XPLAIN
(&95&/%&%3&410/4& 3OME HANG GLIDER WINGS ARE IN THE SHAPE OF

A TRIANGLE
A $BMDVMBUF 4HE BASE OF A WING IS INCHES
AND THE AREA OF THE WING IS SQUARE
INCHES &IND THE HEIGHT OF THE WING
B $BMDVMBUF 7HAT IS THE NEW AREA IF
THE BASE OF THE WING IS DOUBLED AND
THE HEIGHT STAYS THE SAME
C $PNQBSF 4HE BASE AND THE HEIGHT OF THE
ORIGINAL WING ARE BOTH DOUBLED (OW
MANY TIMES LARGER IS THE AREA
$)"--&/(& 4HREE NON CONGRUENT TRIANGLES CAN BE CREATED

WITH A SIDE OF LENGTH CENTIMETERS AND ANGLES OF AND
5SE A RULER AND A PROTRACTOR TO DRAW THE THREE TRIANGLES

AND FIND THE AREA OF EACH
$)"--&/(& 4HE AREA OF THE SMALLER TRIANGLE IN THE FIGURE

AT THE RIGHT IS SQUARE CENTIMETER 4HE SMALL AND LARGE
TRIANGLES ARE SIMILAR &IND THE AREA OF THE LARGER TRIANGLE
.*9&%3&7*&8
&IND THE PRODUCT Q
1SFQBSFGPS
-FTTPO
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4ELL WHETHER THE MEASURE IS MASS CAPACITY OR LENGTH

KG Q M, Q , Q
(.6-5*1-&$)0*$& 7HAT IS THE BASE OF A PARALLELOGRAM THAT HAS AN AREA

OF SQUARE CENTIMETERS AND A HEIGHT OF CENTIMETERS Q

6 ]zCM 7 CM 8 CM 9 CM


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)N THIS ACTIVITY YOU WILL CONSTRUCT CIRCLES WITH A GIVEN RADIUS THE
DISTANCE FROM THE CENTER TO ANY POINT ON THE CIRCLE 4HEN YOU WILL
USE THE CONSTRUCTIONS TO INVESTIGATE THE RELATIONSHIP BETWEEN THE
DIAMETER THE DISTANCE ACROSS THE CIRCLE THROUGH ITS CENTER AND
THE CIRCUMFERENCE THE DISTANCE AROUND THE CIRCLE

& 9 1 - 0 3 & 5SE A COMPASS TO DRAW A CIRCLE WITH A RADIUS OF CM
34%0 /PEN THE COMPASS SO THAT THE 34%0 0LACE THE POINT ON A PIECE OF PAPER
DISTANCE BETWEEN THE POINT AND AND ROTATE THE PENCIL AROUND THE
THE PENCIL IS CENTIMETERS ON POINT TO DRAW A CIRCLE
A METRIC RULER

1 3 "$ 5 * $ & 5SE A COMPASS TO DRAW A CIRCLE WITH THE GIVEN RADIUS
CENTIMETERS CENTIMETERS CENTIMETERS
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( %XPLAIN HOW YOU CAN USE A COMPASS TO DRAW A CIRCLE WHEN
YOU ARE GIVEN ONLY ITS DIAMETER 4HEN DRAW A CIRCLE WITH A DIAMETER OF
CENTIMETERS $POUJOVFEPOOFYUQBHF
$JSDVNGFSFODFPGB$JSDMF
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OF THE CIRCLE
34%0 5SE A COMPASS TO DRAW A CIRCLE WITH A DIAMETER OF CENTIMETERS

9OU WILL NEED TO SET THE OPENING OF YOUR COMPASS TO CENTIMETERS
34%0 #UT A PIECE OF STRING SO THAT THE LENGTH EQUALS THE CIRCUMFERENCE
OF THE CIRCLE 4HEN MEASURE THE STRING TO THE NEAREST TENTH OF
A CENTIMETER
34%0 &IND THE RATIO OF THE CIRCUMFERENCE TO THE DIAMETER BY DIVIDING THE
CIRCUMFERENCE IN 3TEP BY THE DIAMETER GIVEN IN 3TEP 2OUND
YOUR ANSWER TO THE NEAREST HUNDREDTH
#IRCUMFERENCE IN 3TEP
z
]]z ]z
$IAMETER IN 3TEP
1 3 "$ 5 * $ & 2EPEAT 3TEPS n ABOVE TO lND THE RATIO OF THE CIRCUMFERENCE TO THE
DIAMETER FOR A CIRCLE WITH THE GIVEN DIAMETER 2OUND YOUR ANSWER TO
THE NEAREST HUNDREDTH
CM CM CM
IN IN IN
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( #OMPARE THE RATIOS IN %XERCISES n 7HAT DOES THIS
TELL YOU ABOUT THE RELATIONSHIP BETWEEN THE CIRCUMFERENCE AND THE
DIAMETER OF A CIRCLE
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,&:70$"#6-"3: ! CIRCLE IS THE SET OF ALL POINTS IN A PLANE THAT ARE THE SAME DISTANCE FROM
s CIRCLE P A POINT CALLED THE CENTER 4HE RADIUS R IS THE DISTANCE FROM THE CENTER TO
s CENTER P ANY POINT ON THE CIRCLE 4HE DISTANCE ACROSS THE CIRCLE THROUGH ITS CENTER
s RADIUS P IS THE DIAMETER D 4HE DIAMETER OF A CIRCLE IS TWICE THE RADIUS
s DIAMETER P CENTER
s CIRCUMFERENCE RADIUS R
PI : P
CIRCUMFERENCE #
DIAMETER D
6/#!"5,!29 4HE DISTANCE AROUND A CIRCLE IS CALLED THE CIRCUMFERENCE #

5IFXPSEDJSDVNGFSFODF
DPNFTGSPNUIF-BUJO
4HE RATIO OF ANY CIRCLES CIRCUMFERENCE TO ITS DIAMETER IS ALWAYS THE SAME
XPSETiDJSDVNwNFBOJOH 4HIS RATIO IS )T IS REPRESENTED BY THE 'REEK LETTER : OR PI
iBSPVOEwBOEiGFSSFw
9OU CAN USE OR ]z TO APPROXIMATE :
NFBOJOHiUPDBSSZw

7ORDS !LGEBRA
D
#IRCUMFERENCE PI + DIAMETER # :D R
#IRCUMFERENCE + PI + RADIUS # :R
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&IND THE CIRCUMFERENCE OF A CIRCLE WITH DIAMETER FEET
# :D 8SJUFUIFGPSNVMBGPSUIFDJSDVNGFSFODFPGBDJSDMF
4VCTUJUVUFGPS:BOEGPSE
z 4JNQMJGZ
gC"OTXFS 4HE CIRCUMFERENCE OF THE CIRCLE IS ABOUT FEET
%34)-!4% 4/ #(%#+ $IFDL %STIMATE TO CHECK WHETHER THE ANSWER IS REASONABLE

8IFOFTUJNBUJOH
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+
BQQSPYJNBUJPOPGQJ 3O THE CIRCUMFERENCE FEET IS REASONABLE
7HAT EXPRESSION APPROXIMATES THE CIRCUMFERENCE OF THE CIRCLE SHOWN
%,)-).!4% #(/)#%3
6 MM 7 MM MM
"OFYQSFTTJPOGPSUIF
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8 ]z MM 9 MM
NVTUIBWFQJPSBO
BQQSPYJNBUJPOPGQJJOJU
$IPJDF"EPFTOPU TPJU
DBOCFFMJNJOBUFE
40-65*0/
7HEN YOU KNOW THE RADIUS OF A CIRCLE USE # :R TO FIND THE CIRCUMFERENCE
# :R 8SJUFUIFGPSNVMBGPSUIFDJSDVNGFSFODFPGBDJSDMF
z 4VCTUJUVUFGPS:BOEGPSS
gC"OTXFS 4HE EXPRESSION FOR THE CIRCUMFERENCE IS

& 9 " . 1 - & $IPPTJOHBO"QQSPYJNBUJPOPG1J

&IND THE CIRCUMFERENCE OF A CIRCLE WITH A DIAMETER OF CENTIMETERS
40-65*0/

"ECAUSE THE DIAMETER IS A MULTIPLE OF USE ]z FOR :

# :D 8SJUFUIFGPSNVMBGPSUIFDJSDVNGFSFODFPGBDJSDMF
!002/8)-!4% 0)
]z + GPS:BOEGPSE
4VCTUJUVUF]z

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4JNQMJGZ
C"OTXFS 4HE CIRCUMFERENCE OF THE CIRCLE IS ABOUT CENTIMETERS
&IND THE CIRCUMFERENCE OF THE CIRCLE

YD CM
M
&IND THE CIRCUMFERENCE OF THE CIRCLE DESCRIBED 4ELL WHAT VALUE YOU USED
FOR : %XPLAIN YOUR CHOICE
D FT D KM R CM
EXAMPLE 4 Applying Circumference
Geology The Barringer Meteor Crater has
a diameter of about 1186 meters. Find the
circumference of the crater to the nearest meter.
SOLUTION
Write the formula for the
C 5 πd
circumference of a circle.
< (3.14)(1186) Substitute 3.14 for π and 1186 for d.
5 3724.04 Simplify.
c Answer The circumference of the crater is about 3724 meters.
Check Estimate: (3.14)(1186) < 3 p 1200 5 3600. So, the circumference

of 3724 meters is reasonable.
7. Ice Rink
k A circular ice rink has a diameter of about 35 meters. Find the
circumference to the nearest meter.
8. Automobile Tires The diameter of a tire is 26 inches. What is the

circumference of the tire to the nearest inch?

KEY
Exs. 9, 27, 29, 31, and 38
SKILL PRACTICE
VOCABULARY Copy and complete the statement.
1. The distance across a circle through its center is the ? .

2. The product of a circle’s radius and 2π is the ? .
3. The diameter of a circle is twice the ? .
4. The ratio of the circumference of a circle to its diameter is ? .
FINDING CIRCUMFERENCE Find the circumference of the circular object.

Round your answer to the nearest whole number. Estimate to check.
SEE EXAMPLES 5. 6. 7.
1 AND 2
on pp. 525–526
for Exs. 5–7
23 ft 3 in.
1.5 m
10.3 Circumference of a Circle 527

SEE EXAMPLES 8. ERROR ANALYSIS Describe and correct the
1 AND 2 error made in finding the circumference of
on pp. 525–526 a circle with a radius of 3 millimeters.
for Exs. 8–9
9. ★ MULTIPLE CHOICE Which expression can be used to approximate the

circumference of a circle with a diameter of 25 centimeters?
1
A 2(25) B 3.14(25) C } (3.14)(25) D 2(3.14)(25)
2
CHOOSING AN APPROXIMATION OF PI Find the circumference of the circle

described. Tell what value you used for π. Explain
n your choice.
SEE EXAMPLE 3 10. d 5 28 m 11. d 5 12 yd 12. r 5 2 in. 13. r 5 21 km
on p. 526
14. r 5 17 mm 15. d 5 70 yd 16. d 5 49 mi 17. r 5 6 in.
for Exs. 10–17
FINDING PERIMETERS Find the distance around the outside of the figure.
18. 19. 20. 21.

16 ft 9 yd
7.5 mm
2m
10 mm 12 ft 2m
WORKING BACKWARD Work backward to find the diameter and the

radius of the circle with the given circumference. What approximation
did you use? Explain n your choice.
22. C 5 112.2 in. 23. C 5 21.98 km
4 ft
24. CHALLENGE The perimeter of the figure
x ft
is 37.71 feet. Find the value of x. 5 ft
12 ft
PROBLEM SOLVING
SEE EXAMPLE 4 25. HOCKEY The diameter of a hockey puck is 3 inches. What is the
on p. 527 circumference of a hockey puck?
for Exs. 25–28
26. ASTRONOMY The radius of the outer edge of the outermost ring of
Saturn is about 480,000 kilometers. Find the circumference of the outer
edge of the outermost ring to the nearest hundred thousand kilometers.
27. ★ SHORT RESPONSE A horse walks around a circular track

while its trainer stands in the center. The trainer is 14 feet
ft
14
from the horse at all times. About how far has the horse
traveled after walking around the track 5 times? Explain.
28. DECORATING You want to wrap a ribbon around a circular

candle that has a radius of 4.5 centimeters. You have
30 centimeters of ribbon. Do you have enough ribbon
to fit around the candle at least one time? Explain.

e
(.6-5*1-&$)0*$& 9OU KNOW THE CIRCUMFERENCE # OF A LOG 7HICH
EXPRESSION COULD YOU USE TO FIND THE DIAMETER OF THE LOG
6 + # : 7 # + : 8 #+: 9 #:
.6-5*45&1130#-&. ! GYM WHEEL IS A PIECE OF

GYMNASTICS EQUIPMENT OPERATED BY THE GYMNAST
SHIFTING HIS OR HER WEIGHT 5SE THE DIAGRAM BELOW
TO COMPLETE THE FOLLOWING
A 4HE SCALE OF THE DIAGRAM IS CM M 7HAT IS THE
DIAMETER OF THE WHEEL
B 7HAT IS THE CIRCUMFERENCE OF THE GYM WHEEL
C 4HE GYMNAST CAUSES THE WHEEL TO ROTATE
FORWARD TIMES (OW FAR DOES IT TRAVEL

(83*5*/( 7HICH IS A BETTER ESTIMATE FOR PI OR ]z

%XPLAIN
$)"--&/(& 4HE CIRCUMFERENCE OF %ARTH AT THE EQUATOR IS ABOUT

MILES &IND THE DIAMETER AND THE RADIUS OF %ARTH TO THE NEAREST
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STATE TEST PRACTICE
classzone.com
Lessons 10.1–10.4
1. SHORT RESPONSE You buy a measuring 4. OPEN-ENDED The area of a parallelogram
wheel that you roll on the ground to measure was reduced by 75% by changing both the
distances. The circular wheel travels 1 yard in height and the base. What changes could
a full rotation. What is its diameter? Explain
p have been made to the height
g and the base?
how you found your answer.
5. SHORT RESPONSE A kite has the shape and
2. GRIDDED ANSWER The figure shows a map dimensions shown. Show two methods for
of Molokai, Hawaii, which is approximately finding the area. Which is easier? Justify your
in the shape of a parallelogram. choice.
1.5 ft
2.8 ft
1.25 ft
1.8 cm 6. MULTI-STEP PROBLEM A multiple lane road

circles a landmark. The diameter of the circle
5.5 cm 1 cm : 7 mi is 450 feet. How far is the walk around half of
the circle? How much farther is this distance
than walking to that point in a straight line
a. Find the approximate area of Molokai in
across the circle? Explain.
square centimeters. Round your answer to
the nearest square centimeter. 7. EXTENDED RESPONSE Use the table below
b. Find the approximate area of Molokai in showing the flight status of departing flights
square miles. from an airport in one year.
c. Molokai’s actual area is about 261 square
miles. Is your estimate close to the actual Departure Status
area? If not, how could you improve your Canceled Delayed On Time
estimate? 3% 18% 79%
3. EXTENDED RESPONSE Use the diagram of a a. Make a circle graph of the data.
Palau flag shown below.
b. If there were 18,500 departures, how many
were on time?
36 in. c. The next year the airport handled 23,400
5 ft departures. Only 491 were cancelled,
and 710 fewer were delayed than in the
previous year. What percent were on time?
8 ft
8. GRIDDED ANSWER A stage has the
a. Find the area of the rectangle in dimensions shown. How many square feet is
square feet. the area of the stage?
b. Find the area of the yellow circle in
14 ft 14 ft
square feet.
c. Find the ratio of the area of the circle to 18 ft
the area of the blue region. Explain how
you found your answer. 35 ft

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4PMJE'JHVSFT
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! CONE HAS TWO CIRCLES AS BASES

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! TRIANGULAR PRISM HAS TWO CONGRUENT BASES
!NY FACE OF A PRISM HAS AN OPPOSITE FACE THAT IS PARALLEL TO IT
$)"--&/(& %XPLAIN HOW TO FIND THE NUMBER OF EDGES OF ANY PYRAMID
WHOSE BASE IS A POLYGON WITH N SIDES
.*9&%3&7*&8
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6 CM 7 CM 8 CM 9 CM

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!

" # $ %

&

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RESULTS IN A TABLE
34%0 !DD THE AREAS OF THE SIX FACES TO FIND THE TOTAL AREA
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3 z

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3 ]z ]z

z z
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&IND THE SURFACE AREA OF THE RECTANGULAR PRISM

SHOWN AT THE RIGHT
! RECTANGULAR PRISM IS FEET BY FEET BY FEET

&IND ITS SURFACE AREA
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BY INCHES BY INCHES %XPLAIN YOUR ANSWER
$IBQUFS(FPNFUFSZBOE.FBTVSFNFOU
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SHOULD YOU BUY %XPLAIN YOUR ANSWER
(4)0353&410/4& ! MARKETING COMPANY COMMISSIONS THE DESIGN

OF A PARADE FLOAT 4HE BASE OF THE FLOAT IS TO BE FEET LONG FEET WIDE
AND FEET TALL 6IOLET FLOWERS WILL BE USED TO COVER THE SIDES OF THE BASE
SO THAT FLOWERS COVER SQUARE FOOT OF THE FLOAT (OW MANY DOZEN
FLOWERS WILL THE DESIGNER NEED %XPLAIN YOUR ANSWER
(83*5*/( %XPLAIN HOW THE SURFACE AREA OF A RECTANGULAR PRISM

CHANGES WHEN ITS LENGTH WIDTH AND HEIGHT ARE DOUBLED
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

28. ★ OPEN-ENDED MATH Can the net shown be
folded to form a closed rectangular prism? If 6 6
not, redraw the net so that it can be folded to 4
form a closed rectangular prism. 3 6 3 6
29. xy ALGEBRA Draw a cube with side length x and make a net for the
figure. Write a formula for the surface area S of the cube in terms of
its side length.
30. ★ MULTIPLE CHOICE Which figure Top Side Front

could represent the solid whose top,
side, and front views are shown?
A B C D
31. SPATIAL REASONING Draw the front, side, and top view for each
incorrect answer choice in Exercise 30. Which of these figures has
a different surface area from the other two? Explain.
32. CHALLENGE You need to cover the outside of a 1 foot by 1 foot by 1 foot
box with paper. The paper comes in 8 inch by 11 inch sheets. How many
sheets of paper will you need to cover the box without any overlapping?
MIXED REVIEW
Solve the equation using mental math. (p. 34)
Prepare for 33. 15x 5 45 34. 60x 5 180 35. 25x 5 250 36. 120x 5 600
Lesson 10.7
in Exs. 33–40 37. 8x 5 246 38. 12x 5 72 39. 105x 5 840 40. 63x 5 441
41. Find the least common multiple of 4 and 6. (p. 250)
Classify the solid. (p. 541)

42. 43. 44.
45. ★ MULTIPLE CHOICE 2 1

What is the product 3 }
5
3 } ? (p. 354)
3
16 2 2 56
A } B 1} C 3} D }
15 15 15 15
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RECTANGULAR BOX FOR SHIPPING (OW MANY NOTEPADS WILL FIT INTO EACH BOX
& 9 " . 1 - & $PVOUJOH$VCFTJOB4UBDL

4O FIND THE TOTAL NUMBER OF NOTEPADS THAT WILL FIT IN ONE BOX
MULTIPLY THE NUMBER OF NOTEPADS IN ONE LAYER BY THE NUMBER

OF LAYERS 4HE NOTEPADS ARE STACKED IN LAYERS %ACH LAYER IS A
RECTANGLE THAT IS NOTEPADS LONG AND NOTEPADS WIDE
.OTEPADS IN ONE LAYER .UMBER OF LAYERS .UMBER OF NOTEPADS

C "OTXFS 4HE MANUFACTURER CAN FIT NOTEPADS IN ONE BOX

$IFDL 9OU CAN COUNT THE NUMBER OF NOTEPADS IN THE FRONT
LAYER THEN MULTIPLY THAT NUMBER BY THE NUMBER OF LAYERS
GOING FRONT TO BACK

.OTEPADS IN FRONT LAYER .UMBER OF LAYERS .UMBER OF NOTEPADS

7PMVNF 4HE VOLUME OF A SOLID IS THE AMOUNT OF SPACE THE SOLID OCCUPIES
6OLUME IS MEASURED IN CUBIC UNITS /NE WAY TO FIND THE VOLUME OF A
RECTANGULAR PRISM IS TO USE THE FORMULA BELOW

7PMVNFPGB3FDUBOHVMBS1SJTN
H
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L
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THEN MULTIPLYING
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8IBU*G )N %XAMPLE SUPPOSE A BOX CAN HOLD ONE MORE HORIZONTAL

LAYER OF NOTEPADS (OW MANY NOTEPADS WOULD FIT IN A BOX
&IND THE VOLUME OF THE RECTANGULAR PRISM WITH THE GIVEN DIMENSIONS
M BY M BY M FT BY FT BY FT
& 9 " . 1 - & 6TJOHUIF'PSNVMBGPS7PMVNF

YZ "RVBSJVNT ! POOL AT AN AQUARIUM IS A RECTANGULAR
PRISM THAT IS METERS WIDE AND METERS DEEP
)TS VOLUME IS CUBIC METERS (OW LONG IS THE POOL
40-65*0/
6 LWH 8SJUFUIFWPMVNFGPSNVMB
L + + 4VCTUJUVUFGPS7 X BOEI
L + 4JNQMJGZ
L 8SJUFBSFMBUFEEJWJTJPOFRVBUJPO
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C "OTXFS 4HE LENGTH OF THE POOL IS METERS
(6*%&%13"$5*$& GPS&YBNQMF
)N %XERCISES AND THE SOLIDS ARE RECTANGULAR PRISMS

4HE VOLUME OF A SWIMMING POOL IS CUBIC METERS 4HE POOL IS
METERS WIDE AND METERS DEEP (OW LONG IS THE POOL
4HE VOLUME OF A BATHTUB IS CUBIC FEET 4HE BATHTUB IS FEET LONG
AND FEET WIDE (OW DEEP IS THE BATHTUB
7PMVNFPGB1SJTN
KEY
Exs. 10, 24, 27, 29, 30, 32, and 40
SKILL PRACTICE
1. VOCABULARY Copy and complete: When you find the product of the length,
width, and height of a rectangular prism, you are finding its ? .
2. VOCABULARY What units do you use to measure volume?
FINDING VOLUME Find the volume of the rectangular prism with the given
dimensions. Use estimation to check.
SEE EXAMPLES 3. 4. 5.
1 AND 2 20 cm 13 in.
on pp. 550–551 5 in.
for Exs. 3–10 17 in.
20 cm 31 in.
20 cm 11 in.
6. length: 4.5 km 7. length: 22.5 mm 8. length: 8.5 yd

width: 0.5 km width: 2.5 mm width: 4.5 yd
height: 0.2 km height: 5.75 mm height: 3.25 yd
9. ERROR ANALYSIS Describe and correct

the error made in finding the volume of
a rectangular prism that is 12 feet by
5 feet by 7 feet.
10. ★ MULTIPLE CHOICE What is the volume of a rectangular prism that is

18 meters by 15 meters by 12 meters?
A 45 m3 B 90 m3 C 1332 m3 D 3240 m3
xy ALGEBRA Find the missing dimension of the rectangular prism described.
SEE EXAMPLE 3 11. Volume: 75 ft3 12. Volume: 120 cm3 13. Volume: 2500 m3
on p. 551 length: 10 ft length: 16 cm width: 25 m
for Exs. 11–13 width: 3 ft height: 3.75 cm height: 5 m
xy ALGEBRA Find the volume of a rectangular prism with the dimensions x,

3x, and 5x
x for the given values of x.
14. 1 meter 15. 2 meters 16. 3 meters 17. 4 meters
18. xy CHANGING DIMENSIONS In Exercises 14–17, how did the volume change
when the dimensions doubled? tripled? quadrupled? Suppose the dimensions
of a prism are multiplied by a factor of n. How will the volume of the new prism
compare with the original volume?
CHALLENGE The surface area of a cube is given. Find the volume of the cube.
19. surface area 5 24 m2 20. surface area 5 726 ft2 21. surface area 5 121.5 cm2

PROBLEM SOLVING
SEE EXAMPLES 22. VOLUME A planter in the shape of a rectangular prism is 24 inches by
1 AND 2 4 inches by 5 inches. How much dirt is needed to fill the planter?
on pp. 550–551
for Exs. 22–23 23. GUIDED PROBLEM SOLVING Use the pasta box shown
to find the volume of the part of the pasta box that is
MACARONI
nott filled with pasta. Pasta
16 cm
a. Find the volume of the pasta box shown.
b. Find the volume of the pasta in the box.
c. Subtract the volume of the pasta from the 7 cm
volume of the pasta box. 5 cm
13 cm
SEE EXAMPLE 3 24. ★ MULTIPLE CHOICE The volume of a fish tank is 864 cubic inches. The
on p. 551 fish tank is a rectangular prism. Its length is 12 inches, and its height is
for Ex. 24 9 inches. What is the width of the fish tank?
A 4 inches B 8 inches C 648 inches D 843 inches
25. xy ALGEBRA A rectangular prism has a length Height (ft) Volume (ft 3)
of 3 feet and a width of 5 feet. The table at the
1 15
right gives the volume of the prism for several
heights. Write an expression for the volume of 2 30
the prism when the height is h feet. 3 45
h ?
26. MEASUREMENT Measure the length, width, and
the height of a box of cereal. Tell which unit and
tool you used. Then find the volume of the box of
cereal. Would you use the same unit and tool to
measure the volume of a p pool? Explain.
27. ★ SHORT RESPONSE An ice sculptor begins a sculpture with one

300 pound frozen rectangular prism of ice 40 inches high by 20 inches
wide by 10 inches long. The ice sculptor uses a chain saw to carve away
42% of the block of ice. What is the volume of the remaining ice? Explain.
28. MULTI-STEP PROBLEM The manager of a

gymnastics center wants to buy foam cubes
for a landing pit that is a rectangular prism
120 inches long by 96 inches wide by
72 inches deep.
a. Calculate Find the volume of the
landing pit. Estimate to check.
b. Estimate A company recommends
buying only enough cubes to fill 70%
of the landing pit. What volume is 70%
of the landing pit?
c. Interpret and Apply Each foam cube has
a side length of 6 inches. About how many
foam cubes should the center buy? Explain.
10.7 Volume of a Prism 553

(.6-5*1-&$)0*$& 7HICH VALUE IS A REASONABLE ESTIMATE FOR THE VOLUME OF
A KITCHEN SINK
6 IN 7 IN 8 IN 9 IN
(83*5*/( %XPLAIN WHY THE FORMULA 6 S CAN BE USED TO FIND THE VOLUME
OF A CUBE WITH A SIDE LENGTH OF S
3&"40/*/( 9OU FIND THE VOLUME OF A RECTANGULAR PRISM USING THE FORMULA
6 LWH 9OUR FRIEND FINDS THE VOLUME OF THE SAME PRISM BY MULTIPLYING
THE AREA OF THE BASE BY THE HEIGHT !RE THE METHODS THE SAME OR ARE THEY
DIFFERENT %XPLAIN YOUR REASONING
(&95&/%&%3&410/4& ! MOVIE THEATER SELLS THREE SIZES OF POPCORN &IND

THE VOLUME OF EACH POPCORN CONTAINER !BOUT HOW MANY TIMES GREATER IS THE
VOLUME OF THE LARGE CONTAINER THAN THE VOLUME OF THE SMALL CONTAINER THE
MEDIUM CONTAINER 7HICH CONTAINER GIVES YOU THE MOST POPCORN FOR YOUR
MONEY %XPLAIN YOUR REASONING

$)"--&/(& 4HE VOLUME OF A RECTANGULAR PRISM IS CUBIC CENTIMETERS

&IND ALL THE POSSIBLE WHOLE NUMBER LENGTHS WIDTHS AND HEIGHTS THE PRISM
CAN HAVE %XPLAIN THE METHOD YOU USED TO FIND YOUR ANSWER
$)"--&/(& 4HE SUM OF THE LENGTH WIDTH AND HEIGHT OF A RECTANGULAR PRISM
IS METERS 7HAT WHOLE NUMBER DIMENSIONS PRODUCE THE GREATEST VOLUME
.*9&%3&7*&8
1SFQBSFGPS
]z ]z ]z ]z ]z ]z ]z ]z
-FTTPO
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3"$*/( 9OUR TIME IN A ROAD RACE IS MINUTES AND SECONDS 9OUR FRIEND
FINISHES MINUTES AND SECONDS LATER 7HAT IS YOUR FRIENDS TIME Q
(4)0353&410/4& 9OU ARE WRAPPING TWO GIFTS /NE GIFT IS A RECTANGULAR
PRISM THAT IS INCHES BY INCHES BY INCHES 4HE OTHER GIFT IS A RECTANGULAR
PRISM THAT IS INCHES BY INCHES BY INCHES 9OU HAVE SQUARE INCHES
OF WRAPPING PAPER $O YOU HAVE ENOUGH TO WRAP BOTH GIFTS %XPLAIN YOUR
REASONING Q

26*;GPS-FTTPOTo
#LASSIFY THE SOLID Q

#OUNT THE NUMBER OF FACES EDGES AND VERTICES OF THE SOLID IN %XERCISE
Q
&IND THE SURFACE AREA AND THE VOLUME OF THE RECTANGULAR PRISM QQ

M
M
M

*/5&3*03%&$03"5*/( 9OU ARE PAINTING THE OUTSIDE WALLS OF A SHED THAT IS

IN THE SHAPE OF A RECTANGULAR PRISM 4HE SHED IS FEET BY FEET BY FEET
HIGH !BOUT HOW MANY SQUARE FEET OF SURFACE DO YOU NEED TO PAINT Q
! RECTANGULAR PRISM HAS A WIDTH OF METERS A HEIGHT OF METERS AND A
VOLUME OF CUBIC METERS &IND THE LENGTH Q
&IND THE VOLUME OF THE RECTANGULAR PRISM WITH THE GIVEN DIMENSIONS Q
LENGTH CM LENGTH IN LENGTH FT
WIDTH CM WIDTH IN WIDTH FT
HEIGHT CM HEIGHT IN HEIGHT FT
"RAIN'AME
#OUNTING "LOCKS
4WO VIEWS OF A TOWER OF BLOCKS ARE SHOWN %ACH BLOCK IS A CUBE THAT MEASURES
INCH BY INCH BY INCH &IND THE VOLUME OF THE TOWER 4HEN FIND THE AREA OF
THE OUTER SURFACE INCLUDING THE BASE

7PMVNFPGB1SJTN
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5SE AFTER ,ESSON
BOE$BQBDJUZ
,&:70$"#6-"3: .FUSJD.FBTVSJOH -ETRIC UNITS OF MASS INCLUDE GRAMS G
s MASS P MILLIGRAMS MG AND KILOGRAMS KG -ETRIC UNITS OF CAPACITY
s CAPACITY P INCLUDE LITERS , MILLILITERS M, AND KILOLITERS K,
s METRIC UNITS
PP
s CUSTOMARY UNITS & 9 " . 1 - & .FBTVSJOH.BTTJO.FUSJD6OJUT
PP
5SE THE SPRING BALANCE TO FIND THE MASS OF
THE METEORITE KG
KG KG
2ECALL THAT KILOGRAM EQUALS GRAMS %ACH

GRAMS ON THE SCALE IS DIVIDED INTO EQUAL KG KG

PARTS SO EACH MARK REPRESENTS ]z OR GRAMS

4HE POINTER ON THE SCALE IS AT THE SIXTH MARK KG
-ASS

Cg"OTXFS 4HE MASS OF THE METEORITE IS GRAMS

KG
& 9 " . 1 - & .FBTVSJOH$BQBDJUZJO.FUSJD6OJUT

&IND THE AMOUNT OF LIQUID IN THE MEASURING CUP
%ACH MILLILITERS ON THE MEASURING CUP IS
DIVIDED INTO INTERVALS SO EACH INTERVAL M,

REPRESENTS ]z OR MILLILITERS 4HE LIQUID IS M,
M,
INTERVALS PAST MILLILITERS M,
M,
#APACITY

Cg"OTXFS 4HERE ARE MILLILITERS OF LIQUID IN THE MEASURING CUP
$VTUPNBSZ.FBTVSJOH #USTOMARY UNITS OF WEIGHT INCLUDE OUNCES OZ

POUNDS LB AND TONS 4 #USTOMARY UNITS OF CAPACITY INCLUDE FLUID
OUNCES FL OZ CUPS C PINTS PT QUARTS QT AND GALLONS GAL
EXAMPLE 3 Measuring Weight in Customary Units
CHOOSING TOOLS Use the spring balance to find the
You can use a kitchen weight of the watermelon.
scale to measure
weights in ounces or Each pound on the scale is divided into
in small numbers of 16 equal parts, so each mark represents
pounds. Bathroom 1 9 lb
} pound. The pointer on the scale is 0 lb
scales can be used to 16 9 lb 1 lb
8 marks past 7 lb. 8 lb

measure weights up 8 lb 2 lb
to about 250 lb. Truck 7 lb 3 lb
scales measure weights c Answer The weight of the watermelon 6 lb 4 lb 7 lb

5 lb
in the tons. 8 1
is 7 } lb, or 7 } pounds.
16 2 6 lb
EXAMPLE 4 Measuring Customary Capacity

Find the amount of liquid in the measuring cup.
Each cup on the measuring cup is divided
into 4 intervals, so each interval 4 cups
1 3 cups
represents } cup. The liquid is 3 intervals
4 2 cups
past 1 cup.
1 cup
3
c Answer The amount of liquid is 1 } cup.
4
EXERCISES
1. Find the mass of the oranges. 2. Find the amount of liquid
in the measuring cup.
0 kg 4 cups
4 kg 1 kg 3 cups
2 cups
3 kg 2 kg
2 kg 1 cup
3. Estimate the total weight in pounds of the books you carried home
from school today. Then find the actual weight. Tell what tool and unit
you used. Then compare your estimate to the actual weight.
4. Use a bathroom scale to measure your weight. How does your weight
in pounds compare to your weight in kilograms? (There are about
2.2 pounds in 1 kilogram.) About how much do you weigh in kilograms?
5. Would you use a kitchen scale, a bathroom scale, or a truck scalee to
measure the weight of an elephant? of a letter? of a suitcase? Explain
your reasoning.
Extension: Mass, Weight, and Capacity 557
45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
&95&/%&%3&410/4& ! POUND FIRE .6-5*45&1130#-&. 4HE SCALE MODEL OF A
SAFE IS SHAPED LIKE A RECTANGULAR PRISM )TS NEW OFFICE BUILDING IS SHOWN BELOW )T USES A
VOLUME IS CUBIC INCHES SCALE OF IN FT
A 4HE SAFE IS INCHES WIDE BY INCHES
LONG 7HAT IS THE HEIGHT OF THE SAFE
B 7HAT IS THE SURFACE AREA OF THE SAFE IN
SQUARE INCHES %XPLAIN HOW YOU FOUND
YOUR ANSWER

C %XPLAIN HOW TO FIND THE SURFACE AREA OF
THE SAFE IN SQUARE FEET
A &IND THE VOLUME OF THE MODEL
4)0353&410/4& 9OU FOLD THE SHAPE ON THE B 4HE COMPANY WANTS TO SHORTEN THE TALLER
DASHED LINES UNTIL THE EDGES OF THE TRIANGLES TOWER REDUCING THE VOLUME OF THE MODEL
TOUCH 7HAT SOLID DOES THE NET FORM %XPLAIN TO CUBIC INCHES (OW MUCH HEIGHT
(OW MANY FACES EDGES AND VERTICES DOES THE NEEDS TO BE REMOVED FROM THE TALLER TOWER
SOLID HAVE C "Y HOW MUCH WILL THIS REDUCE THE VOLUME
OF THE ACTUAL BUILDING
(3*%%&%"/48&3 4HE DIMENSIONS

OF A STORAGE SHED NOT INCLUDING THE RAFTERS

ARE FEET BY FEET BY ]zFEET 7HAT IS THE

VOLUME OF THE STORAGE SHED IN CUBIC FEET
&95&/%&%3&410/4& ! RESTAURANT HAS AN 2OUND YOUR ANSWER TO THE NEAREST CUBIC FOOT
AQUARIUM WITH AN UNUSUAL SHAPE 4HE TANKS
BOTTOM AND TOP EACH ARE PARALLEL REGULAR
HEXAGONS 3IX HEAVY PANES OF UNBREAKABLE
GLASS EACH PERPENDICULAR TO BOTH HEXAGONS
MAKE UP THE SIDES
A 7HAT KIND OF SOLID IS THE AQUARIUM
B (OW MANY FACES EDGES AND VERTICES DOES
THE AQUARIUM HAVE

C 4HE AQUARIUM IS ]zFEET TALL AND THE

LONGEST DIAGONAL OF ONE OF THE HEXAGONS
MEASURES INCHES 7ILL THE AQUARIUM FIT

INSIDE A RECTANGULAR PRISM ]zFEET TALL THAT

HAS AN INCH BY INCH BASE *USTIFY
YOUR ANSWER 01&/&/%&% $ESCRIBE A REAL LIFE SITUATION IN
WHICH YOU WOULD NEED TO FIND THE VOLUME OF
01&/&/%&% -EASURE THE LENGTH WIDTH AND A PRISM
THICKNESS OF A BOOK &IND ITS VOLUME 7HAT IS
THE VOLUME OF A BOOK THAT IS TWICE AS THICK AS
THE BOOK YOU MEASURED
7PDBCVMBSZ1SBDUJDF
3&7*&8,&:70$"#6-"3:
tCBTFPGBQBSBMMFMPHSBN Q tSBEJVT Q tQZSBNJE Q
tIFJHIUPGBQBSBMMFMPHSBN Q tEJBNFUFS Q tDPOF Q
tQFSQFOEJDVMBS Q tDJSDVNGFSFODF Q tTQIFSF Q
tCBTFPGBUSJBOHMF Q tQJ P Q tGBDF FEHF WFSUFY Q
tIFJHIUPGBUSJBOHMF Q tTPMJE Q tTVSGBDFBSFB Q
tDJSDMF Q tQSJTN Q tWPMVNF Q
tDFOUFS Q tDZMJOEFS Q
70$"#6-"3:&9&3$*4&4
4ELL WHETHER THE STATEMENT IS TRUE OR #OPY AND COMPLETE THE STATEMENT
FALSE *USTIFY YOUR REASONING
4WO INTERSECTING LINES THAT MEET AT A
4HE CIRCUMFERENCE OF A CIRCLE IS RIGHT ANGLE ARE
MEASURED IN SQUARE UNITS
4HE BASE OF A CONE IS AN
4HE SURFACE AREA OF A PRISM IS
4HE OF A PRISM IS THE SUM OF THE
MEASURED IN SQUARE UNITS
AREAS OF ITS FACES
4HE DISTANCE FROM THE CENTER OF A
4HE OF A PRISM IS THE AMOUNT OF
CIRCLE TO ANY POINT ON THE CIRCLE IS
SPACE THAT IT OCCUPIES
CALLED THE DIAMETER
3&7*&8&9".1-&4"/%&9&3$*4&4
"SFBPGB1BSBMMFMPHSBN PP n
&9".1-&
&IND THE AREA OF THE PARALLELOGRAM

! BH
CM
+
CM
Cg"OTXFS 4HE AREA OF THE PARALLELOGRAM IS SQUARE CENTIMETERS
&9&3$*4&4
&IND THE AREA OF A PARALLELOGRAM WITH THE GIVEN DIMENSIONS
3%% %8!-0,%3 B INCHES H INCHES B FEET H FEET
!.$
POQQo ! PARALLELOGRAM HAS AN AREA OF SQUARE METERS AND A HEIGHT OF METERS
GPS&YTo &IND THE BASE
$IBQUFS3FWJFX
"SFBPGB5SJBOHMF PP n
&9".1-&

! ]zBH

IN

]z+ +
IN

Cg"OTXFS 4HE AREA OF THE TRIANGLE IS SQUARE INCHES
&9&3$*4&4
3%% %8!-0,%
POQ
GPS&YTo

$JSDVNGFSFODFPGB$JSDMF PP n
&9".1-&
&IND THE CIRCUMFERENCE OF THE CIRCLE
# :D

Cg"OTXFS 4HE CIRCUMFERENCE OF THE CIRCLE IS ABOUT YARDS
&9&3$*4&4
&IND THE CIRCUMFERENCE OF THE CIRCLE DESCRIBED
3%% %8!-0,%3 DIAMETER M DIAMETER IN RADIUS YD
!.$
DIAMETER FT RADIUS IN RADIUS M
POQQo
GPS&YTo
5SFFT 4HE TRUNK OF A TREE HAS A CIRCUMFERENCE OF ABOUT INCHES
&IND THE DIAMETER OF THE TREE TO THE NEAREST INCH
10.4 Area of a Circle pp. 531–537
pp
EXAMPLE
Find the area of the circle.

A 5 πr 2
8 ft
< (3.14)(4)2
5 50.24
c Answer The area of the circle is about 50.24 square feet.
EXERCISES
Find the area of the circle described.
SEE EXAMPLES 21. diameter 5 100 cm 22. diameter 5 42 mm 23. radius 5 47 m
1 AND 4
on pp. 531–533 24. Karate Make a circle graph to represent the karate data shown below.
for Exs. 21–24
Number of Karate Students at Each Level
Black Belt Red Belt Blue Belt Green Belt Orange Belt White Belt
3 5 13 20 12 7
10.5 Solid Figures

g pp. 541–544
pp
EXAMPLE
Classify the solid. Then count the number

of faces, edges, and vertices.
c Answer The solid is a pentagonal prism

because it has 2 parallel pentagonal
bases. It has 7 faces, 15 edges, and
10 vertices.
EXERCISES
SEE EXAMPLES 25. Classify the solid. Then count the
1 AND 2 number of faces, edges, and vertices.
on pp. 541–542
for Ex. 25
Chapter Review 561

4VSGBDF"SFBPGB1SJTN PP n
&9".1-&
&IND THE SURFACE AREA OF THE RECTANGULAR SOLID

34%0 &IND THE AREA OF EACH FACE
!REA OF THE TOP OR BOTTOM +

!REA OF THE FRONT OR BACK +
!REA OF THE LEFT OR RIGHT +
34%0 !DD THE AREAS OF ALL SIX FACES TO lND THE SURFACE AREA
3
Cg"OTXFS 4HE SURFACE AREA OF THE RECTANGULAR SOLID IS SQUARE INCHES
&9&3$*4&4

3%% %8!-0,% &IND THE SURFACE AREA OF THE RECTANGULAR
POQ PRISM SHOWN
GPS&Y
7PMVNFPGB1SJTN PP n
&9".1-&
&IND THE VOLUME OF THE RECTANGULAR SOLID

6 LWH

+ +

Cgg"OTXFS 4HE VOLUME OF THE RECTANGULAR PRISM IS
CUBIC METERS
&9&3$*4&4
3%% %8!-0,%3 ! RECTANGULAR PRISM HAS A LENGTH OF METERS A WIDTH OF METERS AND
!.$ A HEIGHT OF METERS &IND THE VOLUME OF THE PRISM
POQQo
GPS&YTo +VJDF#PYFT ! JUICE BOX IS A RECTANGULAR PRISM WITH A VOLUME OF
CUBIC INCHES 4HE JUICE BOX IS INCHES WIDE AND INCH DEEP
(OW TALL IS THE JUICE BOX
$IBQUFS5FTU1SBDUJDF
4HE BASE OF A PARALLELOGRAM IS INCHES AND THE HEIGHT IS INCHES &IND

THE AREA OF THE PARALLELOGRAM
4HE BASE OF A TRIANGLE IS CENTIMETERS AND THE HEIGHT IS CENTIMETERS
! PARALLELOGRAM HAS AN AREA OF SQUARE FEET AND A HEIGHT OF FEET &IND
THE BASE
&IND THE AREA OF THE FIGURE

MM
IN
IN IN
MM
#LASSIFY THE SOLID SHOWN AT THE RIGHT

$RAW A TRIANGULAR PRISM
&IND THE SURFACE AREA AND THE VOLUME OF THE RECTANGULAR PRISM
IN
IN FT CM
IN
FT CM
FT CM
#OUNT THE FACES EDGES AND VERTICES OF THE SOLID IN %XERCISE
$3"5&34 4YCHO IS A CIRCULAR CRATER LOCATED ON THE MOON 4YCHO HAS A
RADIUS OF ABOUT KILOMETERS &IND THE CIRCUMFERENCE OF 4YCHO TO THE
NEAREST KILOMETER
1"*/5*/( 9OU ARE PAINTING A RECTANGULAR BOX THAT IS FEET BY FEET BY
FEET 4HE PAINT CAN SAYS THAT THE PAINT WILL COVER SQUARE FEET $O
YOU HAVE ENOUGH PAINT TO COVER THE ENTIRE BOX %XPLAIN
5*446&#09 ! TISSUE BOX MEASURES INCHES BY 5ZQFTPG1MBOUT4PME

INCHES BY INCHES &IND THE VOLUME OF THE
5ZQFPGQMBOU 1MBOUTTPME
TISSUE BOX
1PUUFEQBMN
1-"/54"-& 4HE NUMBER OF PLANTS SOLD AT A PLANT
(FSBOJVN
SALE IS SHOWN -AKE A CIRCLE GRAPH TO REPRESENT
THE DATA "GSJDBOWJPMFU
$IBQUFS5FTU

4DPSJOH3VCSJD &95&/%&%3&410/4&26&45*0/4
'VMM$SFEJU
tTPMVUJPOJTDPNQMFUF
BOEDPSSFDU
130#-&.
1BSUJBM$SFEJU
tTPMVUJPOJTDPNQMFUF 800%803,*/(9OU ARE BUILDING
CVUFSSPSTBSFNBEF A WOODEN STORAGE CHEST USING THE
PS
tTPMVUJPOJTXJUIPVU DIMENSIONS SHOWN (OW MANY SQUARE FEET

FSSPS CVUJODPNQMFUF OF WOOD DO YOU NEED 4HE WOOD YOU ARE
/P$SFEJU USING COSTS PER SQUARE FOOT 9OU HAVE

tOPTPMVUJPOJTHJWFO $O YOU HAVE ENOUGH MONEY TO MAKE
PS
tTPMVUJPONBLFTOP
THE STORAGE CHEST *USTIFY YOUR ANSWER
TFOTF
CREDIT OR NO CREDIT
9OU MUST CONSTRUCT THE TOP THE BOTTOM AND THE SIDES OF THE CHEST 3O
5IFTUFQTPGUIF
TPMVUJPOBSFDMFBSMZ
YOU MUST FIND THE SURFACE AREA TO FIND OUT HOW MUCH WOOD YOU NEED
XSJUUFOBOESFnFDU 3 z z z z z z
DPSSFDUNBUIFNBUJDBM
SFBTPOJOH z
9OU NEED SQUARE FEET OF WOOD
5IFDBMDVMBUJPOTBSF
DPSSFDU 9OU KNOW THAT THE WOOD COSTS PER SQUARE FOOT 4O FIND THE TOTAL COST
OF THE WOOD MULTIPLY THE SURFACE AREA BY THE COST PER SQUARE FOOT
&BDIRVFTUJPOJTDPSSFDUMZ 4OTAL COST
BOTXFSFE
4HE WOOD WILL COST SO IS ENOUGH MONEY
9OU MUST FIND THE SURFACE AREA TO FIND OUT HOW MUCH WOOD YOU NEED
5IFNBUIFNBUJDBM
SFBTPOJOHJTDPSSFDU 3 z
CVUUIFTVSGBDFBSFBJT
DBMDVMBUFEJODPSSFDUMZ 4HE SURFACE AREA IS SQUARE FEET
4O FIND THE TOTAL COST OF THE WOOD MULTIPLY THE SURFACE AREA BY
5IFBOTXFSTBSF 4OTAL COST
JODPSSFDU
4HE WOOD WILL COST 9OU DO HAVE ENOUGH MONEY
STATE TEST PRACTICE
classzone.com
Surface area 5 6 1 6 1 4.5 1 4.5 1 3 1 3 5 27 square feet

The solution is correct
but incomplete and not Total cost 5 27 3 1.8 5 48.60
clearly explained.
Volume: 3 3 2 3 1.5 5 9
The solution does
not reflect correct Total cost: 9 4 1.8 5 5
mathematical reasoning.
The answers are not
clearly stated, and they
are incorrect.
Score each solution to the problem on the previous page as full credit,
partial credit, or no credit.
t Explain
n your reasoning. If you choose partial
creditt or no credit, explain how to change the solution so that it earns a
score of full credit.
1.
2.

&95&/%&%3&410/4&
#REATE A NEW PARALLELOGRAM BY MULTIPLYING THE MM
SIDES AND HEIGHT OF THE PARALLELOGRAM SHOWN
BY +EEP THE ANGLE MEASURES THE SAME )S THE MM MM MM
NEW PARALLELOGRAM SIMILAR TO THE OLD ONE )S IT
MM
CONGRUENT TO THE OLD ONE %XPLAIN WHY OR WHY
NOT 4HEN FIND THE PERIMETERS AND THE AREAS OF
THE OLD AND NEW PARALLELOGRAMS )S THE RATIO OF
THE AREAS THE SAME AS THE RATIO OF THE PERIMETERS
%XPLAIN
5SE A RULER TO SKETCH THE THREE TRIANGLES DESCRIBED BELOW

4RIANGLE SAME HEIGHT AS THE TRIANGLE AT THE RIGHT
BUT DOUBLE ITS BASE

4RIANGLE SAME BASE AS THE TRIANGLE AT THE RIGHT
BUT DOUBLE ITS HEIGHT
4RIANGLE DOUBLE BOTH THE BASE AND THE HEIGHT OF
THE TRIANGLE AT THE RIGHT
&IND THE AREA OF EACH TRIANGLE 7HAT HAPPENS TO THE AREA OF THE TRIANGLE
WHEN YOU DOUBLE ONLY ITS BASE WHEN YOU DOUBLE ONLY ITS HEIGHT WHEN YOU
DOUBLE BOTH ITS BASE AND HEIGHT 7HAT DO YOU THINK HAPPENS TO THE AREA OF
A TRIANGLE WHEN YOU TRIPLE BOTH ITS BASE AND HEIGHT %XPLAIN YOUR REASONING
! POPCORN BOX IS SHAPED LIKE A RECTANGULAR PRISM )T HAS LENGTH CM WIDTH

CM AND HEIGHT CM 3KETCH THE POPCORN BOX (OW MUCH CARDBOARD
WOULD BE NEEDED TO MAKE THE BOX ASSUMING THERE ARE NO OVERLAPS (OW
MUCH POPCORN WOULD THE BOX HOLD *USTIFY YOUR ANSWERS
! CIRCULAR RUG IS SHOWN (OW MANY SQUARE FEET

OF FLOOR ARE COVERED BY THIS RUG "INDING RIBBON
FT
IS SOLD BY THE FOOT (OW MUCH BINDING RIBBON IS
NEEDED TO BIND OFF THE BLUE OUTER EDGE OF THE RUG
%XPLAIN HOW YOU FOUND YOUR ANSWERS FT
9OU WANT TO MAKE A CUSHION SHAPED LIKE A RECTANGULAR PRISM FOR YOUR
COUCH 4HE CUSHION WILL BE INCHES BY INCHES BY INCHES
A (OW MUCH FABRIC DO YOU NEED TO COVER THE CUSHION $ID YOU USE SURFACE
AREA OR VOLUME TO FIND YOUR ANSWER %XPLAIN YOUR CHOICE
B (OW MUCH FILLING DO YOU NEED TO STUFF THE CUSHION $ID YOU USE SURFACE
AREA OR VOLUME TO FIND YOUR ANSWER %XPLAIN YOUR CHOICE
C 9OU BUY SQUARE YARD OF FABRIC $O YOU HAVE ENOUGH FABRIC TO COVER THE
CUSHION *USTIFY YOUR ANSWER
45"5&5&4513"$5*$&
DMBTT[POFDPN
.6-5*1-&$)0*$& (3*%%&%"/48&3
4HE AREA OF A PARALLELOGRAM IS SQUARE ! TRIANGULAR AREA HAS BEEN ROPED OFF
INCHES 4HE HEIGHT IS INCHES 7HAT IS THE FOR A BOOTH AT A CONVENTION CENTER 4HE
LENGTH OF THE BASE DIMENSIONS OF THE ROPED OFF AREA ARE
SHOWN (OW MANY SQUARE FEET IS THE ROPED
6 IN 7 IN
OFF AREA
8 IN 9 IN
#LASSIFY THE SOLID

6 CONE
7 SPHERE
8 TRIANGULAR PYRAMID
7HAT IS THE TOTAL AREA OF THE FIGURE BELOW IN
9 TRIANGULAR PRISM SQUARE METERS
7HICH OF THE FOLLOWING IS TRUE ABOUT THE
SOLID IN %XERCISE M
6 )T HAS FACES M M
7 )T HAS EDGES
8 )T HAS VERTICES ! WADING POOL IS FEET BY FEET BY FEET
! CONTAINER HOLDS CUBIC FEET OF WATER
9 )T HAS BASES (OW MANY CONTAINERS OF WATER ARE NEEDED
TO FILL THE WADING POOL
4)0353&410/4&
! CIRCLE HAS A RADIUS OF CENTIMETERS ! SQUARE HAS A SIDE LENGTH OF
CENTIMETERS 7ITHOUT DOING ANY CALCULATIONS DETERMINE WHETHER THE
CIRCLE OR THE SQUARE HAS THE GREATER PERIMETER %XPLAIN YOUR REASONING
4HE TABLE SHOWS THE NUMBER OF WINS 4PDDFS4FBTPO

LOSSES AND TIES A SOCCER TEAM HAD DURING
8JOT -PTTFT 5JFT
ONE SEASON -AKE A CIRCLE GRAPH OF THE
DATA %XPLAIN YOUR STEPS
$EBORAHS BICYCLE WHEEL HAS A DIAMETER OF INCHES $EBORAH RIDES HER
BICYCLE SO THAT THE FRONT WHEEL MAKES COMPLETE ROTATIONS 4O THE
NEAREST TEN FEET HOW MANY FEET HAS SHE TRAVELED %XPLAIN HOW YOU FOUND
YOUR ANSWER
! DIAGRAM OF A SET OF CONCRETE STEPS IS SHOWN AT

THE RIGHT %ACH CUBE IN THE DIAGRAM REPRESENTS A

VOLUME OF ]zCUBIC FOOT 7HAT VOLUME OF CONCRETE

IS NEEDED FOR THE SET OF STEPS *USTIFY YOUR ANSWER
$6.6-"5*7&3&7*&8 o
-FTTPOT

&IND THE VALUE OF THE POWER Q

SQUARED CUBED
&IND THE MEAN MEDIAN MODES AND RANGE OF THE DATA Q


Q Q Q
Q Q Q

]z ]z Q ]z ]z Q ]z ]z Q

]z ]z Q ]z Q ]z ]z Q


X R

]z ]z ]z ]z ]z ]z ]z ]z
N J
)N %XERCISES n WRITE THE DECIMAL OR FRACTION AS A PERCENT Q

]z ]z

&IND OF Q &IND OF Q
)N %XERCISES AND USE THE DIAGRAM AT

THE RIGHT Q

!RE AND VERTICAL ANGLES %XPLAIN
&IND THE MEASURES OF AND
&IND THE AREA OF EACH OF THE FIGURES BELOW

YD

Q Q Q
&IND THE CIRCUMFERENCE OF THE CIRCLE IN %XERCISE Q

#LASSIFY THE SOLID AT THE RIGHT 4HEN COUNT THE
NUMBER OF FACES EDGES AND VERTICES Q
36//*/( 4HE TABLE SHOWS THE DISTANCE A RUNNER TRAVELED AFTER VARIOUS
LENGTHS OF TIME -AKE A LINE GRAPH OF THE DATA GIVEN IN THE TABLE 5SE IT TO
ESTIMATE HOW FAR THE RUNNER TRAVELED IN SECONDS Q
5JNF TFDPOET
%JTUBODF NFUFST
$"54 4HE NORMAL BODY TEMPERATURE FOR A CAT IS BETWEEN & AND
& )S A TEMPERATURE OF & NORMAL %XPLAIN Q
(&0.&53: 5SE THE DIAGRAM SHOWN AT THE

RIGHT 7HAT FRACTION OF THE LARGE RECTANGLES
AREA IS SHADED RED Q

)*,*/( 9OU WENT ON A HIKE WITH A GROUP OF
FRIENDS FROM !- TO 0- (OW LONG
WERE YOU HIKING Q
4$"-&%3"8*/(4 )N %XERCISES AND USE THE FOLLOWING INFORMATION

! SCALE DRAWING OF A ROOM HAS A SCALE OF IN FT )N THE DRAWING THE FLOOR
OF THE ROOM IS INCHES LONG AND INCHES WIDE Q
7HAT ARE THE ACTUAL DIMENSIONS OF THE ROOM
7HAT IS THE RATIO OF THE FLOOR AREA OF THE ROOM IN THE DRAWING TO THE FLOOR
AREA OF THE ACTUAL ROOM
#"/,*/( ! BANK ACCOUNT PAYS ANNUAL INTEREST (OW MUCH SIMPLE
INTEREST WILL EARN IN YEARS Q
'-"(4 )N %XERCISES n USE THE FLAG OF THE "AHAMAS AT THE RIGHT
5SE A CENTIMETER RULER TO MEASURE THE SIDES OF
THE BLACK TRIANGLE 4HEN CLASSIFY IT BY ITS SIDES
Q
(OW MANY PAIRS OF CONGRUENT FIGURES ARE IN

THE FLAG Q
(OW MANY LINES OF SYMMETRY DOES THE FLAG
HAVE Q
70-6/5&&3803, 4HE TABLE SHOWS 4QSJOH'VOESBJTFS7PMVOUFFST

HOW VOLUNTEERS ARE DIVIDED AMONG
+PC UJDLFUT TOBDLT CPPUIT
THREE TYPES OF JOBS -AKE A CIRCLE
GRAPH OF THE DATA Q /VNCFSPG
WPMVOUFFST
(&0.&53: ! BOX MEASURES INCHES BY INCHES BY INCHES &IND THE

SURFACE AREA AND THE VOLUME OF THE BOX QQ
$VNVMBUJWF3FWJFX

#FGPSF
*OUFHFST
s 0LOTTED POINTS
s 3TUDIED LINE SYMMETRY
/PX 3FWJFX1SFSFRVJTJUF4LJMMTCZQMBZJOH$POTUFMMBUJPO
.BQQJOHBOE6OJEFOUJGJFE4ZNNFUSJDBM0CKFDU
*O$IBQUFSZPVMMTUVEZ
s #OMPARING INTEGERS
s !DDING INTEGERS
s 3UBTRACTING INTEGERS
s -ULTIPLYING INTEGERS
s $IVIDING INTEGERS
s 4RANSLATIONS
s 2EFLECTIONS
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s -AUNA ,OA P
s BLACK BEARS P
s PHOTOGRAPHY P
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s 3UBTRACTING )NTEGERS P
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s 4RANSLATIONS 2EFLECTIONS AND
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$IBQUFS*OUFHFST
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s 3OME OF THE DATA BEAMED TO %ARTH FROM A DISTANT SPACESHIPS
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s 4HE PICTURE SENT BY THE SHIP HAS LINE SYMMETRY #OPY THE DRAWING AND
THE LINE OF SYMMETRY SHOWN ABOVE ONTO GRAPH PAPER 4HEN RECONSTRUCT
THE PICTURE
4UPQBOE5IJOL
&95&/4*0/ 4HE CONSTELLATION YOU PLOTTED ON PAGE IS /RION
$RAW A PICTURE OF ANOTHER STAR GROUPING SUCH AS THE "IG $IPPER
4HEN WRITE DIRECTIONS FOR GRAPHING THE STAR GROUPING IN A COORDINATE
PLANE
83*5*/( $ESCRIBE THE PROCEDURE YOU USED TO RECONSTRUCT THE
5NIDENTIFIED 3YMMETRICAL /BJECT

70$"#6-"3:$)&$,
3&7*&8803%4 %XPLAIN WHAT IT MEANS FOR TWO FIGURES TO BE CONGRUENT
s ORDERED PAIR P
%XPLAIN HOW AN ORDERED PAIR IS RELATED TO THE COORDINATES ON A GRAPH
s COORDINATES P
s MEAN P %XPLAIN HOW TO FIND A MEAN
s CONGRUENT P
4,*--$)&$,
'RAPH THE NUMBERS ON A NUMBER LINE 4HEN ORDER THE NUMBERS FROM LEAST
TO GREATEST Q

&IND THE SUM DIFFERENCE PRODUCT OR QUOTIENT Q

'RAPH AND CONNECT THE POINTS 4HEN IDENTIFY THE RESULTING FIGURE
QQ
! " # $ % & '
.OTETAKING 3KILLS .VMUJQMF3FQSFTFOUBUJPOT
)N EACH CHAPTER YOU WILL 9OU CAN OFTEN RECORD A NUMBER IN DIFFERENT WAYS IN YOUR NOTES )N
LEARN A NEW NOTETAKING EARLIER CHAPTERS YOU SAW DECIMALS REPRESENTED IN SEVERAL WAYS AS
SKILL )N #HAPTER YOU SHOWN BELOW
WILL APPLY THE STRATEGY
OF USING MULTIPLE %XPANDED FORM ONE TENTHS HUNDREDTHS
REPRESENTATIONS TO
%XAMPLE ON P
$ECIMAL FORM
7ORD FORM ONE AND SEVENTY THREE HUNDREDTHS
6ISUAL FORM
ONE WHOLE HUNDREDTHS

$PNQBSJOH*OUFHFST
#FGPSF :PVDPNQBSFEBOEPSEFSFEGSBDUJPOTBOEEFDJNBMT
/PX :PVMMDPNQBSFBOEPSEFSJOUFHFST
8IZ 4PZPVDBOSFQSFTFOUUJNFTJOTFDPOET BTJO&YBNQMF
,&:70$"#6-"3: )NTEGERS ARE OFTEN USED TO REPRESENT REAL WORLD QUANTITIES

s INTEGERS P 4HE FOLLOWING NUMBERS ARE INTEGERS
s NEGATIVE INTEGERS
P

s POSITIVE INTEGERS .EGATIVE INTEGERS ARE INTEGERS THAT ARE LESS THAN
P
s OPPOSITES P 0OSITIVE INTEGERS ARE INTEGERS THAT ARE GREATER THAN
:ERO IS NEITHER NEGATIVE NOR POSITIVE
.EGATIVE NUMBERS 0OSITIVE NUMBERS

5IFJOUFHFSJTSFBEiOFHBUJWFw
7ORDS LIKE PROFIT INCREASE AND ABOVE OFTEN INDICATE A POSITIVE INTEGER
7ORDS LIKE LOSS DECREASE AND BELOW INDICATE A NEGATIVE INTEGER

4QBDF4IVUUMFT $URING A SHUTTLE LAUNCH THE SOLID ROCKET BOOSTERS SEPARATE
FROM THE SHUTTLE AT h4 SECONDSv OR SECONDS AFTER LIFTOFF /THER
EVENTS INCLUDE THE SHUTTLE REACHING A HEIGHT OF MILE AT 4 z SECONDS
THE SHUTTLES COMPUTERS TAKING OVER THE COUNTDOWN AT 4 z SECONDS AND
THE COMPUTERS CHECKING THAT THE ENGINES ARE READY AT 4 z SECONDS 7HAT
INTEGER REPRESENTS WHEN THE SHUTTLES COMPUTERS TAKE OVER THE COUNTDOWN
%,)-).!4% #(/)#%3
6 7 8 9
5IFTIVUUMFTDPNQVUFST
UBLFPWFSDPVOUEPXO
CFGPSFMJGUPGG TPUIF
BOTXFSJTOFHBUJWF 40-65*0/
$IPJDFT$BOE%DBO
4HE SHUTTLES COMPUTERS TAKE OVER AT 4 z SECONDS
CFFMJNJOBUFE
4HE CORRECT ANSWER IS " 6 7 8 9
(6*%&%13"$5*$& GPS&YBNQMF
7RITE THE INTEGER THAT REPRESENTS THE SITUATION

A PROFIT A POINT DECREASE A LOSS OF YARDS
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& 9 " . 1 - & .PEFMJOH*OUFHFS4VCUSBDUJPO

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!LGEBRA A B A B .UMBERS

$IBQUFS*OUFHFST
EXAMPLE 2 Subtracting Integers
a. 22 2 (29) 5 22 1 9 To subtract 29, add its opposite.
57 Find |9| 2 |22|. Use the sign of 9.
b. 25 2 7 5 25 1 (27) To subtract 7, add its opposite.
5 212 Find |25| 1 |27|. Use the common sign.
EXAMPLE 3 Using Integers to Solve Problems

Mauna Loa The base of the Hawaiian volcano Mauna Loa is about
13,000 meters below sea level. Its summit is 4170 meters above
sea level. Find the difference between the elevations of Mauna Loa’s
summit and its base.
SOLUTION
STEP 1 Use integers to represent the two elevations.
summit: 4170 meters base: 213,000 meters
STEP 2 Subtractt the lesser elevation from the greater elevation.

4170 2 (213,000) 5 4170 1 13,000 To subtract 213,000,
add its opposite.
5 17,170
c Answerr The difference between the elevations is 17,170 meters.
✓ GUIDED PRACTICE for Examples 1, 2, and 3
Find the difference using a number line.

1. 4 2 6 2. 7 2 10 3. 3 2 (24) 4. 0 2 (24)

5. 3 2 7 6. 25 2 6 7. 4 2 (28) 8. 22 2 (29)
9. 6 2 10 10. 24 2 9 11. 5 2 (25) 12. 23 2(21)
13. Aoba The base of the volcano Aoba on Vanuatu in the South Pacific
is about 3000 meters below sea level. Its summit is 1496 meters above
sea level. Find the difference between the elevations of Aoba’s summit
and its base.
11.3 Subtracting Integers 587

KEY
Exs. 24, 39, 47, 48, 50, 51, and 62
SKILL PRACTICE
VOCABULARY Copy and complete the statement.
1. To subtract 5 from 2, add the ? of 5 to 2.

2. To subtract a negative integer, move to the ? on a number line.
MODELING INTEGER SUBTRACTION Find the difference using a number line.

SEE EXAMPLE 1 3. 4 2 7 4. 25 2 6 5. 22 2 (23) 6. 8 2 1
on p. 586
for Exs. 3–11
7. 8 2 12 8. 6 2 (26) 9. 29 2 (29) 10. 9 2 (28)
11. ERROR ANALYSIS Describe and correct the error made in the solution.
SUBTRACTING INTEGERS Find the difference.
SEE EXAMPLE 2 12. 0 2 4 13. 7 2 9 14. 25 2 5 15. 28 2 9

on p. 587
16. 22 2 12 17. 6 2 (22) 18. 4 2 (23) 19. 13 2 (210)
for Exs. 12–24
20. 22 2 (28) 21. 25 2 (215) 22. 214 2 (26) 23. 212 2 (23)
24. ★ MULTIPLE CHOICE What is the value of the expression 4 2 (217)?

A 221 B 213 C 13 D 21
xy ALGEBRA Evaluate the expression when a 5 22, b 5 25, c 5 3, and d 5 4.
25. b 2 a 1 c 26. d 2 b 1 a 27. c 2 a 2 d 28. a 2 b 2 c

29. b 2 c 1 d 30. a 2 d 1 c 31. d 2 b 2 a 32. c 2 a 2 b
REASONING Copy and complete the statement with <, >, or 5.
33. 6 2 (22) ? 6 34. 7 2 (28) ? 7 35. 23 2 4 ? 23

36. 25 2 5 ? 25 37. 8 2 (21) ? 8 38. 2 2 (210) ? 2
39. ★ OPEN-ENDED MATH Find three pairs of negative values for x and y
that make the following equation true: x 2 y 5 22.
xy ALGEBRA Find the value of n that makes the statement true.
40. 4 2 n 5 7 41. 23 2 n 5 0 42. n 2 (210) 5 5 43. n 2 (21) 5 26
588 Chapter 11 Integers

$)"--&/(& %VALUATE THE EXPRESSIONS AND z 5SE THE
RESULTS TO PREDICT HOW THE EXPRESSIONS A B AND B A ARE RELATED 4EST
YOUR PREDICTION WITH SEVERAL VALUES OF A AND B
130#-&.40-7*/(
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A 7RITE A SUBTRACTION EXPRESSION FOR THE DIFFERENCE BETWEEN THE ACTUAL
TEMPERATURE AND THE WIND CHILL TEMPERATURE
B 2EWRITE THE EXPRESSION IN PART A AS AN ADDITION EXPRESSION
C 7HAT IS THE DIFFERENCE BETWEEN THE TWO TEMPERATURES
&-&7"5*0/ 4HE ELEVATIONS OF THE HIGHEST AND LOWEST POINTS IN #ALIFORNIA
ARE SHOWN BELOW &IND THE RANGE OF ELEVATIONS IN #ALIFORNIA 3HOW THE
SUBTRACTION EXPRESSION YOU USED

(.6-5*1-&$)0*$& 9OU POUR JUICE THAT HAS A TEMPERATURE OF # INTO
CUPS AND FREEZE THE JUICE TO # 7HAT IS THE CHANGE IN TEMPERATURE
6 # 7 # 8 # 9 #
(83*5*/( 4HE BOW OF A SUNKEN SHIP RELATIVE TO THE

WATERS SURFACE IS AT FEET 4HE POSITION OF THE STERN IS
FEET 7RITE AND SOLVE A SUBTRACTION PROBLEM ABOUT
THE SHIP USING THESE INTEGERS
.6-5*1-&3&13&4&/5"5*0/4 !N ELEVATOR IS

FEET BELOW GROUND )T DESCENDS TO A POINT FEET
BELOW GROUND $RAW A DIAGRAM OF THE SITUATION 4HEN
WRITE AND EVALUATE A SUBTRACTION EXPRESSION TO FIND
THE CHANGE IN ELEVATION
(4)0353&410/4&!T NOON THE TEMPERATURE WAS

& "Y 0- THE TEMPERATURE HAD DROPPED 7HAT
WAS THE TEMPERATURE AT 0- $EMONSTRATE HOW
TO SOLVE THE PROBLEM USING A NUMBER LINE AND THEN
USING THE RULES FOR SUBTRACTING INTEGERS
(83*5*/( )S THE STATEMENT A zB zC A zB zC TRUE FOR ALL
INTEGERS %XPLAIN YOUR REASONING USING EXAMPLES
4VCUSBDUJOH*OUFHFST
$)"--&/(& 4ELL WHETHER THE STATEMENT IS ALWAYS SOMETIMES OR NEVER
! NEGATIVE INTEGER MINUS A NEGATIVE ! POSITIVE INTEGER MINUS A POSITIVE
INTEGER IS NEGATIVE INTEGER IS POSITIVE
! POSITIVE INTEGER MINUS A NEGATIVE !NY NUMBER MINUS A POSITIVE NUMBER
INTEGER IS POSITIVE IS GREATER THAN THE ORIGINAL NUMBER
.*9&%3&7*&8
&IND THE PRODUCT
1SFQBSFGPS Q Q Q
-FTTPO

JO&YTo ]z+ ]z Q ]z+ ]z Q ]z+ ]z Q

(.6-5*1-&$)0*$& 7HAT IS THE VALUE OF Q

6 7 8 9
26*;GPS-FTTPOTo
&IND THE OPPOSITE AND THE ABSOLUTE VALUE OF THE NUMBER QQ

/RDER THE INTEGERS FROM LEAST TO GREATEST Q


z
5&.1&3"563&4 )N ONE STATE THE COLDEST RECORDED AVERAGE TEMPERATURE

IN *ANUARY WAS ABOUT & )N ANOTHER STATE THE COLDEST AVERAGE
TEMPERATURE WAS & BELOW ZERO &IND THE DIFFERENCE BETWEEN THESE
AVERAGE TEMPERATURES Q
"RAIN 'AME
-AGIC 3QUARE
)N THE MAGIC SQUARE AT THE RIGHT THE SUM
OF EACH ROW COLUMN AND DIAGONAL IS
THE SAME #OPY AND COMPLETE THE MAGIC
SQUARE


45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
.6-5*45&1130#-&. 7EATHER STATIONS USE (3*%%&%"/48&3 $ARRENS SCORES ON THE
BUOYS IN THE OCEAN TO MONITOR WAVE HEIGHT FIRST FIVE HOLES OF A GOLF GAME RELATIVE TO PAR
)N A HURRICANE A BUOY TAKES THESE READINGS ARE AND 7HAT IS $ARRENS
OF SEVERAL WAVES TOTAL SCORE SO FAR
AND %ACH INTEGER GIVES THE
BUOYS HEIGHT IN FEET ABOVE OR BELOW THE 4)0353&410/4& 5SE THE TABLE BELOW OF THE
STILL WATER LEVEL LOWEST TEMPERATURES IN DEGREES &AHRENHEIT
RECORDED IN FIVE STATES /RDER THE STATES FROM
COLDEST TO WARMEST LOW TEMPERATURE 4HEN
FIND THE MEDIAN TEMPERATURE

4UBUF -PXUFNQFSBUVSF '
"MBTLB
(FPSHJB
*EBIP
*MMJOPJT
.BJOF
&95&/%&%3&410/4& 5SE THE BAR GRAPH OF

A 7HAT IS THE LOWEST POINT THAT THE BUOY
THE DAILY HIGH TEMPERATURES IN A CITY IN !LASKA
REACHED DURING ONE WEEK IN *ANUARY
B 7HAT IS THE HIGHEST POINT THAT THE BUOY %BJMZ)JHI5FNQFSBUVSFT

REACHED

C 7HAT IS THE RANGE OF THESE HURRICANE WAVES

4EMPERATURE &

&95&/%&%3&410/4& 9OU LIVE IN A HIGH RISE
APARTMENT BUILDING 9OUR BEST FRIEND LIVES
FLOORS ABOVE YOU 9OUR COUSIN LIVES FLOORS
BELOW YOUR BEST FRIEND
A %SBXB%JBHSBN $RAW A VERTICAL NUMBER
3U - 4U 7 4H & 3A
LINE OF THE SITUATION ,ET REPRESENT THE
LOCATION OF YOUR APARTMENT
A &IND THE DIFFERENCE IN TEMPERATURE FOR
B 8SJUFBO&YQSFTTJPO 7RITE AND EVALUATE A THE TWO CONSECUTIVE DAYS WITH THE LEAST
SUBTRACTION EXPRESSION TO FIND THE NUMBER DIFFERENCE IN TEMPERATURE %XPLAIN YOUR
OF FLOORS BETWEEN YOU AND YOUR COUSIN METHOD
C "QQMZ ! LAUNDROMAT IS LOCATED FLOORS B &IND THE DIFFERENCE IN TEMPERATURE FOR THE
ABOVE YOUR COUSINS APARTMENT (OW TWO CONSECUTIVE DAYS WITH THE GREATEST
MANY FLOORS IS THIS ABOVE OR BELOW YOUR DIFFERENCE IN TEMPERATURE %XPLAIN YOUR
APARTMENT *USTIFY YOUR ANSWER WITH AN METHOD
INTEGER EXPRESSION
C )S YOUR ANSWER TO PART B THE RANGE FOR THE
01&/&/%&% &IND A NEGATIVE VALUE OF X AND DATA 7HY OR WHY NOT
A NEGATIVE VALUE OF Y SO THAT THE DIFFERENCE
X Y IS POSITIVE
.*YFE3FWJFXPG1SPCMFN4PMWJOH
.VMUJQMZJOH
*OUFHFST
#FGPSF :PVNVMUJQMJFEXIPMFOVNCFST GSBDUJPOT BOEEFDJNBMT
/PX :PVMMNVMUJQMZJOUFHFST
8IZ 4PZPVDBOGJOEDIBOHFTJOXBUFSMFWFMT BTJO&YBNQMF
,&:70$"#6-"3:
"$5*7*5:
s NEGATIVE INTEGERS
P 9OU CAN USE ADDITION TO UNDERSTAND INTEGER MULTIPLICATION
s POSITIVE INTEGERS
P
34%0 #OPY AND 1SPEVDU 3FQFBUFEBEEJUJPO 3FTVMU
COMPLETE THE
TABLE +
+
34%0 $ESCRIBE THE
PATTERN OF THE +
RESULTS 5SE THE
+
PATTERN TO FIND
+ +
34%0 #OPY THE TABLE AT THE RIGHT 1SPEVDU 3FTVMU

4HEN LOOK FOR A PATTERN TO
COMPLETE IT +
+
34%0 4ELL WHAT YOU OBSERVE ABOUT
THE PRODUCT OF TWO INTEGERS +
WITH THE SAME SIGN WITH
+
DIFFERENT SIGNS
+
)N THE ACTIVITY YOU MAY HAVE OBSERVED THE FOLLOWING RULES ABOUT MULTIPLYING
INTEGERS

.VMUJQMZJOH*OUFHFST
7ORDS .UMBERS
4HE PRODUCT OF TWO POSITIVE INTEGERS IS POSITIVE
4HE PRODUCT OF TWO NEGATIVE INTEGERS IS POSITIVE
4HE PRODUCT OF A POSITIVE INTEGER AND
A NEGATIVE INTEGER IS NEGATIVE
$IBQUFS*OUFHFST
& 9 " . 1 - & .VMUJQMZJOH*OUFHFST
A 5IFQSPEVDUPGUXPOFHBUJWFJOUFHFSTJTQPTJUJWF
B n 5IFQSPEVDUPGBQPTJUJWFJOUFHFSBOEBOFHBUJWFJOUFHFS

JTOFHBUJWF
& 9 " . 1 - & "QQMZJOH*OUFHFST

)JHIBOE-PX5JEF )N THE "AY OF &UNDY
THERE ARE ABOUT HOURS BETWEEN EACH HIGH
AND LOW TIDE 3UPPOSE THAT THE WATER LEVEL
DECREASES AT A RATE OF ABOUT FEET PER HOUR
DURING THIS TIME 7HAT IS THE CHANGE IN THE
WATER LEVEL
40-65*0/
#HANGE IN WATER LEVEL z2ATE OF CHANGE z.UMBER OF HOURS
z

C"OTXFS 4HE WATER LEVEL DECREASES BY ABOUT FEET BETWEEN TIDES
& 9 " . 1 - & &WBMVBUJOH&YQSFTTJPOT

YZ %VALUATE THE EXPRESSION WHEN M AND N
2%!$).' A MNz 4VCTUJUVUFGPSNBOEGPSO
5IFFYQSFTTJPOiNOw
NFBOTiNOw*UJTSFBE
5IFQSPEVDUPGUXPOFHBUJWFJOUFHFSTJTQPTJUJWF
iUIFPQQPTJUFPGNOw
B N
4VCTUJUVUFGPSO
z 8SJUFUIFQPXFSBTBQSPEVDU
5IFQSPEVDUPGUISFFOFHBUJWFJOUFHFSTJTOFHBUJWF
BUDMBTT[POFDPN
&IND THE PRODUCT

8IBU*G )N %XAMPLE WHAT INTEGER REPRESENTS THE CHANGE IN THE WATER

LEVEL HOURS AFTER HIGH TIDE
%VALUATE THE EXPRESSION WHEN X z AND Y

Y Y Y XY
.VMUJQMZJOH*OUFHFST
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
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)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
4HE PRODUCT OF TWO NEGATIVE INTEGERS IS A INTEGER

4HE PRODUCT OF A NEGATIVE INTEGER AND A POSITIVE INTEGER IS A INTEGER
.6-5*1-:*/(*/5&(&34 &IND THE PRODUCT
3%% %8!-0,%

POQ

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z

THE ERROR MADE IN THE SOLUTION '+&'
(.6-5*1-&$)0*$& 7HICH EXPRESSION REPRESENTS THE SUM

6 + 7 8 9 +
YZ "-(&#3" %VALUATE THE EXPRESSION WHEN N P AND T
3%% %8!-0,% N P N P

POQ
T NT NT PT
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DESCRIBE THE RULE FOR THE PATTERN
z

/6.#&34&/4& 4ELL WHETHER THE STATEMENT IS ALWAYS SOMETIMES OR

NEVER TRUE
! NEGATIVE INTEGER TIMES A NEGATIVE INTEGER IS POSITIVE
! NEGATIVE INTEGER TIMES A POSITIVE INTEGER IS NEGATIVE
! POSITIVE INTEGER TIMES A NEGATIVE INTEGER IS POSITIVE
YZ .&/5"-."5) &IND THE VALUE OF X THAT MAKES THE STATEMENT TRUE
X X X X

X X X X
$IBQUFS*OUFHFST
3&"40/*/( %VALUATE AND 7HAT DO YOU NOTICE ABOUT
THE RESULTS 7HAT PROPERTY FOR MULTIPLICATION OF INTEGERS DO YOUR
RESULTS ILLUSTRATE
YZ "-(&#3" &IND THE VALUES OF X THAT MAKE THE STATEMENT TRUE
X X X

X X X

$)"--&/(& #OPY AND COMPLETE THE PATTERN ]z ]z ]z

130#-&.40-7*/(
3%% %8!-0,% (4)0353&410/4& ! FEMALE !SIATIC BLACK BEAR
POQ LOSES ABOUT POUNDS PER MONTH DURING ITS MONTHS
GPS&YTo OF HIBERNATION 7HAT IS ITS CHANGE IN WEIGHT DURING
HIBERNATION 4HE BEAR WEIGHS POUNDS BEFORE
HIBERNATION 7HAT DOES IT WEIGH AFTER HIBERNATION
(.6-5*1-&$)0*$& 9OU HAVE IN YOUR SAVINGS

ACCOUNT %ACH WEEK YOU WITHDRAW 7HAT INTEGER
REPRESENTS THE CHANGE IN THE NUMBER OF DOLLARS IN
YOUR ACCOUNT OVER WEEKS
6 7 8 9
%*7*/( 4HINK OF THE SURFACE OF THE OCEAN AS ON A NUMBER LINE ! SEA
OTTER CAN DIVE TO A DEPTH OF METERS ! DOLPHIN CAN DIVE TO A DEPTH
THAT IS TIMES AS GREAT AS THE SEA OTTERS DEPTH !T THAT DEPTH WHAT IS
THE DOLPHINS POSITION RELATIVE TO SEA LEVEL

&9".1-&4"/%/0/&9".1-&4 9OUR MATH TEACHER WRITES THE PASSWORDS

SHOWN ON THE BOARD .O ONE MAY LEAVE CLASS WITHOUT GIVING A DIFFERENT
VALID PASSWORD .AME TWO VALID PASSWORDS YOU COULD GIVE %XPLAIN YOUR
REASONING
KVa^YEVhhldgYh >ckVa^YEVhhldgYh
)* &&'
&', (*
z &( .%
.VMUJQMZJOH*OUFHFST
56. ★ WRITING Edward burns 8 calories per minute when he runs for
20 minutes. Explain how to use integer multiplication to represent
the change in Edward’s calories.
57. ★ SHORT RESPONSE Your aunt drives 50 miles every day. Her car uses
1 gallon of gasoline every 25 miles. Write a product of two integers that
represents the change in gallons of gasoline in the tank after 5 days.
Explain how you found your answer.
58. ★ OPEN-ENDED MATH Describe a situation that can be modeled by the

product (7 days)(22 units per day). Then find and interpret the product.
59. MULTIPLE REPRESENTATIONS You deposit $60 into a school lunch

account at the beginning of each month. Then you charge $3 to the
account every weekday to pay for your lunch.
a. Write a Product Write a multiplication expression to represent the
changee in the account balance after 5 days.
b. Write a Sum Rewrite your answer to part (a) as a sum.
c. Make a Model Model the sum in part (b) using a number line model.
Explain why the model also represents the product in part (a).
60. LOOK FOR A PATTERN Give a rule for the pattern in the x y
table. Then find y when x 5 21, 22, and 23.
0 0
61. REASONING Let a and b represent any integers. When is 1 24
the product 2ab positive? Explain your reasoning. 2 28
62. CHALLENGE What 2-digit negative integer and 3-digit 3 212
positive integer created by using the digits 2, 3, 5, 6, and
9 each exactly once will have the greatest possible product?
the least possible product? What are the products?
MIXED REVIEW
Find the quotient. (p. 198)
Prepare for 63. 4.8 4 6 64. 5.4 4 6 65. 10.9 4 0.5
Lesson 11.5
in Exs. 63–68 66. 21 4 1.2 67. 8.52 4 0.16 68. 28.4 4 0.04
Find the sum. (p. 579)

69. 24 1 12 70. 5 1 (28) 71. 27 1 (27)
Find the difference. (p. 586)

72. 16 2 20 73. 231 2 9 74. 18 2 (225)
75. ★ MULTIPLE CHOICE What is the surface area 7 cm

of the rectangular prism? (p. 545)
20 cm
A 770 cm 2 B 1085 cm 2 35 cm
C 1260 cm 2 D 2170 cm 2
%JWJEJOH*OUFHFST
#FGPSF :PVEJWJEFEXIPMFOVNCFST GSBDUJPOT BOEEFDJNBMT

/PX :PVMMEJWJEFJOUFHFST
8IZ 4PZPVDBOGJOENFBOUFNQFSBUVSFT BTJO&YBNQMF
,&:70$"#6-"3:
"$5*7*5:
s MEAN P
9OU CAN USE MULTIPLICATION TO UNDERSTAND INTEGER DIVISION
/NE WAY TO FIND THE QUOTIENT OF TWO INTEGERS SUCH AS IS TO REWRITE
THE DIVISION PROBLEM AS A MULTIPLICATION PROBLEM
34%0 2EWRITE THE PROBLEM USING MULTIPLICATION

34%0 5SE MENTAL MATH TO SOLVE THE MULTIPLICATION PROBLEM

)N %XERCISES n REWRITE THE PROBLEM USING MULTIPLICATION TO FIND THE

QUOTIENT 4HEN USE YOUR RESULTS IN %XERCISES n

)S A POSITIVE INTEGER DIVIDED BY A NEGATIVE INTEGER POSITIVE OR NEGATIVE
)S A NEGATIVE INTEGER DIVIDED BY A NEGATIVE INTEGER POSITIVE OR NEGATIVE
)S A NEGATIVE INTEGER DIVIDED BY A POSITIVE INTEGER POSITIVE OR NEGATIVE
& 9 " . 1 - & %JWJEJOH*OUFHFST6TJOH.FOUBM.BUI

& $IVIDE BY SOLVING A RELATED MULTIPLICATION EQUATION
A z "TL iXIBUOVNCFSUJNFTFRVBMT w
B "TL iXIBUOVNCFSUJNFTFRVBMT w
C "TL iXIBUOVNCFSUJNFTFRVBMT w
(6*%&%13"$5*$& GPS&YBNQMF
7RITE AND SOLVE A RELATED MULTIPLICATION EQUATION

%JWJEJOH*OUFHFST
%JWJEJOH*OUFHFST
7ORDS .UMBERS
3AME 3IGN 4HE QUOTIENT OF TWO INTEGERS
WITH THE SAME SIGN IS POSITIVE
!6/)$ %22/23 $IFFERENT 3IGNS 4HE QUOTIENT OF TWO INTEGERS z
:PVDBOOPUEJWJEF WITH DIFFERENT SIGNS IS NEGATIVEzz
BOVNCFSCZ"OZ
OVNCFSEJWJEFECZ :ERO 4HE QUOTIENT OF AND ANY NONZERO z
JTVOEFGJOFE INTEGER IS
& 9 " . 1 - & %JWJEJOH*OUFHFST

A 5IFRVPUJFOUPGUXPJOUFHFSTXJUIUIFTBNFTJHO
JTQPTJUJWF
B z 5IFRVPUJFOUPGUXPJOUFHFSTXJUIEJGGFSFOUTJHOT
JTOFHBUJWF

"OUBSDUJDB ! SCIENTIST IN !NTARCTICA RECORDS
THE MAXIMUM TEMPERATURE THREE DAYS IN A ROW
7HAT INTEGER REPRESENTS THE MEAN OF THE
TEMPERATURES SHOWN ON THE THERMOMETERS

6 7
%,)-).!4% #(/)#%3
8 9
#FDBVTFUIFUFNQFSBUVSFT
BSFBMMOFHBUJWF UIF
NFBOXJMMCFOFHBUJWF
4P DIPJDF%DBOCF
FMJNJOBUFE
40-65*0/
z z
-EAN zzzz]]

zz]
z z zz
Cgg"OTXFS 4HE MEAN OF THE TEMPERATURES IS #

4HE CORRECT ANSWER IS " 6 7 8 9
&IND THE QUOTIENT

8IBU*G )N %XAMPLE SUPPOSE A SCIENTIST RECORDS A MAXIMUM

TEMPERATURE OF # ON THE FOURTH DAY &IND THE MEAN NOW
$IBQUFS*OUFHFST
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
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4,*--13"$5*$&
4HE QUOTIENT OF TWO NEGATIVE INTEGERS IS

4O FIND THE MEAN OF A GROUP OF INTEGERS YOU ADD THE INTEGERS AND BY
THE NUMBER OF INTEGERS
83*5*/(3&-"5&%&26"5*0/4 7RITE AND SOLVE A RELATED MULTIPLICATION

EQUATION
3%% %8!-0,%
POQ
GPS&YTo

&3303"/"-:4*4 $ESCRIBE AND CORRECT THE ERROR

MADE IN THE SOLUTION &-(+
%*7*%*/(*/5&(&34 &IND THE QUOTIENT
3%% %8!-0,%

POQ

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(.6-5*1-&$)0*$& 7HICH EXPRESSION HAS A VALUE OF

6 7 8 9
3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT IS THE MEAN OF AND
POQ
6 7 8 9
GPS&YTo
'*/%*/(5)&.&"/ &IND THE MEAN OF THE DATA

03%&30'01&3"5*0/4 3IMPLIFY THE EXPRESSION
z z

zzz zz z zz z
z z
YZ "-(&#3" 2ECALL THAT YOU CAN USE A FRACTION BAR TO EXPRESS DIVISION
%VALUATE THE EXPRESSION WHEN A B AND C
B A
]z ]z ]z ]z
A A

]z ]z ]z ]z
C A B C
%JWJEJOH*OUFHFST
M
$)"--&/(& $ETERMINE WHETHER THE VALUE OF ]z
N IS POSITIVE NEGATIVE OR
ZERO %XPLAIN YOUR REASONING

3"5*0/"-/6.#&34 )N %XERCISES n SHOW THAT THE NUMBER IS

A
RATIONAL BY WRITING IT IN THE FORM ]z
B
& 9 5 & / 4 * 0 / 4IPXJOHUIBU/VNCFSTBSF3BUJPOBM

A
2%72)4).' ! RATIONAL NUMBER IS A NUMBER THAT CAN BE WRITTEN IN THE FORM ]z WHERE
B
/FFEIFMQ A AND B ARE INTEGERS AND B p
XSJUJOHEFDJNBMT
C z]

BTGSBDUJPOT A zzz]z

B zzz]z

zzz]
zz

4FFQ

z z zz]
z z zz]
z z zz]
z z

]z ]
z

]z ]z

130#-&.40-7*/(
3%% %8!-0,% )N %XERCISES n USE THE TABLE BELOW 4HE TABLE SHOWS THE HIGHEST AND
POQ LOWEST RECORDED TEMPERATURES FOR EACH CONTINENT
GPS&YTo
(MPCBM5FNQFSBUVSFT
/PSUI 4PVUI
$POUJOFOU "GSJDB "OUBSDUJDB "TJB "VTUSBMJB &VSPQF
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-PX '
.&"/5&.1&3"563&4 &IND THE MEAN OF THE HIGH TEMPERATURES AND THE
MEAN OF THE LOW TEMPERATURES TO THE NEAREST DEGREE
5&.1&3"563&3"/(&4 &IND THE RANGE OF THE HIGH TEMPERATURES AND THE
RANGE OF THE LOW TEMPERATURES 7HICH SET OF DATA HAS THE GREATER RANGE
3&"40/*/( )S A NONZERO INTEGER DIVIDED BY ITS OPPOSITE ALWAYS EQUAL

TO %XPLAIN AND INCLUDE EXAMPLES
(.6-5*1-&$)0*$& $URING A STORM THERE IS A TOTAL CHANGE IN

TEMPERATURE OF & IN HOURS 7HAT IS THE MEAN CHANGE IN
TEMPERATURE PER HOUR
6 & 7 & 8 & 9 &
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(0-' &IND THE MEAN OF THE GOLF SCORES
(PMGFS 4BSB -BVSFO .BUU "VESFZ *TBJBT

4DPSF
(83*5*/( 4HE EQUATION CAN BE REWRITTEN AS + 5SE

THE REWRITTEN EQUATION TO EXPLAIN WHY AN INTEGER DIVIDED BY IS UNDEFINED
(&95&/%&%3&410/4& 4HE TABLE $AY !MOUNT !CTIVITY

SHOWS HOW MUCH MONEY A STUDENT
EARNED OR SPENT EACH DAY HjcYVn '% :VgcZYbdcZn
lZZY^c\\VgYZch
A 5SE POSITIVE AND NEGATIVE
INTEGERS TO SHOW WHICH AMOUNTS BdcYVn &* :VgcZYbdcZn
REPRESENT EARNINGS AND WHICH gjcc^c\ZggVcYh
AMOUNTS REPRESENT MONEY SPENT IjZhYVn ( 7dj\]i^XZXgZVb
B &IND THE MEAN OF THE DATA LZYcZhYVn . :VgcZYbdcZn
C %XPLAIN WHAT THE MEAN TELLS YOU bdl^c\i]ZaVlc
ABOUT THE STUDENTS SPENDING ;g^YVn '& 7dj\]icZl_ZVch
HABITS

(4)0353&410/4& %VALUATE zzz]

z ]z AND ]z #OMPARE THE RESULTS 4HEN
A A A
MAKE AND TEST A CONJECTURE ABOUT THE RELATIONSHIP BETWEEN zzz]z ]z AND ]z
B B B
803,#"$,8"3% 4HE MEAN OF SEVEN TEMPERATURES )8 '8 %8

IS # 3IX OF THE TEMPERATURES ARE SHOWN AT THE RIGHT (8 &8 '8
&IND THE SEVENTH TEMPERATURE
$)"--&/(& 'IVE INTEGERS FOUR NEGATIVE AND TWO POSITIVE THAT HAVE
A MEAN OF %XPLAIN HOW YOU FOUND YOUR ANSWER
.*9&%3&7*&8
'RAPH THE POINTS ON A COORDINATE GRID AND CONNECT THEM TO FORM A
POLYGON 4HEN CLASSIFY THE POLYGON QQ
1SFQBSFGPS
-FTTPO ! " # $ ! " #
JO&YTo
(.6-5*1-&$)0*$& ! DICTIONARY IS SEVEN AND NINE HUNDREDTHS
CENTIMETERS THICK 7HAT IS THE THICKNESS IN DECIMAL FORM Q
6 CM 7 CM 8 CM 9 CM

(OW MANY SQUARE INCHES 0ROBLEM 3OLVING 3TRATEGIES
OF CARPET ARE NEEDED TO N 'UESS #HECK AND 2EVISE e#,+(

COVER THE PLATFORM SHOWN N "REAK INTO 0ARTS e#,+,
N !CT )T /UT e#,,%


(0"-
QFSGPSNPQFSBUJPOT
XJUIJOUFHFST
*OUFHFS0QFSBUJPOT
& 9 " . 1 - & 9OU CAN USE THE KEY TO ENTER NEGATIVE NUMBERS
4HE AVERAGE MONTHLY TEMPERATURES DURING THE MONTHS OF $ECEMBER

THROUGH -ARCH IN #ARIBOU -AINE ARE LISTED BELOW TO THE NEAREST DEGREE
&IND THE MEAN OF THE TEMPERATURES
z # # # #
40-65*0/
4O FIND THE MEAN OF THE TEMPERATURES FIRST FIND THE SUM OF THE TEMPERATURES 4O
ENTER A NEGATIVE NUMBER USE THE NEGATION KEY NOT THE SUBTRACTION KEY
+EYSTROKES $ISPLAY

4HEN DIVIDE THE SUM BY THE NUMBER OF TEMPERATURES

+EYSTROKES $ISPLAY

Cg"OTXFS 4HE MEAN OF THE TEMPERATURES IS #
1 3 "$ 5 * $ & 5SE A CALCULATOR TO EVALUATE THE EXPRESSION

70-$"/0&4 .EW :EALAND HAS THREE VOLCANOES BENEATH THE SURFACE OF THE
WATER 4HEIR ELEVATIONS ARE METERS METERS AND METERS
&IND THE MEAN OF THE ELEVATIONS
.0/&: 9OU HAVE A SAVINGS ACCOUNT $URING THE WEEK YOU WITHDRAW
WITHDRAW DEPOSIT AND WITHDRAW !T THE END OF THE WEEK
DO YOU HAVE MORE OR LESS MONEY IN THE ACCOUNT THAN YOU HAD AT THE
BEGINNING OF THE WEEK $ESCRIBE THE CHANGE IN THE AMOUNT OF MONEY
5*.& ! STUDENT NOTICED THAT THE CLASSROOM CLOCK LOST MINUTES EVERY
DAY (OW MANY MINUTES DID THE CLOCK LOSE OVER DAYS
$IBQUFS*OUFHFST
11.6 Translations in a
Coordinate Plane
Before You graphed points with positive coordinates.
Now You’ll graph points with negative coordinates.
Why? So you can describe the path of a tornado, as in Ex. 34.
KEY VOCABULARY In Chapter 2, you graphed points whose coordinates were positive or
• coordinate plane, zero on a coordinate grid. Now you’ll graph points whose coordinates
p. 603 are integers on a coordinate plane as shown below. The axes divide a
• quadrants, p. 603 coordinate plane into four areas, called quadrants, as shown.
• translation, p. 604
y-axis
• image, p. 604 y
Quadrant II 5
Quadrant I
4
3
2
1
The x
x-coordinate tells
ⴚ3
3
⫺2 O 1 2 3 4 5 x
x-axis
you how many units to ⴚ2
move to the left or right. origin
⫺2
3, ⫺2) O(0, 0)
⫺3
The yy-coordinate tells you how

many units to move up or down.
EXAMPLE 1 Graphing Points

Graph the point and describe its location. y
3
VOCABULARY a. To graph point A(22, 0), start at (0, 0). 2
Quad- means “4.” Move 2 units to the left and 0 units up. A(⫺2, 0)
1
A quadrilateral has Point A is on the x-axis. ⫺4 ⫺3 O 1 2 3 x
4 sides. A quadrant is
one of 4 sections of b. To graph point B(4, 22), start at (0, 0). ⫺2
a coordinate plane. Move 4 units to the right and 2 units down. B(4, ⫺2)
⫺3
Point B is in Quadrant IV.
Graph the point and describe its location.

1. A(0, 23) 2. B(22, 21) 3. C(21, 2) 4. D(1, 24)
11.6 Translations in a Coordinate Plane 603

5SBOTMBUJPOT )N A TRANSLATION EACH POINT OF A FIGURE SLIDES THE SAME
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! QUADRANT IS ONE OF THREE SECTIONS THAT MAKE UP THE COORDINATE PLANE
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6 7

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B &IND THE Y COORDINATE CHANGE

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( 83*5*/( $ESCRIBE HOW TO GRAPH A POINT ON A COORDINATE PLANE

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VERTICAL MOVEMENTS THAT WILL PRODUCE THE SAME IMAGE %XPLAIN
503/"%04 4HE GRAPH SHOWS THE APPROXIMATE POINTS WHERE A TORNADO
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$)"--&/(& 4HE POINTS ! " #
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s ROTATION CENTER OF IMAGE )N A REFLECTION THE ORIGINAL FIGURE IS
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6 7 8 9
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4HE BLADES OF A WINDMILL ! SERIES OF FOOTPRINTS
!N ENLARGED PHOTO ! BOATS IMAGE ON A LAKE
*%&/5*':*/(53"/4'03."5*0/4 &OR EACH FIGURE GRAPH THE POINTS AND

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&IGURE ! " # &IGURE $ % &
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(&95&/%&%3&410/4& %ACH STEP IN THE

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7HAT ARE THE NEXT TWO NUMBERS 7HAT IS
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z z z z
X z X z
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X X z z
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X X X zX X
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!NOTHER WAY TO SIMPLIFY VARIABLE EXPRESSIONS IS TO USE THE DISTRIBUTIVE

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X X X X X X
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TEN TILES
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1 3 "$ 5 * $ & 5SE ALGEBRA TILES TO SOLVE THE EQUATION
X z X z X z X

X z X z X z X
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
83*5*/( $ESCRIBE HOW YOU COULD SOLVE EQUATIONS LIKE THOSE IN

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s VARIABLE P
s SOLUTION P
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MILES THIS WEEK 3O FAR THIS WEEK SHE HAS TRAVELED THE DISTANCES SHOWN

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EQUATIONS TO COMPLETE
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.VMUJQMJDBUJPO&RVBUJPOT 4O SOLVE A MULTIPLICATION EQUATION DIVIDE EACH

SIDE BY THE NUMBER THAT THE VARIABLE IS MULTIPLIED BY
%JWJTJPO&RVBUJPOT 4O SOLVE A DIVISION EQUATION MULTIPLY EACH SIDE BY

THE DIVISOR
& 9 " . 1 - & 4PMWJOHB%JWJTJPO&RVBUJPO

X
YZ& 3OLVE THE EQUATION ]z

X
]zz 8SJUFUIFPSJHJOBMFRVBUJPO

X
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X z 4JNQMJGZ
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YZ $IFFSMFBEJOH )N A LOCAL CHEERLEADING COMPETITION
A TEAM IS AWARDED POINTS IN CATEGORIES 4HE MEAN
OF THE TEAMS SCORES FOR THE CATEGORIES IS 7RITE
AND SOLVE A DIVISION EQUATION TO FIND T THE TOTAL
NUMBER OF POINTS THE TEAM EARNS
!./4(%2 7!9 T
]zz 8SJUFBOFRVBUJPO
:PVDPVMEBMTPNPEFM
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z zz + .VMUJQMZFBDITJEFCZ
z
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T z 4JNQMJGZ
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$IFDL %STIMATE + y +

3O THE ANSWER IS REASONABLE

A B C D
]z ]z ]z ]z

8IBU*G 3UPPOSE THE TOTAL IN %XAMPLE IS POINTS 7RITE
AND SOLVE AN EQUATION TO FIND THE MEAN
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
&YT BOE
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3OLVE A MULTIPLICATION EQUATION BY 3OLVE A DIVISION EQUATION BY
$0.1-&5*/(45&14 #OPY AND COMPLETE THE SOLUTION

X X
3%% %8!-0,%3 X X ]z ]z

!.$
X X X X
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X X X X
40-7*/(&26"5*0/4 3OLVE THE EQUATION
M N P Q
M P J K
T U W X
]z ]z ]z ]z

A B X D
]z ]z ]z ]z

Z
(.6-5*1-&$)0*$& 3OLVE THE EQUATION ]z

z

6 ]z 7 8 9


THE ERROR MADE IN FINDING A NUMBER X GIVEN
'&z
X]
,
THAT THE QUOTIENT OF X AND IS (
83*5*/(&26"5*0/4 7RITE THE SENTENCE AS AN EQUATION 4HEN SOLVE
&IVE TIMES A NUMBER X IS IS A NUMBER C DIVIDED BY

%LEVEN TIMES A NUMBER B IS ! NUMBER F DIVIDED BY IS
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M
N z z ]zz W z

Q z Y z zP
T Y
X z z zzz]zz zzz]zz

$)"--&/(& $ESCRIBE HOW YOU COULD USE THE RULES FOR SOLVING MULTIPLICATION

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X
)N %XERCISES n SOLVE THE EQUATION
& 9 5 & / 4 * 0 / 4PMWJOHBGUFS$PNCJOJOH-JLF5FSNT
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40-65*0/
6/#!"5,!29 4ERMS ADDED TOGETHER THAT HAVE IDENTICAL VARIABLE PARTS ARE LIKE TERMS
5IFQBSUTPG )N ORDER TO SOLVE THIS EQUATION YOU NEED TO COMBINE LIKE TERMS
BOFYQSFTTJPO
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X zX z zX zX X zX z
zX zX X zX z X zX z
130#-&.40-7*/(
3%% %8!-0,% $0451&3*5&. 9OU PURCHASE SOFT PRETZELS FOR 7RITE A MULTIPLICATION
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4$)00-4611-*&4 &OUR FRIENDS SHARE A BOX OF PENS %ACH RECEIVES PENS
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+&54 .!3!S UNMANNED (YPER 8 AIRCRAFT SET A NEW

WORLD SPEED RECORD FOR JETS ON .OVEMBER
)T FLEW ABOUT KM WITH AN AVERAGE SPEED OF
ABOUT MS MORE THAN TIMES THE SPEED
OF SOUND !BOUT HOW LONG DID IT FLY
(4)0353&410/4& ! BASKETBALL TEAM WON

OF ITS GAMES THIS YEAR 4HE TEAM WON GAMES 7RITE
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NUMBER OF GAMES THE TEAM PLAYED %XPLAIN HOW
TO USE ESTIMATION TO CHECK YOUR ANSWER
/"4"SFTFBSDIKFU
(01&/&/%&%."5) $ESCRIBE A CLASSROOM SITUATION
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&9".1-&4"/%/0/&9".1-&4 'IVE TWO EXAMPLES OF EQUATIONS THAT

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7HAT OPERATIONS WOULD YOU USE TO SOLVE THE SECOND PAIR OF EQUATIONS
(83*5*/( %XPLAIN WHY YOU CAN MULTIPLY EACH SIDE OF THE EQUATION

]zX BY THE RECIPROCAL OF ]zTO SOLVE THE EQUATION

3
/FX:PSL4VCXBZT 4HE .EW 9ORK #ITY

SUBWAY SYSTEM CARRIES THE GREATEST
NUMBER OF PASSENGERS PER YEAR OF ANY
SUBWAY SYSTEM IN THE 5NITED 3TATES
)N IT RANKED FIFTH IN THE WORLD FOR
ITS NUMBER OF RIDERS !PPROXIMATELY
MILLION PEOPLE RIDE THE .EW 9ORK #ITY
SUBWAY EVERY WEEKDAY AND IT HAS A TOTAL
OF ABOUT BILLION RIDERS PER YEAR
$BMDVMBUF 5SING THE TOTAL NUMBER OF RIDERS PER YEAR WRITE AND SOLVE A
MULTIPLICATION EQUATION TO FIND N THE MEAN NUMBER OF RIDERS PER DAY
$PNQBSF #OMPARE THE MEAN NUMBER OF RIDERS PER DAY WITH THE MEAN
NUMBER OF RIDERS ON A WEEKDAY
/VNCFS4FOTF )S THE MEAN NUMBER OF RIDERS ON A WEEKEND DAY

GREATER THAN OR LESS THAN THE MEAN NUMBER OF RIDERS ON A WEEKDAY
#*,&1"354 !T A BIKE SHOP 2ONNIE GIVES THE CLERK AND RECEIVES
IN CHANGE )NCLUDING TAX HE BOUGHT A CHAIN FOR PEDALS FOR
AND TIRE TUBES 7RITE AND SOLVE A MULTIPLICATION EQUATION TO FIND
THE COST OF A TIRE TUBE
'*/%*/($0454 ! POUND CONTAINS APPLES OR ORANGES

7RITE AND SOLVE TWO MULTIPLICATION EQUATIONS TO FIND THE 6eeaZh &#'%$aW
COST OF ONE APPLE AND ONE ORANGE 7HICH ONE IS MORE DgVc\Zh &#-%$aW
EXPENSIVE (OW MUCH MORE
$)"--&/(& !N ACRE COVERS SQUARE FEET 4HE UNIT IS BASED ON EARLY
FARMERS RECTANGULAR FIELDS THAT WERE TIMES AS LONG AS THEY WERE WIDE
&IND X AND X THE LENGTH AND WIDTH IN FEET OF SUCH A FIELD
.*9&%3&7*&8
1SFQBSFGPS X Y Y X X Y
-FTTPOJO
&YTo 3OLVE THE EQUATION Q
B X M z
(.6-5*1-&$)0*$& 7HICH IS THE NAME OF A

RAY IN THE DIAGRAM AT THE RIGHT Q
j=k =k
6 !#z 7 -"z

8 ] "! z 9 ".z
=k

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5SE AFTER ,ESSON
(0"- 4PMWFPOFTUFQJOFRVBMJUJFT
,&:70$"#6-"3: !N INEQUALITY IS A STATEMENT FORMED BY PLACING AN INEQUALITY SYMBOL BETWEEN

s INEQUALITY P TWO EXPRESSIONS 4O TRANSLATE SENTENCES INTO INEQUALITIES LOOK FOR THE FOLLOWING
s SOLVE AN INEQUALITY PHRASES
P
1ISBTF 4ZNCPM
s SOLUTION OF AN
INEQUALITY IS LESS THAN
P IS LESS THAN OR EQUAL TO a
s GRAPH OF AN IS GREATER THAN
INEQUALITY IS GREATER THAN OR EQUAL TO q
P
& 9 " . 1 - & 8SJUJOH4JNQMF*OFRVBMJUJFT

7RITE THE SENTENCE AS AN INEQUALITY ,ET X REPRESENT THE NUMBER
4FOUFODF *OFRVBMJUZ
72)4% %802%33)/.3 ! NUMBER IS LESS THAN X

/FFEIFMQXSJUJOH
FYQSFTTJPOT 4FF
4WICE A NUMBER IS GREATER THAN OR EQUAL TO X q
QBHFTo ! NUMBER MINUS IS LESS THAN OR EQUAL TO Xa
MORE THAN A NUMBER IS GREATER THAN X
& 9 " . 1 - & .PEFMJOHB4JUVBUJPO

3FTUBVSBOU ! RESTAURANT CAN SEAT PEOPLE ! PARTY OF JOINS THE NUMBER
OF PEOPLE ALREADY SEATED AND THE RESTAURANT IS NOT FULL 7RITE AN INEQUALITY
YOU COULD USE TO FIND THE NUMBER OF PEOPLE N WHO ARE ALREADY SEATED IN
THE RESTAURANT
40-65*0/
.UMBER ALREADY z .UMBER WHO .UMBER RESTAURANT

SEATED JOIN CAN SEAT
N
4PMWJOH*OFRVBMJUJFT 9OU SOLVE AN INEQUALITY BY FINDING THE SOLUTION 4HE

SOLUTION OF AN INEQUALITY IS THE SET OF ALL VALUES OF THE VARIABLE THAT MAKE THE
INEQUALITY TRUE 3OLVING AN INEQUALITY IS SIMILAR TO SOLVING AN EQUATION 9OU
PERFORM THE SAME OPERATION ON EACH SIDE OF THE INEQUALITY IN ORDER TO GET
THE VARIABLE BY ITSELF
&YUFOTJPO4PMWJOH*OFRVBMJUJFT
& 9 " . 1 - & 4PMWJOHBO*OFRVBMJUZ
3OLVE THE INEQUALITY X q
Xq 8SJUFUIFPSJHJOBMJOFRVBMJUZ
X z q z 4VCUSBDUGSPNFBDITJEF
Xq 4JNQMJGZ
(SBQIJOH4PMVUJPOT 4HE GRAPH OF AN INEQUALITY IS ALL THE POINTS ON A NUMBER

LINE THAT REPRESENT THE SOLUTION OF THE INEQUALITY !N OPEN DOT ON A GRAPH
INDICATES A NUMBER THAT IS NOT PART OF THE SOLUTION ! CLOSED DOT ON A GRAPH
INDICATES A NUMBER THAT IS PART OF THE SOLUTION
& 9 " . 1 - & (SBQIJOH4PMVUJPOTPGBO*OFRVBMJUZ

3OLVE THE INEQUALITY 4HEN GRAPH THE SOLUTION
A X
X
]z ]z %JWJEFFBDITJEFCZ

X 4JNQMJGZ
IS NOT PART OF THE SOLUTION SO USE AN OPEN DOT AT ON THE GRAPH

!6/)$ %22/23
5IFHSBQITUBSUTBU
OPU CFDBVTFBMMPGUIF
OVNCFSTCFUXFFOBOE B Xq
BSFBMTPJODMVEFE
Xq 4VCUSBDUGSPNFBDITJEF
Xq 4JNQMJGZ
IS PART OF THE SOLUTION SO USE A CLOSED DOT AT ON THE GRAPH

BUDMBTT[POFDPN
&9&3$*4&4
4BWJOH )F YOU DOUBLE THE AMOUNT OF MONEY YOUVE SAVED YOU WILL HAVE
MORE THAN 7RITE AN INEQUALITY TO FIND HOW MUCH YOU HAVE SAVED
3OLVE THE INEQUALITY 4HEN GRAPH THE SOLUTION

X
X X a X q ]z

X
X ]za X q X

.PEFMJOH*OFRVBMJUJFT ,ABEL CARDS WITH THE INTEGERS THROUGH
!RRANGE THE CARDS FACE UP IN ORDER FROM LEAST TO GREATEST )F THE INTEGER
ON A CARD IS A SOLUTION OF THE INEQUALITY X a LEAVE THE CARD FACE UP )F
NOT TURN THE CARD OVER 5SE YOUR RESULTS TO SOLVE THE INEQUALITY X a
(0"- ."5&3*"-4
'JOEBOFYQSFTTJPOGPSBO tQBQFS
6TFCFGPSF-FTTPO JOQVUPVUQVUUBCMF tQFODJM
*OQVU0VUQVU5BCMFT
)MAGINE A MACHINE THAT EVALUATES EXPRESSIONS 4HE VALUE OF THE VARIABLE
IS THE INPUT AND THE VALUE OF THE EVALUATED EXPRESSION IS THE OUTPUT X
&91-03& &IND AN EXPRESSION FOR AN INPUT OUTPUT TABLE
34%0 ,OOK FOR A RELATIONSHIP BETWEEN THE FIRST INPUT AND THE *OQVU 0VUQVU
FIRST OUTPUT 7RITE AN EXPRESSION THAT GIVES THE VALUE OF THE

OUTPUT WHEN THE INPUT IS X 4HE FIRST OUTPUT IS TWICE THE FIRST
INPUT SO TRY X

X
34%0 #HECK WHETHER THE EXPRESSION WORKS FOR THE NEXT INPUT OUTPUT PAIR
X 5IFPVUQVU
TIPVMECF
34%0 4RY ANOTHER EXPRESSION USING A DIFFERENT OPERATION IF THE FIRST

EXPRESSION DOESNT WORK 4HE FIRST OUTPUT IS MORE THAN THE FIRST
INPUT SO TRY X
X X X X
5IFFYQSFTTJPOXzXPSLT
GPSBMMUIFQBJSTJOUIFUBCMF
1 3 "$ 5 * $ & &IND AN EXPRESSION FOR THE INPUT OUTPUT TABLE
*OQVU *OQVU
0VUQVU 0VUQVU
% 3 "8 $ 0 / $ - 6 4 * 0 / 4
3&"40/*/( ! MACHINE PERFORMS ONE OF THE FOUR BASIC OPERATIONS

#AN A GIVEN INPUT VALUE PRODUCE MORE THAN ONE OUTPUT VALUE
'VODUJPOT
'VODUJPOT
#FGPSF :PVFWBMVBUFEWBSJBCMFFYQSFTTJPOT
/PX :PVMMFWBMVBUFGVODUJPOTBOEXSJUFGVODUJPOSVMFT
8IZ 4PZPVDBOTPMWFQSPCMFNTJOWPMWJOHUJNF BTJO&YBNQMF
,&:70$"#6-"3: (JBOU1BOEBT 'IANT PANDAS EAT ABOUT POUNDS OF BAMBOO EVERY

s FUNCTION P DAY !BOUT HOW MANY POUNDS OF BAMBOO WILL A GIANT PANDA EAT IN
s INPUT P DAYS IN DAYS
s OUTPUT P 4HE FUNCTION RULE BELOW RELATES THE POUNDS OF BAMBOO EATEN TO THE
NUMBER OF DAYS
0OUNDS OF .UMBER

BAMBOO OF DAYS
! FUNCTION IS A PAIRING OF EACH NUMBER IN ONE SET WITH A NUMBER IN
A SECOND SET 3TARTING WITH A NUMBER IN THE FIRST SET CALLED AN INPUT
THE FUNCTION PAIRS IT WITH EXACTLY ONE NUMBER IN THE SECOND SET CALLED
AN OUTPUT
& 9 " . 1 - & &WBMVBUJOHB'VODUJPO

4O SOLVE THE PROBLEM ABOVE ABOUT GIANT PANDAS YOU CAN MAKE AN
2%!$).' INPUT OUTPUT TABLE 5SE THE FUNCTION RULE P D WHERE D IS THE NUMBER
"GVODUJPOSVMFUFMMTZPV OF DAYS INPUT AND P IS THE POUNDS OF BAMBOO EATEN OUTPUT
XIBUUPEPUPUIFJOQVU
UPHFUUIFPVUQVU5IF *OQVU 4VCTUJUVUFJOUIFGVODUJPO 0VUQVU
SVMFQEUFMMTZPVUP %BZT E QE 1PVOETFBUFO Q
NVMUJQMZUIFJOQVUCZ
UPHFUUIFPVUQVU Q
Q
Q
Q
Q
Cgg"OTXFS ! GIANT PANDA WILL EAT ABOUT POUNDS OF BAMBOO IN DAYS AND
ABOUT POUNDS IN DAYS
(6*%&%13"$5*$& GPS&YBNQMF
-AKE AN INPUT OUTPUT TABLE USING THE FUNCTION RULE AND THE INPUT VALUES
X AND
Y X Y X Y zX Y zX z
4HE TABLE SHOWS 0AYTONS AGE X
AND #ARLS AGE Y OVER YEARS 1BZUPOTBHF Y ZFBST
7HICH FUNCTION RULE RELATES $BSMTBHF Z ZFBST
THE INPUT X AND THE OUTPUT Y
%,)-).!4% #(/)#%3
6 X Y 7 Y zX 8 X Y z 9 Y X z
0OMZUXPPGUIFDPMVNOT
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4P DIPJDF"DBOCF 40-65*0/
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%ACH OUTPUT Y IS LESS THAN THE INPUT X 3O A FUNCTION RULE IS Y X z
Cggg"OTXFS 4HE RULE THAT RELATES 0AYTONS AGE X AND #ARLS AGE Y
IS Y X z 4HE CORRECT ANSWER IS $ 6 7 8 BUDMBTT[POFDPN
& 9 " . 1 - & .BLJOHB5BCMFUP8SJUFB3VMF

(FPNFUSJD1BUUFSO 5SE THE PATTERN BELOW

53% -%!.).'&5, A -AKE AN INPUT OUTPUT TABLE USING THE NUMBER OF SQUARES S AS THE INPUT
,%44%23 AND THE NUMBER OF TRIANGLES T AS THE OUTPUT
*UDBOCFIFMQGVMUP
DIPPTFMFUUFSTUIBU B $ESCRIBE HOW THE NUMBER OF TRIANGLES RELATES TO THE NUMBER OF SQUARES
SFNJOEZPVPGXIBUUIF
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WBSJBCMFTTUBOEGPS5IF
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A 4RVBSFT T
5SJBOHMFT U
B 4HE NUMBER OF TRIANGLES IS TWICE THE NUMBER OF SQUARES

C %ACH OUTPUT T IS TIMES THE INPUT S ! FUNCTION RULE IS T zS
8SJUJOHB3VMF 7RITE A FUNCTION RULE FOR THE *OQVU Y

RELATIONSHIP SHOWN IN THE TABLE AT THE RIGHT 0VUQVU Z
(FPNFUSJD1BUUFSOT -AKE AN INPUT OUTPUT TABLE FOR THE PATTERN BELOW

5SE THE NUMBER OF DOTS IN THE BOTTOM ROW N AS THE INPUT AND THE TOTAL
NUMBER OF DOTS T AS THE OUTPUT 7RITE A FUNCTION RULE RELATING N AND T

'VODUJPOT
&9&3$*4&4
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( 45"/%"3%*;&%5&4513"$5*$&
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.",*/("/*/1650651655"#-& -AKE AN INPUT OUTPUT TABLE USING THE

FUNCTION RULE AND THE INPUT VALUES X AND
X
3%% %8!-0,% Y zX Y zX z Y z X Y ]z

POQ
GPS&YTo Y zX z Y zX z Y zX z Y z X
83*5*/("36-& 7RITE A FUNCTION RULE FOR THE INPUT OUTPUT TABLE
3%% %8!-0,% 0SJHJOBMQSJDF Q 4BMFQSJDF T "HFOPX O "HFJOZFBST U

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#PYFT C (VFTUT H

.VGGJOT N 5BCMFT U
(&0.&53: -AKE AN INPUT OUTPUT TABLE 4HEN WRITE A FUNCTION RULE THAT
RELATES THE INPUT N AND THE OUTPUT P
3%% %8!-0,% %ACH FIGURE IS MADE UP OF TRIANGLES WITH SIDES OF UNIT ,ET N REPRESENT
POQ THE NUMBER OF TRIANGLES AND LET P REPRESENT THE PERIMETER OF THE FIGURE
GPS&YTo

%ACH FIGURE IS MADE UP OF POINTED STARS ,ET N REPRESENT THE NUMBER OF
STARS AND LET P REPRESENT THE NUMBER OF POINTS

&3303"/"-:4*4 ! STUDENT SAID THAT

THE FUNCTION RULE FOR THE INPUT OUTPUT )NPUT M &% '% (% )%
TABLE AT THE RIGHT IS N M $ESCRIBE /UTPUT N &* '* (* )*
AND CORRECT THE ERROR MADE
'6/$5*0/36-&4 -AKE AN INPUT OUTPUT TABLE 4HEN WRITE A FUNCTION RULE
INPUT CATS OUTPUT PAWS INPUT HOURS OUTPUT DAYS INPUT FEET OUTPUT YARDS
WORKING BACKWARD Copy and complete the table.
20. k 5 j 1 25 21. q 5 1.6p
j 0 3 8 ? ? p 10 15 ? ? ?
k ? ? ? 40 100 q ? ? 32 40 56
22. ★ MULTIPLE CHOICE Which function 1 in.

rule relates the number of squares s
and the perimeter p?
A p5s12 B p 5 2s 1 2 C p5s14 D p 5 4s
23. CHALLENGE Make an input-output table using x 5 y 2 and the values

y 5 24, 22, 0, 2, and 4. Does the equation represent a function if y is
considered the input? If x is considered the input? Explain.
In Exercises 24 and 25, make a table and write a function rule that relates the
given input and output for the pattern.
EXTENSION Writing Two-Step Functions Rule
Let n represent the figure number and let A represent the area of
the figure. Assume that the area of Figure 1 is 1 square unit. Write a
function rule relating the input n and the output A.
1 2 3 4
SOLUTION
Begin by making an input-output table.
Figure number, n 1 2 3 4
Area in square units, A 1 4 7 10
Notice that for each consecutive figure, the area increases by 3. The
simplest of this kind of pattern is 3, 6, 9, 12, . . ., 3n. Subtracting 2 from
each of these values gives you the output values in the table.
c Answer A function rule that relates n and A is A 5 3n 2 2.
24. input: figure number 1 2 3 4

output: perimeter 1 mm
25. input: figure number

output: number of small
rhombuses
1 2 3 4
12.5 Functions 657

130#-&.40-7*/(
3%% %8!-0,% .&"463&.&/5 ! FUNCTION RULE TO CONVERT INCHES TO CENTIMETERS IS
POQ C I WHERE I IS THE NUMBER OF INCHES AND C IS THE NUMBER OF
GPS&YTo CENTIMETERS -AKE AN INPUT OUTPUT TABLE USING THE INPUT VALUES OF
INCHES INCHES INCHES INCHES AND INCHES 2OUND TO THE
NEAREST TENTH OF A CENTIMETER
5&.1&3"563& 4O CONVERT DEGREES #ELSIUS # TO DEGREES &AHRENHEIT

& YOU CAN USE THE FUNCTION RULE & # -AKE AN INPUT OUTPUT
TABLE USING THE INPUT VALUES OF # # # # # AND #
(.6-5*1-&$)0*$& %ACH NUMBER IN THE FOLLOWING LIST HAS THE SAME
RELATIONSHIP TO THE PREVIOUS NUMBER
(OW CAN THE NEXT NUMBER BE FOUND
6 3UBTRACT FROM THE PREVIOUS NUMBER 7 !DD TO THE PREVIOUS NUMBER
8 -ULTIPLY THE PREVIOUS NUMBER BY 9 $IVIDE THE PREVIOUS NUMBER BY
(83*5*/( 4HE TABLE SHOWS THE COST C FOR 5JDLFUT U

T TICKETS TO THE SCHOOL DANCE %XPLAIN IN WORDS
$PTU D
HOW TO FIND THE COST OF T TICKETS 7RITE A FUNCTION
RULE THAT RELATES THE INPUT T AND THE OUTPUT C
(OW MUCH WOULD IT COST TO BUY TICKETS
(4)0353&410/4& -AKE INPUT OUTPUT TABLES FOR CONVERTING DOLLARS TO

QUARTERS AND QUARTERS TO NICKELS 7RITE FUNCTION RULES FOR THE CONVERSIONS
4HEN WRITE A FUNCTION RULE TO CONVERT FROM DOLLARS DIRECTLY TO NICKELS
(OW MANY NICKELS ARE IN %XPLAIN HOW TO CHECK YOUR ANSWER
(&95&/%&%3&410/4& 4HE 4YRANNOSAURUS REX

IN THE PHOTO STANDS FEET TALL 3CIENTISTS ESTIMATE
THAT AN ACTUAL 4YRANNOSAURUS REX WAS BETWEEN
AND FEET TALL
A &IND THE SCALE USING AN ACTUAL HEIGHT OF
FEET 5SE THIS TO WRITE A FUNCTION RULE
RELATING LENGTHS ON AN ACTUAL DINOSAUR TO
LENGTHS ON THE MODEL
B .OW FIND THE SCALE USING AN ACTUAL HEIGHT
OF FEET 5SE THIS TO WRITE A FUNCTION RULE
RELATING LENGTHS ON AN ACTUAL DINOSAUR TO
LENGTHS ON THE MODEL
C 4HE TOES ON THE MODEL ARE ABOUT FEET LONG
5SE YOUR FUNCTION RULES TO FIND BOTH A HIGH
AND A LOW ESTIMATE OF THE LENGTH OF AN ACTUAL
4YRANNOSAURUS REXS TOE 7HICH FUNCTION RULE
GAVE THE HIGH ESTIMATE
(01&/&/%&%."5) #REATE YOUR OWN VISUAL PATTERN THAT CAN BE

REPRESENTED WITH A FUNCTION RULE -AKE AN INPUT OUTPUT TABLE AND WRITE
THE FUNCTION RULE
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

30"%53*1 7HILE ON A ROAD TRIP YOU RECORD THE FOLLOWING TIMES AND MILES
DRIVEN !SSUME YOU TRAVEL AT A CONSTANT RATE &IND THE MISSING VALUES
4HEN WRITE A FUNCTION RULE THAT RELATES T IN MINUTES AND D

(&0.&53: %XPLAIN IN WORDS HOW TO FIND THE AREA OF A SQUARE GIVEN
ITS PERIMETER -AKE AN INPUT OUTPUT TABLE FOR USING THE PERIMETER OF A
SQUARE TO FIND ITS AREA 7RITE A FUNCTION RULE FOR THE CONVERSION 7HAT
IS THE AREA OF A SQUARE WITH PERIMETER CENTIMETERS 7HAT IS THE
PERIMETER OF A SQUARE WITH AREA SQUARE INCHES %XPLAIN HOW TO CHECK
YOUR ANSWERS
4"-&45"9 9OU WENT SHOPPING AT FOUR STORES 4HE TABLE #FGPSFUBY "GUFSUBY
SHOWS THE TOTALS AT EACH STORE BEFORE TAX AND AFTER TAX

7RITE A FUNCTION RULE THAT RELATES THE COST BEFORE TAX C AND
THE AMOUNT OF TAX T ON THE ITEM %XPLAIN HOW YOU FOUND
YOUR ANSWER

("3%&/4 4HE CIRCUMFERENCE OF A CIRCULAR GARDEN IS
: FEET 5SE THE FUNCTION RULE FOR CIRCUMFERENCE TO FIND
THE RADIUS R 4HEN FIND THE AREA OF THE GARDEN ROUNDED
TO THE NEAREST SQUARE FOOT
$)"--&/(& !LL EMPLOYEES AT YOUR AUNTS COMPANY RECEIVE A ANNUAL

RAISE 4HEY ALSO RECEIVE A INCREASE AFTER OBTAINING A MASTERS DEGREE
7RITE FUNCTION RULES FOR EACH INCREASE 9OUR AUNT OBTAINED HER MASTERS
DEGREE THIS YEAR 3HE MADE LAST YEAR 7HAT IS HER SALARY NOW
.*9&%3&7*&8
'RAPH THE POINTS ON THE SAME COORDINATE GRID Q
1SFQBSFGPS
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6 HOURS 7 HOURS 8 HOURS 9 HOURS

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(.6-5*1-&$)0*$& 9OU ARE CUTTING OUT PAPER STARS

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6 STARS 7 STARS

8 STARS 9 STARS
(4)0353&410/4& /N THE SAME COORDINATE PLANE GRAPH THE

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(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(&95&/%&%3&410/4& 4HE FUNCTION 6 S GIVES THE VOLUME 6 OF A
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1FSJNFUFS 1 "SFB "
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0VUQVU Z
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X X X
6 ]z ]z 7 ]z z z
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Y X Y X Y X Y ]zX


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!T A LOCAL BANK A MONEY ORDER COSTS THE AMOUNT OF THE MONEY ORDER PLUS
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AMOUNT OF THE MONEY ORDER AND Y IS THE TOTAL COST 'RAPH THIS FUNCTION
40-65*0/
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Y X Y X Y X Y ]z

Y X Y X Y X Y X
Y X Y X Y X Y X
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4/08 5NDER CERTAIN WEATHER CONDITIONS THE FUNCTION RULE Y X
CAN BE USED TO ESTIMATE THE NUMBER OF INCHES OF WATER Y CONTAINED IN
X INCHES OF SNOW
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.6-5*45&1130#-&. !N ONLINE ELECTRONICS 01&/&/%&% :OE IS TRYING TO EARN MONEY BY
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B &IND THE DISCOUNT FOR THE STEREO
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(3*%%&%"/48&3 %VERY YEAR YOU AND YOUR

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YOU TRAVEL
4)0353&410/4& ! SHOE STORE IS HAVING

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ONE !MERICAN DOLLAR EQUALED ABOUT
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Y X Y X Y ]zX

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#PPLTSFBEC
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6 7
6 7 8 9
8 9
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6 N 7 N
8 N 9 N
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INPUT AND ITS AREA ! AS THE OUTPUT 'RAPH THE ORDERED PAIRS 7RITE A
FUNCTION RULE THAT RELATES B AND ! (OW MUCH GREATER IS THE AREA OF EACH
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AN EQUATION TO FIND X 3UPPOSE YOU SPENT ON SUPPLIES 7RITE AND SOLVE
ANOTHER EQUATION TO FIND HOW MUCH OF A PROFIT YOU MAKE
13
Before
In previous chapters you’ve . . .

Probability
and Statistics
• Solved proportions
• Compared percents, decimals,
and fractions
Review Prerequisite Skills by playing
Now Spider Web Maze and Butterfly Challenge.
In Chapter 13 you’ll study . . .

• 13.1 Probability
• 13.2 Finding outcomes
• 13.3 Independent events
• 13.4 Misleading statistics
• 13.5 Stem-and-leaf plots
• 13.6 Box-and-whisker plots
• 13.7 Choosing data displays
Why?
So you can solve real-world

problems about . . .
• football, p. 682
• pottery, p. 691
• storms, p. 707
• communication, p. 722
Math Skill Focus: Comparing percents, decimals, and fractions

at classzone.com
• Copy the spider web maze. Start at 1% near the center of the
• Simple Probability, p. 684 web. Your goal is to escape to 100% at the top of the web.
• Finding Outcomes, p. 691
• Move along the threads of the web. You may only move to a
• Independent Events, p. 696
number that is greater than the number you are on. You may not
pass through the spider at the center of the web.
678 Chapter 13 Probability and Statistics

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6 ]z 7 ]z 8 ]z 9

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0RESS TIMES TO GENERATE THE RESULTS OF ROLLING A NUMBER CUBE TIMES

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s UNIVERSAL SET P
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WRITE Probability and Sets You can find the probability that an element is in
PROBABILITIES a set as you did for other probabilities.
OF EVENTS
The probability Number of favorable outcomes Number of elements in a set
P(event) 5 }}} 5 }}}
of an event can Total number of outcomes Number of elements in U
be written
as P(event).
EXAMPLE 2 Finding Probabilities for Intersection and Union
You choose a number randomly from a universal set U U, the whole numbers
less than 12: {0, 1, 2, 3, , , , 11}. Set A is the set of even numbers, and set B is
the set of prime numbers. Find P(A ( > B) and P(A ( < B).
SOLUTION
STEP 1 Listt the elements of A and B.
A 5 {0, 2, 4, 6, 8, 10} B 5 {2, 3, 5, 7, 11}
STEP 2 Find A > B and A < B.

A > B 5 {2} The elements in both sets.
A < B 5 {0, 2, 3, 4, 5, 6, 7, 8, 10, 11} All elements in either set.
STEP 3 Calculate the probabilities.

Number of elements in A > B 1
( > B) 5 }}}
P(A 5}
Number of elements in U 12
Number of elements in A < B 5 10 5 5

( < B) 5 }}}
P(A } }
Number of elements in U 12 6
EXERCISES
Let U be the set of whole numbers from 0 to 10. Find A < B and A > B for
the specified sets A and B.
SEE EXAMPLE 1 1. A 5 {1, 2, 3, 4, 5} and B 5 {4, 6, 8}
on p. 689
2. A 5 {1, 3, 5, 7} and B 5 {4, 5, 6, 7, 8}
for Exs. 1–4
3. A 5 {6, 8, 10} and B 5 {7, 9}
4. A 5 {0, 6} and B 5 {0, 4, 8}
Find the probabilities P(A ( < B), and P(A

( ), P(B), P(A ( > B) of the given sets
U A, and B.
U,
SEE EXAMPLE 2 5. Let U be the set of whole numbers from 0 to 24, let A be the set of even
on p. 690 numbers, and let B be the set of multiples of three.
for Exs. 5–7
6. Let U be the set of whole numbers from 1 to 40, let A be the set of
multiples of 4, and let B be the set of multiples of 5.
7. Let U be the set of whole numbers from 0 to 15, let A be the set of odd
numbers, and let B be the set of prime numbers.

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FEET BY FEET 9OU CAN CHOOSE A BLACK AND WHITE OR A COLORED POSTER
,IST ALL THE DIFFERENT KINDS OF POSTERS YOU CAN CHOOSE Q
&IND ALL THE TWO DIGIT NUMBERS THAT CAN BE FORMED USING TWO DIFFERENT
DIGITS FROM AND Q
1)0/&/6.#&34 9OU FORGOT THE FIRST TWO DIGITS OF YOUR FRIENDS PHONE
NUMBER 9OU KNOW THAT EACH OF THE DIGITS IS OR &IND THE PROBABILITY THAT
YOU GET THE CORRECT FIRST TWO DIGITS BY RANDOMLY CHOOSING OR Q
"RAIN'AME
#REATE A 3PINNER
#REATE A SPINNER THAT HAS EQUAL PARTS 5SE THE CLUES
BELOW TO FIND OUT WHICH NUMBERS TO PUT ON THE SPINNER

s 4HE PROBABILITY OF SPINNING A IS ]z

s 4HE PROBABILITY OF SPINNING A IS ]z

s 4HE PROBABILITY OF SPINNING A FACTOR OF IS ]z

s 4HE SUM OF THE ODD NUMBERS ON THE SPINNER IS

45"5&5&4513"$5*$&
DMBTT[POFDPN
-FTTPOTo
.6-5*45&1130#-&. ! BOX CONTAINS SEVEN (3*%%&%"/48&3 4HE PROBABILITY THAT
TILES NUMBERED THROUGH 9OU RANDOMLY IT WILL RAIN TOMORROW IS 7HAT IS THE
CHOOSE A TILE PROBABILITY THAT IT WILL NOT RAIN TOMORROW
A 7HAT IS THE PROBABILITY THAT YOU CHOOSE %XPRESS YOUR ANSWER AS A DECIMAL
A NUMBER GREATER THAN
&95&/%&%3&410/4& 4HE SPINNER BELOW IS
B $ESCRIBE THE COMPLEMENT OF THE EVENT
DIVIDED INTO FOUR EQUAL SECTIONS
IN PART A 4HEN FIND ITS PROBABILITY
.6-5*45&1130#-&. 9OU HAVE QUARTERS

A NICKEL AND A DIME IN YOUR POCKET 9OU
RANDOMLY PULL TWO COINS OUT OF YOUR POCKET
A $RAW A TREE DIAGRAM SHOWING ALL THE
POSSIBLE OUTCOMES A -AKE A TREE DIAGRAM TO SHOW ALL THE
B 7HAT IS THE PROBABILITY THAT YOU PULL POSSIBLE OUTCOMES WHEN YOU SPIN THE
FROM YOUR POCKET SPINNER TWO TIMES
B &IND THE PROBABILITY THAT THE SUM OF THE
01&/&/%&% 'IVE AN EXAMPLE OF A REAL LIFE TWO NUMBERS THAT YOU SPIN IS
SITUATION THAT IS A PERMUTATION 'IVE AN C &IND THE PROBABILITY THAT YOU GET AN EVEN
EXAMPLE OF A REAL LIFE SITUATION THAT IS A NUMBER AT LEAST ONE TIME
COMBINATION
D #ONSIDER THE EVENTS IN PARTS B AND C
(3*%%&%"/48&3 ,AUREN ,UIS #AROL AND 7HICH EVENT IS LESS LIKELY TO OCCUR %XPLAIN
$EBBIE ARE A TEAM PLAYING TUG OF WAR (OW YOUR REASONING
MANY DIFFERENT WAYS CAN YOU ARRANGE THEM
SO THAT ,UIS IS NOT THE PERSON IN FRONT 01&/&/%&% $ESCRIBE A REAL LIFE EVENT THAT IS
A IMPOSSIBLE B LIKELY AND C CERTAIN
4)0353&410/4& ! TEACHER NEEDS TO CHOOSE

A PAIR OF STUDENTS FROM THE LIST BELOW

A (OW MANY PAIRS OF STUDENTS ARE POSSIBLE

B )N EACH PAIR ONE STUDENT WILL BE THE
4)0353&410/4& "ASED ON LAST YEARS
RECORDER AND THE OTHER WILL BE THE
RECORD THE PROBABILITY THAT THE BOYS SOCCER

PRESENTER FOR A CLASS PROJECT (OW MANY
TEAM WILL WIN A GAME IS ]z 4HE PROBABILITY WAYS CAN A RECORDER AND A PRESENTER BE

THAT THEY WILL TIE A GAME IS ]z 7HAT IS THE SELECTED %XPLAIN HOW YOU FOUND YOUR

PROBABILITY THAT THEY WILL LOSE A GAME ANSWER
&YUFOTJPO &YQFSJNFOUBM1SPCBCJMJUZ
5SE AFTER ,ESSON
(0"- 'JOEFYQFSJNFOUBMQSPCBCJMJUJFT
,&:70$"#6-"3: (BNFT 2OCK 0APER 3CISSORS IS A POPULAR HAND GAME INVOLVING TWO PLAYERS
s THEORETICAL 4O PLAY EACH PLAYER TAPS HIS OR HER FIST IN THE PALM OF HIS OR HER HAND TWO
PROBABILITY P TIMES 4HEN BOTH PLAYERS SIMULTANEOUSLY EXTEND A HAND IN THE SHAPE OF
s EXPERIMENTAL A ROCK A PIECE OF PAPER OR A PAIR OF SCISSORS
PROBABILITY P
4HE WINNER IS DECIDED AS FOLLOWS A ROCK BEATS SCISSORS SCISSORS BEATS
PAPER AND PAPER BEATS A ROCK 7HAT IS THE PROBABILITY THAT THERE IS A TIE

5IFPSFUJDBMBOE&YQFSJNFOUBM1SPCBCJMJUZ )N THE PREVIOUS LESSONS

YOU HAVE FOUND THE THEORETICAL PROBABILITY OF AN EVENT OCCURRING 4HE
THEORETICAL PROBABILITY IS BASED ON KNOWING ALL OF THE EQUALLY LIKELY
OUTCOMES OF AN EVENT
0ROBABILITY THAT IS BASED ON REPEATED TRIALS OF AN EXPERIMENT IS CALLED
AN EXPERIMENTAL PROBABILITY %ACH TRIAL IN WHICH THE EVENT OCCURS IS
A SUCCESS 4HE EXPERIMENTAL PROBABILITY OF AN EVENT IS DEFINED AS
.UMBER OF SUCCESSES
%XPERIMENTAL PROBABILITY zz]]
z z z
.UMBER OF TRIALS
& 9 " . 1 - & 'JOEJOH&YQFSJNFOUBM1SPCBCJMJUZ

&IND THE EXPERIMENTAL PROBABILITY OF A TIE IN THE GAME 2OCK 0APER 3CISSORS
AFTER TRIALS AND AFTER TRIALS
40-65*0/
4HE FIRST TABLE SHOWS THE RESULTS OF TRIALS 'SFRVFODZ5BCMF
4WO TIES OCCURRED IN TRIALS SO A TIE HAS AN
1MBZFSXJOT
EXPERIMENTAL PROBABILITY OF
1MBZFSXJOT
.UMBER
& 9 ]] OF SUCCESSES
z
.UMBER OF TRIALS
]z ]z OR
z
5JF
4HE SECOND TABLE SHOWS THE RESULTS OF TRIALS 'SFRVFODZ5BCMF

3IX TIES OCCURRED IN TRIALS SO A TIE HAS AN
1MBZFSXJOT
EXPERIMENTAL PROBABILITY OF ]z ]z OR
1MBZFSXJOT
5JF
& 9 " . 1 - & $PNQBSJOH1SPCBCJMJUJFT
#OMPARE THE EXPERIMENTAL PROBABILITY FROM %XAMPLE WITH THE THEORETICAL
PROBABILITY OF A TIE IN THE GAME 2OCK 0APER 3CISSORS
%84%.$ 4(% 2%35,43 40-65*0/

5IFFYQFSJNFOUBM 4HERE ARE POSSIBLE OUTCOMES IN THE GAME AND THREE OF THOSE OUTCOMES ARE
QSPCBCJMJUZVTVBMMZ
CFDPNFTDMPTFSUPUIF TIES 3O THE THEORETICAL PROBABILITY OF A TIE IS ]z ]zy

UIFPSFUJDBMQSPCBCJMJUZ
BTUIFOVNCFSPG 4HE EXPERIMENTAL PROBABILITIES WERE AND WHICH ARE CLOSE TO BUT
USJBMTJODSFBTFT NOT EQUAL TO THE THEORETICAL PROBABILITY
& 9 " . 1 - & 1FSGPSNJOHB4JNVMBUJPO

9OU CAN PERFORM THE FOLLOWING STEPS BY YOURSELF TO SIMULATE PLAYING 2OCK
0APER AND 3CISSORS WITH ANOTHER PERSON 9OU CAN USE THIS SIMULATION TO
CALCULATE THE EXPERIMENTAL PROBABILITY OF A TIE
34%0 -AKE TWO SETS OF THREE INDEX CARDS LABELED 2 0
AND 3 FOR 2OCK 0APER 3CISSORS
34%0 3HUFFLE EACH SET OF CARDS SEPARATELY 2ANDOMLY

DRAW A CARD FROM EACH SET AND RECORD THE RESULTS
4HEN REPLACE THE CARDS AND REPEAT THE PROCESS
FOR A TOTAL OF TRIALS
34%0 &IND THE EXPERIMENTAL PROBABILITY OF A TIE

0ROBABILITY ]z OR

&9&3$*4&4
3%% %8!-0,%3 !.$ 0LAY 2OCK 0APER 3CISSORS TIMES WITH A PARTNER AND RECORD THE RESULTS
POQQo &IND THE EXPERIMENTAL PROBABILITY THAT ONE PERSON THROWS ROCK AND THE
GPS&YTo OTHER THROWS PAPER AND COMPARE IT WITH THE THEORETICAL PROBABILITY
#OMBINE ALL THE CLASS RESULTS "ASED ON THESE RESULTS WHAT IS THE
EXPERIMENTAL PROBABILITY THAT ONE PERSON THROWS A ROCK AND THE OTHER
THROWS PAPER (OW DOES THIS COMPARE TO THE THEORETICAL PROBABILITY
2OLL TWO NUMBER CUBES TIMES AND RECORD THE SUM OF EACH ROLL &IND
THE EXPERIMENTAL PROBABILITY OF ROLLING A SUM OF AND COMPARE IT WITH
THE THEORETICAL PROBABILITY
3%% %8!-0,% .BSJOF#JPMPHZ $URING ONE OBSERVATION PERIOD A MARINE MAMMAL

POQ RESEARCH GROUP SPOTTED WHALES IN THE WATERS OF #ANADAS 3AGUENAY
GPS&Y 3T ,AWRENCE -ARINE 0ARK 3IXTY THREE OF THE WHALES WERE &IN 7HALES
7HAT WAS THE EXPERIMENTAL PROBABILITY THAT A WHALE SPOTTED BY
RESEARCHERS WAS A &IN 7HALE
&YUFOTJPO&YQFSJNFOUBM1SPCBCJMJUZ
#FGPSF :PVNBEFDPODMVTJPOTCBTFEPOHSBQITPGEBUB
/PX :PVMMSFDPHOJ[FIPXTUBUJTUJDTDBOCFNJTMFBEJOH
8IZ 4PZPVDBOJEFOUJGZNJTMFBEJOHTUBUJTUJDT BTJO&YBNQMF
,&:70$"#6-"3:
s SCALE P
"$5*7*5:
s BAR GRAPH P 9OU CAN USE GRAPHS TO INFLUENCE THE WAY PEOPLE INTERPRET DATA
s LINE GRAPH P 4HE TABLE SHOWS THE RESULTS OF A SURVEY ASKING %SJOL 4UVEFOUT
s MEAN P STUDENTS THEIR FAVORITE DRINK
.JML
s MEDIAN P 34%0 $RAW A BAR GRAPH OF THE DATA WITH A SCALE
s MODE P +VJDF
FROM TO IN INCREMENTS OF
4PEB
34%0 $RAW A BAR GRAPH OF THE DATA WITH A SCALE 8BUFS
FROM TO IN INCREMENTS OF
34%0 7HICH GRAPH IS MORE LIKELY TO PERSUADE SOMEONE THAT STUDENTS

DRINK TOO MUCH SODA %XPLAIN YOUR CHOICE
.JTMFBEJOH(SBQIT !S YOU SAW IN THE ACTIVITY GRAPHS CAN BE

MISLEADING IF THE SCALE APPEARS TO DISTORT THE DATA IN SOME WAY
& 9 " . 1 - & 1PUFOUJBMMZ.JTMFBEJOH(SBQIT

!6/)$ %22/23 .PWJF5IFBUFST 4HE BAR GRAPH SHOWS

.BLFTVSFZPVSFBE THE TOTAL SALES OF MOVIE TICKETS IN THE
UIFTDBMFPOUIFWFSUJDBM 5NITED 3TATES FOR FIVE DIFFERENT YEARS
BYJTDBSFGVMMZ/PUJDF 7ITHOUT USING THE SCALE COMPARE THE

UIFCSFBLJOUIFTDBMF
JO&YBNQMF
SALES IN AND 4HEN COMPARE

THE SALES USING THE SCALE

40-65*0/

4HE TOTAL SALES IN APPEAR TO BE
ABOUT A THIRD OF THAT IN BECAUSE
THE BAR IS ONLY A THIRD OF THE
HEIGHT OF THE BAR
4HE TOTAL SALES IN WERE ACTUALLY ABOUT OF THE SALES IN
BECAUSE z 4HE BREAK IN THE SCALE DISTORTS THE RELATIVE
HEIGHTS OF THE BARS
(6*%&%13"$5*$& GPS&YBNQMF
4ELL WHICH LINE GRAPH MAKES THE AVERAGE PRICE OF A MOVIE TICKET IN THE
5NITED 3TATES APPEAR TO INCREASE MORE DRAMATICALLY %XPLAIN

2%6)%7 !6%2!'%3 .JTMFBEJOH"WFSBHFT !N AVERAGE CAN BE REPRESENTED BY THE MEAN THE

/FFEIFMQXJUINFBO MEDIAN OR THE MODE 9OU MAY GET A MISLEADING IMPRESSION OF A DATA
NFEJBO BOENPEF SET IF THE AVERAGE THAT IS USED DOES NOT REPRESENT THE DATA WELL
4FFQBHF
& 9 " . 1 - & .JTMFBEJOH"WFSBHFT

$BNFSBT ! STORE OWNER SAYS THAT THE AVERAGE
PRICE OF A DIGITAL CAMERA AT THE STORE IS
4HE PRICES OF THE DIGITAL CAMERAS SOLD AT
THE STORE ARE

AND
$OES DESCRIBE THE PRICES WELL 7HY

MIGHT A STORE OWNER USE THIS NUMBER
40-65*0/
4HE MODE DOES NOT DESCRIBE THE DATA WELL BECAUSE IT IS LESS THAN MOST
OF THE PRICES ! STORE OWNER MIGHT USE AS THE AVERAGE PRICE TO CONVINCE
PEOPLE THAT THE STORE SELLS VERY INEXPENSIVE DIGITAL CAMERAS
(6*%&%13"$5*$& GPS&YBNQMF
2%#/'.):% -)3,%!$).' 4HE FOLLOWING DATA SHOWS THE NUMBERS OF BOOKS DONATED TO A LIBRARY IN
!6%2!'%3 EACH OF MONTHS 5SE THESE DATA IN %XERCISES n
*GPOFEBUBWBMVFJT
WFSZTNBMMPSWFSZMBSHF
DPNQBSFEUPUIFPUIFS
EBUB UIFOUIFNFBO &IND THE MEAN OF THE DATA
DPVMECFEJTUPSUFE
$OES THE MEAN DESCRIBE THE MONTHLY DONATIONS WELL %XPLAIN WHY OR
WHY NOT
7HY MIGHT A LIBRARY USE THE MEAN AS THE AVERAGE NUMBER OF DONATED
BOOKS
&9&3$*4&4 )0.&803, ( 45"/%"3%*;&%5&4513"$5*$&
,&: &YT BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: $ESCRIBE HOW THE SCALE AFFECTS A GRAPHS APPEARANCE
*/5&313&5*/(#"3(3"1)4 4HE BAR GRAPH SHOWS

-POH+VNQ3FDPSET
VARIOUS LONG JUMP RECORDS
3%% %8!-0,% 7ITHOUT USING THE SCALE ABOUT HOW MANY TIMES (UMAN
POQGPS AS GREAT DOES THE RECORD FOR KANGAROOS APPEAR TO &ROG
&YTo o BE THAN THE RECORD FOR HUMANS FOR FROGS +ANGAROO
5SING THE SCALE IS THE RECORD FOR KANGAROOS LESS
THAN OR GREATER THAN TWO TIMES THE RECORD FOR $ISTANCE FT
HUMANS FOR FROGS %XPLAIN
3%% %8!-0,% &3303"/"-:4*4 3TEVENS CLASSMATES SPENT THE FOLLOWING NUMBERS OF

POQ MINUTES ON THE COMPUTER LAST NIGHT 3TEVEN
GPS&YTo SAYS MOST OF HIS CLASSMATES SPENT MINUTES ON THE COMPUTER LAST NIGHT
$ESCRIBE AND CORRECT HIS ERROR
(.6-5*1-&$)0*$& 4HE LIST BELOW SHOWS THE NUMBER OF CARS AT A CAR

WASH EACH DAY LAST WEEK 7HICH AVERAGE COULD THE OWNER USE TO MAKE
THE BUSINESS SEEM THE MOST SUCCESSFUL

6 MEAN 7 MEDIAN 8 MODE 9 RANGE
3&"40/*/( 7HICH LINE GRAPH MIGHT A DOG WALKER USE TO PERSUADE YOU
TO GET YOUR DOG WALKED FOR MINUTES %XPLAIN
! $PTUPG8BMLJOH%PHT " $PTUPG8BMLJOH%PHT

#OST DOLLARS
#OST DOLLARS

-INUTES -INUTES
%3"8*/(#"3(3"1)4 4HE TABLE SHOWS THE NUMBER OF GRIZZLY :FBS /FXCPSOT

BEARS BORN IN 9ELLOWSTONE .ATIONAL 0ARK FROM TO

$RAW A BAR GRAPH THAT MAKES THE NUMBER OF NEWBORNS IN
APPEAR TO BE MORE THAN TWICE THE NUMBER IN

$RAW A BAR GRAPH OF THE GRIZZLY BEAR DATA WHOSE SCALE IS
LABELED AT EVERY INCREMENT OF STARTING AT
$)"--&/(& &IND A POTENTIALLY MISLEADING GRAPH IN A NEWSPAPER

OR MAGAZINE %XPLAIN WHY THE GRAPH MIGHT BE MISLEADING
130#-&.40-7*/(
3%% %8!-0,% (6*%&%130#-&.40-7*/( *ILL SAYS THAT HER AVERAGE SCORE ON A VIDEO
POQ GAME IS $O THE SCORES BELOW SUPPORT THIS 7HY MIGHT *ILL SAY THIS
GPS&YT
o
A &IND THE MEAN MEDIAN AND MODES OF THE SCORES
B $OES DESCRIBE *ILLS SCORES WELL 7HY OR WHY NOT
C 7HY MIGHT *ILL USE AS HER AVERAGE SCORE
4503.4 4HE BAR GRAPH SHOWS HOW MANY

&BTUFSO1BDJGJD4UPSNT
HURRICANES AND TROPICAL STORMS STARTED IN
VARIOUS MONTHS FROM TO IN THE
%ASTERN 0ACIFIC

3TORMS
&45*."5& 7ITHOUT USING THE SCALE OR THE
DATA VALUES ABOUT HOW MANY TIMES MORE

STORMS APPEARED TO START FROM *ULY TO *ANn !PRn *ULYn /CTn
3EPTEMBER THAN FROM !PRIL TO *UNE -AR *UNE 3EPT $EC
$"-$6-"5& 5SE THE DATA VALUES !BOUT

HOW MANY TIMES MORE STORMS ACTUALLY STARTED
FROM *ULY TO 3EPTEMBER THAN FROM !PRIL TO *UNE
3&"40/*/( 7OULD A TRAVEL AGENT USE THE DATA

VALUES OR THE BARS ON THE GRAPH TO CONVINCE
SOMEONE NOT TO TRAVEL TO THE %ASTERN 0ACIFIC IN
THE SUMMER %XPLAIN YOUR ANSWER
#"4&#"-- )N %XERCISES n THE NUMBERS OF

GAMES WON BY A BASEBALL TEAM IN SEASONS ARE

$"-$6-"5& &IND THE MEAN MEDIAN AND MODES OF THE DATA SET
"/"-:;& ! SPORTS REPORT STATES THAT THE AVERAGE NUMBER OF WINS BY THE
TEAM IS $OES DESCRIBE THE NUMBERS OF WINS WELL 7HY OR WHY NOT
(83*5*/( %XPLAIN WHY A REPORT MIGHT USE AS THE AVERAGE NUMBER
OF WINS
(4)0353&410/4& 4HE BAR GRAPH SHOWS THE )FJHIUTPG#VJMEJOHT

HEIGHTS OF TWO BUILDINGS 7ITHOUT USING THE SCALE

TELL HOW MANY TIMES TALLER "UILDING " APPEARS THAN
(EIGHT M

"UILDING ! $OES YOUR ANSWER REPRESENT THE ACTUAL

RELATIONSHIP %XPLAIN YOUR REASONING
"UILDING "UILDING
(&95&/%&%3&410/4& 4HE AGES OF ATHLETES IN A ! "
SKATEBOARDING COMPETITION ARE
AND 7HICH AVERAGE OR AVERAGES REPRESENT THE
DATA WELL %XPLAIN YOUR REASONING ,ATER TWO YEAR OLDS QUALIFY FOR THE
COMPETITION $OES THE SAME AVERAGES STILL REPRESENT THE DATA WELL
.6-5*45&1130#-&. 4HE LIST BELOW SHOWS THE PRICES OF SEVERAL HOUSES
IN ONE AREA

A ! REAL ESTATE AGENT SAYS THAT THE AVERAGE COST OF A HOME IN THE AREA IS
$OES DESCRIBE THE PRICES WELL 7HY OR WHY NOT
B 7HY MIGHT A REAL ESTATE AGENT USE AS THE AVERAGE PRICE
C 7HICH AVERAGE PROVIDES YOU WITH THE INFORMATION YOU WOULD MOST
WANT TO KNOW WHEN BUYING A HOUSE %XPLAIN
&-&$5*7&4 4HE CIRCLE GRAPH SHOWS THE RESULTS OF A SURVEY ASKING STUDENTS
THEIR FAVORITE ELECTIVE
7ITHOUT USING THE PERCENTS WHICH 'BWPSJUF&MFDUJWFT
ELECTIVE APPEARS TO HAVE THE MOST -USIC ,ANGUAGES
RESPONSES %XPLAIN
/THER
$RAW A CIRCLE GRAPH THAT MORE ACCURATELY !RT

SHOWS THE ACTUAL PERCENT FOR EACH ELECTIVE
(01&/&/%&%."5) #REATE A DATA SET FOR WHICH THE MEAN DOES
NOT REPRESENT THE DATA WELL 2EPEAT THIS EXERCISE FOR THE MEDIAN AND
THE MODES
$)"--&/(& 4HE GRAPH SHOWS THE NUMBERS

$%4IJQNFOUT
IN MILLIONS OF #$ SHIPMENTS IN THE
5NITED 3TATES IN AND
3HIPMENTS MILLIONS
!BOUT HOW MANY TIMES AS GREAT IN AREA

IS THE PICTURE FOR THAN THE PICTURE
FOR %XPLAIN HOW THIS MAY DISTORT
THE DATA
7AS THE ACTUAL NUMBER OF SHIPMENTS IN

LESS THAN OR GREATER THAN TWICE THE
NUMBER OF SHIPMENTS IN %XPLAIN
.*9&%3&7*&8
1SFQBSFGPS
-FTTPO
JO&YTo
9OU TOSS A COIN TWICE &IND THE PROBABILITY THAT YOU GET HEADS AT LEAST ONE
TIME Q
(.6-5*1-&$)0*$& 7HICH VARIABLE EXPRESSION REPRESENTS MORE THAN

A NUMBER Q
6 N 7 N 8 N 9 zN

13.5 Stem-and-Leaf Plots
Before You organized data using line plots and frequency tables.
Now You’ll organize data using stem-and-leaf plots.
Why? So you can organize data, as with ages of patrons in Example 2.
KEY VOCABULARY Internet The table below lists how long, in minutes, you were
• stem-and-leaf plot, online each day for three weeks. How can you display the data in an
p. 709 organized manner?
• leaf, p. 709
• stem, p. 709 Daily Internet Use (minutes)
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
22 41 15 28 50 19 44
27 23 35 54 70 40 37
42 19 29 53 31 31 35
You can use a stem-and-leaff plot to organize a large set of data. In a

stem-and-leaf plot, t each data value has two parts, a stem and a leaf.
The leaf is the last digit in the data value. The stem is the remaining
digits. For example, the leaf of the data value 37 is 7. The stem is 3.
EXAMPLE 1 Making a Stem-and-Leaf Plot

To organize the minutes online in the table above, you can make a
stem-and-leaf plot. The numbers range from 15 to 70. So, the least
stem is 1 and the greatest stem is 7.
STEP 1 STEP 2 STEP 3

AVOID ERRORS Orderr stems from Write the leaves next Orderr the leaves from
Be sure to include all least to greatest. to their stems. least to greatest.
the stems between
1 1 9 5 9 1 5 9 9
the least and the
greatest data values. In 2 2 2 7 3 9 8 2 2 3 7 8 9
Example 1, 6 is a stem 3 3 5 1 1 7 5 3 1 1 5 5 7
even though none of the 4 4 2 1 0 4 4 0 1 2 4
data have a 6 in the 5 5 4 3 0 5 0 3 4
tens’ place. 6 6 6
This stands 7 0 Key: 5⏐3 5 53
7 7 0
for 53.
Math at classzone.com Be sure to
include a key.
1. Make a stem-and-leaf plot of the data 31, 14, 22, 51, 33, 16, 21, 24, 22, 15,
30, 28, and 39.
13.5 Stem-and-Leaf Plots 709

& 9 " . 1 - & *OUFSQSFUJOH4UFNBOE-FBG1MPUT
%JOFST 4HE STEM AND LEAF PLOT SHOWS THE AGES OF PEOPLE AT A DINER
A 7HAT IS THE RANGE OF THE AGES

B $ESCRIBE THE AGE GROUP WITH THE

MOST PEOPLE
+EY {
40-65*0/
A 4HE YOUNGEST PERSON AT THE DINER IS
YEARS OLD BECAUSE THE LEAST DATA
VALUE IS \ 4HE OLDEST IS YEARS
OLD BECAUSE THE GREATEST DATA VALUE
IS \ 4HE RANGE IS YEARS BECAUSE

B 4HE STEM OF HAS MORE LEAVES THAN
ANY OTHER SO THE AGE GROUP WITH THE
MOST PEOPLE IS n YEARS
& 9 " . 1 - & 'JOEJOHUIF.FBO .FEJBO BOE.PEF

5SE THE STEM AND LEAF PLOT SHOWN BELOW
A &IND THE MEAN

B &IND THE MEDIAN
+EY {
C &IND THE MODE
40-65*0/
-AKE AN ORDERED LIST OF THE VALUES IN THE STEM AND LEAF PLOT

A -EAN ]]]]z
z ]z

B -EDIAN BECAUSE THE MIDDLE VALUE IS
C -ODE BECAUSE IT IS THE ONLY VALUE THAT OCCURS MORE THAN ONCE
5SE THE STEM AND LEAF PLOT IN %XAMPLE (OW MANY PEOPLE AT THE DINER
ARE OVER YEARS OLD 7HAT ARE THEIR AGES
&IND THE MEAN MEDIAN AND MODES OF THE DATA

+EY {
+EY { +EY {
&9&3$*4&4 )0.&803,
,&:
( 45"/%"3%*;&%5&4513"$5*$&
BOE
)*/54"/%)0.&803,)&-1
4,*--13"$5*$&
70$"#6-"3: )DENTIFY THE STEMS AND
THE LEAVES IN THE STEM AND LEAF PLOT

70$"#6-"3: 7HAT NUMBER DOES
THE RED ENTRY REPRESENT +EY {
.",*/(45&."/%-&"'1-054 -AKE A STEM AND LEAF PLOT OF THE DATA

3%% %8!-0,%
POQ
GPS&YTo

&3303"/"-:4*4 $ESCRIBE AND & * .

CORRECT THE ERROR IN MAKING THE ' % '
STEM AND LEAF PLOT ) ( ( , @Zn/ ){()(
)N %XERCISES AND USE THE STEM AND LEAF PLOT BELOW
3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT IS THE GREATEST

POQ NUMBER IN THE STEM AND LEAF PLOT
GPS&Y
6 7
+EY {
8 9
3%% %8!-0,% (.6-5*1-&$)0*$& 7HAT IS THE MODE OF THE DATA

POQ
GPS&YTo
6 7 8 9
'*/%*/(.&"/ .&%*"/ "/%.0%& &IND THE MEAN MEDIAN AND MODES

OF THE DATA IN THE STEM AND LEAF PLOT

+EY {
+EY {
.",*/("(3"1) 5SE THE STEM AND LEAF

PLOT TO MAKE A BAR GRAPH OF THE DATA
+EY {
$)"--&/(& -AKE A STEM AND LEAF PLOT OF THE DATA BELOW %XPLAIN HOW
YOU CHOSE A KEY FOR THE STEM AND LEAF PLOT

4UFNBOE-FBG1MPUT
130#-&.40-7*/(
3%% %8!-0,%3 (6*%&%130#-&.40-7*/( 4HE LIST BELOW SHOWS
!.$ THE WEIGHTS IN POUNDS OF PETS OWNED BY STUDENTS
POQQo $ESCRIBE WHERE THE WEIGHTS OF MOST OF THE PETS FALL
GPS&Y

A &IND THE LEAST STEM AND THE GREATEST STEM
FOR THE DATA
B -AKE A STEM AND LEAF PLOT OF THE DATA
C 7HICH STEM HAS THE MOST LEAVES %XPLAIN
WHAT THIS MEANS
5&//*4 )N %XERCISES n THE STEM AND LEAF PLOT SHOWS THE LENGTHS
IN MINUTES OF MIXED DOUBLES FINALS MATCHES IN 7IMBLEDON TOURNAMENTS
FOR A PERIOD OF YEARS
3%% %8!-0,% &IND THE MEAN MEDIAN MODES AND RANGE
POQ
GPS&Y
7HICH AVERAGE FROM %XERCISE BEST
DESCRIBES THE DATA %XPLAIN
7HICH STEM HAS THE MOST LEAVES %XPLAIN
WHAT THIS MEANS

7HAT IS THE LENGTH OF THE SHORTEST MATCH
THE LONGEST +EY {
(83*5*/( $ESCRIBE TWO WAYS YOU CAN
COMPARE THE SHORTEST AND LONGEST MATCHES
#08-*/(4HE TABLE SHOWS YOUR BOWLING #PXMJOH4DPSFT

SCORES IN SEVERAL GAMES -AKE A STEM AND LEAF

PLOT OF THE SCORES 5SE THE KEY \
9OUR GOAL WAS TO SCORE AT LEAST IN OF THE
GAMES "Y HOW MANY GAMES DID YOU MISS
YOUR GOAL
(.6-5*1-&$)0*$& 4HE NUMBERS OF MILES YOU WALKED PER DAY OVER
A TWO WEEK PERIOD OF TIME ARE LISTED BELOW 7HICH STEM AND LEAF PLOT
CORRECTLY DISPLAYS THE DATA

6 7

+EY { +EY {
8 9

+EY { +EY {
(45"/%"3%*;&%5&4513"$5*$& )*/54"/%)0.&803,)&-1BUDMBTT[POFDPN

(&95&/%&%3&410/4& 4HE TABLE BELOW SHOWS THE AVERAGE
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13 CHAPTER REVIEW classzone.com
Vocabulary Practice
REVIEW KEY VOCABULARY

• outcome, p. 682 • combination, p. 692 • box-and-whisker plot, p. 714
• event, p. 682 • permutation, p. 692 • lower quartile, p.714
• favorable outcomes, p. 682 • independent events, p. 696 • upper quartile, p. 714
• probability, p. 682 • stem-and-leaf plot, p. 709 • lower extreme, p. 714
• complementary events, p. 684 • leaf, p. 709 • upper extreme, p. 714
• tree diagram, p. 691 • stem, p. 709
VOCABULARY EXERCISES
Copy and complete the statement.
1. Two events are ? if they have no outcomes in common and if
together they contain all the outcomes of the experiment.
2. Two events are ? if the occurrence of one event does not affect the
likelihood that the other event will occur.
3. An arrangement of objects in which order is important is a ? .
4. In a stem-and-leaf plot, the ? is the first digit on the left of a row, and
the ? are the remaining digits.
5. In a box-and-whisker plot, the ? is the least data value, and the ? is
the greatest data value.
6. Outcomes for which a desired event occurs are ? .
REVIEW EXAMPLES AND EXERCISES

13.1 Introduction to Probability
y pp. 682–687
pp
EXAMPLE
Find the probability of rolling an even number on a number cube.

Number of favorable outcomes 3 1
}}} 5 } 5 }
Number of possible outcomes 6 2
1
c Answer The probability of rolling an even number on a number cube is } .
2
EXERCISES
SEE EXAMPLE 1 You roll a number cube. Find the probability of the event. Then describe
on p. 682 and find the probability of the complement of the event.
for Exs. 7–9
7. You roll a 10. 8. You roll a factor of 60. 9. You roll a multiple of 20.
Chapter Review 725

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.JTMFBEJOH4UBUJTUJDT PP n
&9".1-&
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6ALUE ! APPEARS TO BE ONE FOURTH OF 6ALUE " (OWEVER

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THE BARS
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YOU CHANGE ABOUT THE GRAPH TO MAKE IT MORE
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4UFNBOE-FBG1MPUT PP n
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34%0 /RDER THE STEMS 34%0 7RITE THE LEAVES 34%0 /RDER THE LEAVES
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GREATEST )NCLUDE A KEY GREATEST

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POQQ n
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&9".1-&
5FNQFSBUVSF 4HE LOW TEMPERATURE IN A CITY WAS -PX5FNQFSBUVSFT

& ON 3UNDAY & ON -ONDAY & ON 4UESDAY
AND & ON 7EDNESDAY -AKE A DATA DISPLAY THAT
4EMPERATURE &
SHOWS THE CHANGE IN TEMPERATURE OVER THE FOUR DAYS

40-65*0/

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TEMPERATURE OVER THE FOUR DAYS
&9&3$*4&
3%% %8!-0,% 4UVEZJOH )N A SURVEY PEOPLE SAID THEY STUDIED n MINUTES
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SURVEYED SAID THEY STUDIED n MINUTES
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! BAG CONTAINS TILES LABELED , 4 - ! 5 AND : 9OU

RANDOMLY CHOOSE ONE TILE &IND THE PROBABILITY OF THE EVENT
9OU CHOOSE A LETTER 9OU CHOOSE AN ODD NUMBER
9OU CHOOSE A FACTOR OF 9OU DONT CHOOSE A CONSONANT
5SE THE SPINNERS AT THE RIGHT %ACH SPINNER

IS DIVIDED INTO EQUAL PARTS 9OU SPIN THE
SPINNERS &IND THE PROBABILITY OF THE EVENT
9OU SPIN GREEN ON BOTH SPINNERS 9OU SPIN BLUE ON AT LEAST SPINNER
9OU SPIN YELLOW ON EXACTLY SPINNER 9OU DONT SPIN ORANGE ON EITHER SPINNER
-AKE A STEM AND LEAF PLOT AND A BOX AND WHISKER PLOT OF THE DATA

$-05)*/( 9OU HAVE SHIRTS SOLID STRIPED CHECKERED AND PLAID 9OU
HAVE PAIRS OF PANTS OVERALLS AND JEANS 5SE A TREE DIAGRAM TO FIND ALL
THE POSSIBLE OUTFITS YOU CAN WEAR
7"$"5*0/ 9OU WANT TO GO TO A MUSEUM AN AQUARIUM A CIRCUS AND AN

AMUSEMENT PARK DURING YOUR VACATION 9OU HAVE TIME FOR ONLY PLACES
&IND ALL THE COMBINATIONS OF PLACES THAT YOU CAN CHOOSE FROM
1)0504 9OU ARE ARRANGING YOUR BROTHER SISTER AND COUSIN FOR A PHOTO
&IND ALL THE POSSIBLE WAYS YOU CAN ARRANGE THEM IN A ROW
'6&-13*$&4 7HICH LINE

GRAPH WOULD SOMEONE USE
TO CONVINCE PEOPLE THAT THE
PRICE PER GALLON OF GASOLINE
IN A STATE WAS NEARLY STABLE
OVER SEVEN MONTHS %XPLAIN

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OF VEHICLES YOU SEE ENTER A HIGHWAY 9OU FIND /KLAHOMA PLATES
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YOU USE TO COMPARE THE NUMBER OF 4EXAS PLATES TO TOTAL PLATES
$IBQUFS5FTU
Scoring Rubric SHORT RESPONSE QUESTIONS
Full Credit
and correct
PROBLEM
Partial Credit
• solution is complete Your social studies teacher is giving your class a surprise quiz. You
but errors are made, are unsure of two of the questions on the quiz. One is a true-or-false
or
• solution is without question and the other is a multiple-choice question with the answer
error, but incomplete choices A, B, C, and D. You randomly choose the answers to these
No Credit questions. What is the probability that you answer both questions
• no solution is given, correctly? Justifyy your answer.
or
• solution makes no
sense
Below are sample solutions to the problem. Read each solution and the
comments in blue to see why the sample represents full credit, partial
The probability of answering both questions correctly is found by

The plan reflects correct
dividing the number of favorable outcomes by the number of possible
mathematical thinking.
outcomes.
First, make a tree diagram Question 1 Question 2 Outcomes
showing all the possible
A TA
outcomes.
B TB
The steps of the T
C TC
solution are clearly
written and justified. D TD
A FA
B FB
F
C FC
D FD
Then, find the probability. There are 8 possible outcomes, but only one
outcome has the correct answers to both questions.
1
The probability of answering both questions correctly is } .
The answer is correct. 8
3458
The answer is correct,
1
but no justification is The probability of answering both questions correctly is } .
8
given.

STATE TEST PRACTICE
classzone.com
The tree diagram shows all the possible outcomes. Divide the number
The reasoning and
process are correct.
of favorable outcomes by the number of possible outcomes.
T F
There are 4 possible
The tree diagram does
not correctly show all the outcomes.
possible outcomes. A B C D
Only one combination of the answer choices can be correct. So, the
The answer is incorrect. 1
probability of answering both questions correctly is } .
4

1 1 211 3
}1}5}5}
No explanation is given, 2 4 4 4
and the answer is
incorrect.
Score the solution to the problem below as full credit, partial credit, or no
credit. Explain
n your reasoning.
PROBLEM You toss a coin twice. What is the probability of getting tails at
least one time? Show your work.
1.
2.
H HH
H
T HT
H TH
T
T TT

4)0353&410/4&
"URRITO CHOICES AT #ASA "URRITO ARE 9OU RECORD THE COST OF PARKING FEES IN THE
VEGETARIAN CHICKEN OR BEEF REGULAR SIZE CITY FOR THE LAST YEARS 7HICH DATA DISPLAY
OR LARGE WITH MILD SALSA OR HOT SALSA &IND WOULD BEST SHOW THE CHANGES IN PARKING
ALL THE DIFFERENT BURRITO ORDERS POSSIBLE FEES OVER TIME %XPLAIN YOUR REASONING
-AKE A BAR GRAPH OF THE COMPANY PROFIT
'WEN WANTS TO BUY TWO OF THE ITEMS BELOW DATA SHOWN BELOW -AKE IT APPEAR THAT THE
AS PARTY FAVORS -AKE A TABLE SHOWING ALL PROFITS HAVE INCREASED MUCH MORE STEEPLY
THE POSSIBLE COMBINATIONS OF TWO DIFFERENT THAN THEY ACTUALLY HAVE %XPLAIN WHY YOUR
ITEMS AND THEIR TOTAL COST (OW MANY GRAPH GIVES THIS IMPRESSION
COMBINATIONS OF TWO DIFFERENT ITEMS CAN
'WEN BUY FOR %XPLAIN :FBS
1SPmU
4HE PROBABILITY THAT IT WILL SNOW TOMORROW

IS 7HAT IS THE PROBABILITY THAT IT WILL
NOT SNOW TOMORROW %XPLAIN
4HE OWNERS OF A BUSINESS ARE TRYING TO

FIGURE OUT HOW TO INCREASE THEIR SALES 4HEY
RECORD THE AGES OF CUSTOMERS IN THEIR STORE
ON A TYPICAL AFTERNOON 4HE RESULTS ARE
GIVEN BELOW -AKE A STEM AND LEAF PLOT
OF THE DATA 7HAT AGE GROUP SHOULD THE
BUSINESS TARGET WHEN ADVERTISING %XPLAIN
!LBERTO #HRIS %DGAR AND -ANNY ARE YOUR REASONING
RUNNING IN A RELAY RACE (OW MANY WAYS
CAN YOU ORDER THE FIRST TWO RUNNERS !GES
%ACH SPINNER BELOW IS DIVIDED INTO EQUAL 4HE STEM AND LEAF PLOT SHOWS #ASSIES
PARTS 9OU SPIN THE TWO SPINNERS )S THE SUM SCORES FOR THE PAST TESTS IN HER SCIENCE
OF THE NUMBERS MORE LIKELY TO BE ODD OR CLASS !FTER THE NEXT TEST SHE WANTS HER
MORE LIKELY TO BE EVEN %XPLAIN MEAN TEST SCORE FOR THE TESTS TO BE AT LEAST
7HAT IS THE LOWEST SCORE THAT #ASSIE CAN
GET AND STILL REACH HER GOAL %XPLAIN YOUR
REASONING

"ASED ON LAST YEARS RECORD THE PROBABILITY +EY {
THAT THE GIRLS HOCKEY TEAM WILL WIN A GAME
9OU TOSS A COIN THREE TIMES 7HAT IS THE
IS ]z 4HE PROBABILITY THAT THE GIRLS HOCKEY

TEAM WILL TIE A GAME IS 7HAT IS THE PROBABILITY OF GETTING TAILS AT LEAST ONE
PROBABILITY THAT THE TEAM WILL LOSE A GAME TIME %XPLAIN HOW YOU FOUND YOUR ANSWER
*USTIFY YOUR ANSWER
45"5&5&4513"$5*$&
DMBTT[POFDPN
.6-5*1-&$)0*$& (3*%%&%"/48&3
5SE THE BOX AND WHISKER PLOT SHOWN 4ODAYS MENU ITEMS AND THEIR COSTS ARE
BELOW 7HAT IS THE DIFFERENCE BETWEEN THE GIVEN IN THE TABLE BELOW 9OU HAVE
UPPER QUARTILE AND THE LOWER QUARTILE (OW MANY DIFFERENT LUNCHES OF ONE
SANDWICH AND ONE DRINK CAN YOU ORDER

4BOEXJDIFT $PTU %SJOLT $PTU
UVOB NJML
IBN KVJDF
DIJDLFO MFNPOBEF
6 7 8 9
4HERE ARE SEVEN CARDS IN A BAG NUMBERED 9OU CHOOSE FLOWERS FROM A LILY A DAISY
THROUGH 9OU RANDOMLY CHOOSE ONE CARD A ROSE A CARNATION AND AN IRIS (OW MANY
7HAT IS THE PROBABILITY THAT IT IS AN EVEN PAIRS OF FLOWERS ARE POSSIBLE
NUMBER
9OU CHOOSE ONE MARBLE FROM A BAG THAT HAS

6 ]z 7 ]z 8 ]z 9 RED MARBLES BLUE MARBLES AND WHITE

MARBLE 7HAT IS THE PROBABILITY THAT YOU
CHOOSE A BLUE MARBLE 7RITE YOUR ANSWER
AS A FRACTION IN SIMPLEST FORM
&95&/%&%3&410/4&
9OU ROLL A NUMBER CUBE ONCE 7HAT IS THE PROBABILITY THAT YOU ROLL A
NOT A A NUMBER GREATER THAN A NUMBER LESS THAN %XPLAIN HOW YOU
FOUND EACH ANSWER
4HE DATA BELOW SHOW THE SIZES OF CLASSES AT .ORTH *UNIOR (IGH 3CHOOL
-AKE A STEM AND LEAF PLOT OF THE DATA 4HEN MAKE A BOX AND WHISKER
PLOT OF THE DATA .ORTH *UNIOR (IGHS PRINCIPAL WANTS TO KNOW THE MEDIAN
CLASS SIZE 7HICH OF YOUR DATA DISPLAYS SHOULD YOU SHOW TO THE PRINCIPAL

4WO GOLFERS FROM A YOUTH GOLF CLUB COMPETE IN 5PVSOBNFOU (PMGFS"T (PMGFS#T
LOCAL TOURNAMENTS )N EACH TOURNAMENT THE LOWEST OVNCFS TDPSF TDPSF
SCORE WINS 4HE SCORES FOR TWO GOLFERS IN THE LAST SIX
TOURNAMENTS ARE GIVEN IN THE TABLE /NLY ONE GOLFER

CAN REPRESENT THE CLUB IN A CHAMPIONSHIP TOURNAMENT
7HICH GOLFER SHOULD REPRESENT THE CLUB %XPLAIN YOUR
REASONING )NCLUDE ONE AVERAGE AND ONE DATA DISPLAY IN
YOUR EXPLANATION

$6.6-"5*7&3&7*&8 o
$IBQUFST


Q Q Q
Q Q Q
Q Q Q
Q Q Q
4ELL WHICH PROPERTY IS BEING ILLUSTRATED Q
#HOOSE THE APPROPRIATE METRIC UNIT AND CUSTOMARY UNIT TO MEASURE THE ITEM
DISTANCE BETWEEN TOWNS Q WIDTH OF A RULER Q
MASS OR WEIGHT OF A MARBLE QQ CAPACITY OF A SOUP SPOON QQ
)N %XERCISES n USE THE DIAGRAM AT THE RIGHT

.AME TWO RAYS AND TWO PARALLEL LINES Q

.AME THREE ANGLES WITH VERTEX " Q

.AME A PAIR OF SUPPLEMENTARY ANGLES Q

&IND THE MEASURE OF #!% 4HEN CLASSIFY
N#!% BY ITS ANGLES Q
'RAPH THE POINTS ! " # AND $ IN THE SAME
COORDINATE PLANE 4HEN DESCRIBE THE LOCATION OF EACH POINT Q
7RITE THE SENTENCE AS AN EQUATION 4HEN SOLVE IT

%IGHT TIMES A NUMBER IS 4HE SUM OF AND A NUMBER IS
QQ QQ
3EVEN LESS THAN A NUMBER IS 4HE QUOTIENT OF A NUMBER AND IS
QQ QQ
4HE SPINNERS BELOW ARE EACH DIVIDED INTO EQUAL PARTS 9OU SPIN THE
SPINNERS &IND THE PROBABILITY OF THE EVENT
9OU SPIN TWO SIXES Q

9OU SPIN AN ODD SUM Q
9OU SPIN TWO PRIME NUMBERS Q
)N %XERCISES AND USE THE STEM AND LEAF PLOT BELOW

&IND THE MEAN MEDIAN MODE AND RANGE OF THE
DATA Q
5SE THE STEM AND LEAF PLOT TO MAKE A BOX AND
WHISKER PLOT OF THE DATA Q +EY {
4637&: )N %XERCISES n USE THE CIRCLE GRAPH 4HE CIRCLE GRAPH SHOWS
THE RESULTS OF A SURVEY ASKING STUDENTS HOW THEY TRAVEL TO SCHOOL EACH
MORNING
7HAT IS THE MOST POPULAR FORM OF TRANSPORTATION
Q
7RITE EACH CATEGORY IN THE GRAPH AS A FRACTION OF
ALL THE STUDENTS SURVEYED 7RITE EACH FRACTION IN
SIMPLEST FORM Q

7HAT FRACTION OF THE STUDENTS RIDE A BICYCLE OR WALK
TO SCHOOL EACH MORNING 7RITE THIS RESULT AS A PERCENT
AND AS A DECIMAL QQ
0REDICT HOW MANY STUDENTS WALK TO SCHOOL OUT OF A GROUP OF
STUDENTS Q
(&0.&53: $RAW A TRIANGLE THAT HAS ZERO LINES OF SYMMETRY 4HEN
CLASSIFY THE TRIANGLE BY ITS SIDES QQ
5&.1&3"563& )N %XERCISES AND USE THE TABLE BELOW 4HE TABLE

SHOWS THE HIGH AND LOW TEMPERATURES FOR ONE WEEK
%BZ .PO 5VFT 8FE 5IVST 'SJ 4BU 4VO

)JHI ' ' ' ' ' ' '
-PX ' ' ' ' ' ' '
/RDER THE LOW TEMPERATURES FROM LEAST TO GREATEST 7HICH DAY HAD THE
LOWEST LOW TEMPERATURE Q
&IND THE DIFFERENCE BETWEEN THE HIGH TEMPERATURE AND THE LOW
TEMPERATURE FOR EACH DAY 7HICH DAY HAD THE GREATEST RANGE IN
TEMPERATURES Q
(&0.&53: 4HE PERIMETER OF THE TRIANGLE SHOWN IS

METERS 7RITE AND SOLVE AN ADDITION EQUATION TO
FIND THE LENGTH OF THE THIRD SIDE Q
4)07&-*/(4/08 9OU EARN FOR EACH SIDEWALK YOU SHOVEL 7RITE AND
SOLVE A MULTIPLICATION EQUATION TO FIND S THE NUMBER OF SIDEWALKS YOU
MUST SHOVEL TO EARN Q
48*..*/( !LEX #HRIS 0AT AND 3ANDY ARE COMPETING IN A SWIMMING
MEET &IND ALL THE POSSIBLE TOP THREE PLACEMENTS Q
#"4,&5#"-- 4HE TOTAL POINTS EARNED BY A BASKETBALL TEAM DURING

EACH FINALS GAME ARE ! LOCAL SPORTS REPORTER
STATES THAT THE TEAMS AVERAGE NUMBER OF POINTS PER GAME IS $OES
DESCRIBE THE TEAMS AVERAGE WELL 7HY OR WHY NOT Q
$VNVMBUJWF3FWJFX
Contents of Student Resources
Skills Review Handbook pp. 737–760
Whole Number Place Value 737 Solving Problems Using Addition and
Ordering Whole Numbers 738 Subtraction 749
Rounding Whole Numbers 739 Solving Problems Using Multiplication
and Division 750
Number Fact Families 740
Operations with Money 751
Addition and Subtraction on a
Number Line 741 Adding and Subtracting Decimals 752
Addition and Subtraction of Whole Modeling Fractions 753
Numbers 742 Units of Time 754
Multiplication of Whole Numbers 743 Perimeter and Area 755
Division of Whole Numbers 744 Venn Diagrams and Logical Reasoning 756
Estimating Sums 745 Reading Bar Graphs 757
Estimating Differences 746 Reading Line Graphs 758
Estimating Products 747 Reading a Pictograph 759
Estimating Quotients 748 Making a Pictograph 760
Problem Solving Handbook: Strategy Review pp. 761–770

Make a Model 761 Look for a Pattern 766
Draw a Diagram 762 Break into Parts 767
Guess, Check, and Revise 763 Solve a Simpler Problem 768
Work Backward 764 Use a Venn Diagram 769
Make a List or Table 765 Act It Out 770
Problem Solving Handbook: Strategy Practice pp. 771–775
Extra Practice for Chapters 1–13 pp. 776–788
Tables pp. 789–792

Symbols 789 Formulas 791
Measures 790 Properties 792
English-Spanish Glossary pp. 793–825
Index pp. 826–841
Credits pp. 842–843
Selected Answers pp. SA1–SA24
736 Contents of Student Resources

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4HE WHOLE NUMBERS ARE THE NUMBERS ! DIGIT IS ANY OF THE
NUMBERS OR 4HE VALUE OF EACH DIGIT IN A WHOLE
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THE WHOLE NUMBER THE HAS A VALUE OF BECAUSE IT IS IN THE
HUNDREDS PLACE AND
RED
HUND ANDS TEN ANDS SAND
S
REDS NS
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THOU
S
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A
z z z
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1 3 "$ 5 * $ &
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& 9 " . 1 - &

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& 9 " . 1 - &

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& 9 " . 1 - &

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34%0 !DD THE ONES 4HEN 34%0 !DD THE TENS 4HEN 34%0 !DD THE HUNDREDS
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TENS

z z z zz zz zz

& 9 " . 1 - &

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34%0 3TART WITH THE ONES 4HERE ARE NOT 34%0 2EGROUP THE HUNDREDS AS
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9OU WILL NEED TO REGROUP 4HERE ARE REGROUP THE TENS AS TENS AND
NO TENS SO GO TO THE HUNDREDS PLACE ONES .OW SUBTRACT ONE PLACE
VALUE AT A TIME

POFTQMVT
POFTGSPN
SFHSPVQJOH
z
NBLFTPOFT

$IFDL "ECAUSE ADDITION AND SUBTRACTION ARE INVERSE OPERATIONS

YOU CAN CHECK YOUR ANSWER BY ADDING
1 3 "$ 5 * $ &

.VMUJQMJDBUJPOPG8IPMF/VNCFST
! PRODUCT IS THE RESULT WHEN YOU MULTIPLY TWO OR MORE NUMBERS 4O
MULTIPLY TWO WHOLE NUMBERS MULTIPLY THE ENTIRE TOP NUMBER BY THE DIGIT
IN EACH PLACE VALUE OF THE BOTTOM NUMBER TO OBTAIN PARTIAL PRODUCTS 4HEN
ADD THE PARTIAL PRODUCTS
& 9 " . 1 - &

&IND THE PRODUCT
34%0 -ULTIPLY BY THE 34%0 -ULTIPLY BY THE 34%0 !DD THE PARTIAL
ONES DIGIT IN TENS DIGIT 3TART THE PRODUCTS
PARTIAL PRODUCT IN THE
TENS PLACE
4,*--43&7*&8)"/%#00,

4O MULTIPLY A WHOLE NUMBER BY A POWER OF SUCH AS OR

WRITE THE NUMBER FOLLOWED BY THE NUMBER OF ZEROS IN THE POWER "ECAUSE
MULTIPLYING BY SUCH POWERS OF SHIFTS EACH DIGIT OF THE NUMBER TO A HIGHER
PLACE VALUE THE ZEROS ARE NEEDED AS PLACEHOLDERS
& 9 " . 1 - &

&IND THE PRODUCT
A B
40-65*0/
A IS A POWER OF WITH ZEROS B IS A POWER OF WITH ZEROS
SO WRITE ZEROS AFTER SO WRITE ZEROS AFTER 1MBDFDPNNBT
BTOFDDFTTBSZ
C"OTXFS C"OTXFS
1 3 "$ 5 * $ &
&IND THE PRODUCT

%JWJTJPOPG8IPMF/VNCFST
)N A DIVISION PROBLEM THE NUMBER BEING DIVIDED IS CALLED THE DIVIDEND
AND THE NUMBER IT IS BEING DIVIDED BY IS CALLED THE DIVISOR 4HE RESULT OF
THE DIVISION IS CALLED THE QUOTIENT 4O DIVIDE TWO WHOLE NUMBERS YOU USE
THE FOLLOWING PATTERN DIVIDE MULTIPLY SUBTRACT BRING DOWN #ONTINUE THIS
PATTERN UNTIL THERE ARE NO MORE DIGITS TO BRING DOWN )F THE DIVISOR DOES NOT
DIVIDE THE DIVIDEND EVENLY THEN THERE IS A REMAINDER
& 9 " . 1 - &

&IND THE QUOTIENT
34%0 $ECIDE WHERE TO 34%0 "ECAUSE IS 34%0 "RING DOWN THE NEXT
WRITE THE FIRST DIGIT OF BETWEEN AND DIGIT $IVIDE BY
THE QUOTIENT "ECAUSE MULTIPLY BY 4HEN "ECAUSE
IS BETWEEN AND SUBTRACT FROM MULTIPLY BY
PLACE THE FIRST DIGIT "E SURE THE DIFFERENCE 3UBTRACT 4HE
ABOVE THE IS LESS THAN THE DIVISOR REMAINDER IS
mSTUEJHJU
]
: ]
]

PGRVPUJFOU
EJWJTPS Qz Qz Qz

EJWJEFOE

& 9 " . 1 - &

&IND THE QUOTIENT
34%0 34%0 34%0
mSTUEJHJU
: #SJOHEPXO 2 SFNBJOEFS
] PGRVPUJFOU ] ]
Qz Qz UIF#VU Qz
TP

XSJUFB
5IFOCSJOH
EPXOUIF
UPDPOUJOVF

EJWJEJOH
$IFDL SO THE ANSWER 2 IS CORRECT
1 3 "$ 5 * $ &
&IND THE QUOTIENT

] ] ] ]
Qz Qz Qz Qz
z

&TUJNBUJOH4VNT
4O ESTIMATE THE SOLUTION OF A PROBLEM MEANS TO FIND AN APPROXIMATE
ANSWER /NE WAY TO ESTIMATE A SUM WHEN ALL THE NUMBERS HAVE THE SAME
NUMBER OF DIGITS IS TO USE FRONT END ESTIMATION &IRST ADD THE DIGITS IN THE
GREATEST PLACE TO GET A LOW ESTIMATE 4HEN USE THE REMAINING DIGITS TO ADJUST
THE SUM AND GET A CLOSER ESTIMATE
& 9 " . 1 - &

%STIMATE THE SUM
34%0 34%0 34%0
!DD THE DIGITS IN THE %STIMATE THE SUM OF !DD THE TWO SUMS
GREATEST PLACE THE THE REMAINING DIGITS
HUNDREDS PLACE ,OOK FOR MORE HUNDREDS
4,*--43&7*&8)"/%#00,

ABOUT
ABOUT
ABOUT MORE
C"OTXFS 4HE SUM IS ABOUT
7HEN NUMBERS BEING ADDED HAVE ABOUT THE SAME VALUE YOU CAN USE
CLUSTERING TO ESTIMATE THEIR SUM
& 9 " . 1 - &

%STIMATE THE SUM
4HE NUMBERS ALL CLUSTER AROUND THE VALUE

C"OTXFS 4HE SUM z IS ABOUT
1 3 "$ 5 * $ &
%STIMATE THE SUM

&TUJNBUJOH%JGGFSFODFT
/NE WAY TO ESTIMATE A DIFFERENCE IS TO FIND A LOW ESTIMATE AND
A HIGH ESTIMATE
& 9 " . 1 - &

&IND A LOW AND HIGH ESTIMATE FOR THE DIFFERENCE
34%0 &OR THE LOW ESTIMATE ROUND 34%0 &OR THE HIGH ESTIMATE ROUND
THE GREATER NUMBER DOWN THE GREATER NUMBER UP AND THE
AND THE LESSER NUMBER UP LESSER NUMBER DOWN TO
TO DECREASE THE DIFFERENCE INCREASE THE DIFFERENCE

ACTUAL DISTANCE

LOW ESTIMATE
HIGH ESTIMATE
C"OTXFS 4HE DIFFERENCE IS BETWEEN AND
1 3 "$ 5 * $ &
&IND A LOW AND HIGH ESTIMATE FOR THE DIFFERENCE

z z

z z
&TUJNBUJOH1SPEVDUT
/NE WAY TO ESTIMATE A PRODUCT IS TO FIND A LOW ESTIMATE AND A HIGH ESTIMATE
& 9 " . 1 - &

&IND A LOW AND HIGH ESTIMATE FOR THE PRODUCT
&OR THE LOW ESTIMATE &OR THE HIGH ESTIMATE
ROUND BOTH FACTORS DOWN ROUND BOTH FACTORS UP

C"OTXFS 4HE PRODUCT IS BETWEEN AND
4,*--43&7*&8)"/%#00,
!NOTHER WAY IS TO USE COMPATIBLE NUMBERS #OMPATIBLE NUMBERS ARE
NUMBERS THAT ARE EASY TO USE IN COMPUTATIONS
& 9 " . 1 - &

5SE COMPATIBLE NUMBERS TO ESTIMATE THE PRODUCT
2EPLACE AND WITH TWO NUMBERS z z
THAT ARE EASY TO MULTIPLY zz zz

C"OTXFS 4HE PRODUCT IS ABOUT
1 3 "$ 5 * $ &
&IND A LOW AND HIGH ESTIMATE FOR THE PRODUCT


&TUJNBUJOH2VPUJFOUT
/NE WAY TO ESTIMATE A QUOTIENT IS TO FIND A LOW ESTIMATE AND A HIGH ESTIMATE
BY USING NUMBERS THAT DIVIDE WITH NO REMAINDER
& 9 " . 1 - &

&IND A LOW AND HIGH ESTIMATE FOR THE QUOTIENT
2EPLACE WITH NUMBERS THAT ARE EASILY DIVISIBLE BY
&OR THE LOW ESTIMATE USE A &OR THE HIGH ESTIMATE USE A
NUMBER LESS THAN NUMBER GREATER THAN
]
]

Qz Qz
C"OTXFS 4HE QUOTIENT IS BETWEEN AND
!NOTHER WAY TO ESTIMATE A QUOTIENT IS TO USE COMPATIBLE NUMBERS
& 9 " . 1 - &

5SE COMPATIBLE NUMBERS TO ESTIMATE THE QUOTIENT
,OOK FOR NUMBERS CLOSE
TO AND THAT ] ]

Qz Qz
DIVIDE EVENLY
C"OTXFS 4HE QUOTIENT IS ABOUT
1 3 "$ 5 * $ &
&IND A LOW AND HIGH ESTIMATE FOR THE QUOTIENT

5SE COMPATIBLE NUMBERS TO ESTIMATE THE QUOTIENT

4PMWJOH1SPCMFNT6TJOH
"EEJUJPOBOE4VCUSBDUJPO
9OU CAN USE THE FOLLOWING GUIDELINES TO TELL WHETHER TO USE ADDITION OR
SUBTRACTION TO SOLVE A WORD PROBLEM
5SE ADDITION WHEN YOU NEED TO COMBINE ADD ON OR FIND A TOTAL
5SE SUBTRACTION WHEN YOU NEED TO COMPARE TAKE AWAY FIND HOW MANY ARE
LEFT OR FIND HOW MANY MORE YOU NEED
& 9 " . 1 - &

9OU PAID FOR A 4 SHIRT AND FOR A PAIR OF JEANS (OW MUCH DID YOU
PAY IN ALL
4,*--43&7*&8)"/%#00,
9OU NEED TO FIND A TOTAL SO YOU NEED TO ADD

C"OTXFS 9OU PAID IN ALL
& 9 " . 1 - &

9OU NEED TO MAKE MUFFINS FOR A BAKE SALE 9OU ALREADY MADE MUFFINS
(OW MANY MORE DO YOU NEED TO MAKE
9OU NEED TO FIND HOW MANY MORE YOU NEED SO YOU NEED TO SUBTRACT

C"OTXFS 9OU NEED TO MAKE MORE MUFFINS
1 3 "$ 5 * $ &
9OU HAVE TO SPEND 9OU BUY A POSTER FOR (OW MUCH MONEY DO YOU
HAVE LEFT
9OU SPEND FOR A MOVIE ON $6$ AND FOR A MOVIE ON VIDEO TAPE
(OW MUCH MORE DID YOU SPEND FOR THE $6$ MOVIE
9OU BUY PENCILS AND PENS (OW MANY ITEMS DID YOU BUY IN ALL
9OU HAVE STAMPS IN YOUR STAMP COLLECTION 9OUR FRIEND GIVES YOU
STAMPS (OW MANY STAMPS DO YOU HAVE IN YOUR COLLECTION NOW
9OU NEED FOR SCHOOL SUPPLIES 9OU HAVE (OW MUCH MORE MONEY
DO YOU NEED FOR SCHOOL SUPPLIES
9OU HAVE TO SELL TICKETS FOR THE DANCE 9OU HAVE ALREADY SOLD OF THEM
(OW MANY MORE DO YOU HAVE TO SELL
4PMWJOH1SPCMFNT6TJOH
.VMUJQMJDBUJPOBOE%JWJTJPO
9OU CAN USE THE FOLLOWING GUIDELINES TO TELL WHETHER TO USE MULTIPLICATION OR
DIVISION TO SOLVE A WORD PROBLEM
5SE MULTIPLICATION WHEN YOU NEED TO COMBINE OR JOIN TOGETHER THE TOTAL
NUMBER OF OBJECTS IN GROUPS OF EQUAL SIZE
5SE DIVISION WHEN YOU NEED TO FIND THE NUMBER OF EQUAL GROUPS OR FIND THE
NUMBER IN EACH EQUAL GROUP
& 9 " . 1 - &

9OU BUY PACKAGES OF MARKERS %ACH PACKAGE CONTAINS MARKERS
(OW MANY MARKERS DID YOU BUY
9OU NEED TO COMBINE GROUPS OF EQUAL SIZE SO YOU NEED TO MULTIPLY

C"OTXFS 9OU BOUGHT MARKERS
& 9 " . 1 - &

9OU HAVE BEADS 9OU PUT AN EQUAL NUMBER OF BEADS ON BRACELETS
(OW MANY BEADS DO YOU PUT ON EACH BRACELET
9OU NEED TO FIND THE NUMBER IN EACH EQUAL GROUP SO YOU NEED TO DIVIDE

C"OTXFS 9OU PUT BEADS ON EACH BRACELET
1 3 "$ 5 * $ &
9OU ORDER PACKAGES OF FOLDERS FOR THE SCHOOL STORE %ACH PACKAGE
CONTAINS FOLDERS (OW MANY FOLDERS DO YOU GET
9OU HAVE PLANTS 9OU SPLIT THE PLANTS EVENLY AMONG POTS (OW MANY
PLANTS DO YOU PUT IN EACH POT
9OU BUY BOTTLES OF WATER IN BOXES OF (OW MANY BOXES DID YOU BUY
9OU HAVE BOXES OF STRAWS %ACH BOX CONTAINS STRAWS (OW MANY STRAWS
DO YOU HAVE
9OU BUY #$S AT A YARD SALE FOR EACH (OW MUCH DID YOU SPEND
9OU NEED TO MAKE COOKIES /NE BATCH OF COOKIES MAKES (OW MANY
BATCHES DO YOU NEED TO MAKE
0QFSBUJPOTXJUI.POFZ
9OU CAN USE THE FOLLOWING GUIDELINES TO TELL WHETHER TO USE SUBTRACTION OR
ADDITION TO SOLVE A MONEY PROBLEM
5SE ADDITION WHEN FINDING THE TOTAL COST OF SEVERAL ITEMS
5SE SUBTRACTION WHEN FINDING HOW MUCH CHANGE YOU SHOULD RECEIVE
& 9 " . 1 - &

9OU BUY A BOOK FOR 9OU GIVE THE CLERK (OW MUCH
CHANGE DO YOU RECEIVE
9OU ARE FINDING THE AMOUNT OF CHANGE SO YOU NEED TO SUBTRACT
3UBTRACT AS YOU WOULD WITH WHOLE NUMBERS
4,*--43&7*&8)"/%#00,

BOTXFSTPUIBUJUMJOFTVQXJUI
UIFPUIFSEFDJNBMQPJOUT

C"OTXFS 9OUR CHANGE IS
& 9 " . 1 - &

9OU BUY SHOES FOR A BACKPACK FOR AND JEANS FOR
(OW MUCH DO YOU SPEND IN ALL
9OU ARE FINDING THE TOTAL COST OF SEVERAL ITEMS SO YOU NEED TO ADD
!DD AS YOU WOULD WITH WHOLE NUMBERS

BOTXFSTPUIBUJUMJOFTVQXJUI
UIFPUIFSEFDJNBMQPJOUT

C"OTXFS 9OU SPENT IN ALL
1 3 "$ 5 * $ &
9OU BUY A CARTON OF JUICE FOR 9OU GIVE THE CLERK (OW MUCH
9OU BUY A CALENDAR FOR 9OU GIVE THE CLERK (OW MUCH
9OU BUY A PACKAGE OF #$S FOR A PRINTER CARTRIDGE FOR
AND A BOX OF PRINTER PAPER FOR (OW MUCH DO YOU SPEND IN ALL
9OU ADD AND SUBTRACT DECIMALS ONE PLACE VALUE AT A TIME FROM RIGHT TO LEFT
IN THE SAME WAY YOU ADD AND SUBTRACT WHOLE NUMBERS ,INE UP THE DECIMAL
POINTS IN YOUR CALCULATION AND PLACE A DECIMAL POINT IN YOUR ANSWER
& 9 " . 1 - &

&IND THE SUM
34%0 ,INE UP THE DECIMAL POINTS !DD 34%0 !DD THE ONES 2EGROUP THE
THE TENTHS 2EGROUP THE TENTHS ONES AS TEN AND ONES 4HEN
AS ONE AND TENTHS ADD THE TENS 7RITE THE DECIMAL
POINT

-JOFVQUIFEFDJ
NBMQPJOUTJOUIF
TVNXJUIUIFPUIFS
EFDJNBMQPJOUT
& 9 " . 1 - &

&IND THE DIFFERENCE
34%0 ,INE UP THE DECIMAL POINTS 34%0 2EGROUP TO BE ABLE TO SUBTRACT THE
2EGROUP TO BE ABLE TO SUBTRACT TENTHS 4HE ONES BECOME ONES
THE HUNDREDTHS 4HE TENTHS AND TENTHS .OW SUBTRACT THE
BECOME TENTH AND TENTHS 4HEN SUBTRACT THE ONES
HUNDREDTHS 4HEN SUBTRACT AND THE TENS 7RITE THE DECIMAL
HUNDREDTHS POINT

IVOESFEUITQMVT
IVOESFEUITGSPN -JOFVQUIFEFDJNBM
z z QPJOUJOUIF
SFHSPVQJOHNBLFT
zz zz zz zz EJGGFSFODFXJUIUIF
IVOESFEUIT
zz zzz zz zzz z PUIFSEFDJNBMQPJOUT
1 3 "$ 5 * $ &

.PEFMJOH'SBDUJPOT
! FRACTION IS USED TO DESCRIBE ONE OR MORE PARTS OF A WHOLE OR A SET 4HE TOP
PART OF A FRACTION IS CALLED THE NUMERATOR )T TELLS HOW MANY PARTS OF THE
WHOLE OR HOW MANY OBJECTS FROM THE SET TO CONSIDER 4HE BOTTOM PART OF A
FRACTION IS CALLED THE DENOMINATOR )T TELLS HOW MANY EQUAL SIZED PARTS MAKE
UP THE WHOLE OR HOW MANY OBJECTS MAKE UP THE SET
& 9 " . 1 - &

7RITE A FRACTION TO REPRESENT THE SHADED REGION OR PART OF A SET
A B
4,*--43&7*&8)"/%#00,
40-65*0/
A 4HE REGION IS DIVIDED INTO EQUAL PARTS AND OF THE PARTS ARE SHADED

4HE FRACTION THAT REPRESENTS THE SHADED PART OF THE SET IS ]z

B 4HERE ARE OBJECTS IN THIS SET AND FIVE OF THE OBJECTS ARE SHADED 4HE

FRACTION THAT REPRESENTS THE SHADED PART OF THE SET IS ]z

1 3 "$ 5 * $ &
7RITE A FRACTION TO REPRESENT THE SHADED REGION OR PART OF A SET

6OJUTPG5JNF
5SE THE EQUIVALENT UNITS OF TIME GIVEN AT THE RIGHT TO
CHANGE ONE UNIT OF TIME TO ANOTHER &lZZ`,YVnh
&YVn')]djgh
$IVIDE TO CHANGE FROM A SMALLER UNIT TO A LARGER UNIT &]djg+%b^cjiZh
-ULTIPLY TO CHANGE FROM A LARGER UNIT TO A SMALLER UNIT &b^cjiZ+%hZXdcYh
& 9 " . 1 - &

#OPY AND COMPLETE
A DAYS WEEKS
B HOURS MINUTES MINUTES
C SECONDS MINUTES SECONDS
40-65*0/
A 9OU ARE CHANGING DAYS TO WEEKS A DAYS WEEKS
SMALLER UNIT TO A LARGER UNIT 4HERE ARE z WEEKS
DAYS IN ONE WEEK SO DIVIDE BY
B 9OU ARE CHANGING HOURS TO MINUTES A HOURS MINUTES ; = MINUTES
LARGER UNIT TO A SMALLER UNIT 4HERE ARE MINUTES
MINUTES IN ONE HOUR SO MULTIPLY z MINUTES
BY 4HEN ADD THE EXTRA MINUTES
C 9OU ARE CHANGING SECONDS TO MINUTES ]

NJOVUFT
A SMALLER UNIT TO A LARGER UNIT 4HERE Qz
ARE SECONDS IN ONE MINUTE SO
DIVIDE BY )F THERE IS A REMAINDER FYUSBTFDPOET
WRITE IT AS SECONDS MINUTE SECONDS
1 3 "$ 5 * $ &
#OPY AND COMPLETE

HOURS z MINUTES WEEKS DAYS
HOURS z DAYS SECONDS MINUTES
WEEK DAYS z DAYS HOURS MINUTES MINUTES
DAYS HOURS z HOURS MINUTES SECONDS SECONDS
DAYS z WEEKS DAYS MINUTES HOURS MINUTES
HOURS z DAYS HOURS SECONDS z MINUTES SECONDS
1FSJNFUFSBOE"SFB
0ERIMETER IS THE DISTANCE AROUND A FIGURE MEASURED IN LINEAR UNITS
!REA IS THE AMOUNT OF SURFACE COVERED BY A FIGURE MEASURED IN SQUARE UNITS
& 9 " . 1 - &

&IND THE PERIMETER OF THE RECTANGLE BELOW
4O FIND THE PERIMETER ADD THE SIDE LENGTHS IN
IN IN IN IN IN
IN IN
C"OTXFS 4HE PERIMETER IS INCHES
IN
4,*--43&7*&8)"/%#00,
& 9 " . 1 - &
&IND THE AREA
A B
&IND THE AREA BY COUNTING #OUNT THE WHOLE SQUARES %STIMATE HOW
THE NUMBER OF SQUARES INSIDE MANY MORE WHOLE SQUARES CAN BE
THE FIGURE 4HERE ARE SQUARES MADE BY THE PARTIAL SQUARES 4HE TOTAL
3O THE AREA IS SQUARE UNITS AREA IS ABOUT SQUARE UNITS
1 3 "$ 5 * $ &
&IND THE PERIMETER

IN FT
CM
IN IN FT FT CM
IN FT CM
&IND THE AREA

7FOO%JBHSBNTBOE-PHJDBM3FBTPOJOH
! 6ENN DIAGRAM USES SHAPES TO SHOW HOW SETS ARE RELATED
& 9 " . 1 - &

$RAW AND USE A 6ENN DIAGRAM
A $RAW A 6ENN DIAGRAM OF THE WHOLE NUMBERS BETWEEN AND WHERE SET !
CONSISTS OF EVEN WHOLE NUMBERS AND SET " CONSISTS OF MULTIPLES OF
B )F AN EVEN WHOLE NUMBER IS BETWEEN AND THEN IS IT ALWAYS SOMETIMES
OR NEVER A MULTIPLE OF
C )F A NUMBER IS IN SET " THEN IS IT ALWAYS SOMETIMES OR NEVER IN SET !
40-65*0/
A
7HOLE NUMBERS GREATER THAN AND LESS THAN
"MMXIPMFOVNCFST
! " CFUXFFOBOEBSF
QMBDFETPNFXIFSFJO

UIFSFDUBOHMF

B 4HIS STATEMENT IS SOMETIMES TRUE BECAUSE IS AN EVEN WHOLE NUMBER THAT

IS A MULTIPLE OF BUT AND THE OTHER EVEN WHOLE NUMBERS BETWEEN
AND ARE NOT MULTIPLES OF
C 4HIS STATEMENT IS SOMETIMES TRUE BECAUSE AND ARE IN SET " ONLY BUT
IS IN SETS " AND !
1 3 "$ 5 * $ &
$RAW A 6ENN DIAGRAM OF THE SETS DESCRIBED

5SE THE SET OF WHOLE NUMBERS LESS THAN 3ET ! CONSISTS OF MULTIPLES OF
AND SET " CONSISTS OF MULTIPLES OF
5SE THE SET OF WHOLE NUMBERS BETWEEN AND 3ET # CONSISTS OF
NUMBERS LESS THAN AND SET $ CONSISTS OF NUMBERS GREATER THAN
5SE THE 6ENN DIAGRAMS FROM %XERCISES AND TO TELL WHETHER THE STATEMENT
IS ALWAYS SOMETIMES OR NEVER TRUE %XPLAIN YOUR REASONING
)F A NUMBER IS IN SET ! THEN IT IS IN SET "
)F A NUMBER IS BETWEEN AND THEN IT IS IN BOTH SET # AND SET $
)F A NUMBER IS GREATER THAN THEN IT IS IN SET #
3FBEJOH#BS(SBQIT
$ATA ARE NUMBERS OR FACTS /NE WAY TO DISPLAY DATA IS IN BAR GRAPHS WHICH
USE BARS TO SHOW HOW QUANTITIES COMPARE
& 9 " . 1 - &

! GROUP OF STUDENTS COLLECTED DATA ON THE NUMBER OF STUDENTS IN EACH
SIXTH GRADE MATH PERIOD AT THEIR SCHOOL 4HE BAR GRAPH BELOW DISPLAYS
THE DATA THEY COLLECTED
A 7HICH CLASS HAS THE MOST STUDENTS
B 7HICH CLASS HAS STUDENTS
40-65*0/
4,*--43&7*&8)"/%#00,
A 4HE LONGEST BAR IN THE 4JYUI(SBEF.BUI$MBTTFT
BAR GRAPH REPRESENTS
PERIOD WHICH SHOWS

A CLASS WITH STUDENTS
3O PERIOD HAS THE MOST
STUDENTS
3TUDENTS
B ,OOK AT THE VERTICAL SCALE

AND LOCATE 4HEN

FIND THE BAR THAT ENDS AT
4HE BAR THAT SHOWS
STUDENTS REPRESENTS
PERIOD
0ERIOD
1 3 "$ 5 * $ &
5SE THE BAR GRAPH ABOVE

(OW MANY STUDENTS ARE IN PERIOD
7HICH TWO PERIODS HAVE THE SAME NUMBER OF STUDENTS
7HICH PERIOD HAS STUDENTS
7HICH PERIOD HAS THE FEWEST STUDENTS
(OW MANY MORE STUDENTS ARE IN PERIOD THAN IN PERIOD
7HICH PERIOD HAS TWO MORE STUDENTS THAN PERIOD
7HICH TWO PERIODS HAVE A DIFFERENCE OF IN THE NUMBER OF STUDENTS
THEY HAVE
3FBEJOH-JOF(SBQIT
9OU CAN USE A LINE GRAPH TO DISPLAY DATA ! LINE GRAPH USES LINE SEGMENTS TO
SHOW HOW QUANTITIES CHANGE OVER TIME
& 9 " . 1 - &

4HE LINE GRAPH BELOW SHOWS THE DATA YOU COLLECTED ON THE DEPTH OF A CREEK
BEHIND YOUR HOUSE EACH DAY FOR ONE WEEK
A $ID THE DEPTH OF THE CREEK INCREASE OR %FQUIPG$SFFL
DECREASE FROM -ONDAY TO 4UESDAY
B /N WHICH DAY WAS THE CREEK INCHES DEEP
WHEN YOU MEASURED IT

$EPTH INCHES
40-65*0/
A )F THE LINE RISES FROM LEFT TO RIGHT THE DATA
INCREASE )F THE LINE FALLS FROM LEFT TO RIGHT
THE DATA DECREASE "ECAUSE THE LINE FROM
-ONDAY TO 4UESDAY RISES THE DEPTH OF THE
CREEK INCREASED - 4U 7 4H & 3 3
$AY OF THE WEEK
B ,OOK AT THE VERTICAL SCALE AND LOCATE 4HEN
FIND THE BULLET ON THE HORIZONTAL LINE WITH
THE VALUE OF 4HE CREEK WAS INCHES DEEP
WHEN YOU MEASURED IT ON 7EDNESDAY
1 3 "$ 5 * $ &
5SE THE LINE GRAPH ABOVE

/N WHICH DAY WAS THE CREEK INCHES DEEP WHEN YOU MEASURED IT
"ETWEEN WHICH TWO DAYS DID THE DEPTH OF THE CREEK DECREASE BY INCHES
(OW DEEP WAS THE CREEK ON 3UNDAY
/N WHICH DAY WAS THE CREEK THE DEEPEST
$ID THE DEPTH OF THE CREEK INCREASE OR DECREASE FROM &RIDAY TO 3ATURDAY
/N WHICH TWO DAYS WAS THE DEPTH OF THE CREEK THE SAME WHEN YOU
MEASURED IT
/N WHICH DAY WAS THE CREEK THE SHALLOWEST
"ETWEEN WHICH TWO DAYS DID THE DEPTH OF THE CREEK INCREASE THE MOST
(OW MUCH WAS THE INCREASE
3FBEJOHB1JDUPHSBQI
! PICTOGRAPH IS A WAY TO DISPLAY DATA USING PICTURES 4O READ A PICTOGRAPH
FIND THE KEY AND READ THE AMOUNT THAT EACH SYMBOL REPRESENTS -ULTIPLY
THAT AMOUNT BY THE NUMBER OF WHOLE SYMBOLS SHOWN FOR THE CATEGORY 4HEN
FIND AND ADD ON THE VALUE OF ANY PARTIAL SYMBOLS
& 9 " . 1 - &

4HE PICTOGRAPH SHOWS DATA ON THE EYE COLORS OF STUDENTS IN A HISTORY CLASS
(OW MANY STUDENTS HAVE GREEN EYES
40-65*0/
%ACH SYMBOL REPRESENTS STUDENTS $PMPSPG&ZFT
4,*--43&7*&8)"/%#00,
4HE WHOLE SYMBOLS REPRESENT STUDENTS
"ROWN

"ECAUSE ]zOF IS THE HALF SYMBOL REPRESENTS "LUE

STUDENT 'REEN
STUDENTS
C"OTXFS SO THERE ARE STUDENTS WITH
GREEN EYES
1 3 "$ 5 * $ &
5SE THE PICTOGRAPH ABOVE

7HICH EYE COLOR DO MOST STUDENTS HAVE (OW MANY STUDENTS HAVE THIS
EYE COLOR
7HICH EYE COLOR DO THE FEWEST STUDENTS HAVE (OW MANY STUDENTS HAVE
THIS EYE COLOR
5SE THE PICTOGRAPH AT THE RIGHT

(OW MANY PICTURES WERE TAKEN ON 4UESDAY /VNCFSPG1JDUVSFT5BLFO
/N WHICH DAY WERE THE MOST PICTURES TAKEN
(OW MANY PICTURES WERE TAKEN -ONDAY
!BOUT HOW MANY FEWER PICTURES WERE TAKEN ON 4UESDAY

4HURSDAY THAN ON -ONDAY 7EDNESDAY
(OW MANY PICTURES WERE TAKEN ON 7EDNESDAY
4HURSDAY
/N WHICH DAY WAS THE NUMBER OF PICTURES
&RIDAY
TAKEN TWICE THE NUMBER TAKEN ON 4UESDAY
PICTURES
.BLJOHB1JDUPHSBQI
4O MAKE A PICTOGRAPH FIRST CHOOSE A SYMBOL AND FIND AN APPROPRIATE
AMOUNT FOR THAT SYMBOL TO REPRESENT 4HEN DRAW THE GRAPH
& 9 " . 1 - &

9OU COLLECTED DATA ON THE TYPES OF BAGELS SOLD IN ONE HOUR AT A BAGEL SHOP
-AKE A PICTOGRAPH OF THE DATA
#BHFMT4PMEJO0OF)PVS
5ZQFPG#BHFM /VNCFSTPME
QMBJO
TFTBNF
SZF
DJOOBNPOSBJTJO
FHH
40-65*0/
#HOOSE A SYMBOL TO REPRESENT BAGELS #BHFMT4PMEJO0OF)PVS
(ALF OF A SYMBOL REPRESENTS BAGEL
7RITE THE TYPES OF BAGELS ALONG THE 0LAIN
LEFT HAND SIDE OF THE GRAPH 4HEN DRAW
SYMBOLS TO REPRESENT THE NUMBER OF 3ESAME
BAGELS OF EACH TYPE SOLD THAT HOUR 2YE
#INN 2AISIN
%GG
BAGELS
1 3 "$ 5 * $ &
-AKE A PICTOGRAPH OF THE DATA

$%T4PMEJO0OF%BZ 1FUT0XOFECZ4UVEFOUT
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0ROBLEM 3OLVING (ANDBOOK
1SPCMFN4PMWJOH4USBUFHZ3FWJFX
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1SPCMFN 9OU ARE MAKING A QUILTED PILLOW USING SCRAP PIECES OF %SBXB%JBHSBN
CLOTH FROM OTHER PROJECTS 9OU HAVE A RECTANGULAR PIECE OF CLOTH (VFTT $IFDL BOE3FWJTF
THAT MEASURES INCHES BY INCHES 5SING AS FEW CUTS AS POSSIBLE 8PSL#BDLXBSE
HOW CAN YOU CUT AND THEN SEW THE CLOTH SO THAT IT FORMS A SQUARE
.BLFB-JTUPS5BCMF
-PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
4PMWFB4JNQMFS1SPCMFN
6TFB7FOO%JBHSBN
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130#-&.40-7*/(
3FBEBOE6OEFSTUBOE .BLFB1MBO
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POSSIBLE YOU NEED TO TURN A INCH BY CUT WITHOUT ACTUALLY SEEING THE SHAPE OF
INCH RECTANGLE INTO A SQUARE THAT HAS THE CLOTH AND TRYING OUT DIFFERENT CUTS
THE SAME AREA -AKING A MODEL OF THE CLOTH CAN HELP
4PMWFUIF1SPCMFN
-AKE A MODEL TO REPRESENT THE PIECE OF CLOTH $RAW AND CUT UNITS
OUT A UNIT BY UNIT RECTANGLE ON A PIECE OF GRAPH PAPER
#OUNT THE NUMBER OF GRID SQUARES IN THE RECTANGLE 4HERE ARE UNITS
SQUARES SO THE RECTANGLE HAS AN AREA OF SQUARE UNITS UNITS UNITS
4O FORM A SQUARE THE GRID SQUARES WOULD HAVE TO BE ARRANGED
IN ROWS OF GRID SQUARES #UT UNITS OFF THE LENGTH OF THE
UNITS
ORIGINAL RECTANGLE SO THAT THE REMAINING LENGTH IS UNITS 4HEN
CUT THE NEW RECTANGLE IN HALF AS SHOWN
4HE THREE PIECES CAN NOW BE ARRANGED AS SHOWN TO FORM A UNITS
SQUARE 4HE INCH BY INCH PIECE OF CLOTH CAN BE CUT AND
SEWN IN A SIMILAR FASHION TO FROM A SQUARE
-PPL#BDL
1SBDUJDFUIF4USBUFHZ
-AKE SURE THAT IT IS IMPOSSIBLE TO FORM
A SQUARE USING FEWER THEN TWO CUTS ! BUILDER WANTS TO FIT A PIECE OF PLYWOOD
4HE FIRST CUT RESULTS IN A UNIT BY UNIT THROUGH A WINDOW OPENING THAT IS
RECTANGLE AND A UNIT BY UNIT RECTANGLE INCHES BY INCHES )F THE PIECE OF
3INCE THESE RECTANGLES CANNOT BE PUT PLYWOOD IS A SQUARE WITH A SIDE LENGTH
TOGETHER TO FORM A SQUARE THERE MUST BE OF INCHES WILL THE BUILDER BE ABLE TO FIT
MORE THAN ONE CUT THE PLYWOOD THROUGH THE OPENING
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1SPCMFN4PMWJOH)BOECPPL
%SBXB%JBHSBN .BLFB.PEFM
1SPCMFN )N THE TOWN OF 3PRINGFIELD THE LIBRARY IS MILES NORTH OF %SBXB%JBHSBN
THE GROCERY STORE 4HE VIDEO STORE IS MILES SOUTH OF THE LIBRARY (VFTT $IFDL BOE3FWJTF
(OW FAR AND IN WHAT DIRECTION WOULD YOU HAVE TO TRAVEL TO GET 8PSL#BDLXBSE
FROM THE VIDEO STORE TO THE GROCERY STORE
.BLFB-JTUPS5BCMF
-PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
"DU*U0VU
9OU NEED TO FIND THE DISTANCE BETWEEN 4HE GIVEN INFORMATION INVOLVES BOTH
THE VIDEO STORE AND THE GROCERY STORE DISTANCES AND DIRECTIONS $RAWING A
9OU ALSO NEED TO FIND WHAT DIRECTION THE DIAGRAM WOULD MAKE IT EASIER TO SEE
GROCERY STORE IS FROM THE VIDEO STORE HOW TO USE THIS INFORMATION TO FIND THE
ANSWER TO THE PROBLEM
4PMWFUIF1SPCMFN
4HE LIBRARY IS MILES NORTH OF THE GROCERY STORE &IRST DRAW A POINT LIBRARY
TO REPRESENT THE GROCERY STORE 3INCE THE LIBRARY IS NORTH OF THE
MI
GROCERY STORE DRAW A POINT FOR THE LIBRARY DIRECTLY ABOVE THE POINT
FOR THE GROCERY STORE ,ABEL THE DISTANCE BETWEEN THE GROCERY STORE GROCERY
AND THE LIBRARY AS MILES STORE
4HE VIDEO STORE IS MILES SOUTH OF THE LIBRARY .OTICE THAT THE MI
GROCERY STORE IS MILES SOUTH OF THE LIBRARY $RAW A POINT FOR THE
VIDEO STORE DIRECTLY BELOW THE POINT FOR GROCERY STORE ,ABEL THE
DISTANCE BETWEEN THE LIBRARY AND VIDEO STORE AS MILES AY
$ NTAL
2E
&ROM THE DIAGRAM YOU CAN SEE THAT THE DISTANCE BETWEEN THE VIDEO
STORE AND THE GROCERY STORE IS z MILES 9OU WOULD HAVE TO
VIDEO STORE
TRAVEL MILES NORTH TO GET FROM THE VIDEO STORE TO THE GROCERY STORE
-PPL#BDL
2EREAD THE PROBLEM AND CHECK THAT YOUR 1SBDUJDFUIF4USBUFHZ
DIAGRAM IS CONSISTENT WITH EACH PIECE OF &ROM LEFT TO RIGHT THE ORDER IN WHICH
THE GIVEN INFORMATION FOUR FRIENDS STAND FOR A PHOTO IS *AN
(ENRY 0ETE AND 3RI *AN SWITCHES PLACES
WITH 0ETE 4HEN THE FIRST AND LAST PEOPLE
SWITCH PLACES &INALLY THE FIRST AND
SECOND PEOPLE SWITCH PLACES 7HAT IS
THE FINAL ORDER FROM LEFT TO RIGHT OF THE
FOUR FRIENDS
4FFQGPSNPSFQSBDUJDF
1SPCMFN4PMWJOH4USBUFHZ)BOECPPL
(VFTT $IFDL BOE3FWJTF .BLFB.PEFM
1SPCMFN 4HE PLAYERS ON THE $ALE (IGH 3CHOOL FOOTBALL TEAM %SBXB%JBHSBN
VOTED FOR NEXT YEARS TEAM CAPTAIN 0LAYERS COULD VOTE FOR ONE OF (VFTT $IFDL BOE3FWJTF
THE SENIORS ON THE TEAM *OHN OR "ILL *OHN RECEIVED THREE TIMES 8PSL#BDLXBSE
AS MANY VOTES AS "ILL (OW MANY MORE VOTES DID *OHN RECEIVE
.BLFB-JTUPS5BCMF
THAN "ILL
-PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
3FBEBOE6OEFSTUBOE 4PMWFB4JNQMFS1SPCMFN
9OU NEED TO FIND THE DIFFERENCE IN THE NUMBER OF VOTES 6TFB7FOO%JBHSBN
RECEIVED BY *OHN AND BY "ILL 4O FIND THE DIFFERENCE "DU*U0VU
YOU FIRST NEED TO FIND THE NUMBER OF VOTES EACH SENIOR
RECEIVED
.BLFB1MBO
130#-&.40-7*/(
9OU ARE GIVEN TWO PIECES OF INFORMATION THERE ARE A TOTAL
)"/%#00,
OF VOTES AND *OHN RECEIVED THREE TIMES AS MANY VOTES
AS "ILL %ACH PIECE OF INFORMATION SAYS SOMETHING ABOUT
BOTH NUMBERS OF VOTES BUT NOT THE INDIVIDUAL NUMBERS
OF VOTES 4HIS SUGGESTS THE STRATEGY OF GUESSING CHECKING
AND THEN REVISING AN ANSWER
4PMWFUIF1SPCMFN
"ECAUSE THERE ARE PLAYERS ON THE TEAM THERE ARE A TOTAL
OF VOTES 4HE NUMBER OF VOTES RECEIVED BY EACH OF THE
TWO SENIORS MUST BE BETWEEN AND
4RY GUESSING VOTES FOR *OHN 4HAT LEAVES VOTES FOR "ILL
"UT SINCE IS TIMES THIS GUESS IS INCORRECT
4RY GUESSING VOTES FOR *OHN 4HAT LEAVES VOTES FOR "ILL
3INCE IS TIMES THIS GUESS IS CORRECT *OHN RECEIVED
VOTES AND "ILL RECEIVED VOTES 3INCE *OHN
RECEIVED MORE VOTES THAN "ILL
-PPL#BDL
2EREAD THE PROBLEM TO MAKE SURE THAT 1SBDUJDFUIF4USBUFHZ
YOU ANSWERED THE QUESTION BEING ASKED 4HE SUM OF TWO NUMBERS IS 4HE
.OTICE THAT THE QUESTION ASKS FOR THE DIFFERENCE OF THE SAME TWO NUMBERS
DIFFERENCE IN THE NUMBERS OF VOTES NOT THE IS 7HAT IS THE PRODUCT OF THE TWO
NUMBER OF VOTES RECEIVED BY EACH SENIOR NUMBERS
4FFQGPSNPSFQSBDUJDF
8PSL#BDLXBSE .BLFB.PEFM
1SPCMFN ,IZ IS FILLING BACKPACKS WITH SCHOOL SUPPLIES FOR KIDS %SBXB%JBHSBN
IN AN AFTER SCHOOL PROGRAM 4HERE ARE PENCILS AND RULERS (VFTT $IFDL BOE3FWJTF
AVAILABLE ,IZ WANTS TO PLACE THE SAME NUMBER OF PENCILS IN EACH 8PSL#BDLXBSE
BACKPACK )F THERE ARE PENCILS LEFT OVER HOW MANY PENCILS DID
.BLFB-JTUPS5BCMF
,IZ PUT IN EACH OF THE BACKPACKS
-PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
"DU*U0VU
9OU NEED TO FIND THE NUMBER OF PENCILS 9OU KNOW THAT WHEN THE NUMBER OF
IN EACH OF THE BACKPACKS PENCILS IN EACH BACKPACK IS MULTIPLIED BY
AND THEN PENCILS ARE ADDED TO THE
RESULT YOU HAVE PENCILS 9OU CAN WORK
BACKWARD FROM PENCILS UNDOING EACH
OPERATION TO FIND THE NUMBER OF PENCILS
IN EACH BACKPACK
4PMWFUIF1SPCMFN
4HE TOTAL NUMBER OF PENCILS PLACED IN THE BACKPACKS PLUS PENCILS
EQUALS PENCILS 4O FIND THE TOTAL NUMBER OF PENCILS PLACED IN THE
BACKPACKS WORK BACKWARD BY SUBTRACTING FROM
PENCILS PENCILS PENCILS
3INCE THE NUMBER OF PENCILS IN EACH BACKPACK TIMES EQUALS PENCILS WORK
BACKWARD BY DIVIDING BY TO FIND THE NUMBER OF PENCILS IN EACH BACKPACK
PENCILS PENCILS
,IZ PUT PENCILS IN EACH OF THE BACKPACKS
-PPL#BDL
7ORK FORWARD TO CHECK THAT YOUR ANSWER 1SBDUJDFUIF4USBUFHZ
IS CORRECT ,IZ PUT A TOTAL OF ! YOUTH GROUP IS SELLING ROLLS OF
PENCILS IN THE BACKPACKS 4HERE ARE WRAPPING PAPER 4HIS YEAR THE YOUTH
PENCILS LEFT OVER SO THE TOTAL NUMBER OF GROUP SOLD MORE ROLLS THAN THEY DID
AVAILABLE PENCILS IS PENCILS LAST YEAR ,AST YEAR THE YOUTH GROUP SOLD
4HE ANSWER IS CORRECT TWICE AS MANY ROLLS AS THEY DID THE YEAR
BEFORE )F THE YOUTH GROUP SOLD ROLLS
THIS YEAR HOW MANY ROLLS DID THEY SELL
TWO YEARS AGO
4FFQoGPSNPSFQSBDUJDF
.BLFB-JTUPS5BCMF .BLFB.PEFM
1SPCMFN +YLIE IS BAKING OATMEAL COOKIES WHICH TAKE MINUTES TO %SBXB%JBHSBN
BAKE AND SUGAR COOKIES WHICH TAKE MINUTES TO BAKE +YLIE PUTS (VFTT $IFDL BOE3FWJTF
ONE TRAY OF EACH KIND OF COOKIE DOUGH IN THE OVEN AT 0- !S 8PSL#BDLXBSE
SOON AS A TRAY OF COOKIES IS BAKED +YLIE REPLACES IT WITH A TRAY OF THE
.BLFB-JTUPS5BCMF
SAME KIND OF COOKIE DOUGH !T WHAT TIME WILL BOTH A TRAY OF OATMEAL
COOKIES AND A TRAY OF SUGAR COOKIES FINISH BAKING SIMULTANEOUSLY -PPLGPSB1BUUFSO
3HOW YOUR WORK #SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
"DU*U0VU
9OU NEED TO FIND THE TIME AT WHICH 9OU NEED TO KEEP TRACK OF THE ELAPSED
BOTH A TRAY OF OATMEAL COOKIES AND A TIME AS TRAYS OF EACH TYPE OF COOKIE
TRAY OF SUGAR COOKIES FINISH BAKING FINISH BAKING 4HEN YOU CAN IDENTIFY
130#-&.40-7*/(
4O DO THIS YOU FIRST NEED TO FIND THE WHEN THE ELAPSED TIME IS THE SAME FOR A
NUMBER OF MINUTES SINCE THE FIRST TRAYS TRAY OF EACH TYPE OF COOKIE ! TABLE IS A
)"/%#00,
WERE PUT IN THE OVEN GOOD WAY TO ORGANIZE THIS INFORMATION
4PMWFUIF1SPCMFN
2ECORD THE ELAPSED TIME 5SBZOVNCFS 0BUNFBMDPPLJFT 4VHBSDPPLJFT
AS TRAYS OF EACH TYPE OF
NJO NJO
COOKIE FINISH BAKING
NJO NJO
NJO NJO
NJO NJO
9OU CAN SEE FROM THE TABLE THAT AFTER MINUTES THE THIRD TRAY OF
OATMEAL COOKIES AND THE FOURTH TRAY OF SUGAR COOKIES FINISH BAKING
4O FIND THE TIME THAT THIS HAPPENS FIND MINUTES PAST 0-
WHICH IS 0-
-PPL#BDL
-AKE SURE THAT YOUR ANSWER IS 1SBDUJDFUIF4USBUFHZ
REASONABLE 3INCE SUGAR COOKIES BAKE $AN IS PLACING FOUR BOOKS IN A ROW
FASTER THAN OATMEAL COOKIES IT MAKES ON A SHELF A DICTIONARY A THESAURUS
SENSE THAT TRAYS OF SUGAR COOKIES ARE A BIOGRAPHY AND A NOVEL $AN WANTS
BAKED IN THE SAME TIME THAT TRAYS OF THE DICTIONARY TO BE ON ONE END OF THE
OATMEAL COOKIES ARE BAKED ROW )N HOW MANY WAYS CAN $AN PLACE
THE BOOKS UPRIGHT ON THE SHELF
4FFQGPSNPSFQSBDUJDF
-PPLGPSB1BUUFSO .BLFB.PEFM
1SPCMFN ! 7EB SITE SELLS JUMP ROPES IN PACKAGES OF SIX ROPES 4HE %SBXB%JBHSBN
COSTS OF PACKAGES OF SIX ROPES OF DIFFERENT LENGTHS ARE GIVEN IN THE (VFTT $IFDL BOE3FWJTF
TABLE (OW MUCH WOULD YOU EXPECT A PACKAGE OF SIX FOOT ROPES 8PSL#BDLXBSE
TO COST
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-PPLGPSB1BUUFSO
!DDRESS
#SFBLJOUP1BSUT
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FT "DU*U0VU
FT
FT
FT
9OU NEED TO PREDICT THE COST OF A PACKAGE 3INCE YOU ARE NOT GIVEN ANY INFORMATION
OF SIX FOOT JUMP ROPES BASED ON THE ABOUT THE COST OF A PACKAGE OF FOOT
GIVEN COSTS OF THE ROPES IN THE TABLE ROPES YOU NEED TO LOOK FOR A PATTERN IN
THE COSTS OF THE ROPES THAT YOU ARE GIVEN
4PMWFUIF1SPCMFN
.OTICE THAT AS THE LENGTH OF A JUMP ROPE +VNQSPQFMFOHUI $PTUGPS
INCREASES THE COST OF A PACKAGE OF SIX ROPES
ALSO INCREASES &IND THE AMOUNT BY WHICH GU
THE COST OF EACH PACKAGE INCREASES GU

&OR EACH ADDITIONAL FOOT OF LENGTH THE COST GU
GU
OF A PACKAGE OF JUMP ROPES INCREASES BY
3O IT CAN BE EXPECTED THAT A PACKAGE OF
FOOT ROPES COSTS AND A PACKAGE OF
FOOT ROPES COSTS
-PPL#BDL
-AKE SURE THAT YOU PERFORMED YOUR 1SBDUJDFUIF4USBUFHZ
CALCULATIONS CORRECTLY 4O FIND THE COST OF ! SOCCER COACH HAS HER TEAM SPRINT A
A ROPE FEET LONGER THAN FEET YOU ADD CERTAIN DISTANCE AND THEN GIVES THE TEAM
TO TIME TO REST 4HE FIRST FOUR SPRINTING
DISTANCES ARE YARDS YARDS YARDS
AND YARDS )F THE COACH CONTINUES TO
HAVE HER TEAM RUN IN THIS MANNER WHAT
IS THE TOTAL DISTANCE THAT THE TEAM WILL
HAVE RUN AFTER THE FIFTH SPRINT
#SFBLJOUP1BSUT .BLFB.PEFM
1SPCMFN $ARREN WANTS HIS BIRTHDAY PARTY TO BE HELD AT THE LOCAL %SBXB%JBHSBN
BOWLING ALLEY 4HE COSTS ASSOCIATED WITH A BOWLING BIRTHDAY PARTY (VFTT $IFDL BOE3FWJTF
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.BLFB-JTUPS5BCMF
-PPLGPSB1BUUFSO
"OWLING #SFBLJOUP1BSUT
"IRTHDAY 0ARTY 4PMWFB4JNQMFS1SPCMFN
#OSTS
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#OST OF LUNCH
PER PERSON
#OST OF BOWLING
PER PERSON
3FBEBOE6OEFSTUBOE
130#-&.40-7*/(
9OU NEED TO FIND COST OF A PARTY FOR PEOPLE
)"/%#00,
.BLFB1MBO
3OME OF THE GIVEN COSTS ARE GROUP COSTS AND APPLY JUST
ONE TIME 3OME OF THE GIVEN COSTS ARE INDIVIDUAL COSTS
AND APPLY TO EACH PERSON AT THE PARTY 9OU CAN BREAK THE
PROBLEM INTO PARTS ACCORDING TO THE TYPE OF COST
4PMWFUIF1SPCMFN
4HE COST OF THE PARTY ROOM RENTAL AND THE COST OF THE CAKE
ARE GROUP COSTS 4HE SUM OF THESE COSTS IS
4HE COST OF LUNCH AND THE COST OF BOWLING ARE INDIVIDUAL
COSTS 4HE SUM OF THESE COSTS IS &OR
PEOPLE THIS COST IS
4HE TOTAL COST IS
-PPL#BDL
%STIMATE TO CHECK THE REASONABLENESS OF 1SBDUJDFUIF4USBUFHZ
YOUR ANSWER 4HE SUM OF THE INDIVIDUAL (OW MANY DIFFERENT
COSTS IS ABOUT 3INCE TRIANGLES ARE IN THE
AND AN ANSWER OF FIGURE SHOWN
IS REASONABLE 4FFQGPS
NPSFQSBDUJDF
4PMWFB4JNQMFS1SPCMFN .BLFB.PEFM
1SPCMFN !N AUDITORIUM HAS SEATS NUMBERED FROM THROUGH %SBXB%JBHSBN
.EW SEAT NUMBERS WERE JUST PLACED ON EACH ARM REST (VFTT $IFDL BOE3FWJTF
"Y MISTAKE THE LETTER / WAS USED INSTEAD OF A ZERO IN THE SEAT 8PSL#BDLXBSE
NUMBERS (OW MANY OF THE SEATS HAVE AT LEAST ONE LETTER / USED IN
.BLFB-JTUPS5BCMF
THE SEAT NUMBER
-PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
"DU*U0VU
9OU NEED TO FIND HOW MANY NUMBERS 9OU COULD WRITE OUT EVERY SINGLE NUMBER
FROM THROUGH CONTAIN AT LEAST FROM THROUGH THAT CONTAINS AT
ONE ZERO LEAST ONE ZERO BUT THIS WOULD TAKE A
LONG TIME )NSTEAD YOU COULD LOOK FOR
A SIMPLER PROBLEM WHOSE SOLUTION CAN
HELP YOU FIND AN ANSWER
4PMWFUIF1SPCMFN
4HINK OF THE NUMBERS FROM THROUGH AS BEING IN GROUPS 4HE FIRST
GROUP IS THROUGH THE SECOND IS THROUGH AND SO ON 3OLVE
THE SIMPLER PROBLEM OF FINDING HOW MANY NUMBERS FROM THROUGH
CONTAIN AT LEAST ONE ZERO 4HE NUMBERS ARE
4HERE ARE NUMBERS THAT CONTAIN AT LEAST ONE ZERO IN THE GROUP OF NUMBERS
FROM THROUGH 3INCE THE ONLY DIGIT THAT DIFFERS FROM GROUP TO GROUP IS
THE DIGIT IN THE HUNDREDS PLACE EVERY GROUP HAS NUMBERS WITH AT LEAST ONE
ZERO 4HERE ARE NUMBERS FROM THROUGH WITH AT LEAST ONE
ZERO 3O SEATS HAVE AT LEAST ONE LETTER / USED IN THE SEAT NUMBER
-PPL#BDL
-AKE SURE THAT YOU ANSWERED THE 1SBDUJDFUIF4USBUFHZ
QUESTION BEING ASKED .OTICE THAT THE 9OU ARE COLLECTING RUBBER BANDS TO MAKE
QUESTION DOES NOT ASK FOR THE TOTAL A RUBBER BAND BALL 4HE FIRST DAY YOU
NUMBER OF ZEROS CONTAINED IN THE COLLECT RUBBER BAND %ACH DAY YOU
NUMBERS FROM THROUGH COLLECT ONE MORE RUBBER BAND THAN THE
PREVIOUS DAY (OW MANY RUBBER BANDS
WILL YOU HAVE COLLECTED AFTER DAYS
6TFB7FOO%JBHSBN .BLFB.PEFM
1SPCMFN 9OUR TOWN HAS ORGANIZED A TRIP TO A MOUNTAIN WHERE %SBXB%JBHSBN
PARTICIPANTS MAY SKI SNOWBOARD AND SNOWSHOE 4HERE ARE (VFTT $IFDL BOE3FWJTF
PEOPLE WHO HAVE SKIS A SNOWBOARD AND SNOWSHOES 4HERE 8PSL#BDLXBSE
ARE PEOPLE WHO HAVE SKIS AND A SNOWBOARD BUT NO SNOWSHOES
.BLFB-JTUPS5BCMF
4HERE ARE PEOPLE WHO HAVE SKIS AND SNOWSHOES BUT NO
SNOWBOARD )F PEOPLE HAVE SKIS HOW MANY PEOPLE HAVE ONLY SKIS -PPLGPSB1BUUFSO
#SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
3FBEBOE6OEFSTUBOE "DU*U0VU
9OU NEED TO FIND THE NUMBER OF PEOPLE WHO HAVE SKIS BUT
WHO DO NOT ALSO HAVE SNOWSHOES OR A SNOWBOARD
.BLFB1MBO
130#-&.40-7*/(
)T IS NOT IMMEDIATELY APPARENT HOW MANY PEOPLE HAVE
)"/%#00,
ONLY SKIS BECAUSE SOME OF THE PEOPLE WITH SKIS ALSO HAVE
SNOWSHOES OR A SNOWBOARD ! 6ENN DIAGRAM CAN HELP
ORGANIZE THIS TYPE OF OVERLAPPING INFORMATION
4PMWFUIF1SPCMFN
$RAW A 6ENN DIAGRAM TO REPRESENT THE GIVEN INFORMATION
9OU CAN SEE THAT THERE ARE PEOPLE WHO HAVE
SKIS AND EITHER A SNOWBOARD OR SNOWSHOES OR BOTH 3INCE
YOU KNOW THAT PEOPLE HAVE SKIS YOU CAN SUBTRACT TO FIND
THE NUMBER OF PEOPLE WHO HAVE ONLY SKIS SO
PEOPLE HAVE ONLY SKIS
3NOWBOARD 3NOWSHOES

3KIS

1SBDUJDFUIF4USBUFHZ
! DISPLAY CASE HAS RINGS WITH
DIAMONDS RINGS WITH RUBIES AND
-PPL#BDL RINGS WITH PEARLS RINGS HAVE ALL
THREE GEMS HAVE ONLY RUBIES AND
-AKE SURE THAT YOU PLACED THE NUMBERS IN
DIAMONDS HAVE ONLY PEARLS AND
THE CORRECT PLACES IN THE 6ENN DIAGRAM
RUBIES AND HAVE ONLY PEARLS (OW
MANY RINGS HAVE ONLY DIAMONDS
4FFQGPSNPSFQSBDUJDF
"DU*U0VU .BLFB.PEFM
1SPCMFN (OLLY 0AUL !NNE AND *IM ARE REHEARSING A DANCE %SBXB%JBHSBN
ROUTINE (OW MANY DIFFERENT WAYS CAN YOU ARRANGE THE DANCERS (VFTT $IFDL BOE3FWJTF
IN A LINE IF !NNE MUST BE FIRST OR SECOND 8PSL#BDLXBSE
.BLFB-JTUPS5BCMF
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#SFBLJOUP1BSUT
6TFB7FOO%JBHSBN
"DU*U0VU
9OU NEED TO PLACE PEOPLE IN A LINE 9OU CAN SOLVE THE PROBLEM BY ACTING
!NNE MUST BE EITHER FIRST OR SECOND 9OU NEED PEOPLE TO ACT OUT THE ROLES
IN LINE OF (OLLY 0AUL !NNE AND *IM
4PMWFUIF1SPCMFN
7ORK IN A GROUP OF FOUR STUDENTS PLAYING THE ROLES
OF (OLLY 0AUL !NNE AND *IM !RRANGE YOURSELVES
IN AS MANY WAYS AS POSSIBLE ,IST THE ARRANGEMENTS
)F !NNE IS FIRST THEN THE POSSIBLE ARRANGEMENTS ARE
AS FOLLOWS
!NNE (OLLY 0AUL *IM !NNE (OLLY *IM 0AUL
!NNE 0AUL (OLLY *IM !NNE 0AUL *IM (OLLY
!NNE *IM 0AUL (OLLY !NNE *IM (OLLY 0AUL
)F !NNE IS SECOND THEN THE POSSIBLE ARRANGEMENTS
ARE AS FOLLOWS
(OLLY !NNE 0AUL *IM (OLLY !NNE *IM 0AUL
0AUL !NNE (OLLY *IM 0AUL !NNE *IM (OLLY
*IM !NNE 0AUL (OLLY *IM !NNE (OLLY 0AUL
4HERE ARE WAYS TO ARRANGE THE DANCERS
IN A LINE IF !NNE IS THE FIRST OR SECOND PERSON IN LINE
-PPL#BDL
9OU CAN SOLVE THE PROBLEM A DIFFERENT 1SBDUJDFUIF4USBUFHZ
WAY $RAW A DIAGRAM TO FIND ALL THE ! BAG HAS SOCKS OF DIFFERENT COLORS
POSSIBLE WAYS TO ARRANGE THE FOUR BLUE RED WHITE AND BLACK &IND ALL THE
DANCERS 4HEN COUNT ALL THE OUTCOMES IN WAYS YOU CAN CHOOSE TWO SOCKS
WHICH !NNE IS EITHER FIRST OR SECOND 4FFQGPSNPSFQSBDUJDF
0ROBLEM 3OLVING (ANDBOOK
1SPCMFN4PMWJOH4USBUFHZ1SBDUJDF
3OLVE THE PROBLEM AND SHOW YOUR WORK 9OU HAVE A INCH BY INCH RECTANGULAR
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.BLFB.PEFM FABRIC SWATCHES THAT ARE INCHES BY INCHES
(OW MANY SWATCHES CAN YOU CUT 1SPCMFN
! RECTANGULAR TABLECLOTH IS FOLDED IN HALF 4PMWJOH4USBUFHZ3FWJFX Q
LENGTHWISE AND THEN IN HALF WIDTHWISE AS
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LENGTHWISE AND WIDTHWISE AGAIN TO MAKE A DIRECTIONS ON A RIVER %VERY HOUR -IKE CANOES
RECTANGLE THAT IS INCHES BY INCHES 7HAT MILES NORTH AND 3AL CANOES MILE SOUTH
ARE THE ORIGINAL DIMENSIONS OF THE TABLECLOTH -IKE AND 3AL START CANOEING AT THE SAME TIME
1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q AND LEAVE FROM THE SAME PLACE )N HOW MANY
HOURS WILL THEY BE MILES APART 1SPCMFN
4PMWJOH4USBUFHZ3FWJFX Q
130#-&.40-7*/(
9OUR LITTLE BROTHER THOUGHT IT WOULD BE FUN TO
HIDE YOUR BIRTHDAY PRESENT OUTSIDE (E WROTE
)"/%#00,
INSTRUCTIONS FOR FINDING THE PRESENT USING
YOUR FRONT DOOR AS THE STARTING POINT (OW FAR
FROM THE FRONT DOOR IS YOUR BIRTHDAY PRESENT
1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q
#HRIS HAS THREE RAILROAD TIES THAT MEASURE
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TIES 1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q 'O STEPS EAST
3
! RECTANGULAR RAFT IS FEET LONG AND FEET

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'O STEPS WEST
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LONG AND FEET WIDE 1SPCMFN4PMWJOH4USBUFHZ 'O STEPS SOUTH 9OU WILL SEE
3FWJFX Q YOUR PRESENT
%SBXB%JBHSBN )N LACROSSE ONE TYPE OF PASSING DRILL HAS

/N RAINY DAYS A CUSTODIAN AT A SCHOOL ROLLS GROUPS OF PLAYERS STANDING IN A CIRCLE AS
OUT MATS TO PREVENT STUDENTS FROM SLIPPING SHOWN BELOW 'ROUP ! ALWAYS PASSES TO
ON WET FLOORS %ACH MAT IS THE SAME LENGTH GROUP # GROUP " ALWAYS PASSES TO GROUP $
4HE MAIN HALLWAY IN THE SCHOOL IS FEET GROUP # ALWAYS PASSES TO GROUP % GROUP $
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1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q 7HAT IS THE SHAPE
1SPCMFN4PMWJOH4USBUFHZ #
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3OLVE THE PROBLEM AND SHOW YOUR WORK (OW CAN EACH CIRCLE IN THE TRIANGLE BELOW BE
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3FWJFX Q
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3FWJFX Q
4WO POSITIVE NUMBERS HAVE A PRODUCT OF +ATHLEEN WANTS TO WATCH HER FAVORITE 46
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NUMBER IS AN ODD NUMBER
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3FWJFX Q

9OU AND A GROUP OF YOUR FRIENDS ARE PUTTING
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3FWJFX Q
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A SINGLE PERSON TUBE RENTS FOR 0ARKING
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4USBUFHZ3FWJFX Q
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3FWJFX Q
#SFBL*OUP1BSUT
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)F PEOPLE ARE GOING ON THE FIELD TRIP USING SAME WHEN WRITTEN FORWARD OR BACKWARD &OR
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1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q 1SPCMFN4PMWJOH4USBUFHZ3FWJFX Q
"US RENTAL ! MANAGER AT A BANQUET HALL HAS A TOTAL OF

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)NDIVIDUALLY EACH SMALL TABLE CAN SEAT
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0AUL WORKS IN A SCHOOL CAFETERIA (E EARNS MAXIMUM NUMBER OF PEOPLE THAT CAN BE
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&OR EVERY HOUR OVER HOURS THAT 0AUL WORKS 4USBUFHZ3FWJFX Q
IN ONE WEEK HE EARNS PER HOUR /NE
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4USBUFHZ3FWJFX Q
#OACH 2OBERTS IS RUNNING A SUMMER

BASKETBALL LEAGUE 4HE COSTS ARE SHOWN BELOW
4HE BASKETBALL LEAGUE WILL HAVE PLAYERS
AND WILL RUN FOR WEEKS (OW MUCH WILL
RUNNING THE LEAGUE COST 1SPCMFN4PMWJOH
4USBUFHZ3FWJFX Q ! PROOF COIN SET FOR A SINGLE YEAR HAS ONE
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4 SHIRTS PER PLAYER NICKEL AND ONE PENNY FROM THAT YEAR
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#OURT TIME PER WEEK LAST YEARS 7HAT IS THE TOTAL VALUE OF THE
COINS IN ALL HIS PROOF SETS 1SPCMFN4PMWJOH
4USBUFHZ3FWJFX Q
3OLVE THE PROBLEM AND SHOW YOUR WORK !T A SMALL SCHOOL STUDENTS PLAY VOLLEYBALL
STUDENTS PLAY BASKETBALL AND STUDENTS
4HE LOCKERS AT A CITY POOL ARE NUMBERED FROM
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TO (OW MANY LOCKERS FROM TO HAVE PLAY VOLLEYBALL AND BASKETBALL PLAY
A IN THE NUMBER (OW MANY LOCKERS FROM VOLLEYBALL AND RUN TRACK AND PLAY ALL THREE
TO HAVE A IN THE NUMBER 1SPCMFN SPORTS (OW MANY STUDENTS PLAY NONE OF
THESE THREE SPORTS 1SPCMFN4PMWJOH4USBUFHZ
3FWJFX Q
9OUR SCHOOL IS COLLECTING MONEY FOR A LOCAL
CHARITY 4HE FIRST DAY ONE DOLLAR BILL IS "DU*U0VU
PLACED IN A JAR 4HE SECOND DAY ONE DOLLAR
BILLS ARE ADDED TO THE JAR 4HE THIRD DAY ONE 9OU JUST WON THREE TICKETS TO A CONCERT 3IX OF
DOLLAR BILLS ARE ADDED TO THE JAR 3UPPOSE THIS YOUR FRIENDS WOULD LIKE TO GO WITH YOU (OW
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4PMWJOH4USBUFHZ3FWJFX Q 3FWJFX Q
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3FWJFX Q
(OW MANY PEOPLE ARE WEARING SUNGLASSES
! GROUP OF PEOPLE IS HAVING DINNER AT A

RESTAURANT 4WO PEOPLE ORDER BOTH A SALAD

AND A DESSERT &OUR PEOPLE ORDER A SALAD
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Q
3EVEN HOUSEHOLDS ON -APLE 3TREET HAVE A

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3FWJFX Q
9OUR CLASS PARTICIPATES IN A SURVEY ABOUT
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PETS 4EN STUDENTS HAVE A DOG BUT NO CAT OR
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4HE PLAYER WHO TAKES THE LAST TOKEN ON HIS
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OR HER TURN WINS )F YOU GO FIRST HOW MANY
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3FWJFX Q
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9OU ARE BUYING SPRING WATER FOR USE BY RUNNERS AT A ROAD RACE 4HE
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z

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B z Z X z X
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4HE SCALE ON A MAP IS CM KM &IND THE ACTUAL DISTANCE IN
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z
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z

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!DD OR SUBTRACT THE MEASURES OF TIME

z H MIN MIN H MIN SEC
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]z ]z ]z ]z ]z ]z

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ITEMS ITEMS MIN MIN CLASSES CLASS
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]z ]z ]z ]z ]z ]z ]z ]z
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]z ]z


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3OLVE THE EQUATION

P X Z Q
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N C N z X
X B X N
]z ]z ]zz ]zz

X AND
X
Y X Y X Y X Y ]z

7RITE A FUNCTION RULE FOR THE INPUT OUTPUT TABLE
1SJDFPGFBDIJUFN Q

5PUBMDPTUPGJUFNT D
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-AKE A STEM AND LEAF PLOT OF THE DATA
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PRESIDENT RECEIVED TO THE TOTAL NUMBER OF VOTES CAST
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Credits
Cover Photography Visuals Unlimited; 137 Peter Menzel/Stock Boston;
138 Dustin W. Carr/Harold G. Craighead/Cornell University;
Jeff Cadge/Photographer’s Choice/Getty Images; 140 © Royalty-Free/Corbis; 143 A. Ramey/Stock Boston;
2 Premium Collection/Getty Images 144 © Bob Daemmrich/PhotoEdit; 146 © Joe McDonald/
Corbis; 148 Joel Thomson; 150 © Jose Luis Pelaez, Inc./
Photography
Corbis; 152 © Cosmo Condina/Getty Images; 166–167 Ken
xiv Charles W. Melton; xv Raymond Gehman/Corbis; O’Donoghue; 169 Bob Krist/Corbis; 170 Jeff Schultz/Alaska
xvi Index Stock; xvii Jose Azel/Aurora & Quanta Productions; Stock Images; 175 Bettmann/Corbis; 176 NASA; 178 Robert
xviii © Royalty-Free/Corbis; Steve Skjold/Skjold Stock Frerck/Woodfin Camp and Associates; 181 Kevin Schafer/
Photography; xxii Kelly/Mooney Photography/Corbis; 1 top Getty Images; 183 Bureau of Reclamation; 184 Getty Images;
leftt Joe McBride/Getty Images, center rightt Nick Koudis/ 186 top John Terence Turner/Getty Images, bottom Stephen
PhotoDisc #10; 3 © Joseph Sohm; ChromoSohm Inc./Corbis; Simpson/Getty Images; 187 Getty Images; 189 Reuters/
4 © LWA-Dann Tardif/Corbis; 5 Adam Pretty/Getty Images; Corbis; 190 Dennis MacDonald/PhotoEdit; 191 Gunter
7 Anup Shah/Getty Images; 11 © Karl Weatherly/Corbis; Marx/Corbis; 192 Getty Images; 193 Age fotostock; 194 Tom
12 © Jeff Greenberg/PhotoEdit; 14 BG Photography Inc.; Paiva/Getty Images; 196 © Adam Pretty/Getty Images;
15 Adam Block/NOAO/AURA/NSF; 16 © John Foxx/Alamy; 198 Stephen Rose; 199 © Geri Engberg/The Image Works;
18 © John Gress/Reuters/Corbis; 21 © Tom Carter/PhotoEdit; 202 Bob Krist/eStock Photography/Picturequest; 203 top
22 © Konrad Wothe/Look; 24 School Division/Houghton centerr Frank Siteman, top rightt © Tony Freeman/PhotoEdit,
Mifflin; 25 Paul A. Soulders/Corbis; 27 Getty Images; 29 © bottom centerr Frank Siteman; 204 School Division/Houghton
Park Street/PhotoEdit; 30 © Thinkstock/Alamy; 32 Corbis: Mifflin; 206 Paul Souders/Getty Images; 207 Ryan McVay/
Storm Chaser (vol. 107); 33 Matthais Breiter/Accent Alaska; PhotoDisc; 208 US Mint Press Room; 210 FoodPix/Getty
34 David Young-Wolff/PhotoEdit; 36 Matthais Breiter/Accent Images; 211 © Patrick Bennett/Corbis; 213 top rightt Elaine
Alaska; 39 top David Young-Wolff/PhotoEdit, center Lanmon, bottom leftt Mark Smith/Photo Researchers, Inc.;
PhotoDisc; 43 John Lund/Getty Images; 46 Stanley Brown/ 226 PhotoSpin/Powerphotos, C Squared Studios/Photodisc;
Getty Images; 56–57 John Shaw/Panoramic Images; 59 top 227 Joshua Ets-Hokin/PhotoDisc Object Series–In Character
© Royalty-Free/Corbis, bottom Kendra Knight/AGE; CD#20; 230 © France Keyser/In Visu/Corbis; 231 © Justin
60 PhotoDisc; 61 Mark E. Gibson at CLM/Corbis Outline; Pumfrey/Getty Images; 234 Stockbyte: Education; 236 Joe
62 leftt © David A. Northcott/Corbis, rightt Burke/Triolo/ Atlas/Brand X Pictures: Summer Fun; 237 Michael S.
Artville: Bugs and Insects; 63 top School Division/Houghton Yamshita/Corbis; 239 courtesy of Taymark; 240 Richard
Mifflin, bottom PhotoDisc; 64 Galen Rowell/Corbis; 66 © Bob Nowitz/Photo Researchers, Inc.; 243 © Iain Masterton/
Daemmrich/The Image Works; 70 top Associated Press, AP Alamy; 244 © RNT Productions/Corbis; 247 © Tony
Photographer Vincent Yu, bottom Courtesy of National Freeman/PhotoEdit; 249 Michael Newman/PhotoEdit;
Geographic Television & Film; 72 Raymond Gehman/Getty 250 Michael Newman/PhotoEdit; 254 Steve Skjold/Skjold
Images; 73 Melcher Media, Inc./photo by McDougal Littell Stock Photography; 257 Steve Gorton © Dorling Kindersley;
School Division. Bark canoe boat from “Amazing Book of 260 David Young-Wolff/PhotoEdit; 261 © David Young-
Paper Boats” © 2001 by Melcher Media, Inc.; 74 top leftt Jamie Wolff/PhotoEdit; 262 William Strode/SuperStock; 263 both
Harron/Papilio/Corbis, top centerr Peggy Heard/Frank Lane Ken O’Donoghue; 265 © Dennis MacDonald/PhotoEdit;
Picture Agency/Corbis, top rightt Getty Images; 75 Dr. Dennis 266 Powerphotos/PhotoSpin; 269 © Michael Newman/
Kunkel/Visuals Unlimited/Getty Images; 76 top Gilles PhotoEdit; 270 PhotoSpin; 271 Mark Tomalty/Masterfile;
Mingasson/Getty Images, bottom PhotoDisc; 79 © David 274 Blair Seitz/Stock Connection/Picturequest; 277 Frank
Young-Wolff/PhotoEdit; 81 © Royalty-Free/Corbis; Siteman/Stock Boston Inc./Picturequest; 288–289 Stuart
83 PhotoDisc: Nature, Wildlife, Environment CD#44; Westmorland/Getty Images; 291 top © Robert Brenner/
84 Nigel J. Dennis, Gallo Images/Corbis; 86 Tony Freeman/ PhotoEdit, bottom © S. Blair Hedges; 294 © 2002 Action
PhotoEdit; 88 Michael Newman/PhotoEdit; 89 Getty Images; Products International, Inc.; 295 Bob Krist/Getty Images;
94 Kwame Zikomo/SuperStock; 99 Franz Walther/Artville: 296 © Bluestone Productions/SuperStock; 299 Tony
Air and Space; 100 NASA Johnson Space Center; 103 Ralph Freeman/PhotoEdit; 302 Gail Shumway/Getty Images;
Clevenger/Corbis; 116 PhotoDisc: Backgrounds & Objects 306 Steve Skjold/Skjold Stock Photography; 309 © Richard
CD#8; 117 top leftt PhotoDisc: Backgrounds & Objects CD#8, Hutchings/Corbis; 310 Dave G. Houser/Post-Houserstock/
center rightt Eyewire; PhotoDisc: Family & Friends CD#121; Corbis; 311 John Marshall; 313 Jeff Kowalsky/Corbis;
119 Sportschrome; 120 F. Peirce Williams/FPW Photo; 314 Index Stock; 316 Domenico Ruzza/Envision;
122 left, centerr PhotoDisc, Inc., right Vaughan Fleming/ 319 Andrew J. Martinez/Photo Researchers, Inc.; 320 Jim
Science Photo Library/Photo Researchers, Inc; 123 F. Peirce McElholm/Single Source Inc.; 322 Tim De Waele/Corbis;
Williams/FPW Photo; 125 top Richard Bucich, centerr Michael 325 Jeff Rotman/Getty Images; 328 Kevin R. Morris/Corbis;
S. Yamashita/Corbis; 127 centerr Joseph T. Collins/Photo 338 Brett/Cartwright/Getty; 339 top leftt Jake Martin/
Researchers, Inc., bottom leftt Ken O’Donoghue, bottom right Allsport/Getty Images, center rightt Jean-Yves Ruszniewski/
Ken O’Donoghue; 128 Valerie Giles/Photo Researchers, Inc.; Corbis; 341 Royalty-Free/Corbis; 342 Ken O’Donoghue;
130 © Michael T. Sedam/Corbis; 133 Science Source/Photo 348 © Royalty-Free/Corbis; 350 © Duomo/Corbis;
Researchers, Inc.; 134 SportsChrome; 136 © Gary Meszaros/ 353 Richard During/Getty Images; 354 Getty Images;
842 Credits
355 Sportschrome/Bongarts; 358 Courtesy MIT Museum; bottom right Duomo/Corbis; 529 Michael Lamarra;
360 © Rudi Von Briel/PhotoEdit; 362 LightWave; 531 © Rubberball Productions/Rubberball Production/
363 Courtesy of Howe Caverns, Inc.; 365 top School Division/ Picturequest; 533 Jack Affleck/Index Stock Imagery/
Houghton Mifflin, bottom © Tom Carter/PhotoEdit; Picturequest; 535 John Lund/Getty Images; 540 Image
367 Stephen Frink/Corbis; 368 PhotoDisc; 370 © Dana courtesy of the Image Analysis Laboratory, NASA Johnson
White/PhotoEdit; 373 top right David Cumming; Eye Space Center; 541 © David Young-Wolff/PhotoEdit; 543 left
Ubiquitous/Corbis, left PhotoDisc, center Photospin- EyeWire: Instrumental Objects, center PhotoDisc: Sports
PowerPhotos: Sports and Recreation Vol. 5, right Courtesy Goods CD#25, right Ken O’Donoghue; 545 © Reuters/Corbis;
of American Honda Motors Co., Inc.; 376 left © Corel 546 Tim Ridley © Dorling Kindersley; 548 Diana Miller ©
Corporation, center PhotoDisc, Inc., right PhotoDisc, Inc.; Dorling Kindersley; 550 Associated Press, AP Photographer
377 all School Division/Houghton Mifflin; 378 left Burke/ Mikhail Metzel; 551 Joseph Sohm/ChromoSohm Inc./Corbis;
Triolo/Brand X Pictures: Home Improvements, top right Dan 553 Marvin Sharp/Sharp’s Images Photography; 558 Getty
Fornari © WHOI, center Corbis: Home & Family (vol. 108), Images; 570 Copyright © 2002 SPACE.com, Inc. All rights
right C-Squared Studios/PhotoDisc/Getty Images; 379 Nik reserved; 571 Rick Fischer/Masterfile; 573 Corbis: Space and
Wheeler/Corbis; 380 Courtesy of Marklin, Inc. Train Model: Spaceflight (vol. 56); 576 PhotoDisc; 579 Comstock:
Marklin German Federal Railroad class 18.4 Steam Sportsview 1; 582 © David Young-Wolff/PhotoEdit; 586 The
Locomotive. Length: 40-1/80, Gauge: 1, Scale: 1:32; 382 James Image Bank; 589 Stephen Frink/Getty Images; 591 NOAA;
Marshall/Corbis; 383 Bettmann/Corbis; 386 T-Rex: Back to 592 Francois Gohier/Photo Researchers, Inc.; 593 Francois
the Cretaceous ® and © 1998 IMAX Corporation Courtesy Gohier/Photo Researchers, Inc.; 595 Alexis Nees/Animals
of IMAX Corporation; 391 top LightWave, bottom Artville: Animals; 597 Jose Azel/Aurora & Quanta Productions;
Musical Instruments; 398–399 Ken O’Donoghue; 603 Corbis: Storm Chaser (vol. 107); 608 top © Kelly-Mooney
402 PhotoDisc: Supporting Cast: Teens/Objects Series CD#39; Photography/Corbis, center George D. Lepp/Corbis;
CREDITS
403 PhotoDisc; 405 © Ariel Skelley/Corbis; 407 NASA; 611 left Bridgeman Art Library, right Sisse Brimberg/National
410 Charles W. Melton; 412 Tim Flach/Getty Images; Geographic Image Collection; 612 top left Neil Beer/
417 Seitzinger/Derbymania; 418 Ralf-Finn Hestoft/Index Photodisk, top right Bill Gillette/Stock Boston Inc./
Stock Imagery/Picturequest; 420 CSA Plastock/Photonica; Picturequest, bottom left The Design Library/photostogo.
423 Ken O’Donoghue; 425 top © David Young-Wolff/ com/Index Stock Photography, Inc., bottom right © Danny
PhotoEdit, bottom Lawrence Manning/Corbis; 429 Burgess Lehman/Corbis; 614 left McDougal Littell/Houghton Mifflin,
Blevins/Getty Images; 432 James J. Bissell/SuperStock; right Philadelphia Museum of Art/Corbis; 615 Priscilla
434 Bruce Burkhardt/Corbis; 436 Index Stock; 442 © David Connell/Photostogo/Index Stock Photography, Inc.;
Young-Wolff/PhotoEdit; 453 PhotoDisc: InfoMedia 2/Objects 616 Steve Bloom/Getty Images; 629 Charles Gupton/Corbis;
CD#26; 455 © SuperStock, Inc./SuperStock; 456 USGS; 630 Tom Stewart/Corbis Stock Market; 632 Tom Bean/
458 left LightWave, right Geoff du Feu/Getty Images; Corbis; 636 Jim Cummins/Getty; 637 Ryan McVay/
460 Chuck Savage/Corbis; 464 Lonely Planet Images; PhotoDisc: Shopping Spree Vol. 05; 640 both Ken
465 Hideo Kurihara/Getty; 469 © Phil Schermeister/Corbis; O’Donoghue; 643 Stephen McBrady/PhotoEdit; 645 ©
471 © Photodisc; 475 top U.S. Postal Service, center Barnabas Dennis MacDonald/PhotoEdit; 646 Dana White/PhotoEdit;
Bosshart/Corbis; 478 © Danny Lehman/Corbis; 480 © 647 Tony Anderson/Getty; 649 AFP Photo/RobertSullivan/
Margot Granitsas/The Image Works; 483 all McDougal Littell/ Corbis; 650 Tim Macpherson/Getty; 654 John Giustina/
Houghton Mifflin; 485 Gary Holscher/Getty Images; 487 all Getty; 658 Mark E. Gibson; 660 © Royalty-Free/Corbis;
Masterfile; 488 left Cathy Melloan/PhotoEdit, center 664 Getty Images; 668 © Digital Vision; 679 PhotoDisc:
PhotoSpin, right Christine Osborne/Corbis; 490 Raymond Nature, Wildlife, Environment CD#44; 682 top Steve Skjold/
Gehman/Corbis; 491 Michael Cerone/SuperStock; 494 top Skjold Stock Photography, bottom Ron Avery/SuperStock;
right © Michelle D. Bridwell/PhotoEdit, bottom left The 684 Ken O’Donoghue; 686 Reuters/Corbis; 691 top Steve
Fusions Collection/Stockbyte: Music (CD 36), bottom right Skjold/Skjold Stock Photography, center Steve Skjold/Skjold
The Fusions Collection/Stockbyte: Music (CD 36); 495 left Stock Photography; 692 Comstock: Food Icons; 695 Duomo/
Comstock: Whimsical Pop-Ins, center haitianartwork.com, Corbis; 696 Ann-Marie Webster/Getty Images; 697 Ken
right Photospin-PowerPhotos: Frames Vol. 14; 497 left Corbis: O’Donoghue; 699 © Jeff Greenberg/PhotoEdit; 701 © David
Sports Objects (vol. 174), center Artville: Bugs and Insects, Young-Wolff/PhotoEdit; 704 Getty Images; 707 NASA;
right PhotoDisc: Sports Goods CD#25; 498 all Getty Images; 709 Richard Cummins/Corbis; 710 PhotoDisc; 712 Getty
510–511 Jay Syverson/Corbis; 514 Associated Press, AP Images; 713 © Peter Weimann/Animals Animals: Earth
Photographer Mark Duncan; 516 left Michael Freeman/ Scenes; 714 David Young-Wolff/Getty; 715 Atlantech,Inc:
Corbis, right Digital Art/Corbis; 518 Picture Arts; 520 left SeaLifeStyles; 717 Wally McNamee/Corbis; 719 Michelle
Corbis Images/Picturequest, center PhotoDisc: Government D. Bridwell/PhotoEdit; 722 Rubberball Prod.: Silhouettes of
and Social Issues CD#25, right Lawrence Manning/Corbis; Sports 2 764 School Division/Houghton Mifflin; 769 Jack
521 Stockbyte: Flags—The Americas (CD 68); 522 Getty Affleck/Index Stock Imagery/Picturequest; All illustrations by
Images; 523 Stockbyte CD 29 Household Objects (CD 29); Morgan Cain Associates/McDougal Littell/Houghton Mifflin
525 LightWave; 527 top PhotoDisc, left Dave Bartruff/Corbis, Co. and McDougal Littell/Houghton Mifflin Co.
bottom center C-Squared Studios/PhotoDisc/Getty Images,
Credits 843
4FMFDUFE"OTXFST
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4LJMM1SBDUJDF QQo SOLUTION YES
4LJMM1SBDUJDF QQo # !
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21. a. 2.3 Problem Solving (p. 75) 17. 800 mi
2.4 Skill Practice (p. 78) 1. frequency

3. most often: 2 points; least often: 3 points
Point value Tally Frequency
1 52 7
2 551 11
3 3 3
1
b. 5000; 15,000 have subscriptions, 15,000 do not. } of
3
15,000 is 5000. 23. Sample answer: 4 two point baskets
Chapter Review (pp. 47 – 50) 1. order of operations
3. variable 5. solution 7. 454 9. 64 R3
11–15. Estimates will vary. 11. 190 13. 900 15. 9000
17. 25 19. 1 21. 13 23. 2500 25. 125 27. 8 29. 3
31. 8 33. 8 35. 115 lb 37. 66 39. 22 41. 27
43. 66 in. 45. 1 47. 5 49. $3.20
1 2 3
Chapter 2 Point Values

V
2.1 Skill Practice (pp. 62 – 64) 1. ft 3. cm 5. 2 in. 5. most often: 10; least often: 9, 11, 13, and 14;
7. 38 mm; 4 cm Sample answers for 11 – 23. 11. tape
measure; My friends are taller than 1 yd and taller than Age Tally Frequency
1 m. 13. centimeter ruler; The diameter of a quarter is 5 4 4
less than 1 ft and less than 30 cm. 15. tape measure; 6 3 3
The length of a diving board is more than 1 yd and more
than 1 m. 17. miles, kilometers; Marathons are much 7 1 1
longer than 1 yd or 1 m. 19. inches, centimeters; The 8 4 4
length of a clarinet is less than 1 yd and less than 1 m. 9 0
21. inches, centimeters; The length of a bike is a little
more than 1 yd and a little more than 1 m, but inches
10 51 6
and centimeters would be better so there wouldn’t be as 11 0
much rounding. 23. feet, meters; A flagpole is very tall, 12 2 2
but not 1 mi or 1 km tall. Sample answers for 29–33.
13 0
29. elbow to knuckle; 3 ft 31. small paper clip; 34 in.
33. width of little finger; 50 cm 35. yes 37. kilometers; 14 0
Bike paths are very long. Sample answers for 41–43. 15 2 2
41. 40.4 cm, 39.5 cm 43. 12 ft 1 in., 11 ft 10 in. 16 1 1
2.1 Problem Solving (pp. 64 – 65) 47. about 40 ft
51. no; If the game is just over 15 cm and has been
rounded down, it will not fit in the bookcase.
2.2 Skill Practice (pp. 68 – 69) 1. perimeter

3. perimeter; linear units 5. area; square units
7. 18 ft, 14 ft2 9. 20 in., 21 in.2 11. 40 in., 100 in.2 5 6 7 8 9 10 11 12 13 14 15 16
13. 236 in., 3120 in.2 15. Perimeter is not measured in Dancing Student Ages
square feet. Perimeter = 20 ft. 17. perimeter; feet 2.4 Problem Solving (pp. 79 – 80) 11. other fires;
19. area; square feet 21. 4ll = 100; 25 ft 23. 132 = 12w; rescues
w = 11 m 25. tape measure; A parking lot has length and 13. The strings section is the largest section;
width much longer than 1 yd or 1m.
Section Tally Frequency
2.2 Problem Solving (pp. 70 – 71) 35. a. 64 feet is the
perimeter. Area would be measured in ft2. b. 4ll = 64
woodwinds 54 9
c. 16 yd 37. 160 ft 45. a. 3750 ft2 b. 2250 ft2 percussion 2 2
c. 580 ft brass 551 11
2.3 Skill Practice (p. 74) 1. shape, size 3. 15 cm strings 55554 24
5. 300 mi 7. 750 mi 9. 2 in. 11. 7 in. 13. 20 was
used as inches instead of feet; 8 in. 19. 4 21. No; The items being tallied are not numbers.
SA2 Selected Answers

4LJMM1SBDUJDF QQo $ECIDE HOW FAR TO 1SPCMFN4PMWJOH QQo
EXTEND THE SCALE #HOOSE THE INCREMENTS FOR THE SCALE ABOUT
5SE TO EQUAL INCREMENTS #HOOSE AN INCREMENT
THAT IS EASY TO WORK WITH

LOW VALUE IS HIGH IS BROKEN SCALE OF n

INCREMENTS OF

4&-&$5&%"/48&34
ICE CREAM
1SPCMFN4PMWJOH QQo 4HE BARS WOULD

LOOK VERY SMALL BUT WOULD STILL SHOW WHICH COUNTRY HAS

THE HIGHEST AND LOWEST PRICES

4LJMM1SBDUJDF QQo # % $

n

4LJMM1SBDUJDF QQo # " ! 4HE
POPULATION UNDER TAKES UP ABOUT HALF THE CIRCLE

0ACIFIC MILLION KM

1SPCMFN4PMWJOH QQo

4LJMM1SBDUJDF QQo RANGE

AND AND

NO MODE 4HE MEDIAN IS WRONG BECAUSE

THE DATA WAS NOT ORDERED MEDIAN

OR MODE /NE LOW SCORE MAKES THE MEAN TOO LOW
n MEDIAN 4HE SCORE MAKES

THE MEAN TOO HIGH LEFT AND

RIGHT NOT REASONABLE MIDWAY BETWEEN HIGH AND

LOW SCORE YES REASONABLE FALSE 4HERE COULD BE

NO MODE FALSE )F THERE IS AN EVEN NUMBER OF TERMS

AND THE TWO MIDDLE TERMS ARE NOT THE SAME THE MEDIAN IS

THE AVERAGE OF THE TWO MIDDLE TERMS
4FMFDUFE"OTXFST 4"
1SPCMFN4PMWJOH QQo RANGE STAYS TWENTY TWO THOUSANDTHS FIVE TEN THOUSANDTHS
THE SAME MEAN INCREASES BY MEDIAN INCREASES BY EIGHT AND FOURTEEN TEN THOUSANDTHS TEN AND TWO
MODE STAYS THE SAME ABOUT IN HUNDRED FIFTY FIVE TEN THOUSANDTHS
IS A LOT HIGHER THAN THE OTHER LENGTHS -EDIAN IS
THE CLOSEST TO THE CENTER OF THE DATA

$IBQUFS3FWJFX QQo FALSE #HANGE
PERIMETER TO AREA COORDINATE MODE hLITTLE
FINGERSv MM CM M M YD
M M IN

3CORES 4ALLY &REQUENCY

1SPCMFN4PMWJOH QQo ONE AND
NINETY EIGHT HUNDREDTHS CARATS

A

B C KM 4HE UNIT WILL BE

THOUSANDTHS AND TWENTY FIVE THOUSANDTHS IS THE SMALLEST

VALUE TO BE MADE USING THE DIGITS AND 5NITED

3TATES 4HE 5NITED 3TATES SCORE IS ONLY BELOW

WHILE *APAN IS THE NEXT CLOSEST BUT IS ABOVE

4LJMM1SBDUJDF QQo
! CM " CM # CM
$ CM % CM CM 4HE LENGTH OF THE
SEGMENT IS CM M M NO !

KILOMETER IS METERS
4LJMM1SBDUJDF QQo 3AMPLE
ANSWER

&OUR AND THREE HUNDRED
,AKE /NTARIO ,AKE (URON GRAPH TWENTY THOUSANDTHS IS THE SAME AS FOUR AND THIRTY TWO
AND HUNDREDTHS 3AMPLE ANSWERS FOR n

$IBQUFS 1SPCMFN4PMWJOH QQo

4LJMM1SBDUJDF QQo HUNDREDTHS
HUNDRED THOUSANDTHS 4LJMM1SBDUJDF QQo HUNDREDTH
FORTY FIVE HUNDREDTHS THOUSANDTH
FOUR AND SIXTEEN HUNDREDTHS SEVENTEEN AND
4" 4FMFDUFE"OTXFST
25. 0.03 27. 0.009 29. 0.0002 31. 0.00010 33. To Chapter Review (pp. 157 – 160) 1. front-end
round 9.95 to the nearest tenth, you must include the estimation 3. true 5. commutative 7. 0.0207
tenth unit in the final answer; 10.0 35. 6,500,000; 6.5 9. fifty-five and twenty-three hundredths 11. three
million 37. 15,000,000; 15.0 million 43. 350.499999, hundred and one hundred six thousandths 13. 3.5 cm
345.000000 45. 0.004499, 0.003500 15. 2.1 17. 4.09 19. 5.005 25. 0.8 cm, 0.008 m
27. < 29. 0.283, 0.298, 0.332, 0.336 31. 0.007
3.4 Problem Solving (pp. 140 – 141) 51. a. 25,300,000; 33. 1.61 35. 0.004 in. 37. 12 39. 3 41. 12 43. 24
43,600,000; 56,900,000; 57,200,000; 36,600,000 45. 5.625 47. 9.242 49. 6.159 51. 2.92
b. State Park Visitors Sample answer: You
60
50
can tell high and
low values in both
Chapter 4
(in millions)
40
Visitors
30 displays. The bar 4.1 Skill Practice (pp. 171 – 172) 1. associative property
20 graph makes visual of multiplication 3. 5.4; five and four tenths 5. 7.32;
10
comparison easier. seven and thirty-two hundredths 7. 21.5; twenty-one
0
The table displays and five tenths 9. 125.1; one hundred twenty-five and
unrounded values. one tenth 13. 17.6; 0.3 3 60 5 18 15. 24.576; 3 3 8 5
n
ew is
ia
rk
ga
hi
o
an
Yo
in
O
hi
24 17. 31.875; 2 3 15 5 30 19. 0.09; 20 3 0.005 5 0.1

lv
Ill
ic
sy
M
nn
N
21. 83; associative 23. 15 25. 8.14 27. 64.118

Pe
State
4.1 Problem Solving (pp. 172 – 173) 31. $338.45
35. Dog: 25.1968 in.; Child: 42.9133 in.; Adult: 72.8345 in.
c. millions or ten millions 41. 60
3.5 Skill Practice (pp. 145 – 146) 1. 1 3. 5 5. 12 7. 4
SELECTED ANSWERS
4.1 Technology Activity (p. 174) For 1–3, follow steps
9. 2 11. 18 13. 3 15. 8 17. 25 19. 0 21. $6.00; 1–4 on p. 174. 1. $1474.48; $76,672.96 3. $2528.40;
too low; We rounded up and then subtracted, making the $131,476.80
estimate too low. 25. 15 27. 12 29. 11 33. 26 km
35. either 37. rounding 4.2 Skill Practice (pp. 177 – 178) 1. 2(3.1) 1 2(7.4)
3. 332 5. 58 7. 67.2 9. 75 11. 271.8 13. 90.86
3.5 Problem Solving (pp. 146 – 147) 17. 222 19. 369 21. 46 23. 8.8 25. B 27. D
41. a. Shelf 29. A 31. 50 ft2 33. 3x 1 21 35. 24 2 6x
4.2 Problem Solving (pp. 178 – 179) 43. $420
49. 50(3.8 2 3.0); $.40 53. 6.75 57. 8.72
T
Tank
76.2 cm 4.3 Skill Practice (pp. 183 – 184) 1. 2
3. 0.2; 0.5
157.16 cm
0.4
T
Table
73.66 cm
Floor
5. 0.06; 0.6
b. 150 cm c. yes 45. yes, $1, low 0.1
3.6 Skill Practice (pp. 151 – 152) 1. associative

3. 5.49 5. 1.84 7. 9.26 9. 24.54 11. 9.961 13. 3.26
15. 4.449 17. 3.358 19. 8.4 is the same as 8.40. 0 was
subtracted from 6 instead of 6 from 10; 8.4 2 3.06 5 5.34
21. 16.25 23. 4.08 25. 6.35 27. 4.6 29. associative;
18.95 31. commutative; 18.9 35. 19.77 37. 5.34
39. 24.835 41. 5.3 1 (4.6 1 1.9) 43. 21.45 mm
45. > 47. < 7. 60.532 9. 1.62 11. 0.00522 13–19. Estimates will
vary. 13. 0.18; 0.6 3 0.3 = 0.18 15. 14.3444;
3.6 Problem Solving (pp. 152 – 153) 51. $4.76;
3 3 5 = 15 17. 0.486; 1 3 0.5 = 0.5 19. 84.4262;
Rounding gives an estimate of $5.00. 53. Karin
10 3 9 = 90 21. 17.325 ft2 23. > 25. < 27. Not
Schmalfeld and Sara Gemperle; 0.27 min
reasonable; 3.78 29. The product is reasonable.
57. 0.369 pounds
31. 0.000001 33. 0.125 35. x 5 80.4 3 7.25; 582.9
3.6 Technology Activity (p. 155) 1. 7.385 3. 8.653 37. x 5 0.13 3 26.125; 3.39625
5. 15.8 7. 2 9. 14.59 11. 37ºC 13. $63.79
Selected Answers SA5

4.3 Problem Solving (pp. 184 – 185) 39. 34 m 21. kiloliters 23. milligrams 25. kilograms
45. 0.4096, 0.32768 47. less than; Multiplying a number 29. bathroom scale
greater than 1 by a fraction or decimal between 0 and 1 4.7 Problem Solving (p. 206) 33. kilograms; A book
gives a product that is less than the original number. is about one kilogram. A climber is much larger than
51. 335 53. 105 a book. 39. 0.057 41. 0.374 43–45. Estimates will
55–57. y vary. 43. 5 45. 100
9
(0, 8)
8 4.8 Skill Practice (pp. 209 – 210) 1. meter, gram,
7
liter 3. 10 5. 1000 7. 3.6 9. 0.8 11. 0.468 13. 74
6
5
15. < 17. 5 19. > 21. > 23. > 27. 5 centigrams,
(1, 4) 1.19 decigrams, 0.119 dekagrams, 5000 grams
4
3 29. false; x meters 5 x 4 1000 kilometers
2
(2, 1) 31. false; x meters 5 x kilometers 4 1000
1
(3, 0)
22 O 1 2 3 4 5 6 7 8 x
4.8 Problem Solving (pp. 210 – 212) 35. 275
37. 48 mm 39. wingspan 43. 1.7 km 47. 1200 m;
4.4 Skill Practice (pp. 188 – 189) 1. quotient 3. divisor 1,440,000 m2 49. 10,000; 1 m2 is 100 cm by 100 cm.
5. 0.745 7. 1.75 9. 1.125 11. 63.27 15. 4.4 17. 1.2 100 3 100 5 10,000. 53. 27 55. 100 57. 2.52; 3 3 1 5 3
19. 3.5 21. 4.8 23. 4.0 25. 6.7 27. 9.5 29. 1.9 59. 3492; 1000 3 3 5 3000
31. 0.4 33. 3.6 35. 5 37. Two zeros were brought Chapter Review (pp. 214 – 218) 1. commutative
down instead of one after subtracting 48 from 49; property of multiplication 3. distributive Sample
4.08 39. 2.000 41. 5.165 answers for 5–7. 5. grams, kilograms, milligrams
7. 1000 9. capacity 11. 0.6 13. 0.092
4.4 Problem Solving (pp. 189 – 191) 43. $7.85
15. commutative 17. 184 19. 153 21. 639 23. 473
45. $12.75 47. 0.289 49. 0.306 55. 5 25.–27. Check will vary. 25. 40.392; 6 3 7 5 42;
4.5 Skill Practice (pp. 195 – 196) 1. 10, 100 3. 75.8 reasonable 27. 0.1055; 20 3 0.005 5 0.1; reasonable
5. 0.1635 7. 5020 9. 31.08 11. 8.293 13. 9.813 29. 202.6654; 25 3 8 5 200; reasonable 31. 0.001995;
17. A 19. B 21. < 23. > 25. 8300 27. 0.25 0.002 3 1 5 0.002; reasonable 33. 6.5 35. 0.2 37. 65.3
29. 1800 31. true; Dividing by a whole number n 39. 1.0 41. $8.05 43. 4.591 45. 97,800 47. 12,340
separates the dividend into n equal groups. 37. 4.92 3 104 49. 1570 51. 1069.0 53. 23.8 55. 355.9 57. 3.0
59. 1506.3 61. 19.4 63. $3.95 65. grams
39. 9.3 3 107 41. 2,100,000,000,000,000,000
67. aquarium; a silo has a much greater capacity, and a
43. 17,000,000,000
scuba tank has much less capacity 69. 0.0245
4.5 Problem Solving (pp. 196 – 197) 45. 5670 in.2 71. 2 73. 12,300 75. 7.62 meters
49. Draw just less than half of a puck. 51. a. 14,000,000
b. 1,400,000 c. 12,600,000; 14,000,000 2 1,400,000 5
12,600,000 53. 1,609,000; Sample answer: 1 mi. is about Chapter 5
1.609 km, multiply 1.609 by 1,000,000 to get 1,609,000 mm, 5.1 Skill Practice (pp. 232 – 233) 1. Even numbers
since 1 km 5 1,000,000 mm. 55. 0.017 nm 57. 0.4 nm are divisible by 2. 3. Numbers that end with 0 or 5 are
59. 0.97 61. 0.02 63. 10.3 65. 2.6 divisible by 5. 5. neither 7. 1, 2, 4 9. 1, 11 11. 1, 3,
9, 27 13. 1, 2, 3, 4, 6, 9, 12, 18, 36 15. 1, 2, 3, 4, 6, 9, 12,
4.6 Skill Practice (pp. 200 – 201) 1. 8.49 3. 128 4 31 18, 27, 36, 54, 108 17. 1, 5, 25, 125 19. 2, 3, 6, 9
5. 1488 4 93 7. 8100 4 614 9. The decimal of the 21. 3, 5, 9 23. 2, 3, 5, 6, 9, 10 25. 2, 3, 5, 6, 9, 10
divisor was moved two places, but the decimal of the 27. prime 29. composite 31. prime 33. prime
dividend was only moved one place, adding only one 35. prime 37. composite
}
zero; correct way to write it is 38q 1700. 11. 2.1 13. 80
39. 2 3 3 3 7
15. 3.1 17. 108 19. 2937.5 21. 58.4 23. D
1000 42
25. 13.89 27. 13.18 29. 1 31. 1.86 33. } ; 32.26
31
10,000
35. }; 204.08 37. 5 39. < 41. < 43. always; 2 3 21
49
When the divisor is larger than the dividend, less than
one of the divisors will go into the dividend. 2 3 3 3 7
4.6 Problem Solving (pp. 201 – 202) 45. a. divide; To 41. 3 3 3 3 3 3 3

find out how many of any item are within a group, use 81
}
division. b. 0.09q1.35 c. 15 47. 365.76 cm; Multiply
the length of 1 picture by 24, the total number of pictures. 9 3 9
You can add, but that would take much longer.
49. 4.6 cm 57. 4.2 59. 6.7 61. inches, centimeters 3 3 3 3 3 3 3
4.7 Skill Practice (p. 205) 1. capacity 3. chair 43. 5 3 11 45. 24 3 3 47. 112 49. 3 3 5 3 11
5. water pitcher 7. milliliters 9. liters 11. milliliters 51. true; The rule for divisibility by 6 requires that the
13. mass 15. capacity 17. length 19. liters

1 5
number be divisible by 2. 53. false; 2 is a prime number 19. 54 21. 7 23. } 25. simplest form 27. }
2 16
that is not odd. 55. 18 57. 70 59. 90
19 19
29. simplest form 31. } 33. } 35. 5 37. 54
5.1 Problem Solving (pp. 233 – 235) 63. no; 80 is not 26 49
divisible by 6 because it is not divisible by 3. 65. A and 1 5
39. } 41. sometimes; The fraction } has equivalent
B; 5 and 3 are factors of 75, but 6 is not a factor of 75, so C 16 10
1 20
is not possible. 69. 1, 2, 3, 6, 9, 18 71. 1, 2, 3, 4, 5, 6, 10, fractions } and } . 43. 3 45. 4
2 40
12, 15, 20, 30, 60 73. 53 3 67
61 1
5.3 Problem Solving (pp. 246 – 248) 51. } ;}
5.2 Skill Practice (pp. 238 – 239) 1. 1, 2 3. factors for 121 2
10: 1, 2, 5, 10; factors for 28: 1, 2, 4, 7, 14, 28; common 55. Sample answer: Play baseball two hours per day;
factors: 1, 2; GCF: 2 5. factors for 16: 1, 2, 4, 8, 16; factors 1
for 48: 1, 2, 3, 4, 6, 8, 12, 16, 24, 48; common factors: 1, 2, }; 30
12
4, 8, 16; GCF: 16
5.4 Skill Practice (p. 252) 1. Sample answer: 6, 12,
7. 6 12 54 18 3. 56 5. 24, 48, 72, 96 7. 18, 36, 54, 72, 90
9. 60 11. 21 13. 30 15. 18 17. 30 19. 84
3 3 4 6 3 9 21. 396 23. 135 25. 360 33. 3, 17 35. 4, 16
5.5 Skill Practice (pp. 256 – 257) 1. the least common
3 3 2 3 2 2333333 multiple of the denominators 3. < 5. 5 7. > 9. <
5 2 3 4 17 9 5
9. 5 20 75 11. > 13. > 17. D 19. }, }, } 21. } , }, } 23. } ,
8 3 4 5 20 10 9
7 3 3 4 11 17 13 4 22 105 71
}, } 25. }, }, } 27. } , }, } 29. }, }, }
SELECTED ANSWERS
4 3 5 3 3 25 12 4 8 9 24 150 100 30 50 225 150
3 1 3
2 3 2 3 5 3 3 5 3 5 5.5 Problem Solving (pp. 257 – 258) 47. }, }, }
8 2 4
55. Asia 57. South America
11. 3 13. 3 17. The factor tree for 28 used 1 as a factor 5.6 Skill Practice (pp. 263 – 264) 1. a fraction with the
and did not finish because 4 can be factored into 2 3 2; numerator bigger than or equal to the denominator;
GCF 5 14
7 3 7 13 23 11 49 1
} 3. 1} in. } in. 7. } 11. }9. }
13. } 15. 4}
5.2 Problem Solving (pp. 239 – 240) Sample answers for 3 4 4 4 4 4 4 6
29 a–b. 29. a. 2 rows of 15 because the GCF of 30 and 1 3 7 41 1 17
17. 7} 21. > 23. < 25. 2} , 3, } 27. 5, } , 5}, }
3 4 2 8 6 3
45 is 15 and 30 clowns 4 15 5 2 rows b. 3 rows of 15
13 33 2 5 1 25 3 76 43 36 3 4
because the GCF of 30 and 45 is 15 and 45 singers 4 15 5 29. }, }, 6}, 6} 31. 8}, }, 8}, } 33. }, }, 7}, 7}
2 5 3 6 4 3 8 9 6 5 8 9
3 rows
177 192
5.6 Problem Solving (pp. 264 – 265) 47. a. } , },
35. a. 60 60
18 24 36
224 19 1 11 9 9 10
} b. 2} sec; 3} sec; 3} sec 49. }; no; } , }
60 20 5 15 8 8 8
6 3 3 8 3 3 6 3 6
51. Perry
3 3 2 3 3 4 3 2 3 3 3 3 2 3 3 3 2 5.7 Skill Practice (pp. 268 – 269) 1. A fraction is in
simplest form when the only common factor of the
2 3 2 3 2 3 3 numerator and the denominator is one (1).
b. 18 24 1 7 1 1
3. } 5. } 7. } 9. } 13. 3 15. 2
2 10 50 200
22 9 6 3 1 39
3 17. 5} 19. 1} 21. 4} 23. 9} 25. }
10 25 50 50 1000
32 153 237
27. 6} 29. 3 31. 3 33. 30 35. 34 37. }
500 100
493 4 10 12 30
5
39. } 41. } , } 43. } ,}
50 16 40 16 40
2
30 5.7 Problem Solving (pp. 269 – 270) 47. 398}
5
1177 1 1
c. yes; Cut 6 ft from the 24 ft piece and 12 ft from the 30 ft 53. a. } in. b. 0.5 in. c. } d. } ; 0.5 > 0.4708
2500 2 2
piece. Combine these pieces to make an 18 ft piece. There
will be 4 pieces 18 ft each. 5.8 Skill Practice (pp. 273 – 274) 1. terminating
3. repeating 5. 0.3 7. 0.6 9. 1.125 11. 3.25 15. 3.} 72
5.3 Skill Practice (p. 245 – 246) 1. no; 2 is a common 17. 0.4}
6 19. 4.2} 27 21. 0.2} 7 23. 5.}
8 25. 0.58}3
4
factor of 4 and 10. } 2
can be simplified to } 2 4
. 3. },} 27. < 29. 5 31. > 33. > 35. 5 37. < 43. 0.} 5, 0.56,
, 2.6} 13 }
10 5 5 10
7 11 17
2 3 6 9 }, } 45. 2} 81, 2} , 2.68
Sample answers for 5 – 11. 5. } ,} 7. }, } 11 16 25 19
20 30 10 15
18 27 6 9
9. } ,} 11. } ,} 13. A 15. 45 17. 4
40 60 200 300

1SPCMFN4PMWJOH QQo SIMPLIFYING ]z ) SHOULD HAVE ADDED TO AND CHANGED

]z ]z ]z ]z ]zTO ]z ]z ]z ]z ]z ]z ]z

5FDIOPMPHZ"DUJWJUZ Q ]z n -ETHODS MAY VARY ]z PAPER

AND PENCIL ]z MENTAL MATH ]z MENTAL

$IBQUFS3FWJFX QQo A MULTIPLE SHARED BY MATH ]z MENTAL MATH MENTAL MATH

TWO OR MORE NUMBERS 3AMPLE ANSWER ! PRIME
NUMBER HAS EXACTLY TWO FACTORS AND ITSELF MENTAL MATH ]z ]z ]z

EQUIVALENT PROPER FRACTION
]z CM ]z ]z ]z !DD ]z ]z ]z 3UBTRACT

]z ]z 3AMPLE ANSWER ]zn ]z ]z 3AMPLE ANSWER

]z ]z ]z ]z ]z ]z ]z ]z n ]z ]z

]z ]z ]z ]z ]z ]z ]z ]z 1SPCMFN4PMWJOH QQo ]z FT

]z ] z ]
z A

]
z

$IBQUFS

4LJMM1SBDUJDF Q HALF ]z

]z HIGH

ESTIMATE LOW ESTIMATE LOW ESTIMATE B FT n ]zFT X X ]zFT

n !NSWER IS REASONABLE BECAUSE ITS
4LJMM1SBDUJDF QQo
VERY CLOSE TO ACTUAL ANSWER OF ]z
]z ]z ]z ]z ]z ]z

1SPCMFN4PMWJOH Q M 3AMPLE
ANSWER 4HE PHOTOGRAPH IS ABOUT IN SO A SCALE COULD BE ]z ]z ]z ]z YES ]z ]z

IN M
NO ]z ]z YES 9OU ALWAYS HAVE TO BORROW TO

4LJMM1SBDUJDF QQo NUMERATORS
SUBTRACT A FRACTION FROM A WHOLE NO ]z ]z ]z

DENOMINATORS ]z ]z ]z

]z ]z ]z ]z ]z

]z ]z ]z ]zn ]z ]z ]z ]z

]z ]z ]z ]z 1SPCMFN4PMWJOH QQo ]zIN ]zFT

n ]z ]zn ]z ]z
1SPCMFN4PMWJOH QQo ]z A ]z

B ]z C !MOUNT MORE ) SWAM !MOUNT ) SWAM n A ]z

B
!MOUNT MY FRIENDS SWAM ]z

4LJMM1SBDUJDF QQo LEAST COMMON

DENOMINATOR ]z ]z ]z ]z ]z

]z ]z ]z ]z ]z ]z ]z

]z ]z ]z FT ]z ]z ]z

]z ]z ]z

1SPCMFN4PMWJOH QQo A ]z

B ]zn ]z C ]z A ]zIN B ]zIN ]zIN C C 4HE GREEN WATER SNAKE IS ABOUT TIMES LONGER THAN THE

4LJMM1SBDUJDF QQo ]z
]z NORTHERN BROWN SNAKE ]z IN

]z ]z ]z ]z 7HEN

4" 4FMFDUFE"OTXFST

5FDIOPMPHZ"DUJWJUZ Q )NTERNET FINDINGS ]z

FOR %UROPEAN MEASUREMENTS ARE GIVEN PRIMARILY IN
CENTIMETERS SO MEASUREMENTS IN INCHES MAY VARY 3AMPLE
ANSWERS FOR n ! HAS LENGTH AND WIDTH

]zIN ]zIN ! HAS LENGTH AND WIDTH ]zIN ]zIN

]z
4HE DIFFERENCE IN LENGTH IS ]zIN 4HE DIFFERENCE IN WIDTH

IS ]zIN ,EGAL HAS LENGTH AND WIDTH IN ]zIN

,ETTER HAS LENGTH AND WIDTH IN ]zIN 4HE DIFFERENCE

IN LENGTH IS IN 4HE DIFFERENCE IN WIDTH IS IN
4LJMM1SBDUJDF QQo START END H
MIN H MIN SEC H MIN H H ]z ]z ]z ]z ]z ]z ]z

MIN H MIN n !NSWERS WILL VARY
SIMPLIFIES TO ]z NOT ]z ]z ]z ]z ]z ]z ]z
H SEC SEC WEEKS DAYS
DAYS H MIN
]z ]z ]z ]z ]z ]z ]z

1SPCMFN4PMWJOH QQo H MIN A ] C
]z ]z ]z zzz z 4HE
B D
A MIN ]z H H MIN n H MIN MIN
NUMERATORS ARE BOTH SMALLER THAN THEIR DENOMINATORS SO
B MINUTES -OST PEOPLE WILL SAY A CLASS IS MINUTES LONG THEIR PRODUCTS WILL ALSO BE SMALLER
4&-&$5&%"/48&34

INSTEAD OF ]z OF AN HOUR C H MIN !- 1SPCMFN4PMWJOH QQo ]zC

3AMPLE ANSWER $ALLAS 0- A ]z B 3AMPLE ANSWER IS COMPATIBLE WITH

$IBQUFS3FWJFX QQo HALF MIXED NUMBERS
]z

!NY FRACTION THAT IS ]zOR HIGHER GETS ROUNDED UP 4LJMM1SBDUJDF QQo 3AMPLE ANSWER ]z

]zROUNDS TO 3AMPLE ANSWER CAN BE REWRITTEN ]z

AS ]z SO ]z ]z ]z ]z ]z ]z

]z ]z ]z ]z ]z ]z ]z IN

]z ]z ]z ]z ]z ]z

]z FT MIN SEC H MIN H
]z

$IBQUFS

4LJMM1SBDUJDF QQo YES IS DIVISIBLE

BY ]z ]z ]z ]z

1SPCMFN4PMWJOH QQo A ]z ]z ]z ]z ]z ]z ]z

B C LB LOW WAS ROUNDED DOWN TO ]z ]zMUST BE TURNED INTO AN IMPROPER

]zMI LESS GREATER LESS GREATER FRACTION BEFORE MULTIPLYING ]z ]z ]z ]z ]z

LESS NO SMALL TOMATOES YES $IVIDE OUT THE IN THE NUMERATOR WITH THE IN
THE DENOMINATOR NO
WILL MAKE CUPS BUT ]z ]z ]z 4HE PRODUCT

]zYD ]z
OF A WHOLE NUMBER AND AN IMPROPER FRACTION IS GREATER

THAN THE WHOLE NUMBER !N IMPROPER FRACTION IS GREATER ]z ]z ]z ]z ]z ]z ]z ]z ]z

THAN AND WHEN YOU MULTIPLY A WHOLE NUMBER BY A
NUMBER GREATER THAN THE PRODUCT IS GREATER THAN THE
1SPCMFN4PMWJOH QQo ]zMI ]z
WHOLE NUMBER
IN WOULD BE BETTER /NE NUMBER BEING ROUNDED
4LJMM1SBDUJDF QQo 4HE NUMERATOR AND
UP AND ONE BEING ROUNDED DOWN WILL GIVE A CLOSER ESTIMATE
DENOMINATOR HAVE NO COMMON FACTORS EXCEPT
4FMFDUFE"OTXFST 4"

4LJMM1SBDUJDF QQo NO YES ]z 4LJMM1SBDUJDF QQo LB

]z ]z ]z ]z ]z ]z ]z ]z ]z QT ]zFT LB FT ]zYD

]z WHICH IS NOT CLOSE TO ]z LB OZ YD FT C FL OZ

]z $IVIDING BY A NUMBER
OUNCES POUNDS
LARGER THAN MAKES THE QUOTIENT SMALLER
]

$IVIDING BY A NUMBER LARGER THAN MAKES THE QUOTIENT

SMALLER ]z ]z ]z ]z ]z
]z

1SPCMFN4PMWJOH QQo A ]z

FEET MILES
B ]z C 9OU CAN MAKE MAGNETS

]

CIRCLES DIVIDE INTO PIECES WHEN IS DIVIDED BY ]z

A B ]zLB C TEACUPS MUGS 'UESS
]z
AND CHECK

4LJMM1SBDUJDF QQo ]z ]z ]z PAPER AND

]z ]z ]z ]z ]z ]z PENCIL ]zMI FT PAPER AND PENCIL ]zFL OZ

CONVERTS TO ]zC PAPER AND PENCIL LB OZ

]zFT ]zYD IN ]z FT

1SPCMFN4PMWJOH QQo ]z ]z

YES
]z

]z ]z ]z
,ENGTH
1SPCMFN4PMWJOH QQo ) CHOSE KM MI
DIVISION BECAUSE ) FOUND THE NUMBER OF #$S THAT FIT INTO

THE BOX ) CHOSE DIVISION BECAUSE ) WANTED TO
KNOW HOW MANY TIMES TO FILL THE CUP

]zLB ) SUBTRACTED TO FIND THE DIFFERENCE IN
7EIGHT

WEIGHT ]zYD ) DIVIDED SO ) COULD FIND THE AMOUNT OF KG LBS

MATERIAL ) WILL HAVE ]z ) DIVIDED TO FIND THE FRACTION OF

THE TOTAL LENGTH ]z ]zINH ]z

4LJMM1SBDUJDF QQo FLUID OUNCES CUPS
PINTS QUARTS GALLONS " ! OUNCES FLUID $IBQUFS3FWJFX QQo TRUE FALSE 4HE
OUNCES FLUID OUNCES #APACITY IS MEASURED IN
RECIPROCAL OF ]zIS ]z FALSE 4HE UNIT PINT IS USED TO
FLUID OUNCES 4HE CAPACITY OF THE WATER BOTTLE IS ABOUT
FLUID OUNCES WEIGHT WEIGHT OUNCES
MEASURE CAPACITY TRUE ]z ]z ]z
!LL OF THE OTHER UNITS WERE MEASURES OF CAPACITY

MORE MORE THAN A QUART ! BATHROOM SINK ]z ]z IN ]z ]z ]z

WILL HOLD A COUPLE OF GALLONS LESS THAN A QUART !
QUART WOULD FILL UP A FEW ICE CUBE TRAYS ]z ]z ]z ]z ]z ]z

1SPCMFN4PMWJOH QQo BIRD n OUNCES ]z ]z ]z ]z

ZEBRA n POUNDS ELEPHANT n TONS HEIGHT PLASTIC BOWL
GLASS VASE PAPER CUP CAPACITY GLASS VASE PAPER CUP POUNDS GALLONS CAPACITY WEIGHT
PLASTIC BOWL WEIGHT PAPER CUP PLASTIC BOWL GLASS VASE GLASSES
4" 4FMFDUFE"OTXFST

$IBQUFS R ]z

4LJMM1SBDUJDF QQo RATIO ]z T ]z X ]z X ]z

]z ]z n #HOICES MAY VARY RELATED EQUATION S ]z

MENTAL MATH $IVIDE BY RELATED
]zOR ]z ]z 3ARA

1SPCMFN4PMWJOH QQo ]z ]z EQUATION M ]z RELATED EQUATION W ]z

]z 'AMES 0LAYED

4LJMM1SBDUJDF QQo FTS UNIT RATE 4OTAL #OST
WORDS MIN RATE OR WORDSMIN UNIT RATE H
LAPS CM STUDENTS COMPUTERS 1SPCMFN4PMWJOH QQo
STUDENTSCOMPUTER PAGES CHAPTERS IN
4LJMM1SBDUJDF QQo SCALE ]z
PAGESCHAPTER MIH MSEC FT
LBKG CMIN EQUIVALENT NOT LENGTH IN DRAWING
z
]]z IN MI MI
EQUIVALENT 4HE CALCULATION TO FIND THE RATE WAS DONE FT
CORRECTLY BUT DOLLARS IS THE UNIT IN THE NUMERATOR AND MI MI CM MM
BOOKS IS THE UNIT IN THE DENOMINATOR 4HE ANSWER SHOULD
IN FT "OTH RATES MUST BE OF THE FORM
BE PER BOOK
IN IN IN
1SPCMFN4PMWJOH QQo ]z ]z ]z FT CM KM CM KM
FT FT X FT
4&-&$5&%"/48&34
A "ART BASKETSH 4IA BASKETSH
IN MI IN MI CM MM
B 3INCE 4IA IS FASTER
CM MM CM KM CM KM
C "ART CM MM
4IME .UMBER OF BASKETS COMPLETED 1SPCMFN4PMWJOH QQo

FT M M CM M

A 3AMPLE ANSWER

$IMENSIONS 0ERIMETER !REA

CM BY CM CM CM

CM BY CM CM CM

B 3EE TABLE ABOVE C YES 4HE PERIMETER WAS MULTIPLIED

BY AND THE AREA WAS MULTIPLIED BY

4LJMM1SBDUJDF Q ]z

] SIX HUNDREDTHS SEVENTY FOUR

HUNDREDTHS NINETEEN HUNDREDTHS

FIVE HUNDRED TWENTY EIGHT THOUSANDTHS
4IA
]z ]z ]z ]z

4IME .UMBER OF BASKETS COMPLETED
1SPCMFN4PMWJOH Q 4HE ENTIRE
CIRCLE IS 4HE OTHER CATEGORIES ADD UP TO
n REPRESENTS ALL THE CATEGORIES OF
MORE THAN DAY
4LJMM1SBDUJDF QQo

] ] ]

ALMOST
]z

"ART MAKES THE MOST IN A DAY
1SPCMFN4PMWJOH QQo
4LJMM1SBDUJDFBOE QQo X
YES NO YES NO NO NO
4FMFDUFE"OTXFST 4"
4LJMM1SBDUJDF QQo INTEREST =k =k
4LJMM1SBDUJDF QQo % %$z AND %&z
PRINCIPAL ANNUAL INTEREST RATE TIME 456 654 5 GREATER THAN 123
NAMES 2 AS THE VERTEX BUT IN THE DIAGRAM 3 IS THE VERTEX
132
IS ]z NOT ]z OF ]z

3AMPLE ESTIMATES FOR n

BETWEEN AND
1SPCMFN4PMWJOH QQo COST BETWEEN AND
4HE
PERCENTAGES ARE THE SAME A B 1SPCMFN4PMWJOH QQo
C PACKAGE


$IBQUFS3FWJFX QQo FALSE UNIT
RATE PACK 4LJMM1SBDUJDF QQo " # OBTUSE
EQUIVALENT RATIOS CROSS PRODUCT KM RIGHT (+* AND -+, (+- AND *+,
KM FT BY FT SIXTY FOUR HUNDREDTHS SUPPLEMENTARY NEITHER NEITHER
COMPLEMENTARY 3UPPLEMENTARY ANGLES HAVE
THIRTY ONE HUNDREDTHS ]z
A SUM OF 4HE EQUATION SHOWS A SUM OF WHICH
IS USED FOR COMPLEMENTARY ANGLES X X
]z ]z
3AMPLE ANSWER 6ERTICAL ANGLES
HAVE THE SAME MEASURE 3AMPLE ANSWER
]z

$!" IS SUPPLEMENTARY WITH %!$ 3AMPLE
ANSWER &!" IS SUPPLEMENTARY WITH #!"
$IBQUFS
1SPCMFN4PMWJOH QQo ACUTE
4LJMM1SBDUJDF QQo # ! LINE
STRAIGHT )F THE FRUIT TREE BRANCH MAKES
THAT EXTENDS THROUGH POINTS ! AND " RAY THAT STARTS AT
A ANGLE WITH THE GROUND THEN THE MEASURE OF ITS
ENDPOINT ( AND EXTENDS THROUGH POINT ' RAY ('z
=k COMPLEMENTARY ANGLE IS )F YOU ADD TO THE ANGLE
j=k =k =k YOU GET AND !S YOU KEEP INCREASING THE ANGLE
LINE 9:z 3AMPLE !NSWERS FOR n %$z %!z THE COMPLEMENTARY ANGLE KEEPS DECREASING SO THE
j=k j=k j=k j=k
]
%! z !#z AND "#z !%z AND $%z POINT GREATEST MEASURE FOR THIS ANGLE IS
=k
SEGMENT FALSE !"z HAS AN ENDPOINT BUT !"z
j=k 4LJMM1SBDUJDF QQo ! " #
j=k j=k OBTUSE ACUTE EQUILATERAL 4HE SUM SHOULD
DOESNT TRUE 10z AND 01z GO FOREVER IN BOTH BE EQUAL TO X
DIRECTIONS THROUGH 0 AND 1 FALSE ]
$% z YES RIGHT NO NO
j=k n #HECK WORK
HAS TWO ENDPOINTS BUT $%z HAS NONE 3AMPLE ANSWERS
FOR n 1SPCMFN4PMWJOH QQo
SCALENE ISOSCELES ALWAYS 3INCE THE SUM
OF THE ANGLE MEASURES IS AND ONE ANGLE MEASURES
THE OTHER TWO MUST BE COMPLEMENTARY

ALWAYS 3INCE ONE ANGLE IS MORE THAN AND THE SUM
j=k j=k j=k j=k j=k j=k j=k j=k j=k j=k OF THE THREE ANGLES MUST BE THE SUM OF THE OTHER TWO
-.z &'z AND *(z +.z &'z +,z *(z '(z ,-z .-z
j=k j=k j=k MUST BE LESS THAN
',z &+z AND *.z
1SPCMFN4PMWJOH QQo
PARALLEL ]#$ zOR ]
%& z +


4LJMM1SBDUJDF QQo SOME ALL
ALL SOME RECTANGLE RHOMBUS
4" 4FMFDUFE"OTXFST
15. yes 17. 66° 19. 102° 21. The drawing could be a 11. There are 2 lines of symmetry;
rectangle or a square. 25. A trapezoid is a quadrilateral
with exactly two sides parallel.
9.5 Problem Solving (pp. 483 – 484) 27. parallelogram,
rectangle, rhombus, square 29. 105°
9.6 Skill Practice (pp. 487 – 488) 1. C 3. B 5. octagon;
yes 7. yes; An equilateral triangle has sides that are all 9.8 Problem Solving (pp. 497 – 498) 17. 1 19. yes;
equal and angle measures that are all equal. 9. no; An no; The fold lines are the lines of symmetry. 21. The
octagon can sometimes have sides that are not all equal image on the far left is the actual photo. Sample answer:
and angle measure that are not all equal. 11. square; A I can tell by looking at the top of the flower. It curves to
square is a quadrilateral with all sides equal and all angles the left in the first photo, curves outward with symmetry
equal. 13. 6 15. 62.5 in. 17. 60° 19. 72° in the second photo, and curves inward to a point with
21. pentagon; y A E symmetry in the third photo.
8
7 Chapter Review (pp. 500 – 504) 1. angles opposite
6
each other when two lines intersect 3. no; The angles do
5
4
D not have to be equal. 5. supplementary 7. equal;
3 ]› ‹]›
equal Sample answers for 9–13. 9. AB 11. CF
‹]›
2
B C
1 13. EA 15. A
O 1 2 3 4 5 6 7 8 9 10 x
SELECTED ANSWERS
13º
25. 1080° 27. 540° B C
9.6 Problem Solving (pp. 488 – 489) 29. 15 ft 17. 19.

31. octagon; no; 1080° 33. hexagon; yes; 720° A
A
35. a. Each angle is 90°, so they all have the same measure.
Because the points are equally spaced and each side has the 127º
same number of points, each side is the same length. B C 90º
b. no; In a regular triangle, each angle measure is 60°, but B C
each triangle has one 90° angle. c. octagon; no; A right 21. obtuse 23. acute 25. 70°
triangle cannot be an equilateral triangle. So, the sides of 27. 45°; right isosceles 29. 50°; obtuse scalene
the octagon that do not lie on the quadrilateral are not 31. parallelogram, rhombus 33. parallelogram,
the same length of the sides that do lie on the quadrilateral. rhombus, rectangle, square 35. The quadrilateral
has equal angle measures but not side lengths. The
9.7 Skill Practice (p. 492) 1. true; Their angle measures quadrilateral is a rectangle but is not regular. 37. The
correspond, but they are different sizes. 3. similar sides of the hexagon and the angle measures are equal, so
5. neither 7. /H G and /M, /JJ and /K, }
H and /L, /G the hexagon is regular. 39. 3 41. 8 43. congruent; /C
E and /H, } D and }
HG
and /F, /D D and /G, /E G }
and }
LM, } LK, }
HJJ and } GJJ and }
CD FG, DE
E and
MK 11. 10, 4 13. 90, 6.5 }
GH, }
H CE }
E and FH
9.7 Problem Solving (p. 493) 15. congruent; They 45. no 47. 49.
are the same shape and size. 17. similar; They are
the same shape but have different sizes. 23. always;
The corresponding sides are the same length, and the
corresponding angles have the same measure.
25. never; The figures have different numbers of sides.
Chapter 10
9.8 Skill Practice (pp. 496 – 497) 1. a line of 10.1 Skill Practice (p. 516) 1. base; height 3. 84 m2
symmetry 3. no 5. yes;
3 1
5. 30 in.2 9. 6} km 11. 8} mm 15. 260 in.2
4 3
10.1 Problem Solving (p. 517) 21. 150,920 km2; high
estimate; metric ruler; The entire state is within the
outlined parallelogram. 23. high estimate; You do not
9. want to run out of paint.
10.2 Skill Practice (pp. 520 – 521) 1. height; base
3. side 5. 42.5 cm2 7. 30 m2 9. 24 cm2 11. 675 in.2
13. h = 5 in. 15. b = 10.2 cm 17. h = 6 mi

19. The height must be 10.5 Problem Solving (p. 544) 21. c. cone
perpendicular to the base; 23. triangular prism; 5, 9, 6 27. false; A cylinder must
h have circles for bases. 29. false; Opposite faces in a
pentagonal prism are not parallel.
10.6 Skill Practice (pp. 547 – 548) 1. surface area
21. 10 m2; 40 m2; The area quadrupled. 23. The second 3. 192 m2 5. 148 ft2 7. 937.5 in.2 9. 222 in.2
triangle has twice the area. The second triangle has three 11. 196.8 cm2 13. 3480 in.2;
times the area. The second triangle has four times the
18 mm
area. The area of the second triangle will increase as
many times as the length of the base does. 30 mm 30 mm
3
10.2 Problem Solving (pp. 521 – 522) 27. } 29. 18 in.;
14 25 mm
1 18 mm 25 mm
The base of the triangle is 24 in., } ? 24 ? h 5 216. 12 ? h 5
2
216. h 5 18 in. 15. 89.5 ft2;
1
4 4 ft
10.3 Skill Practice (pp. 527 – 528) 1. diameter 3. radius
5. 72 ft 7. 9 m 11. 37.68 yd; 3.14; 12 is not compatible
22 22 22 7 ft
with } . 13. 132 km; } ; 21 is compatible with } .
7 7 7
22 22
15. 220 yd; } ; 70 is compatible with } . 17. 37.68 in.; 1 1 1
7 7 1 3 ft 4 4 ft 4 4 ft
22
3.14; 12 is not compatible with } . 19. 125.6 ft 1
4 4 ft
7
1
1 3 ft
21. 20.56 m 23. Radius: 3.5 km, Diameter: 7 km; 3.14;
3.14 divides into 21.98 evenly. 17. Only 3 faces had areas found; 236 square units
19. 156 ft2
10.3 Problem Solving (pp. 528 – 529) 25. 9.42 in.
10.6 Problem Solving (pp. 548 – 549) 23. a. Two faces
10.3 Technology Activity (p. 530) 1. 38 ft 3. 1071 cm have area 26 in.2, two have area 18 in.2, and two have area
5. 94 km 7. 5 m 9. 15,978 km 117 in.2 b. bottom of the cake c. 205 in.2
10.4 Skill Practice (pp. 534 – 535) 1. area 3. 452 ft2 29. S = 6s2;
5. 254 m2 7. 227 ft2 9. 10 ft2 11. 55 yd2 15. 2.6 m2
17. 20 in.2 19. 141 yd2 21. 4 : 1 23. 100 : 1
25. 1 : 4 27. 1 : 64
10.4 Problem Solving (pp. 535 – 537) 31. 1017 mi2
5
37. 2160 39. 55} %; Animal Placements
6
31. The figures in C and D have different surface areas: C
Other
is 40 units2 and D is 30 units2. A and B are both 38 units2;
A C D
Dogs
Cats
Top
41. 200.96 mi2 43. 9.42 in.2

10.4 Extension (p. 539) 1. A good drawing will include
all necessary arcs and labels shown in Examples 1 and 3. Side
3.
A Front
10.7 Skill Practice (p. 552) 1. volume 3. 8000 cm3

5. 330 in3 7. 323.4375 mm3 9. Volume is the product of
the dimensions, not the sum; 420 ft3 11. h 5 2.5 ft
10.5 Skill Practice (p. 543) 1. A solid is a 3-dimensional 13. l 5 20 m 15. 120 m3 17. 960 m3
figure that encloses part of space. 3. yes; cylinder 10.7 Problem Solving (pp. 553 – 554) 23. a. 1040 cm3
5. yes; cone 7. pentagonal prism; 7, 15, 10 b. 455 cm3 c. 585 cm3 25. 15h 31. They are the same.
9. octagonal prism; 10, 24, 16 15. edges 17. faces The base is a rectangle, and the area of a rectangle is
length times width.

10.7 Extension (p. 557) 1. 2100 g or 2.1 kg 5. elephant: 11.4 Skill Practice (pp. 594 – 595) 1. positive 3. 24
truck scale, because the weight is in the tons; letter: 5. 235 7. 18 9. 96 11. 220 13. 2900 15. 24
kitchen scale, because the weight is in ounces; suitcase: 17. 260 19. The product of two negatives is always
bathroom scale, because the weight is in the tens of positive; 12 21. 242 23. 6 25. 100 27. 2120
pounds. 29. 220; 2160; multiply by 2 31. 224; 260; subtract 12
or add 212 33. always 35. never 37. 26 39. 23
Chapter Review (pp. 559 – 562) 1. false; The 41. 4 43. 9 45. 7, 27 47. 20, 220 49. 8, 28
circumference of a circle is measured in units. 3. false;
The distance from the center of a circle to any point on 11.4 Problem Solving (pp. 595 – 596) 55. Sample
the circle is called the radius. 5. circle 7. volume answer: 3(8) and 25(23) have a positive product.
9. 372 ft2 11. 240 m2 13. 520 ft2 15. 109.9 in. 59. a. 5(–3); –15 b. (23) 1 (23) 1 (23) 1 (23) 1 (23)
17. 141.3 ft 19. 37.68 m 21. 7850 cm2 23. 6936.26 m2 c. 23 is being added; 23 23 23 23 23
25. hexagonal prism; 8, 18, 12 27. 105 m3 215 212 29 26 23 0
5 times. 61. when either a or b is negative and the other

Chapter 11 is positive; A positive times a negative is negative. The
11.1 Skill Practice (pp. 575 – 576) 1. opposites 3. 26 opposite of a negative is positive.
5. 5 7. 22 9. 24 11. 11 13. 213 15. , 17. . 11.5 Skill Practice (pp. 599 – 600) 1. positive
19. . 21. , 23. 28, 25, 22, 6, 10 25. 23, 22, 6, 7, 3. ? 3 (22) 5 6; 23 5. ? 3 (23) 5 221; 7 7. ? 3 6 5
8 27. 28, 21, 0, 1, 5 29. 267, 224, 24, 2, 40 31. 239, 230; 25 9. The quotient of two negatives is positive; 6
216, 25, 47, 59 33. B; 22 and 1 are not opposites. 11. 0 13. 23 15. 26 17. 4 21. 24 23. 0 25. 13
35. always; All negatives are less than zero. 27. 15 29. 28 31. 261 33. 24 35. 23 37. 27
37. sometimes; The opposite of 27 is 7, but the 39. 211 41. 0; 0 divided by a negative is 0. 43. negative;
SELECTED ANSWERS
1 1 1
opposite of 212 is 12. 41. 23} , 22} , 2}
3
17
A negative divided by a positive is negative. 45. }
3 3 8
11.1 Problem Solving (pp. 576 – 577) 43. 212, 225; 28 1 2100
47. } 49. } 51. }
the second diver 45. In-Line Skates: 210, Helmets: 25, 3 2500 3
Knee Pads: 24 47. a. TRAP; T R A P
11.5 Problem Solving (pp. 600 – 601) 53. 77°; 120°;
28 27 26 25 24 23 22 0 low 55. C 61. Sample answer: 225, 220, 215, 25, 20,
15; The sum of the integers must be 230.
b. PART; P A R T 49. 10°F with a
11.5 Technology Activity (p. 602) 1. 965 3. 48
0 1 2 3 4 5 6 8 5. 218 7. 2430 m 9. 10 min
25 mi/h wind 51. a.
21 0 1 3 4 5 6 7 8 910 11 11.6 Skill Practice (pp. 605 – 606) 1. false
b. Sample answer: The integers decrease by 4. c. –5, 29 3–10. y
4
C (21, 3) B (0, 3)
11.2 Skill Practice (pp. 581 – 582) 1. 5 3. 35 5. 3, 4, 3
greater absolute value 7. 23 9. 28 11. 5 13. 26 2

1
17. 210 19. 26 21. 0 23. 16 25. 7 27. 223 D (5, 0)
29. 0 31. 21 33. 6 35. negative; 2700 37. positive; 24 23 22 O 1 2 3 4 x
A (5, 21)
300 39. negative; 2800 41. sometimes; If the negative 22
has the larger absolute value, the sum is negative. If 23
the negative has a smaller absolute value, the sum is 24
positive. 43. 3 45. 8 47. 0

3. Quadrant IV 5. Quadrant II 7. Quadrant I
11.2 Problem Solving (pp. 582 – 583) 51. behind 9. negative y-axis 11. (23, 2) 13. (2, 0) 15. (4, 23)
55. 25 2 40 1 10; 25 57. a. 4, 23, 0, 22 b. 1 second less 19. A was translated 4 units to the right and up 1 instead
11.3 Skill Practice (pp. 588 – 589) 1. opposite 3. 23 of down 1. B should be at (6,0).
5. 1 7. 24 9. 0 11. The arrow moves 6 points to the 21. Q(1, 0), R(1, 26), S(11, 26);
left instead of 6 points to the right to subtract (26). If y (2,9)L M (7,9)
you start at 4 on the number line and move 6 units to the 9
right, you end up on 10. 13. 22 15. 217 17. 8 8
(7,7)
19. 23 21. 10 23. 29 25. 0 27. 1 29. 24 31. 11 7
(2,7)K L J M (8,6)
33. . 35. , 37. . 41. 23 43. 27 6
(3,6)
5
11.3 Problem Solving (pp. 589 – 590) 45. a. 5 2 (213) 4
(3,4)K J (8,4)
b. 5 1 13 c. 18°F 3
49. 2125 2 (–50) 5 275; 275 ft; ground 0 2

1
225
elevator 250 O 1 2 3 4 5 6 7 8 9 x
275
2100
2125 25. yes; 4 right and 4 down

1SPCMFN4PMWJOH QQo NO 4HE
FIGURES ARE CONGRUENT X A Y B

4LJMM1SBDUJDF QQo ! REFLECTION IS

FLIPPED AND A ROTATION IS TURNED NO 4HE IMAGE

HAS BEEN ROTATED NOT FLIPPED YES X AXIS 4HE 2 3
TRIANGLES ARE NOT CONGRUENT
4 TRANSLATION

TRANSLATION TRANSLATION ROTATION
Y TRANSLATION

$IBQUFS
4LJMM1SBDUJDF Q SUBTRACTION X
/ X X X T T Q
W -IGUEL USED MULTIPLICATION

INSTEAD OF DIVISION X 3AMPLE ANSWERS FOR n

X X
]z 3AMPLE ANSWER ]z Y

REFLECTION
1SPCMFN4PMWJOH Q # $
ROTATION
P

&YUFOTJPO QQo X X

X X X X X
X X

4LJMM1SBDUJDF Q YES NO

n
-ETHODS MAY VARY

]z

1SPCMFN4PMWJOH Q Q
1SPCMFN4PMWJOH QQo " IS
A REFLECTION ! IS A ROTATION REFLECTION AND 4LJMM1SBDUJDF Q VARIABLE
ROTATION REFLECTION ROTATION 4HE IMAGE AND
THE ORIGINAL FIGURE ARE THE SAME TRANSLATION 4WO ]z ]z

REFLECTIONS ABOUT PARALLEL LINES RESULT IN A TRANSLATION X B X
WILL BE ADDED TO BOTH SIDES AND
X WILL BE ADDED TO BOTH SIDES IN BOTH
EQUATIONS

1SPCMFN4PMWJOH Q B
YOUR COUSIN MADE TEN BOOKMARKS AND THE AMOUNT OF TIME
IT TOOK TO SELL THEM

4LJMM1SBDUJDF QQo DIVISION

&YUFOTJPO Q 2OTATION OF OF THE X B
MIDPOINT OF SIDE AND TRANSLATE THE PARALLELOGRAM ADD DIVIDE SUBTRACT SUBTRACT
THEN DIVIDE SUBTRACT THEN MULTIPLY

1SPCMFN4PMWJOH QQo X
SEC !BOUT MILLION PEOPLE RIDE
$IBQUFS3FWJFX QQo 4HE FIGURES MUST
EVERY DAY COMPARED TO MILLION EVERY WEEKDAY 4HIS IS
STILL BE CONGRUENT AND HAVE THE SAME ORIENTATION
ABOUT MILLION LESS X
ABSOLUTE VALUE REFLECTION

4" 4FMFDUFE"OTXFST
12.4 Extension (pp. 651 – 652) 1. 2x . 275 33.
3. x # 7; Time 9:00 10:30 11:00 1:00 2:00 6:00
21 0 1 2 3 4 5 6 7 8
5. x , 12; Time
0 2 4 6 8 10 12 14 0 90 120 240 300 540
Elapsed, t
7. x # 2; 22 21 0 1 2 3 4
Miles
0 75 100 200 250 450
Driven, d
9. x . 6;
21 0 1 2 3 4 5 6 7 8 5
d5} t
6
12.5 Skill Practice (pp. 656 – 657) 1. input; output
35. t 5 0.05c; Divide the difference between after taxes
and before taxes by before taxes to find the percent of tax
3. as a decimal.
Input, x 3 6 9 12 15
Output, y 13 16 19 22 25 12.6 Skill Practice (pp. 662 – 663) 1. linear
3. y
5. y
3 9
5. 2
Input, x 3 6 9 12 15 1
8
7
23
Output, y 1 2 3 4 5 O 1 2 3 4 5 6 x
6
22
5
4
7. 3
Input, x 3 6 9 12 15
2
SELECTED ANSWERS
Output, y 19 43 67 91 115 1
O 1 2 3 4 x
9.
Input, x 3 6 9 12 15 7. The x values were graphed as y values, and the y values
were graphed as x values. y
Output, y 17 14 11 8 5 8
7
g
11. t 5 n 1 15 13. t 5 } 6
10 5
4
15. p 5 5n 3
n 1 2 3 4
2
p 5 10 15 20 1
O 1 2 3 4 5 x
Sample tables for 17–19.
9.
Input, x 0 1 2 3 4
17. p 5 4c
c 1 2 3 4 Output, y 4 5 6 7 8
p 4 8 12 16
y
8
f 7
19. y 5 } f 3 6 9 12 6
3
y 1 2 3 4 5
3
2
21.
p 10 15 20 25 35 1
q 16 24 32 40 56 O 1 2 3 4 5 6 x
11.
Input, x 0 1 2 3 4
25. r 5 4n – 2
n 1 2 3 4 Output, y 7 6 5 4 3
r 2 6 10 14 y
7
12.5 Problem Solving (pp. 658 – 659) 6
5
4
27.
C 0 5 10 15 20 25 3
2
F 32 41 50 59 68 77 1
O 1 2 3 4 x

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/UTPUT Y

)NPUT X
/UTPUT Y D

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E N YES FT

! W NONLINEAR

)NPUT X

/UTPUT Y ]z

]z

# PR LINEAR

LINEAR

Y X
Y X

Y nX n
5FDIOPMPHZ"DUJWJUZQ

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$IBQUFS
4LJMM1SBDUJDF QQo ! 5 %

]z LIKELY IMPOSSIBLE

POSITIVE VALUES FOR X ]z UNLIKELY CERTAIN ]z 2ANDOMLY

CHOOSE A VOWEL ]z

1SPCMFN4PMWJOH QQo ]z

5FDIOPMPHZ"DUJWJUZ Q ! GOOD ANSWER
$IBQUFS3FWJFX QQo ! VARIABLE
EXPRESSION DOES NOT HAVE AN EQUAL SIGN WHILE AN
SHOULD BE CLOSE TO ]z ! GOOD ANSWER SHOULD BE CLOSE

EQUATION DOES IF ALL OF THE POINTS ARE ON THE SAME
LINE )N A FUNCTION THERE CAN BE ONLY ONE OUTPUT TO ]z

X &YUFOTJPO Q [ ] [] [
FOR EVERY INPUT VALUE ]z X X

R Q K ] EMPTY SET ]z ]z ]z ]z ]z
]z ]z ]z

X YD
X 4LJMM1SBDUJDF QQo COMBINATION
X FT WAYS ARE !" !# "! "# $RIVER &RONT 0ASSENGER
"
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X $ALLAS IN *UNE $ALLAS IN *ULY $ALLAS IN !UGUST .EW
9ORK IN *UNE .EW 9ORK IN *ULY .EW 9ORK IN !UGUST -IAMI
Y IN *UNE -IAMI IN *ULY -IAMI IN !UGUST "OSTON AND
I F -IAMI "OSTON AND $ALLAS "OSTON AND 3AN &RANCISCO
"OSTON AND #HICAGO "OSTON AND .EW 9ORK -IAMI AND
F $ALLAS -IAMI AND 3AN &RANCISCO -IAMI AND #HICAGO
I -IAMI AND .EW 9ORK $ALLAS AND 3AN &RANCISCO $ALLAS
AND #HICAGO $ALLAS AND .EW 9ORK 3AN &RANCISCO AND
#HICAGO 3AN &RANCISCO AND .EW 9ORK #HICAGO AND .EW
X 9ORK BASEBALL FOOTBALL AND HOCKEY BASEBALL FOOTBALL
Y AND BASKETBALL BASEBALL FOOTBALL AND TENNIS BASEBALL
FOOTBALL AND SOCCER BASEBALL HOCKEY AND BASKETBALL
BASEBALL HOCKEY AND TENNIS BASEBALL HOCKEY AND SOCCER

BASEBALL BASKETBALL AND TENNIS BASEBALL BASKETBALL AND
SOCCER BASEBALL TENNIS AND SOCCER FOOTBALL HOCKEY AND
BASKETBALL FOOTBALL HOCKEY AND TENNIS FOOTBALL HOCKEY
AND SOCCER FOOTBALL BASKETBALL AND TENNIS FOOTBALL

BASKETBALL AND SOCCER FOOTBALL TENNIS AND SOCCER

HOCKEY BASKETBALL AND TENNIS HOCKEY BASKETBALL AND
SOCCER HOCKEY TENNIS AND SOCCER BASKETBALL TENNIS
AND SOCCER #ARRIE -IGUEL AND 2ALPH #ARRIE 2ALPH

AND -IGUEL -IGUEL #ARRIE AND 2ALPH -IGUEL 2ALPH
AND #ARRIE 2ALPH #ARRIE AND -IGUEL 2ALPH -IGUEL AND

#ARRIE RAKE PLANT WEED MOW RAKE PLANT MOW
WEED RAKE WEED PLANT MOW RAKE WEED MOW PLANT
X RAKE MOW PLANT WEED RAKE MOW WEED PLANT PLANT
Y ]z

RAKE WEED MOW PLANT RAKE MOW WEED PLANT WEED

RAKE MOW PLANT WEED MOW RAKE PLANT MOW RAKE
WEED PLANT MOW WEED RAKE MOW PLANT WEED RAKE
MOW PLANT RAKE WEED MOW WEED PLANT RAKE MOW

WEED RAKE PLANT MOW RAKE WEED PLANT MOW RAKE
PLANT WEED WEED PLANT MOW RAKE WEED PLANT RAKE
LINEAR !LL OF THE POINTS ARE ON THE SAME LINE MOW WEED MOW PLANT RAKE WEED MOW RAKE PLANT
WEED RAKE PLANT MOW WEED RAKE MOW PLANT GOLF
AND HORSEBACK RIDING GOLF AND SNORKELING GOLF AND
TENNIS GOLF AND HIKING GOLF AND SAILING HORSEBACK
4FMFDUFE"OTXFST 4"
RIDING AND SNORKELING HORSEBACK RIDING AND TENNIS 4LJMM1SBDUJDF Q STEMS LEAVES
HORSEBACK RIDING AND HIKING HORSEBACK RIDING AND
SAILING SNORKELING AND TENNIS SNORKELING AND HIKING
SNORKELING AND SAILING TENNIS AND HIKING TENNIS AND
SAILING HIKING AND SAILING ORGANIZED LIST )T IS EASY TO LIST
THE POSSIBILITIES "ILL AND *USTIN "ILL AND #AMILLE
"ILL AND +ATIE "ILL AND *OEY *USTIN AND "ILL *USTIN AND

#AMILLE *USTIN AND +ATIE *USTIN AND *OEY #AMILLE AND
"ILL #AMILLE AND *USTIN #AMILLE AND +ATIE #AMILLE AND
*OEY +ATIE AND "ILL +ATIE AND *USTIN +ATIE AND #AMILLE 4HE STEM WAS OMITTED
+ATIE AND *OEY *OEY AND "ILL *OEY AND *USTIN *OEY AND
#AMILLE *OEY AND +ATIE ORGANIZED LIST 4HE LIST OF FIRST AND
SECOND PLACE IS EASY TO MAKE
1SPCMFN4PMWJOH QQo COMBINATION AND AND
BLUE AND GREEN BLUE AND YELLOW BLUE AND RED BLUE
AND PURPLE GREEN AND YELLOW GREEN AND RED GREEN AND 1SPCMFN4PMWJOH QQo ] z
PURPLE YELLOW AND RED YELLOW AND PURPLE RED AND PURPLE 4HE GREATEST NUMBER OF 7IMBLEDON DOUBLES
FINALS WAS IN THE INTERVAL n MINUTES
4LJMM1SBDUJDF QQo YES 3INCE THE -OST PRESIDENTS WERE IN THEIR S WHEN THEY
MARBLE IS RETURNED THE PROBABILITY OF THE EVENTS DOES NOT TOOK OFFICE

CHANGE ]z ]z 4HE SECTIONS ARE NOT ALL THE SAME

SIZE ]z ]z ]z ]z ]z

1SPCMFN4PMWJOH QQo RIGHT RIGHT 4LJMM1SBDUJDF Q

RIGHT WRONG WRONG RIGHT WRONG WRONG ]z ]z ]z

&YUFOTJPO Q 4HE EXPERIMENTAL PROBABILITY

SHOULD BE CLOSE TO THE THEORETICAL PROBABILITY OF ]z

4HE EXPERIMENTAL PROBABILITY SHOULD BE CLOSE TO

THE THEORETICAL PROBABILITY OF ]z

4LJMM1SBDUJDF Q 4HE SCALE MAKES A GRAPH
MORE OR LESS DRAMATIC LESS LESS 4HE BROKEN GRAPH

MAKES THE GRAPH APPEAR DIFFERENT

1SPCMFN4PMWJOH QQo

A

1SPCMFN4PMWJOH QQo TWICE
AS MANY DATA VALUES $ATA VALUES SHOW MORE B S S S C 4HE S
STORMS WHICH MEANS MORE RISK NO DOES NOT AND S HAVE CLOSE MEDIANS BUT THE DATA IS MORE SPREAD
TAKE INTO ACCOUNT THAT THERE WERE SEASONS WITH WINS OUT IN THE S 4HE MEDIAN IS HIGHEST IN THE S AND
BELOW INCLUDING TWO IN THE S A NO -OST ARE THE DATA ALSO HAS THE SMALLEST RANGE SHOWING THE MOST
OVER B MAKES HOMES SEEM MORE CONSISTENCY 4HE RANGE WAS PROGRESSIVELY DECREASING FROM
AFFORDABLE C MEDIAN 9OU KNOW HALF ARE HIGHER AND HALF THE S TO THE S n 4HE PLOT FOR n
ARE LOWER IS MORE TO THE LEFT ON THE NUMBER LINE AND IS MORE
CONDENSED THAN THE OTHER PLOT

4" 4FMFDUFE"OTXFST
13.7 Skill Practice (p. 721) 1. C 3. B 5. D 7. The Number Fact Families (p. 740) 1. 5; 5; 5; 14 3. 8; 4; 4;
data should be displayed as a line plot to show frequency; 4; 8 5. 15 2 8 5 7 or 15 2 7 5 8
Addition and Subtraction on a Number Line (p. 741)
1. 13 3. 11 5. 13 7. 20 9. 6 11. 8 13. 8 15. 16
12 13 14 15 16 17 18 19
Addition and Subtraction of Whole Numbers (p. 742)
13.7 Problem Solving (pp. 722 – 723) 1. 71 3. 240 5. 400 7. 1412 9. 17 11. 219 13. 149
15. 1179
11. Closing Prices of Stock 13. 41.5; 1 9
27
2 Multiplication of Whole Numbers (p. 743) 1. 3280
3. 962 5. 6076 7. 60,450 9. 147,038 11. 46,570
Price (dollars)
3 1 4 8 9
26
4 1 2 5 9 13. 12,300 15. 23,190,000
5 8
25 Division of Whole Numbers (p. 744) 1. 142 3. 54
6 0
7 0 Key: 3 u 4 5 34
5. 405 7. 58 9. 13 R7 11. 24 R57
24
0 median 5 41.5 Estimating Sums (p. 745) 1–9. Estimates may vary.
Tu n.
W s.
Th d.
.
i.
ur
Fr
e
o
1. 1300 3. 1800 5. 10,000 7. 160 9. 1200

M
Day
15. a. circle graph b. Song Preference Estimating Differences (p. 746) 1. 700; 900 3. 400; 600
5. 300; 500 7. 400; 600 9. 0; 2000 11. 3000; 5000
First song 186
13. 4000; 6000 15. 1000; 3000
Second song 79 Estimating Products (p. 747) 1. 800; 1500 3. 2100;
SELECTED ANSWERS
3200 5. 3000; 8000 7. 12,000; 21,000 9. 280,000;
Third song 310 400,000 11. 60,000; 140,000 13. 10,500 15. 52,800
17. 14,000 19. 45,000 21. 630,000 23. 150,000
25. 90,000 27. 736,100
17. circle graph because you need to visualize the whole;
Favorite Form of Communication
Estimating Quotients (p. 748) 1. 50; 60 3. 60; 70
5. 30; 40 7. 200; 300 9. 300; 400 11. 400; 500
Instant messaging 13. 1100; 1200 15. 800; 900 17. 2 19. 10 21. 11
T
Telephone 23. 7 25. 100 27. 80
Letter writing
Solving Problems Using Addition and Subtraction
e-mail Other (p. 749) 1. $9 3. 26 items 5. $7
Chapter Review (pp. 725 – 728) 1. complementary Solving Problems Using Multiplication and Division
3. permutation 5. lower extreme; upper extreme (p. 750) 1. 60 folders 3. 4 boxes 5. $20
7. 0; you do not roll a 10; 1 9. 0; you do not roll a Operations with Money (p. 751) 1. $2.02 3. $58.08
number that is not a multiple of 20; 1
1 Adding and Subtracting Decimals (p. 752) 1. 41.4
11. 24 13. } 15. 48; 50; 50 3. 143 5. 11.29 7. 20.13 9. 57.22 11. 16.5 13. 6.88
4
17. 107; 91; 112; 81; 128 15. 5.76 17. 19.87
3 1 5 4
19. Time Spent Studying Modeling Fractions (p. 753) 1. } 3. } 5. } 7. }
4 2 14 9
5 3
91–120 minutes 9. } 11. }
9 10
31–60 minutes Units of Time (p. 754) 1. 240 3. 4 5. 12 7. 52
9. 2; 2 11. 1; 16
61–90 minutes Perimeter and Area (p. 755) 1. 10 in. 3. 15 cm
5. 21 square units
Venn Diagrams and Logical Reasoning (p. 756)
Skills Review Handbook 1.
Whole Number Place Value (p. 737) 1. tens’ place;
(5 3 1000) 1 (8 3 100) 1 (9 3 10); five thousand eight
hundred ninety 3. ones’ place (9 3 100,000) 1 (6 3 1000) 1
(2 3 100) 1 (1 3 1); nine hundred six thousand, two
hundred one 5. 105,300 7. 42,600
Ordering Whole Numbers (p. 738) 1. 0, 3, 8, 10, 11
3. 78, 79, 85, 87, 90 5. 508, 510, 512, 518, 521 7. 207 . 3–5. Explanations may vary. 3. Sometimes; 12 is in both
148 9. 3465 , 3492 11. 21,539 . 9847 set A and set B, but 6, for example, is only in set A.
Rounding Whole Numbers (p. 739) 1. 90 3. 200 5. Never; set C consists of numbers less than 15.
5 4280 7.
5. 7 11,000
11 000 9.
9 144,000
144 000
3FBEJOH#BS(SBQIT Q STUDENTS PERIOD
MORE STUDENTS PERIODS AND (EIGHTS 4ALLY &REQUENCY
3FBEJOH-JOF(SBQIT Q 4HURSDAY IN
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3FBEJOHB1JDUPHSBQI Q BROWN STUDENTS

PICTURES ABOUT PICTURES &RIDAY

.BLJOHB1JDUPHSBQI Q

#$S 3OLD IN /NE $AY
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(VFTT $IFDL BOE3FWJTF Q AND
$ISTANCE M

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NUMBERS ARE AND

8PSL#BDLXBSE Q YEARS
4IME SEC
.BLFB-JTUPS5BCMF Q FT FT
SESAME BAGELS NO MODE MEAN IT
-PPLGPSB1BUUFSO QQo THE NUMBER OF IS IN THE MIDDLE OF THE DATA
SQUARES INCREASES BY
$IBQUFS Q EIGHT THOUSANDTHS
ONE AND ELEVEN HUNDREDTHS SEVEN AND TWO
HUNDRED SEVENTY FIVE TEN THOUSANDTHS METER
z z z z z
z z z z z z
z z z
#SFBL*OUP1BSUT Q
$IBQUFS Q
4PMWFB4JNQMFS1SPCMFN QQo

KILOGRAMS KILOLITERS
6TFB7FOO%JBHSBN Q
LITERS z
"DU*U0VU Q z
$IBQUFS Q IS DIVISIBLE BY BUT NOT BY
&YUSB1SBDUJDF OR IS DIVISIBLE BY AND BUT NOT BY
OR IS DIVISIBLE BY AND BUT NOT
$IBQUFS Q ADD
BY COMPOSITE NEITHER
TO THE PREVIOUS NUMBER DIVIDE THE PREVIOUS
NUMBER BY n %STIMATES MAY VARY
]z ]z ]z ]z YES

NO ]z NO ]z ]z ]z ]z

YEARS OLD
]z ]z ]z ]z ]z ]z ]z ]z ]z

$IBQUFS Q CM MILES KILOMETERS
IN IN KM KM ]z ]z ]z ]z ]z ]z ]z

]
z

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]z ]z ]z ]z ]z ]z ]z

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]z ]z ]z ]z ]z ]z ]z $IBQUFS Q z z

H MIN H MIN SEC H MIN
H MIN H MIN H MIN
H MIN 1UADRANT ) Y 1

$IBQUFS Q ]z

]z ]z ]z ]z ]z ]z

/ X
]z ]z NO 3AMPLE ANSWER 5SE

MULTIPLICATION TO FIND THE TOTAL AMOUNT OF FABRIC NEEDED 1UADRANT )) 3 Y

POUNDS OUNCES ]z

LB LB YD FT
$IBQUFS Q / X
VISITORS WORDS

CM ]z ]z $ % & $ Y
HOUR PAGE

]z FT BY FT ]z ]z %

]z ]z
!

&

4&-&$5&%"/48&34

=k =k "$ z
$IBQUFS Q 3AMPLE ANSWER "#z AND "&z ]
"

j=k j=k
AND ]
"! z %$z AND $&z '!%$ RIGHT OBTUSE
/ X
#
ACUTE STRAIGHT !LL 3OME
REFLECTION TRANSLATION
TRIANGLE NO HEXAGON NO ]
89 zAND ]
$% z]
9: z
$IBQUFS Q N N N
AND ]
%& z]
:8 zAND ]
&$z8 AND $ 9 AND % : AND & Y
]z

YES YES

)NPUT X /UTPUT Y

$IBQUFS Q FT MM CM

CM]z IS A MULTIPLE OF IN ]z IS A

MULTIPLE OF CM FT CM
3PRING &UNDRAISER 6OLUNTEERS

)NPUT X /UTPUT Y
4ICKETS

3NACKS

"OOTHS

C P
CM
CM
CM
CM

CM IN
4FMFDUFE"OTXFST 4"
X
Y ]z Y
Q
G ]z

1UARTS Q 'ALLONS G
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]z

]z $IBQUFS Q ]z 9OU DO NOT CHOOSE A

MULTIPLE OF ]z

]z

Y
)NPUT X /UTPUT Y

+EY U|

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LINE GRAPH )T SHOWS CHANGE OVER TIME
Y
)NPUT X /UTPUT Y

]z
/ X

]z

4" 4FMFDUFE"OTXFST

Littell Math Course 1

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Littell Math Course 1

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McDougal Littell

Copyright © 2007 McDougal Littell, a division of Houghton Mifflin Company.

All rights reserved.

Warning: No part of this work may be reproduced or transmitted in any form or

Internet Web Site: http://www.mcdougallittell.com

Laurie Boswell is a mathematics teacher at The Riverside School

Timothy D. Kanold is the superintendent of Adlai E. Stevenson

Lee Stiff is a professor of mathematics education in the College

Wendy y Loeb Tom Scott

Linda Dodd Cas Kyle Dan Schoenemann

Judith Cody Kay Neuse Wonda Webb

Deborah Kebe Melissa McCarty

Beth Bryan Kristen Dailey James Richardson

Jenniferr Clark Shannon Galamore Dianne Walker

Lois Cole Tricia

Geometry and Measurement

Data Analysis and Probability

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