Prealgebra 5Th Edition Lial Solutions Manual Full Chapter PDF

Prealgebra 5th Edition Lial Solutions
Manual
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6.1 Ratios 249
CHAPTER 6 RATIO, Rewrite as two whole numbers.

 •  
PROPORTION, AND  • 


LINE/ANGLE/ Write in lowest terms.
TRIANGLE    

RELATIONSHIPS    
4. (a)   to 
6.1 Ratios
  
     
6.1 Margin Exercises  
   • 
 
    
1. (a) $ spent on fresh fruit to $ spent on milk (b)   pounds to   pounds
Spent on fruit    
  
   
 
Spent on milk    
   • 
  

     
(b) $ spent on milk to $ spent on meat  
Spent on milk   (c)   inches to 

inch
Spent on meat     

  
(c) $ spent on meat to $ spent on milk  
 
Spent on meat       
 •  
Spent on milk      •  
     • 
 
 
2. (a)  hours to  hours
5. (a)  inches to  feet
 hours
    Change  feet to inches.
  
 hours
     
 feet   •  inches   inches
(b)  meters to  meters
 in.  in.
   
 meters
         
    ft  in.
     
 meters
      (b)  days to  hours
(c) width to length or  feet to  feet  days   •  hours   hours
width  feet
       days  hours     
       
length  feet
       hours  hours   
3. (a) The increase in price is (c)  yards to  feet
 yards   •  feet   feet
$  $  $.
 yards  feet     
The ratio of increase in price to original price is    
 feet  feet     
 (d)  quarts to  gallons
.
  gallons   •    quarts
Rewrite as two whole numbers.  quarts  quarts   
   
      gallons  quarts     
 
     (e)  minutes to  hours
Write in lowest terms.  hours   •  minutes   minutes
     minutes  minutes
 
     hours  minutes
(b) The decrease in hours is     
  
    
 hours   hours   hours. (f)  pounds to  ounces
The ratio of decrease in hours to the original  pounds   •  ounces   ounces
number of hours is
 pounds  ounces     
    
.  ounces  ounces     

Copyright © 2014 Pearson Education, Inc.
250 Chapter 6 Ratio, Proportion, and Line/Angle/Triangle Relationships
6.1 Section Exercises 14.   to  

1. Answers will vary. One possibility is: A ratio 
  
  
  
compares two quantities with the same units.  
   • 
Examples will vary.   

  
  

2. If both quantities in a ratio have the same units, 15. When writing ratios with ounces and pounds, it is
then you can divide out the common (same) units. easier to use ounces because the conversion is
3. To rewrite the ratio  in lowest terms, divide both easier to work with. That is,  pound   ounces
 
is easier to work with than  ounce   pound.
the numerator and the denominator by . The
ratio in lowest terms is 16. When writing ratios with days and hours, it is
     easier to use hours because the conversion is easier
  . to work with. That is,  day   hours is easier
     
to work with than  hour   day.
4. To rewrite the ratio 

in lowest terms, divide both
the numerator and the denominator by . The ratio 17.  feet to  inches
in lowest terms is  feet   •  inches   inches
      feet  inches     
  .    
      inches  inches     
 days 
5.  days to  days:  (Do not write the ratio as   .)
 days 
18.  feet to  yards
$ 
6. $ to $: 
$   yards   •    feet
7. $ to $  feet  feet   
   
$       yards  feet     
  
$      19.  minutes to  hour
8. ¢ to ¢  hour   minutes
¢       minutes  minutes   
      
¢     hour  minutes     
9.  minutes to  minutes 20.  pounds to  ounces
 minutes       pounds   •    ounces
  
 minutes     
 pounds  ounces     
10.  pounds to  pounds    
 ounces  ounces   
 pounds    21.  gallons to  quarts
  
 pounds     
 gallons   •  quarts   quarts
11. $ to $
 gallons  quarts     
$   •      
    quarts  quarts   
$   •  
    22.  cups to  pints
 
     pints   •  cups   cups
12. $ to $  cups  cups   
   
$   •    pints  cups   
  
$   •   23. Thanksgiving cards to graduation cards
 
   million     
    
 million     
13.   to  
24. Halloween cards to Mother's Day cards

  
       million     
    •    
  
      million     


6.1 Ratios 251
25. Valentine's Day cards to Halloween cards  

  
  
 million         • 
      
  
 million       
26. Mother's Day cards to Father's Day cards The ratio of the length of the longest side to the
 million      length of the shortest side is  .
  
 million      33. The increase in price is

27. To get a ratio of  , we can start with the smallest $  $  $.
value in the table and see if there is a value that is
three times the smallest.      and  increase $ 
 
million is not in the table.     , so there original $ 
are at least  pairs of songs that give a ratio of  :  •  
 
White Christmas to It's Now or Never and White  •  
Christmas to I Will Always Love You.    
 
    , so there is another pair: Candle in    
the Wind to I Want to Hold Your Hand. The ratio of the increase in price to the original
    , which is greater than the largest price is  .
value in the table, so we do not need to look for
any more pairs. 34. The decrease in price is
28. To get a ratio of  , start with the largest value in $  $  $.
the table, multiply by  , and see if the resulting decrease $ 
value is in the table.     , which is in the  
original $ 
table, so White Christmas to Candle in the Wind  •  
gives a ratio of  .      (not in table).  
 •  
     
 (not in table).     , so It's
   
 
Now or Never to I Want to Hold Your Hand and    
I Will Always Love You to I Want to Hold Your The ratio of the decrease in price to the original
Hand give a ratio of  .      
     
price is  .
(the smallest value in the table), so we do not need
to look for any more pairs. 35.   days to   weeks
longest side  meters  
29.    
  
shortest side  meters   days    •  weeks
 •          
    
 •    
  days 
weeks 
The ratio of the length of the longest side to the  
 
length of the shortest side is  .   weeks   weeks 



longest side  inch      
30.      • 
shortest side  inch      
 •    
  
 •    The ratio of the first movie's filming time to the
The ratio of the length of the longest side to the second movie's filming time is   .
length of the shortest side is  .
36.   feet to   inches
longest side   inches   
31.      
shortest side   inches     feet  •  inches   inches
  

       feet  inches 

   •    
       inches   inches 

 
The ratio of the length of the longest side to the   
  
   • 
length of the shortest side is 
 .
     

longest side   feet 6 
The ratio of the percheron's height to its prehistoric
32.      
shortest side   feet  
ancestor's height is 
  .
6.2 Rates The unit cost is $ per quart.
6.2 Margin Exercises The lowest cost per quart is $, so the best
buy is  quarts for $.
1. (a) $ for  packets
(b) Size Cost per Unit
To write the rate in lowest terms, divide both
$
numerator and denominator by .  cans  $can
 cans
$   $
 $
 packets    packets  cans  $can
 cans
(b)  miles in  hours $
 cans  $can
 miles    miles  cans

 hours    hour The lowest price per can is about $, so the
(c)  teachers for  students best buy is  cans of cola for $.
 teachers    teachers 4. (a) One battery that lasts twice as long is like

 students    students getting two batteries.
(d)  bushels from  acres $  
 $/battery. 
 bushels    bushels  batteries  

 acres    acres The cost of the four-pack is
2. (a) $ for  pounds of cheese $  
 $/battery.
$   $  batteries  

 pounds    pound The best buy is the single AA-size battery.
The unit rate is $/pound. (b) Brand C: $  $  $
(b)  miles on  gallons of gas $  
 $/ounce 
 miles    miles  ounces  

 gallons    gallon Brand D: $  $  $
The unit rate is  miles/gallon. $  
 $/ounce
 ounces  
(c) $ in  days
Brand C with the ¢ coupon is the best buy at
$   $ $ per ounce (rounded).

 days    day
6.2 Section Exercises
The unit rate is $/day.
1.  feet in  seconds
(d) -pound turkey for  people
 feet    feet
 pounds    pounds 
  seconds    seconds
 people    person
2.  miles in  hours
The unit rate is  pounds/person.
 miles    miles
3. (a) Divide to find each unit cost. 
 hours    hours
Size Cost per Unit 3.  letters in  minutes
cost $  letters    letters
 quarts per

quart
 quarts  minutes    minute
The unit cost is $ per quart. Similarly, 4.  pills for  people
$  pills    pills
 quarts  $qt 
 quarts  people    person
The unit cost is $ per quart. 5.  miles on  gallons
$  miles  4  miles
 quarts  $qt 
 quarts 4 gallons    gallon
6.2 Rates 253
6.  miles on  gallons Miles per gallon:

 miles    miles  miles  
    
 gallons    gallons  gallons  
7. To find a unit rate, you divide. The correct set-up 17. Miles traveled:
to find the unit rate of $ for  boxes is ,  ,  
$
, or, equivalently,      Miles per gallon:
 boxes
 miles  
8.  rooms for  nurses    
 gallons  
 rooms    rooms
 18. Miles traveled:
 nurses    nurse
The unit rate is  rooms per  nurse. ,  ,  
Miles per gallon:
9. $ in  hours
 miles  
$   $    
  gallons  
 hours    hour
The unit rate is $ per hour or $hour. 19. Size Cost per Unit
$
10. $ in  days  ounces  $
 ounces
$   $ $
  ounces  $ 
 days    day  ounces
The unit rate is $ per day or $day. The best buy is  ounces for $, about
11.  pounds for  people $ounce.
 pounds    pounds 20. Size Cost per Unit


 people    person $
 ounces  $ 
The unit rate is  poundsperson.  ounces
$
12.  bushels from  trees  ounces  $
 ounces
 bushels    bushels The best buy is  ounces for $, about

 trees    tree $ounce.
The unit rate is  bushelstree. 21. Size Cost per Unit
13. $ for  days $
 ounces  $
$   $  ounces

 days    day $
 ounces  $ 
The unit rate is $day.  ounces
$
14. $ for  hours  ounces  $
 ounces
$   $ The best buy is  ounces for $, about

 hours    hour $ounce.
The unit rate is $hour. 22. Size Cost per Unit
15. Miles traveled: $
 cans  $
,  ,    cans
$
Miles per gallon:  cans  $
 cans
 miles   $
     cans  $ 
 gallons    cans
16. Miles traveled: The best buy is  cans for $, about
,  ,   $can.
23. Size Cost per Unit 31. (a) Add the connection fee and five times the cost
$ per minute.
 ounces  $
 ounces Penny Saver:
$ $  $  $  $  $
 ounces  $ 
 ounces Most Minutes: $  $ 
$ $  $  $  $
 ounces  $
 ounces
USA Card:
$ $  $  $
 ounces  $
 ounces
(b) Divide the total cost for each card by five
The best buy is  ounces for $, about minutes.
$ounce.
$  
24. Size Cost per Unit Penny Saver:  $/minute
 minutes  
$ $  
 ounces  $ Most Minutes:  $/minute
 ounces  minutes  
$ $  
 ounces  $ USA Card:  $/minute
 ounces  minutes  
$
 ounces  $  USA Card is the best buy.
 ounces
$ 32. (a) Add the connection fee and ninety times the
 ounces  $ cost per minute.
 ounces
The best buy is  ounces for $, about Penny Saver:
$ounce. $  $  $  $  $
25. Answers will vary. For example, you might Most Minutes: $  $ 
choose Brand B because you like more chicken, so $  $  $
the cost per chicken chunk may actually be the
USA Card:
same as or less than Brand A.
$  $  $  $  $
26. Answers will vary. For example, if you use only
(b) Divide the total cost for each card by thirty
half of the larger bag, you really pay $ per
minutes.
pound, so the smaller bag is the best buy.
$  
27.  pounds in  weeks Penny Saver:  $/minute
 minutes  
 pounds    pounds
 Most Minutes:
 weeks    week $  
 $/minute
Her rate of loss was  poundsweek.  minutes  
28.  pounds for  people $  
USA Card:  $/minute
 pounds    pound  minutes  

 people    person Most Minutes is the best buy.
The rate is  poundperson. 33. Add the connection fee and thirty times the cost
per minute.
29.  hours to earn $
Penny Saver:
$   $
 $  $  $  $  $
 hours    hour
$  
His pay rate is $hour.  $/minute
 minutes  
30.  gallons cost $
Most Minutes: $  $ 
$   $ $  $  $

 gallons    gallon
$  
 $/minute
The cost is $gallon.  minutes  
6.3 Proportions 255
USA Card: $   $

38. Brand K: 
$  $  $  $  $  boxes   box
$   $  $ coupon  $
 $/minute
 minutes   $
 $ per tissue 
For the -minute call, all three unit rates are very  tissues
similar. Brand S: $  $ coupon  $
34. (a) Since a -second call would get charged for a $
 $ per tissue
full minute, add the connection fee and the cost for  tissues
one minute. The best buy is Brand K with a ¢ coupon.
Penny Saver: $  $  $ Relating Concepts (Exercises 39–43)
Most Minutes: $  $  $ $
39. Plan A:  $minute
USA Card: $  $  $  anytime minutes
$
Plan B:  $minute
(b) Subtract the cost for USA Card from the cost  anytime minutes
for Most Minutes.
Plan B is the better buy.
$ 40. Divide the number of "anytime minutes" by the
  number of days in a month.
$  anytime minutes
(a) Plan A:   min/day
You would save $, but if the costs were  days
rounded to the nearest cent, you would save $.  anytime minutes
(b) Plan B:   min/day
 days
35. One battery for $ is like getting  batteries for
$    $ per battery. 41.  extra minutes per day times  days gives us 
extra minutes.  extra minutes times ¢ per
An eight-pack of AAA batteries for $ is extra minute gives us   $  $ in overage
$    $ per battery. charges.
The best buy is the one battery package. Total charge $  $

36.  fluid ounces Total minutes   
$
 •    fluid ounces   $/min
 min
$ $ 42.  extra minutes per day times  days gives us 
  extra minutes.  extra minutes times ¢ per
 fluid ounces fluid ounce
extra minute gives us   $  $ in overage
 fluid ounces
charges.
$ $ Total charge $  $
 
 fluid ounces fluid ounce Total minutes   
The best buy is the  fluid ounce size. $
  $/min
 min
37. Brand G: $  $ coupon  $
43. Use $ as the total charge.
$
 $ per ounce $
 ounces From Exercise 41:  $/min
 min
Brand K: $, no coupon
$
$ From Exercise 42:  $/min
 $ per ounce  min
 ounces
6.3 Proportions
Brand P: $  $ coupon  $
6.3 Margin Exercises
$
 $ per ounce  1. (a) $ is to  cans as $ is to  cans.
 ounces
Brand P with the ¢ coupon has the lowest cost $ $

per ounce and is the best buy.  cans  cans
(b)  meters is to  meters as  meters is to  

(d) 
 meters
  
 
  
m   m
   Common units Cross products:
 , so 
 m  m
   cancel
The cross products are unequal, so the proportion
(c)  is to  as  is to .
is false.
   
 (e) 
   
(d)  is to  as  is to .
  
  
Cross products:
 

  The cross products are equal, so the proportion is
  true.
2. (a) 
    
      (f)  
 and   
       
   
Both ratios are equivalent to  , so the proportion is Cross products:  •   • 
   
true. 
   
   •  • 
(b)    
 
  
      The cross products are equal, so the proportion is
  and
      true.
Because  is not equivalent to  , the proportion is  
4. (a) 
false.  
Show that cross
   •    • 
(c)  products are equal.
   
         •   •  Divide both
 and  
          sides by 2.
 
Both ratios are equivalent to  , so the proportion is 
true. We will check our answers by showing that the
  cross products are equal.
(d) 
  Check  •      • 
         
 and  (b) 
         
 Show that cross
Because is not equivalent to  , the proportion  •    • 

products are equal.
is false.
  
 
 •  
 Divide both
  
  
3. (a)  Cross products:  
 sides by 6.
   
The cross products are equal, so the proportion is   
true. Check  •      • 
    
  
 
(b)  Cross products: (c) 
   
Show that cross
The cross products are unequal, so the proportion  •    • 
products are equal.
is false.
  
 

 •   •
 Divide both
  
  
(c)  Cross products: 
 
 sides by 21.
 
 
The cross products are equal, so the proportion is   
true. Check  •      • 
6.3 Proportions 257
   
(d)  (d) 
   
Show that cross Show that cross
•  •  •    • 
products are equal. products are equal.
 
 •   Divide both  •
  Divide both
 
  sides by 5. 
  sides by 2.2.
 

   (rounded to the
   
 nearest hundredth)
Check        • 
Check      • 

 
(e) 
   
Show that cross (e) 
 •    •   
products are equal. Show that cross
  •   
 •
  •  Divide both products are equal.
 

  sides by 11.  •
    Divide both
   
 (rounded to the 
    sides by 1.2.

  
 nearest hundredth)
  
Check  •      • 

Check     
  
5. (a)   
  (f)  Since   ,  must equal .
 Show that cross  
•   • Note: The denominator  could be any number
 products are equal.
 (except ).
 
•  • 6.3 Section Exercises
 
 1. $ is to  cans as $ is to  cans.
 
 •  
 Divide both $ $
 
  sides by 2.  cans  cans
 
2.  people is to  cars as  people is to  cars.
  
Check   •      •   people  people

 cars  cars
 
(b)   3.  adults is to  children as  adults is to 
 
 Show that cross children.
•  •  adults  adults
 products are equal. 
   children  children
 •    • 4.  trees is to  acre as  trees is to  acres.

  trees  trees
  
 •   •  Divide both  acre  acres

  sides by 5. 5.  feet is to  feet as  feet is to  feet.
 
  
 The common units (feet) cancel.
Check  •      •    
  6. $ is to $ as $ is to $.
(c) 
   
 The common units ($) cancel.
Show that cross  
 •    • 
products are equal.  
 
7. 
 

 •  
  Divide both
   

 
 sides by 0.3.  and
      

   Both ratios are equivalent to  , so the proportion is
Check      true.
     •   
8.  17.  Cross products:
     •   
   The cross products are unequal, so the proportion
and 
     is false.
Both ratios are equivalent to  , so the proportion is    •   
18.  Cross products:
true.    •   
The cross products are equal, so the proportion is
 
9.  true.
 
   •   
     19.  Cross products:
and     •   
    
Both ratios are equivalent to  , so the proportion is is false.
true.    •   
     •   
10. 
  The cross products are equal, so the proportion is
  true.
and    •   
  21.  Cross products:
      
Because  is not equivalent to  , the proportion is
false.
true.
     •   
11.  22.  Cross products:
      
        The cross products are equal, so the proportion is
 and 
        true.
Because 
is not equivalent to  , the proportion is  
 23.   Cross products:
false.  
  
12.    
  
   •   •   
     
        
 and  
          

   •   •  
Because  is not equivalent to , the proportion is   

false.
13. Answers may vary. One example: A proportion is false.
states that two ratios (or rates) are equal. The 
  
multiplications on the proportion should show that 24.  Cross products:
  
 •    and  •   .
    
14. Answers may vary. One possibility: If the cross  •  •   
    
products are equal, the proportion is true. If the     
cross products are not equal, the proportion is  •  •   
    
false. The cross products are unequal, so the proportion
   •    is false.
15.  Cross products:  
   •    25.  
 

true.    
Cross products:  •   •  
   •      

16.  Cross products: 
   •     •   
The cross products are equal, so the proportion is The cross products are equal, so the proportion is
true. true.
6.3 Proportions 259
  31. It is a good idea to first reduce any fractions. We

26.  
  will do this when possible, and work with the
reduced fraction.
 •   
    
Cross products:  
   OR 
 •   •      
  
 Since the numerators are equal, the denominators
The cross products are equal, so the proportion is must be equal, so   .
true.
   
27. (Answers may vary: proportion may also be set up 32.  OR 
   
with "at bats" in both numerators and "hits" in both
denominators. Cross product will be the same.) Since the numerators are equal, the denominators
must be equal, so   .
Joe Mauer Joey Votto
 hits  hits    
 33.  OR 
 at bats  at bats    
 •   , Show that cross
Cross products:  •    • 
 •   , products are equal.
  
true. Paula is correct; the two men hit equally Check  •      • 
well.
   
28. The left-hand ratio compares hours to cartons, but 34.  OR 
   
the right-hand ratio compares cartons to hours. Show that cross
The correct proportion is shown. •  •
products are equal.
 hours  hours  
  •  •  Divide both
 cartons  cartons 
  sides by 4.
 •     
Cross products: 
 •   
The cross products are unequal, so the proportion Check  •      • 
is false. The men do not work equally fast.
 
  35. 
29.   
  Show that cross
Show that cross  •    • 
 •    •  products are equal.
products are equal.
  
 •    •
 
 • 
 Divide both
 
 •   Divide both 
 
 sides by 18.
  
  sides by 3. 
   

We will check our answers by showing that the Check  •      • 
cross products are equal.
   
Check  •      •  36.  OR 
   
Show that cross
30. It is a good idea to first reduce any fractions. We  •    • 
will do this when possible, and work with the products are equal.
 
reduced fraction.  •  
 •  Divide both

      sides by 7.
 OR   
   
  
Since the denominators are equal, the numerators
must be equal, so   . Check  •      • 
     
37.  OR  42. 
     
 •    •   •    • 
  
•
 
 Divide both 
 •   Divide both
 
 
 sides by 5. 
  sides by 147.
  
 


Check  •      •    (rounded)

Check 
•      • 
   
38.  OR   
    43. 
Show that cross  
•  • Show that cross
products are equal.  •    
   products are equal.


 •   Divide both
Check  •      •  

  sides by 0.7.

      
39.  OR 
    Check     
Show that cross
•  •  
products are equal. 44. 
   
 •   •  Divide both Show that cross
  •   
 
 sides by 4. products are equal.
  
    •   Divide both

  sides by 6.
Check  •      •  
  
  Check     
40. 
 
 
Show that cross 45. 
 •    •   
products are equal.
Show that cross
   •   
 •   • 
 Divide both products are equal.
 
 
 sides by 5.
  
 •   Divide both

     sides by 24.8.

  (rounded)
Check  •      • 
Check      • 

   
41.  OR   
    46. 
Show that cross  
 •    •  Show that cross
products are equal.  •    • 
products are equal.

 •   Divide both 
 
 •   Divide both
  sides by 9. 
   sides by 4.75.
 
 
 
  (rounded) 
  (rounded)

Check  • 
     • 
Check  •      • 

6.3 Proportions 261
  51. Change 
to a decimal by dividing:     
47.  

  

 Show that cross 

 •    •   
 products are equal.
  

   
 •   •
   •   

  •   

 •   Divide both 


  sides by 15. •  
 
 
 
  
  
48.   Now change  to a fraction and write it in lowest


terms.
  Show that cross
•  •
 
  products are equal.   
     
  

•  • 


   
  
 
  
 •  •
 


   
49.   • 
   

   Show that cross •  
 •   •  
   products are equal.  
 
   
•  •   
 
     • 
  
  

 
• 
  52. Change to decimals:
 
 • Divide both 

  


 
sides by 3/2.  
   
   
   
   •   
    
   •   
 
 •  
   
  
50.  
    
   Show that cross Change to fractions:
•   •
   products are equal.  
  
 
   

•  •
     
 •  •
  
 
 •   Divide both 
•  
 
 




sides by 3/14.  
 
 
         
 
   •     • 
        
  
 
  Replace  with .

53.  
  
 
Change to decimals: 
 
  •  •

   
 •       , so
 
 •     
  is a true proportion.
   
  
Change to fractions: Replace  with .

   
  
    
    •    • 
 •  • 
     , so
  •  


  
     is a true proportion.
 
 
    
   •  Replace  with .
  
  
   
54. Change to decimals: 
 
    •    • 
   
      , so
   
  
   is a true proportion.
 •     
 •   Replace  with .

 
    

Change to fractions:  
 •    • 
   
    , so
   
    
 is a true proportion.
    
  
    
 •   • 56.   Find the cross products.
    

 
   •   
 •  •
     •   

 
  • The cross products are unequal, so the proportion
 

    is not true.
 
  
 
   Replace  with .
   •  
  
 
  
   

Relating Concepts (Exercises 55–56)  
   •    • 
55.   Find the cross products. 
  •
 
 •       , so

 
 •    
 
The cross products are unequal, so the proportion  is a true proportion.
is not true.  
Summary Exercises Ratios, Rates, and Proportions 263
Replace  with . 5. (i)  million violin players to  million piano

  players
  million  
   
 •    •   million    
 (ii)  million violin players to  million guitar
•
 
   , so players

 
  million  
   
 is a true proportion.  million    
 
(iii)  million violin players to  million organ
Replace  with . players
   million  
  
   million  
 •    • 
 
(iv)  million violin players to  million clarinet
 •   players
   , so
   million  
  
  million  
  (v)  million violin players to  million drum
  players
Replace  with .  million 

   million 

  6. (a) To get a ratio of  , we can start with the
 •    •  smallest value in the table and see if there is a
 value that is five times the smallest.     
• and  million is not in the table.      (not
  , so
 in table).     , which is in the table, so

  guitar to clarinet gives a ratio of  .
  (b) As in part (a), but with a ratio of  , we have
     (in table), and      (in table). So
Summary Exercises clarinet to violin and organ to drums both give a
Ratios, Rates, and Proportions ratio of  .
1.  million websites in Japan to  million websites  points    points
in Germany 7. 
 minutes    minutes
 million         pointsminute
 
 million      minutes    minutes

2.  million websites in Brazil to  million  points    points
websites in Italy     minutepoint
 million      points    points
  8. 
 million      minutes    minutes
  pointsminute
3. combined number of websites in Italy and
Germany ( million   million   million)  minutes    minutes

to  million websites in Japan  points    points
  minutepoint
 million    
  $ $  
 million     9.   $hour
 hours    hours
4.  million websites in USA to combined number
of websites in Japan, Germany, Italy, and Brazil Her regular hourly pay rate is $hour.
(         million) $ $  
  $hour
 million      hours    hours
 
 million     Her overtime hourly pay rate is $hour.
$ $     

10.  15.
 channels    channels  
 
 $channel    
 •   • 
$ $      
 Cross products: 
 channels    channels    
 $channel  •   •
 

  
$ $   
 The cross products are equal, so the proportion is
 channels    channels true.
 $channel
   
16.  OR 
11. Size Cost per Unit    
Show that cross
$ •  •
 ounces  $ products are equal.
 ounces   
$ Check  •      • 
 ounces  $ 
 ounces  
17. 
$  
 ounces  $ Show that cross
 ounces  •    • 
products are equal.
The best buy is  ounces for $, about $  
per ounce. 
 •  • Divide both


  sides by 15.
12. Brand N: $  $ coupon  $  

$   
 $ per pound 
 pounds
Check      • 
Brand P: $  $ coupon  $    
18.  OR 
   
$ Show that cross
 $ per pound   •    • 
 pounds products are equal.
Brand R: $, no coupon  
 •   • 
 Divide both

$   sides by 6.
 $ per pound  
 pounds
  
Brand P with the $ coupon is the best buy at Check  •      • 
$ per pound.  
19. 
   
13.  Show that cross
   •    • 
products are equal.
        
 and  
 •   Divide both
        

  sides by 11.
Both ratios are equivalent to  , so the proportion is 
true.    (rounded)
Check  •      • 
Note: We could also use the method of finding 
 
cross products and show that both cross products 20. 
equal .  
Show that cross
   •    • 
14.  products are equal.
  

 •   Divide both
   
Cross products: 
  sides by 55.
   
   (rounded)
Check  •      • 
is false.
6.4 Problem Solving with Proportions 265
  6.4 Problem Solving with Proportions

21. 
 
Show that cross 6.4 Margin Exercises
 •   
products are equal.  pounds  pounds
 1. (a) 
 •
  Divide both  square feet  square feet


  sides by 13. Show that cross
  •    • 
products are equal.
  
 •   Divide both

Check        sides by 50.

 pounds of fertilizer are needed for  square
  feet.
22. 
   inch  inches
Show that cross (b) 
 •     miles  miles
products are equal.
Show that cross
  •   
 •
  Divide both products are equal.


  sides by 1.8.    miles

     (rounded) The lake's actual length is about  miles.
 milliliters  milliliters
Check      (c) 
 pounds  pounds
Show that cross
 •    • 

products are equal.
  •   Divide both
23.  

   sides by 100.
 Show that cross
 •   •     milliliters
 products are equal.
 A -pound child should be given about 
 •   Divide both milliliters of cough syrup.

  sides by 8.
 (lose weight)  people  (lose weight)
2. (a) 
 (surveyed)  people  people (in group)
 Show that cross
Check  
   •  •    • 
products are equal.
•  Divide both

  sides by 3.
  
   
24. 
  
In a group of ,  people want to lose weight.
   Show that cross This is a reasonable answer because it's more than
 •   •
   products are equal. half the people, but less than all the people.
 
 
  Incorrect setup
•  • 
    surveyed 
  
  want to lose  total


 •  Divide both  •    • 
  • 
 sides by 20/3.
  
  
   
   
   •
   
 The incorrect setup gives an answer of  people,
 which is unreasonable since there are only 
people in the group.
Check   •       • 

 FA students   newspapers  newspapers

(b)  5. 
 students  students $ 
Show that cross  •    • 
 •    •   •  
products are equal. 
• , Divide both  
   
  sides by 5.
   The cost of  newspapers is $.
At Central Community College  students  guitar lessons  guitar lessons
6. 
receive financial aid. This is a reasonable answer $ 
because it's more than half the people, but less than  •    • 
all the people.  •  

 
Incorrect setup   
 students 
 It will cost $ for  guitar lessons.
 FA students  students
 •    •   pounds 
7. 
• ,  square feet  square feet
  •    • 
 
    •  ,

 
The incorrect setup gives an answer of    
students, which is unreasonable since there are
only  students at the college.  pounds are needed to cover  square feet.
6.4 Section Exercises $ 

8. 
 days  days
 potatoes  potatoes
1.   •   
 eggs  eggs  •  ,

 serving  servings  
2.    ,
 chips  chips
3. Here's one set-up: In  days, Anna earns $,.
 cartoon strips  cartoon strips $ 
 9. 
 hours  hours  days  days
Here's another set-up and solution:  •   
• 
 hours  hours 
  
 cartoon strips  cartoon strips   
 
 In  days Tom makes $.
 
 •    •   ounces medicine 
10. 
 •     ounces water  ounces water
  •    • 
 •   • 
 
   
   
  
You would mix  ounces of medicine with 
It will take  hours to sketch  cartoon strips. ounces of water.
 songs  songs  ounces 
4.  11. 
 hours  hours  servings  servings
 •    •   •    • 
•  • 
 
   
   
    
It will take The Cosmic Toads  hours to record 
 songs. You need about  ounces for  servings.
 ounces  17. The length of the dining area is the same as the
12. 
 servings  servings length of the kitchen, which is  feet by Exercise
 •    •  15.
• 
 Find the width of the dining area. It is
 
        inches   inches on the floor plan.
About  ounces are needed for  servings.  inch  inches
 quarts  
13.   feet 
 square feet    square feet •  •
  

 
 •    •  The dining area is  feet wide.
 •  
 18. First find the length of the floor plan.
 

 inch    inches
You will need  quarts. 
 feet 
 gallon   •   
14. 
 square feet  •  square feet   
 
 Then find the width.
 
 •    •   inch  inches
 •   
  feet 
   •   

     

You need about  gallons to apply three coats of The length is  feet and the width is  feet.
finish to  square feet.
15. First find the length. 19. Set up and solve a proportion with pieces of
chicken and number of guests.
 inch  inches

 feet   pieces 
 •    
 guests  guests
    •    • 
The kitchen is  feet long.  •   • 

Then find the width.  
 • 
 inch  inches    pieces of chicken
 
 feet  feet
 •    For the other food items, the proportions are
   similar, so we simply replace "" in the last step
The kitchen is  feet wide. with the appropriate value.
16. First find the length of the family room.  • 

  pounds of lasagna
 inch  inches 

 feet   • 
 •      pounds of deli meats

  

Then find the width.  •   
   pounds of cheese
 inch  inches   

 feet   dozen • 
•  •   dozen (about  buns

  
 • 
The family room has a length of  feet and a   pounds of salad
width of  feet. 
20. As in Exercise 19, but replace "" with "."  people 

 prefer poached  customers
 • 
  pieces of chicken  •    • 

• 
 •  
  pounds of lasagna  
   
 •  The incorrect setup gives an answer of 
  pounds of deli meats
 people, which is unreasonable since there were

•    only  people in the restaurant.

  pounds of cheese  chooses vanilla  choose vanilla
   25. 
 dozen •   people  people
  dozen (about  buns  •    • 

• 
 •  
  pounds of salad  
     
21.  students is an unreasonable answer because You would expect about  people to choose
there are only  students in the class. vanilla ice cream. This is a reasonable answer.
22.  minutes is an unreasonable answer because it is Incorrect setup
less than the  minutes she gets in just one day.  people  choose vanilla

 refresher   chooses vanilla  people
23.   •    • 
 entering  entering
 •    •    
 •  , With an incorrect setup,  people choose vanilla

  ice cream. This is unreasonable because only 
   people attended the ice cream social.
 students will probably need a refresher  machines  machines
26. 
course. This is a reasonable answer because it's  defective 
more than half the students, but not all the  •    • 
students.  •  

 
Incorrect setup   
 entering  At this rate,  sewing machines have defects.

 refresher  entering This is a reasonable answer.
 •    •  Incorrect setup
• ,
  defective  machines
  
    machines 
 •    • 
The incorrect setup gives an estimate of    ,,
entering students, which is unreasonable since The incorrect setup gives an answer of ,,
there are only  entering students. sewing machines having defects, which is
 prefer poached  unreasonable since only  machines were
24.  shipped.
 people  customers
 •    •   stocks up  stocks up
27. 
 •    stocks down  stocks down
  
  
      
 •    • 
At this rate, about  customers at Soon-Won's • 
ordered poached eggs. This is a reasonable 
 
answer.   
Incorrect setup  stocks went up.
 pounds of water  m shadow  m shadow

28. 34. 
 pounds of body weight  m height  m height
 pounds of water  •    • 

 pounds of body weight  •  

 •    •   
 •     

  Later in the day the tree's shadow was about 
  
meters.
There are  pounds of water in a child who 35. You cannot solve this problem using a proportion
weighs  pounds. because the ratio of age to weight is not constant.
As Jim's age increases from  to  years old, his
 length  meters length
29.  weight may decrease, stay the same, or increase.
 width  meters width
 •    •  36. Answers will vary; Exercises 3–34 are all
•  examples of application problems.

 
37. First find the number of coffee drinkers.
    
 coffee drinkers 
The wing must be about  meters wide. 
 students , students
 students  students  •    • ,
30.  • ,
 teacher  
 •    •   
 •     ,

  The survey showed that , students drink
   coffee. Now find the number of coffee drinkers
who use cream.
They need about  teachers.
 uses cream 
 pounds  pounds 
31.   coffee drinkers , coffee drinkers
 calories   •   ,
 •    •  • ,
 •  , 
  
    
    
According to the survey,  students use cream.
A -pound person would burn about 
calories. 38. First find how many employees think exercise is a
good idea ("thinkers").
 pounds  pounds  thinkers 
32.  
 calories   employees  employees
 •    • 
 •    • 
 •  ,
  •  
  
      
  
A -pound person would burn about  Then find how many of these  employees
calories. actually exercise at least 3 times a week.
 meters  meters  actually exercises 
33.  
 meters   thinkers  thinkers
 •     •    • 
 •   • 
 
   
       
The height of the tree is about  meters. In this company,  employees exercise regularly.
39. First find the number of calories in a  -cup serving Relating Concepts (Exercises 41–42)
of bran cereal.
41. Use proportions.

cup 
cup   cups 

  Water: 
 calories   servings  servings
  
•    •  •    • 
  
 

•   
   •  •   • 

  
 
 •  
   
 
 
Then find the number of grams of fiber in a  -cup  
 
serving of bran cereal.
 Tbsp 
Margarine: 
cup  
cup  servings  servings

   •    • 
 grams of fiber 
   •  
•  •

   
 
 •    
   •

    cups 
  Milk: 
    servings  servings

 •    • 
A  -cup serving of bran cereal provides  
calories and  grams of fiber. 
 •   • 

 •  

 

40. First find the number of calories in a -cup serving 

of whole grain penne pasta.
 cups 
Potato flakes: 

cup  cup  servings  servings

  •    • 
 calories 
  •  
•    •  
  

 
 •  
 
    • Multiply the quantities by  (or divide by ), since
 
 
 6 servings is 12 of 12 servings.
  
  
  
Water:     •
Then find the number of grams of fiber in a -cup     
serving of whole grain penne pasta.  
 
 

cup   cup 
 Margarine: 
 grams of fiber  

•  •   

 Milk:    
   
   
 •     • 
    •   
 
 
 
 Potato flakes: 

A -cup serving of whole grain penne pasta For  servings, use   cups water,  Tbsp
provides  calories and  grams of fiber. margarine,  cup milk, and  cups potato flakes.
6.5 Geometry: Lines and Angles 271
42. Use proportions. (c) The figure goes on forever in both directions,
 
 
cups  so it is a line named WX or XW .
Water: 
 servings  servings (d) The figure has two endpoints, so it is a line
 segment named CD or DC.
 •    • 
 2. (a) The lines cross at E, so they are intersecting
 lines.
 •   • 

 •   (b) The lines never intersect (cross), so they
 appear to be parallel lines.
 
 (c) The lines never intersect (cross), so they

 appear to be parallel lines.
 Tbsp 
Margarine:  3. (a) The angle is named , CQD, or DQC.
 servings  servings  
 •    •  (b) Darken rays TW and TZ .
 •  

 

  cups 
Milk: 
 servings  servings

 •    • 
 (c) The angle can be named , R, MRN, and
 NRM.
 •   • 

 •   4. (a) Since there is a small square at the vertex, the
 angle measures exactly °, so it is a right angle.
 
 (b) The angle measures exactly °, so it is a

 straight angle.
 cups 
Potato flakes:  (c) The angle measures between ° and °, so
 servings  servings it is obtuse.
 •    • 
 •   (d) The angle measures between ° and °, so it
 is acute.
 
 5. The lines in (b) show perpendicular lines, because
Multiply the quantities in Exercise 41 by 3, since they intersect at right angles. The lines in (a) show
18 servings is 3 times 6 servings. intersecting lines. They cross, but not at right
angles.
    
Water:  •  •   6. COD and DOE are complementary angles
    
because °  °  °.
Margarine: •   RST and XPY are complementary angles
     because °  °  °.
Milk: •  •  
     7. (a) The complement of ° is °, because
Potato flakes: •   °  °  °.
For  servings, use   cups water,  Tbsp (b) The complement of ° is °, because
margarine,   cups milk, and  cups potato flakes. °  °  °.
8. CRF and BRF are supplementary angles
6.5 Geometry: Lines and Angles because °  °  °.
6.5 Margin Exercises CRE and ERB are supplementary angles
because °  °  °.
1. (a) The figure has two endpoints, so it is a line
segment named EF or FE. BRF and BRE are supplementary angles
because °  °  °.
(b) The figure starts at point S and goes on forever CRE and CRF are supplementary angles

in one direction, so it is a ray named SR . because °  °  °.
9. (a) The supplement of ° is °, because 14. (a)       , so each measures °.
°  °  °.  measures °  °  °.
(b) The supplement of ° is °, because       , so each measures °.
°  °  °.
10. BOC  AOD because they each measure °.
AOB  DOC because they each measure °.
11. SPB and MPD are vertical angles because they
do not share a common side and the angles are
formed by intersecting lines.
Similarly, BPD and SPM are vertical angles. (b)       , so each measures °.
Vertical angles are congruent (they measure the  measures °  °  °.
same number of degrees).
      , so each measures °.
12. (a) TOS
TOS is a right angle, so its measure is °.
(b) QOR
QOR and SOT are vertical angles, so they are
also congruent and have the same measure.
The measure of SOT is °, so the measure of
QOR is °.
(c) VOR
VOR and SOP are vertical angles, so they are 6.5 Section Exercises
also congruent and have the same measure. 1. Answer wording may vary slightly: a line is a row
The measure of SOP is °, so the measure of of points continuing in both directions forever; the
VOR is °. drawing should have arrows on both ends. A line
(d) POQ segment is a piece of a line; the drawing should
POQ and SOP are complementary angles, so have an endpoint (dot) on each end. A ray has one
the sum of their angle measures is °. Since the endpoint and goes on forever in one direction; the
degree measure of SOP is °, the measure of drawing should have one endpoint (dot) and an
POQ equals °  °  °. arrowhead on the other end.
(e) TOV 2. Answer wording may vary slightly: an acute angle
TOV and POQ are vertical angles, so they are measures less than °; a right angle measures
congruent. The measure of POQ is ° (from exactly ° and forms a "square corner"; an obtuse
part d), so the measure of TOV is °. angle measures more than ° but less than °; a
straight angle measures exactly ° and forms a
straight line. Drawings of an acute and obtuse
angle may vary.
 
3. This is a line named CD or DC . A line is a
straight row of points that goes on forever in both
directions.

13. (a) There are four pairs of corresponding angles: 4. This is a ray named AB . A ray is a part of a line
that has only one endpoint and goes on forever in
 and ,  and , one direction.
 and ,  and  5. The figure is a piece of a line that has two
There are two pairs of alternate interior angles: endpoints, so it is a line segment named GF or
 and ,  and  FG.
(b) There are four pairs of corresponding angles: 6. The figure is a piece of a line that has two
endpoints, so it is a line segment named EF or
 and ,  and , FE.
 and ,  and  
7. This is a ray named PQ . A ray is a part of a line
There are two pairs of alternate interior angles: that has only one endpoint and goes on forever in
 and ,  and  one direction.
6.5 Geometry: Lines and Angles 273
  27. The pairs of supplementary angles are:
8. This is a line named ST or TS . A line is a
straight row of points that goes on forever in both HNE and ENF because °  °  °;
directions. ACB and KOL because °  °  °
9. The lines are perpendicular because they intersect 28. The pairs of supplementary angles are:
at right angles. AQB and AQD because °  °  °;
BQC and CQD because °  °  °;
10. The lines intersect so they are not parallel. At their AQB and BQC because °  °  °;
intersection they do not form a right angle so they CQD and AQ because °  °  °.
are not perpendicular. The lines are intersecting.
29. The complement of ° is °, because
11. These lines appear to be parallel lines. Parallel °  °  °.
lines are lines in the same plane that never intersect
30. The complement of ° is °, because
(cross).
°  °  °.
12. These lines appear to be parallel lines. Parallel
31. The complement of ° is °, because
°  °  °.
(cross).
32. The complement of ° is °, because
13. The lines intersect so they are not parallel. At their °  °  °.
intersection they do not form a right angle so they
are not perpendicular. The lines are intersecting. 33. The supplement of ° is °, because
°  °  °.
14. The lines are perpendicular because they intersect
at right angles. 34. The supplement of ° is °, because
°  °  °.
15. The angle can be named AOS or SOA. The
middle letter, O, identifies the vertex. 35. The supplement of ° is °, because
°  °  °.
16. The angle can be named BOD or DOB. The
middle letter, O, identifies the vertex. 36. The supplement of ° is °, because
°  °  °.
17. The angle can be named AQC or CQA. The
37. SON  TOM because they are vertical angles.
middle letter, Q, identifies the vertex.
TOS  MON because they are vertical angles.
18. The angle can be named FQB or BQF. The 38. AOB  COD because they are vertical angles.
middle letter, Q, identifies the vertex. AOD  BOC because they are vertical angles.
19. The angle is a right angle, as indicated by the 39. Because COE and GOH are vertical angles,
small square at the vertex. Right angles measure they are also congruent. This means they have the
exactly °. same measure. COE measures °, so GOH
20. The measure of the angle is between ° and °, measures °.
so it is an obtuse angle. The sum of the measures of COE, AOC, and
21. The measure of the angle is between ° and °, so AOH equals °. Therefore, AOC measures
it is an acute angle. °  °  °  °  °  °. Since
AOC and GOF are vertical, they are congruent,
22. The measure of the angle is between ° and °, so GOF measures °. Since AOH and EOF
so it is an obtuse angle. are vertical, they are congruent, so EOF
23. Two rays in a straight line pointing opposite measures °.
directions measure °. An angle that measures 40. Because UOT and QOR are vertical angles,
° is called a straight angle. they are also congruent. This means they have the
same measure. UOT measures °, so QOR
24. The measure of the angle is between ° and °, so
measures °.
it is an acute angle.
The sum of the measures of UOT, UOP, and
25. The pairs of complementary angles are:
POQ equals °. Therefore, POQ measures
EOD and COD because °  °  °;
°  °  °  °  °  °. Since
AOB and BOC because °  °  °.
POQ and TOS are vertical, they are congruent,
26. The pairs of complementary angles are: so TOS measures °. Since UOP and ROS
COQ and COP because °  °  °; are vertical, they are congruent, so ROS
MWN and FRG because °  °  °. measures °.
 54.       , so each measures °.
41. "UST is °" is true because UQ is

perpendicular to ST.  measures °  °  °.
 
42. " SQ and PQ are perpendicular" is true because       , so each measures °.
they form a ° angle, as indicated by the small red
square. 55.  and ABC are alternate interior angles, so they
have the same measure, °.
43. "The measure of USQ is less than the measure of
 and ABC are supplementary angles, so
PQR" is false. USQ is a straight angle and so
  °  °  °.
is PQR, therefore each measures °. A true
 and  are supplements of alternate interior
statement would be: USQ has the same measure
as PQR. angles, so they have the same measure, °.
   56.  and BCD are alternate interior angles, so they
44. " ST and PR are intersecting" is false. ST and
 have the same measure, °.
PR are parallel and will never intersect.
 and BCD are supplementary angles, so
      °  °  °.
45. " QU and TS are parallel" is false. QU and TS
are perpendicular because they intersect at right  and  are supplements of alternate interior
angles. angles, so they have the same measure, °.
46. "UST and UQR measure the same number of 6.6 Geometry Applications: Congruent
degrees" is true because both angles are formed by
perpendicular lines, so they both measure °. and Similar Triangles
47. There are four pairs of corresponding angles: 6.6 Margin Exercises
 and ,  and , 1. (a) If you picked up ABC and slid it over on top
 and ,  and  of DEF, the two triangles would match.
There are two pairs of alternate interior angles: The corresponding parts are congruent, so:
 and ,  and 
 and  AC and DF
48. There are four pairs of corresponding angles:  and  AB and DE
 and ,  and ,  and  BC and EF
 and ,  and  (b) If you rotate FGH, then slide it on top of
JLK, the two triangles would match.
There are two pairs of alternate interior angles:
 and ,  and   and  GF and KL
 and  FH and LJ
49.       , so each measures °.
 and  GH and KJ
 measures °  °  °.
(c) If you flipped RST over, then slid it on top
      , so each measures °. of VWX, the two triangles would match.
50.       , so each measures °.
 and  RS and XV
 measures °  °  °.  and  RT and XW
      , so each measures °.  and  ST and VW
51.       , so each measures °. 2. (a) On both triangles, two corresponding angles
 measures °  °  °. and the side that connects them measure the same,
so the Angle-Side-Angle (ASA) method can be
      , so each measures °. used to prove that the triangles are congruent.
52.       , so each measures °.
(b) On both triangles, two corresponding sides
 measures °  °  °. and the angle between them measure the same, so
      , so each measures °. the Side-Angle-Side (SAS) method can be used to
prove that the triangles are congruent.
53.       , so each measures °.
(c) Each pair of corresponding sides has the same
 measures °  °  °.
length, so the Side-Side-Side (SSS) method can be
      , so each measures °. used to prove that the triangles are congruent.
6.6 Geometry Applications: Congruent and Similar Triangles 275
3. (a) Corresponding angles have the same measure. The perimeter of triangle PQR is
The corresponding angles are  m   m   m   m.
 and  ,  and  ,  and  .
PN and ZX are opposite corresponding angles  Next replace PR with  and AC with .
and .  

PM and ZY are opposite corresponding angles   
and . •  •
NM and XY are opposite corresponding angles    
and .
Thus, the corresponding sides are AC is  m.
PN and ZX, PM and ZY, NM and XY. The perimeter of triangle ABC is
(b) The corresponding angles are  m   m   m   m.

 and  ,  and  ,  and  . 6. (a) Write a proportion.
The corresponding sides are
AB and EF, BC and FG, AC and EG. longer height longer shadow

shorter height shorter shadow
4. Find the length of EF.
 
EF ED 
 Corresponding sides  
CB CA  
EF  Replace ED with 5  Lowest terms
  
CB  and CA with 15. •  •
  Replace EF with x   

  and CB with 33.
The flagpole is  ft high.
 •    • 
•  (b) Write a proportion.

  longer height longer base
   
shorter height shorter base
EF has a length of  m.  

5. (a) Find the length of AB.  
From Example 4 in the text,  •    • 
PR   PQ  • 
  , so  . 
AC   AB   
  
Replace PQ with  and AB with .
  The flagpole is  m high.

  6.6 Section Exercises
•  •
 1. One dictionary definition is "conforming;
agreeing." Examples of congruent objects include
AB is  ft. two matching chairs, and two pieces of paper from
Find the perimeter. the same notebook.
Perimeter   ft   ft   ft   ft
2. One dictionary definition is "resembling, but not
(b) Set up ratios. identical." Examples of similar objects are sets of
PQ  m  QR  PR  different size pots or measuring cups; small- and
  , so  and  .
AB  m  BC  AC  large-size cans of beans.
Replace QR with  and BC with . 3. If you picked up ABC and slid it over on top of
  DEF, the two triangles would match.

 
 •    •  The corresponding angles are
•   and ,  and ,  and .

 
 The corresponding sides are
QR is  m. AB and DE, BC and EF, AC and DF.

4. If you picked up KLM and slid it over on top of 13. On both triangles, two corresponding angles and
PQR, the two triangles would match. the side that connects them measure the same, so
the Angle-Side-Angle (ASA) method can be used
The corresponding angles are
to prove that the triangles are congruent.
 and ,  and ,  and . 14. On both triangles, two corresponding angles and
The corresponding sides are the side that connects them measure the same, so
the Angle-Side-Angle (ASA) method can be used
KL and PQ, LM and QR, KM and PR.
to prove that the triangles are congruent.
5. If you rotate TUS, then slide it on top of WXY, 15. use SAS: BC  CE, ABC  DCE, BA  CD
the two triangles would match.
16. use SSS: WP  YP, ZP  XP, WZ  YX
The corresponding angles are 17. use SAS: PS  SR, mQSP  mQSR  °
 and ,  and ,  and . QS  QS (common side)
The corresponding sides are 18. use SAS: LM  OM, PM  NM, LMP  OMN
(vertical angles)
 and   ,   and   ,  and   .
19. Write a proportion to find .
6. If you flipped ABC over, then slid it on top of   cm  
DEF, the two triangles would match.  OR 
 cm  cm  
The corresponding angles are  •    • 
• 
 and ,  and ,  and . 
 
The corresponding sides are    cm
AB and DE, BC and EF, AC and DF. Write a proportion to find  .
 cm  cm  
7. If you flipped MNL over, then slid it on top of  OR 
  cm  
SRT, the two triangles would match.
 •    • 
The corresponding angles are    cm
 and ,  and ,  and . 20. Write a proportion to find .
The corresponding sides are   ft  
 OR 
 ft  ft  
LM and TS, LN and TR, MN and SR. •  •
8. If you rotate QRS, then slide it on top of FGH, • 

the two triangles would match.  
   ft
The corresponding angles are
Write a proportion to find  .
 and ,  and ,  and .  ft  ft  
 OR 
The corresponding sides are   ft  
•  •
QR and FG, RS and GH, QS and FH.
   ft
9. On both triangles, two corresponding sides and the
21. Write a proportion to find .
angle between them measure the same, so the Side-
  mm  
Angle-Side (SAS) method can be used to prove  OR 
that the triangles are congruent.  mm  mm  
 •    • 
10. Each pair of corresponding sides has the same • 
length, so the Side-Side-Side (SSS) method can be 
 
used to prove that the triangles are congruent.    mm
11. Each pair of corresponding sides has the same Write a proportion to find  .
length, so the Side-Side-Side (SSS) method can be   mm  
used to prove that the triangles are congruent.  OR 
 mm  mm  
12. On both triangles, two corresponding sides and the •  •
angle between them measure the same, so the Side- • 

Angle-Side (SAS) method can be used to prove  
that the triangles are congruent.    mm
6.6 Geometry Applications: Congruent and Similar Triangles 277
22. Write a proportion to find .    

 OR 
   
  m   •   • 
 OR 
 m  m   • 
 •    •  
 
   m    m
Write a proportion to find  .    m   m   m   m
  m   26. Write a proportion to find .
 OR 
 m  m      
 •    •   OR 
   
   m •  •
• 
23. Write a proportion to find . 
 
  in.      yd
 OR 
 in.  in.      yd   yd   yd   yd
 •    • 
•  Write a proportion to find .

     
 OR 
   inches    
 •    • 
Write a proportion to find  . • 

 in.  in.    
 OR     yd
  in.  
 •    •     yd   yd   yd   yd
• 
 27. Set up a ratio of corresponding sides to find the
 
   inches length of the missing sides in triangle FGH.
 
24. Write a proportion to find . 
 
 cm  cm    
 OR   Let x  FH.
  cm    
 •    •   •    • 
•   •  
 
   
   cm 
Each missing side of triangle FGH is  cm.
Write a proportion to find  .
Perimeter of triangle FGH
  cm     cm   cm   cm
 OR 
 cm  cm     cm
 •    • 
•  Set up a ratio of corresponding sides to find the
 height  of triangle FGH.
 
   cm  

 
25. Write a proportion to find .  •    • 
     •  
 OR  
     
 •    •     cm
•  Area of triangle FGH   •  • 

    •  cm •  cm
   m
  cm
   m   m   m   m The area is approximate because the height was
Write a proportion to find . rounded to the nearest tenth.
28. Write a proportion to find the length of MO . 32. Using the hint, we can write a proportion to find .
KJ JL      
  OR 
NM MO    
   •    • 
 Let x  MO.
  • 
 •    •  
 
 •      in.

 
   m 33. Write a proportion to find .
   
MO is  m.  OR 
     
Perimeter of triangle MNO  •    • 
  m   m   m • 

  m  
   m
Write a proportion to find the height  of triangle
MNO. 34. Write a proportion to find .
   
 
   
 •    •   •    • 
 •    •  
 
   
   m    ft
Area of triangle MNO   •  •  Add the distance from the ground to the person's
  •  m •  m eye level to find the height of the tree.
  m Tree height   ft    ft    ft or  ft
29. Write a proportion to find . Chapter 6 Review Exercises

 
 1. orca whale's length to whale shark's length
 
 •    •   ft     
•    
  ft     
 
   ft 2. blue whale's length to great white shark's length
 ft     
The height of the house is  ft.   
 ft     
30. Write a proportion to find the height of the tower.
3. To get a ratio of  , we can start with the smallest
  value in the table and see if there is a value that is

  two times the smallest.     , so the ratio
 •    •  of the great white shark's length to the whale
 •   shark's length is  
   . The length of the orca

  whale is  ft, but      is not in the table.
       , so the ratio of the whale shark's
The tower is  m high. length to the blue whale's length is  
   .
31. Using the hint, we can write a proportion to find . 4. $ to $
    $     

 OR    
      $     
 •    •  5. $ to $
 •  
 $     
    
   m $     

Chapter 6 Review Exercises 279
6.   cups to 

cup 15. $ for  dozen
  cups   $   $

  
      dozen    dozen
 cup 
 
 16.  children in  families
  
 •   children    children
   
  families    families
7.   miles to   miles 17.  pages in  minutes
 pages    page
  miles  
  (i) 
    
    minutes    minute
  miles   
    pageminute
  

   or pageminute
 •  
  
   minutes    minutes
(ii) 
8.  hours to  minutes  pages    page
  minutespage
 hours   •  minutes   minutes 
His rate is 
pageminute or  minutespage.
 hours  minutes
 18. $ in  hours
 minutes  minutes
     $   $
   (i)   $hour
      hours    hour
9.  inches to  feet  hours    hour
(ii) 
$   $
 inches  inches      hourdollar
   
 feet  inches      
or hourdollar
10.  ton to  pounds 

 ton  pounds Her earnings are $hour or 
hourdollar.

 pounds  pounds 19. Size Cost per Unit
    
   $
      ounces  $ 
 ounces
11.  hours to  days $
 ounces  $
 days   •  hours   hours  ounces
$
 hours  hours     ounces  $
     ounces
 days  hours     
The best buy is  ounces for $, about
12. Ramona's $ to Jake's $ $ounce.
$     20.  pounds for $  $ (coupon)  $
 
$     $
 $
The ratio of Ramona's sales to Jake's sales is   pounds
 .
 miles per gallon       pounds for $  $ (coupon)  $

13.   
 miles per gallon      $
 $ 
 pounds
The ratio of the new car's mileage to the old car's
mileage is  .  pounds for $
$
 students       $
14.     pounds
 students     
The best buy is  pounds for $8 with the $
The ratio of the math students to the English
coupon, about $pound.
students is  .
     
21.  28.  OR 
     
Show that cross
     •    • 
 and  products are equal.
       
•  Divide both

Both ratios are equal to  , so the proportion is   sides by 7.
true.   
   •    Check  •      • 
   •     
29. 
 
The cross products are unequal, so the proportion Show that cross
is false.  •    • 
products are equal.
   •    •  Divide both
23.  Cross products: 
   •      sides by 8.
  
is false. Check  •     
 
   •    30. 
24.  Cross products:  
     Show that cross
 •    • 
products are equal.
true.  •   Divide both

  sides by 18.
   
25.      (rounded)
  

Check   •      • 
      
 •   •   31.  OR 
      
Cross products: 
 Show that cross
•  •
   products are equal.
 •   •  
   •  Divide both
 
  sides by 6.
The cross products are equal, so the proportion is 
   (rounded)
true. 

    Check  •      • 
26.  OR 
     
Show that cross 32. 
 •    •   
products are equal. Show that cross
 •   
•  Divide both products are equal.

  sides by 2.  •   Divide both

     sides by 0.7.
  
Check  •      • 
Check     
     
27.  OR  33. 
     
 •    •   •   
•  Divide both  •   Divide both
 
  sides by 4.   sides by 13.5.
      (rounded)
Check  •      •  Check   
    
   calories 

34.  41. 
   minutes  minutes
Show that cross  •    • 
 •   
products are equal.  •  ,

 •   Divide both  
     
  sides by 1.89.
(rounded)
Check       
   A -pound person would burn about 

calories in  minutes.
 cats   milligrams 
35.  42. 
 dogs  dogs  pounds  pounds
 •    •   •    • 
•   •  
 
   
     
There are  cats. A patient who weighs  pounds should be given
 hits   milligrams of the medicine.
36. 
 at bats  at bats
 •    •  43. The figure is a piece of a line that has two
endpoints, so it is a line segment named AB or
 •  
 BA.
 
    
44. This is a line named CD or DC . A line is a
She will get  hits. straight row of points that goes on forever in both
 pounds  pounds directions.
37.  
$  45. This is a ray named OP . A ray is a part of a line
 •    that has only one endpoint and goes on forever in
 •   one direction.

 
   46. These lines appear to be parallel lines. Parallel
The cost for  pounds of ground beef is $
(cross).
(rounded).
 voting students  47. The lines are perpendicular because they intersect
38.  at right angles.
 students  students
 •    •  48. The lines intersect so they are not parallel. At their
 •  , intersection they do not form a right angle so they

  are not perpendicular. The lines are intersecting.
  
49. The measure of the angle is between ° and °, so
They should expect about  students to vote. it is an acute angle.
 inch  inches
39.  50. The measure of the angle is between ° and °,
 feet 
 •    so it is an obtuse angle.
   51. Two rays in a straight line pointing opposite
The length of the real boxcar is  feet. directions measure °. An angle that measures
40.  dozen necklaces   •    necklaces ° is called a straight angle.
 necklaces  necklaces 52. The angle is a right angle, as indicated by the
  small square at the vertex. Right angles measure
  hours 
   exactly °.
 •    •   •
   53. (a) The complement of ° is °, because
 •   °  °  °.

  (b) The complement of ° is °, because

     °  °  °.

It will take Marvette   hours or  hours to (c) The complement of ° is °, because
make  necklaces. °  °  °.
54. (a) The supplement of ° is °, because 62. Write a proportion to find .
°  °  °.
  mm  
(b) The supplement of ° is °, because  OR 
°  °  °.  mm  mm  
•  •
(c) The supplement of ° is °, because • 
°  °  °. 
 
55.   , so  measures °.    mm
  , so  and  measure °.
 measures °  °  °. Write a proportion to find .
  , so  measures °.
 mm  mm  
56.       , so each measures °.  OR 
 measures °  °  °.   mm  
      , so each measures °.  •    • 
• 
57. Each pair of corresponding sides has the same 
length, so the Side-Side-Side (SSS) method can be  
used to prove that the triangles are congruent.    mm
58. On both triangles, two corresponding sides and the    mm   mm   mm
angle between them measure the same, so the Side-    mm
Angle-Side (SAS) method can be used to prove
that the triangles are congruent.    
63. [6.3]  OR 
59. On both triangles, two corresponding angles and    
the side that connects them measure the same, so Show that cross
 •    • 
the Angle-Side-Angle (ASA) method can be used products are equal.
to prove that the triangles are congruent. •  Divide both

60. Write a proportion to find .   sides by 3.
  ft     
 OR 
 ft  ft  
 •    •  Check  •      • 
   ft  
Write a proportion to find . 64. [6.3] 
 
  ft  
 OR  
Since   ,  must equal . The denominator 
 ft  ft  
 •    •  could be any number (except ).
   ft
   
   ft   ft   ft 65. [6.3]  OR 
   
   ft Show that cross
61. Write a proportion to find .  •    • 
products are equal.
m m   •  Divide both
 OR  
 m     sides by 5.
•  •   
• 

  Check  •      • 
m
   
Write a proportion to find . 66. [6.3]  OR 
m m      
 OR  Show that cross
 m    •    • 
products are equal.
•  •  •   Divide both
•  
   sides by 13.
  
   m    (rounded)

   m   m   m

   m Check  •      • 

    77. [6.1]   miles to  


miles
67. [6.3]  OR 
      miles    
Show that cross 
 •    •      
products are equal.   miles    

•  Divide both    
    •
  sides by 2.    
   

Check      •  

   buying fans 
68. [6.3]  78. [6.4] 
   fans , fans
Show that cross  •    • ,
 •   
products are equal. • , Divide both
 •   Divide both 
   sides by 8.
  sides by 0.77.   ,
   (rounded)
Check       
At today's concert, about , (rounded to the
  nearest hundred) fans can be expected to buy a
69. [6.1]  dollars to  quarters beverage.
$ spent on car insurance   
 dollars   •    quarters 79. [6.1] 
$ spent on repairs   
 dollars  quarters     
   
 quarters  quarters     
70. [6.1]   inches to  inches The ratio of the amount spent on insurance to the
  inches  amount spent on repairs is  .

     80. [6.2]  feet for $
 inches  
   $
 •   $ per foot
    feet
71. [6.1]  yards to  feet  feet for $  $ (coupon)  $
 yards   •    feet $
 $ per foot ()
 yards  feet      feet
    feet for $  $ (coupon)  $
 feet  feet  
$
72. [6.1] $ to $  $ per foot
 feet
$     The best buy is  feet for $ with a ¢
 
$     coupon.
73. [6.1]  eggs to  eggs 81. [6.4] First find the length.
 eggs      inch  inches
  
 eggs      feet 
74. [6.1]  meters to  meters  •   
 •  
 meters  
  
 meters    
75. [6.1]  pints to  quarts When it is built, the actual length of the patio will
 quarts   •    pints be  feet.
 pints  pints  Then find the width.
 
 quarts  pints   inch  inches

76. [6.1]  minutes to  hours  feet 
 •   
 hours   •    minutes  •  

 minutes  minutes  
   
 hours  minutes
    When it is built, the actual width of the patio will
 
    be  feet.
 milligrams  95. [6.5] (a) No; obtuse angles are  °, so their
82. [6.4] (a) 
 pounds  pounds sum would be  °.
 •    • 
•  (b) Yes; acute angles are  °, so their sum
 could equal °.
 
   96. [6.5]  measures °  °  °
A -pound cat should be given  milligrams.   , so each measures °.

 measures °  °  °
(b)  ounces  
pound   pound   , so  measures °.
 milligrams   measures °.

 pounds  pounds
97. [6.5]       , so each measures
 •   
°.
• 
  measures °  °  °.
        , so each measures °.
  
An -ounce kitten should be given  milligrams. Chapter 6 Test
 points  1. $ for  minutes
83. [6.4] 
 minutes  minutes
 •    •  $   $

 •    minutes    minutes

  2.  hours to  minutes
  
Charles should score  points (rounded).  hours   •  minutes   minutes
  teaspoons   hours  minutes    

84. [6.4]    
 pounds  pounds  minutes  minutes    
     seats    
 •    •   •    3.  
     seats    
 •  
 4.  ounces of Brand X for
 
 $  $ (coupon)  $
  or 
 $
 $ per ounce
The infant should be given  or  teaspoon.  ounces
   ounces of Brand Y for
85. [6.5] WX and YZ are parallel lines.
$  $ (coupon)  $
86. [6.5] QR is a line segment.
$
87. [6.5] CQD is an acute angle.  $ per ounce ()
 ounces
 
88. [6.5] PQ and NO are intersecting lines.  ounces of Brand Z for $.
89. [6.5] APB is a right angle measuring °. $
  $ per ounce
90. [6.5] AB is a ray.  ounces
 The best buy is  ounces of Brand Y for $
91. [6.5] T is a straight angle measuring °. with a ¢ coupon.
92. [6.5]   is an obtuse angle.  
  5. 
93. [6.5] LM and JK are perpendicular lines.  
Show that cross
94. [6.5] (a) If your car "did a ," the car turned  •    • 
products are equal.
around in a complete circle. •  Divide both

(b) If the governor's view on taxes "took a °   sides by 9.
turn," he or she took the opposite view. For   
example, he or she may have opposed taxes but
now supports them. Check  •      • 
Chapter 6 Test 285
   inch  inches

6.  12. 
   feet 
Show that cross  •   
•  •
products are equal.   
•  Divide both
 The actual height of the building is  feet.
  sides by 3.
   (rounded)
Check        • 
13.  is an acute angle, so the answer is (e).
14. YOX is a right angle, so the answer is (a). Its
  measure is °.
7. 
 
Show that cross 
 •    15. GH is a ray, so the answer is (d).
products are equal. 
 •   Divide both 16. W is a straight angle, so the answer is (g). Its
 measure is °.
  sides by 0.4.
   17. Parallel lines are lines in the same plane that
Check      never intersect.
  
Show that cross Perpendicular lines intersect to form a right
8.   angle.
  products are equal.
    
•   • • 
    
 

•  Divide both
 

 
sides by 8/9.
 
   
   18. The complement of an angle measuring ° is
     •  °  °  °.
     
 
Check   •      19. The supplement of an angle measuring ° is
   • 
°  °  °.
 orders 
9. 
 minutes  minutes 20.   , so each measures °.
Show that cross   , so each measures °.
 •    • 
products are equal.  measures °  °  °  °.
 •   Divide both   , so each measures °.

  sides by 30. 21.       , so each measures °.
    measures °  °  °.
Pedro could enter  orders in  minutes.       , so each measures °.
 left-handed people 
10.  22. On both triangles, two corresponding angles and
 people  students the side that connects them measure the same, so
 •    •  the Angle-Side-Angle (ASA) method can be used
 •   to prove that the triangles are congruent.

 
 23. On both triangles, two corresponding sides and the
   angle between them measure the same, so the Side-

You could expect about  students to be Angle-Side (SAS) method can be used to prove
left-handed. that the triangles are congruent.
 grams  24. Write a proportion to find .
11. 
 pounds  pounds
  cm  
Show that cross  OR 
 •     cm  cm  
products are equal.
 •    • 
 •   Divide both
 • 
  sides by 50. 
 
        cm
A -pound person should be given  grams
(rounded). Write a proportion to find .
(Note that the third side of the first triangle is   

5.  
cm, which was covered in the first printing of the  
text.)   Change to
 
  cm     improper fractions.
 OR   •   • 
 cm  cm     LCD  12
•  • • •
•   
  
   
  
   cm 

25. Write a proportion to find .  
 or 
  mm    
 OR        
 mm  mm   6.    
 •    •      
•  7.   

      
   mm 
  
   
       
Write a proportion to find .
     
 mm  mm  
 OR       
  mm  
 •    •      
•      
 8.   , which is undefined.
     
   mm
9.     
The perimeter of the larger triangle:     Parentheses
   mm   mm   mm     Multiply.
   mm   Add.
The perimeter of the smaller triangle:   

10.   

 
   mm   mm   mm 
   mm   •
•
 • 
   • 
Cumulative Review Exercises 
(Chapters 1–6) 
  

1. (a) In words, ,,, is
   
11.   •
seventy-seven billion, one million, eight hundred    
five.    
••
 •
 •

(b) In words,  is two hundredths. 
•
•  • 
 •••
   
2. (a) Three and forty thousandths can be written as 
. 

(b) Five hundred million, thirty-seven thousand 12.   Different signs, negative
can be written as ,,. product
   3 decimal places
3.    Zero divided by any nonzero
    2 decimal places
number is equal to zero.
    
  5 decimal places needed
4.
     
  
Add the opposite.
    Add.  
   • 
 
    Absolute values 13. •   
   •  •  • • 
  Add.  
Cumulative Review Exercises (Chapters 1–6) 287
  • • 21. Step 1 Unknown: starting temperature

14.   
  • •
     Known: ° rise, ° drop, ° rise, final
   temperature °.
  
15.      Step 2(a) Let  be the starting temperature.
        
      Exponent
      Multiply. Step 3
    Add. Step 4     
  Add.  
16.          
      Exponent   
    Divide.
Step 5 The starting temperature was  degrees.
  Subtract.
Step 6         
         •
 
      
17.
      
 
 •  •  •  •   22. Step 1 Unknown: length and width
 
 •  •  •  •  
  Known: perimeter is  ft, width is  ft less than
18.        the length
       y  1y Step 2(b) Let  represent the length. Then   
Add 1y to represents the width.
 
both sides.
       Step 3     
           
Add 5 to Step 4       
 
both sides.     
        
  Divide both     

  sides by 8.  
   
 
  
The solution is .
 Step 5 The length is  ft and the width is  ft
19.      less than the length, or  ft.

Add 2 to
  Step 6     
both sides.
   •  ft   •  ft

       ft   ft

   ft
 
   Multiply both
 
   sides by 53 .
  
23.     
The solution is .    •  km   •  km
       km   km
20.  OR     km
   
•  •
    •
    km •  km
 
      km
   km (rounded to the nearest tenth)
The solution is .
24.    29. Use a calculator to divide the number of miles

   •  m driven by the number of gallons of gas purchased.
   m 
 
The diameter is  m. 
Rodney's car got  miles per gallon (rounded)
  •
on the vacation.
   •  m
   m 30. The cost per minute rates (in dollars) from least to
greatest are:
The circumference is about  m.
, , , , , , 
   
  •• $
31.   minutes
   •  m •  m $/minute
   m You could make a call to a cell phone in Japan for
 minutes (rounded).
The area is about  m .
$
25.      32.   minutes
$/minute
  •••
You get  minutes (rounded) per $ card,
   •  ft •  ft •  ft
so buy  cards ( minutes) to cover
   ft  minutes ( hours).
The volume is about  ft . 33. For Mexico:

     $
  minutes
   •  •  ft •  ft   •  •  ft •  ft $/minute
   ft For Canada:
The surface area is about  ft  
$
  minutes
26. Find the amount already collected. $/minute
 Ratio of minutes you can call Mexico for $ to
    minutes you can call Canada for $:
•  •  
       
 
   
They need to collect      pounds.

The ratio of minutes for a $0 call to Mexico to
teaspoon
  minutes for a $0 call to Canada is  .
27. 
 quarts water  quarts water

•  •


•
 
 
    
  •  
    
Use   teaspoons of plant food.
28. First add the number of times Norma ran in the
morning and in the afternoon.
 
 
 
Then multiply the sum by the distance around
Dunning Pond.
     
 •  •  
     

Norma ran   miles.
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Gauge for Laying Out Model Gear Wheels
The Gauge Steps Off Each Tooth Accurately for the Saw to Cut
the Next Slot
The illustration shows a simple device for making small gear

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5 in. long, shaped as shown, forming a tooth, A, according to the
size of the teeth required in the gear wheel, with the end B on a
radial line from the center of the wheel. Use one or more hacksaws,
according to the size of the slots or teeth to be cut. If one blade is not
large enough and two are too large, grind off the teeth on the inner
side of the saws, or if two are not large enough, place a thin piece of
paper or metal between them to make the thickness required. Make
a clamp, C, for holding the blades together, by using a piece of sheet
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Place the wheel in a vise and proceed by cutting the first slot very
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next by holding the side of the saw close up against the end of the
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wheel. Cut each slot in the same manner until all of them are formed.
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Homemade Level
A Bottle Filled with Water and Tied to a Straight Piece of Wood for a Level
Having need of a level, and there being no place to obtain one

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long. After setting it properly by turning the piece end for end several
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A Tuberculosis Cottage
By N. F. FULTZ
The tuberculosis society of a certain locality needed a

demonstration cottage for their crusade against the white plague,
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shops. One class of eighth-grade boys volunteered, and two days
after the job was started the complete cottage was delivered to the
society. The material required for its construction was as follows:
220 linear feet of ship-lap, 1 in. thick and 6 in. wide.
80 ft. of 1-in. flooring.
6 studs, 14 ft. long.
7 pieces for plates and rafters, 2 by 4 in., 10 ft. long.
3 pieces for sills, 2 by 4 in., 16 ft. long.
100 ft. of sheathing boards.
100 ft. of tar roofing paper.
The cottage is constructed in sections and can be assembled or

dismantled in 30 minutes. The sections are not so heavy but that
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sections, namely, the floor, two sides, two ends, and two roof
sections. If the cottage is to be moved only a short distance, it can
be loaded into an ordinary dray assembled.
Since the building is made in sections, it is well to construct the
floor first, which is a simple matter. Cut two sills of the 2 by 4-in.
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The two side sections are made in a similar manner. Cut the studs
—12 of them—6 ft. 4 in. long, and four plates, 10 ft. long. Cap the
ends of the studs with the floor and rafter plates, according to the
measurement on the floor plan. Nail five pieces of ship-lap, cut 10 ft.
1¹⁄₂ in. long, on the bottom of the section, and one similar board to
the top edge. Bore four holes, ³⁄₈ in. in diameter, 1 in. from the
outside edge in the floor plate. These are for ¹⁄₂-in. lag screws, to
hold the parts together when the sections are assembled.
The front-end section is arranged for a 30-in. door. The top, or
rafter, plate is cut 7 ft. 4¹⁄₂ in. long. This makes the allowance for the
width of the side studs and plates when they are to be assembled, a
very important matter to remember. The floor plate is cut 4 ft. 5 in.
long. Provide a dummy, made from a waste piece, to be fastened at
the bottom of the door studs until the sections are assembled, when
it is removed. Use screws to fasten this piece in place. Nail five
pieces of ship-lap, 5 ft. long, at the bottom of the section, and an 8-ft.
piece at the top. Be careful to set the end studs in from the end of
the board the exact thickness of the corresponding studs on the side
section.
Cottage Built by Boys to Fill the Requirements of a Tuberculosis Society for
a Demonstration in Their Crusade against the White Plague
The back-end section is much more easily made. The top plate, as
well as the floor plate, is cut the same as on the other section. Place
the intermediate stud on the center and nail on ship-lap, as in the
other construction.
Lap-Joint Corner Construction with Angle-Plate Reinforcement for the
Screens or Storm Screens
In making the roof sections, cut four rafters for an 18-in. pitch, or
any other pitch desired. These are to be placed at the ends. Note the
notch on the lower end of the rafter marked A in the illustration.
Make allowance for the thickness of the rider marked C. This piece
can be made of 2 by 4-in. stock or any convenient material 1 in.
thick. The rider must be nailed to the comb end of the rafters of one
section, while a dummy, fastened to the under side of the rafters of
the other section, will serve the purpose of holding them true until the
roof is placed. Nail the sheathing on, closing the cracks between the
boards as well as possible. Start at the comb end and bevel the first
board for the comb joint. Make allowance for an 8-in. board at the
lower end, so that a 4-in. overhang may be had. Cover these
sections with the desired roofing. Place two screw holes at the lower
end of each rafter to be used in holding the roof in place. Always use
screws instead of nails, if the house is to be dismantled. Provide
three rafter locks, marked B, and then the roof is ready for
assembling.
The Floor Section Consists of Simple Frame Construction of Ordinary

Material and Flooring Boards Fastened on the Frame to Make the Edges
Flush with the Sides and Ends
The three gable boards, cut from ship-lap, can be more easily
made after the cottage is assembled. After they are fitted, each
board must be fastened with screws which will find a hold in the
rafters. These boards are marked D. Be sure that all lag-screw holes
for the corner and floor moorings are bored before starting to
assemble the parts.
The screens are made with the half-lap construction at the corners
reinforced with angle plates. This construction is shown in the detail
sketch. The screens, or storm wings, should be covered with a good
grade of oilcloth or canvas. They are hung with an ordinary 3-in.
wing hinge.
The adjusting device for these storm wings consists of a piece of
1-in. gas pipe, 4 ft. long, threaded on one end to receive a collar.
Two flanges are used, one on each side of the board, above the
wings and located centrally. A wood plug is driven into the outer end
of the pipe, and a small pulley, suitable for a ³⁄₈-in. rope, hung on it.
Place a screw eye centrally into the lower edge of the wing and tie
the end of a ³⁄₈-in. rope to it. Run the other end of the rope through
the pulley and a hole in the wall. Place screw eyes, to which the rope
may be tied, at proper places on the inside of the wall boards. An
ordinary screen door is hung in the door opening.
Each Section is So Constructed That It can be Easily Handled and Set Up

with the Others to Form a Cottage, Only Screws being Used to Fasten the
Joints for Quick Assembling
A house built in this manner was placed in the courthouse lawn as
a permanent fixture. Among other things brought out in the
construction was the fact that a cottage may be built by a boy at a
cost less than $50. Thus a stricken parent, brother, or sister may be
provided, by the hands of a young mechanic, with the first means
that may bring him or her back to health.
To Remove Putty from the Hands
Putty purchased from a dealer is usually in a soft and oily state,
and the amateur glazier soon finds his hands, as well as the tools,
plentifully smeared after the job is finished. Removing this from the
hands with the putty knife or a stick is very tedious, but if a bunch of
fine excelsior is used, the putty will be removed quickly and
thoroughly.
Focusing Screen for Enlarging Cameras
It is often very difficult when focusing an enlarging camera to
determine just when the perfect focus is reached, especially when
the negative is dim and without contrasting lights and shades. This
difficulty may be overcome and a perfect focus quickly determined
by the use of a focusing screen prepared as follows: Take a clear
film or plate, one that has been fixed without being exposed, and
when dry, rule lines on it with India ink to form small squares. To
make the ink adhere to the film, dust the latter with talcum powder.
To use the screen, slide the film to be enlarged in place and set it
for the size of enlargement, focusing roughly. Remove the film or
plate and put the screen in its place. The camera may now be
brought to a perfect focus with ease, as the black lines show up
sharp and clear on the screen. When the focus has been determined
the screen is removed and the film replaced.
The squares may be drawn from ¹⁄₄-in. size down to the smallest it
is possible to make. For large views it is easier to focus with the
smaller squares. If the squares are made to a certain size they can
be measured when thrown on the screen and the degree of
enlargement determined.—Contributed by R. H. Galbreath, Denver,
Colorado.
¶The longitudinal carriage handle should never be held in the hand

when cutting threads.
An Indian Snake Game
Throwing the Snow Snake in Tracks Made through the

Snow with a Log: Each Player Tries to Get His Snake
First Out at the End of the Track More Times Than His
Opponents
Ask any Canadian Indian what a snow snake is, and he will tell
you that it is a piece of twisted wood, such as a wild grape vine,
about 5 or 6 ft. long, and 1 in. or over in thickness, stripped of its
bark and polished. It is grasped with one hand in the center and
given a strong forward throw at the tail end by the other hand, while
at the same time the hold in the center is loosened. With a hard
bottom and about 1 in., or more, of light snow on top—ideal
conditions for playing the game—the Indian snake will travel for a
long distance when thrown by an expert, and to a novice seeing the
snake traveling along at a rapid speed, raising and lowering its head
as the wood vibrates from side to side, its resemblance to the real
reptile is perfect.
When the Indians have tests of skill with the snake they make
tracks through the snow by drawing a log in it, and sometimes as
many as a dozen tracks are made side by side, and a dozen snakes
are sent along at once. The one who makes his snake emerge from
the end of the track first the most times out of a certain number of
throws, takes the prize. The trick of throwing the snake is not at all
hard to acquire, and it makes an exciting game.—J. E. Noble,
Toronto, Can.
Storage of Wood for Cabinetwork
When working with wood to be made into furniture, or other
constructions of a high grade of workmanship, the ends of the
finished pieces should be shellacked in order to prevent moisture
from entering the ends. The ends are more susceptible to moisture,
as the pores of the wood are exposed. The application of this
remedy will often prevent warping or winding of boards, which is
particularly distressing after a piece has been shaped to its final size.
The pieces should be stored in a warm, dry room, and in any
event care should be taken that they are exposed evenly. If a board
is placed on the top of a pile of similar pieces, it will be noted that, if
left overnight and the weather becomes rainy, the upper piece will be
warped. This is caused by the absorption of moisture on the upper
side, the resulting expansion forcing the piece to warp or curve.
Long pieces of wood under process should be set on end while
being stored temporarily. The permanent storage should be in racks
having supports about 2 ft. apart. If the supports are too far apart,
the boards may warp or wind at intervening points. Boards in piles
should be separated by strips about 1 in. thick, set about 3 ft. apart,
in order that the lumber may be open to the air. This will keep the
stock more uniformly dry.
Hanging Heavy Rug on a Line for Beating
When the Rug is Placed on the Line It is Easily Raised by Pulling the Rope
Ends
An easy way to put a heavy carpet, or rug, over a clothesline is to

fasten two pulleys, one to the house and the other to a post or tree,
or on two posts, and hang the line between them; then pull the rug
over the line and draw up the ends of the line. A very heavy rug can
be easily hung in this manner. The line should be long enough to
reach over the pulleys and to the ground and have end enough at
both supports for fastening.
Repairing a Broken Metal Cross
A metal cross, the shank of which was imbedded in a plaster ball,

broke off level with the top. Not wishing to remove some of the
plaster to take out the shank, I soldered a stout brass pin on the
back of the cross, allowing the pin to project far enough to fit solidly
into a small hole back of the shank. This allowed the cracked edges
to fit closely together so that the crack could be entirely concealed
with a touch of bronze paint.—Contributed by James M. Kane,
Doylestown, Pa.
To Determine the Efficiency of Electrically Heated
Devices
Connections to the Voltmeter and Ammeter for Measuring the Input to an

Electric Heater
The efficiency of any machine is defined as being the ratio of the

output to the input expressed as a percentage, and both quantities
must be measured in the same units. For example, the output of a
motor is 10 hp. when the power taken by the motor from the electric
circuit to which it is connected is 9,325 watts. What is the efficiency?
Since the output must be expressed in the same units it is necessary
to change the 10 horsepower to watts or the 9,325 watts to
horsepower. There are 746 watts in each horsepower. The 9,325
watts are equivalent to 9,325 ÷ 746 or 12.5 hp. The efficiency is then
equal to 10 ÷ 12.5 or .8; that is, the output is .8 of the input or, when
multiplied by 100 to change it to percentage, 80 percent.
By way of an example, consider the efficiency of an electric heater,
like the one shown in the illustration, which is immersed in water
placed in a suitable vessel. The energy input to this heater in a given
time may be easily determined by measuring the current passing
through the heater circuit and the difference in pressure between the
terminals of the heater. These measurements may be made, in case
the heater is operated on a direct circuit, by means of any ammeter
and voltmeter of suitable capacity, connected as shown. If the heater
is operated on an alternating-current circuit, only alternating-current
instruments can be used, as certain types of instruments will not
operate when connected to such a circuit. In either case, the product
of the ammeter reading in amperes and the voltmeter reading in
volts will give the power taken by the heater in watts, assuming the
heater winding to be noninductive. If the heater winding is not
noninductive, then the current and the electrical pressure will no
longer be in phase when the device is operating on an alternating-
current circuit, and a wattmeter must be used. Practically all heating
elements are wound noninductively so that the power may be
measured by means of an ammeter and voltmeter.
The energy taken by a heater in a given time will be equal to the
product of the average power and the time. For example, if the
heater takes 300 watts for 30 minutes—¹⁄₂ hour—then the energy
consumed is equal to 300 times ¹⁄₂ or 150 watt-hours, which is equal
to .15 kilowatt-hour.
To determine the output of the heater is a little more difficult, but it
may be approximated as follows: Since the object of the device is to
convert electrical energy into heat energy the output must be
measured in heat units. The unit of heat most commonly employed is
the calorie, which is the heat required to raise the temperature of one
gram of water one degree centigrade. Hence, if a certain weight of
water has its temperature increased a definite number of degrees
centigrade by the electric heater, then the total heat imparted to the
water in calories will equal the weight of the water in grams
multiplied by the change in temperature in degrees centigrade. Of
course, the heat generated by the heater exceeds that obtained by
the above calculation, due to the fact that some heat is imparted to
the vessel containing the water and to the supports for the vessel,
but it is only the heat imparted to the water that must be considered,
as the other heat is not useful.
When the temperature of the water is raised to the boiling point
and a part of the water is evaporated, the foregoing method of
calculating the heat imparted to the water no longer holds good, and
the following method must be used. Weigh the water before and
immediately after the test to determine the amount of evaporation.
For each gram of water evaporated there will be required
approximately 536 calories, and the heat in calories imparted to the
water to raise its temperature to the boiling point will be equal to the
difference between 100 and the initial temperature of the water
multiplied by the weight of the water at the start. To determine the
efficiency, the input to the heating element in electrical units must be
changed to heat units which may be done by multiplying the power in
watts by the time in seconds and this product in turn by .24, giving
the result in calories. The following example may serve as a help in
performing such an experiment or test.
Weight of water at the start 500.0 grams.
Weight of water at the end of test 474.5 grams.
Temperature of water at the start 25 deg. C.
Average current taken by the heater 6.5 amperes.
Average pressure at the heater terminals 110 volts.
Time heater is connected 5¹⁄₂ minutes.
Change in temperature of the water 75 deg. C.
Heat developed in heater: 6.5 × 110 × 5¹⁄₂ × 60 × .24 = 56,628 calories.
Heat absorbed by water in coming to boiling point: 500 × 75 = 37,500 calories.
Heat used in evaporating 25.5 grams of water: 536 × 25.5 = 13,668 calories.
Total heat absorbed by water 51,168 calories.
51,168
Efficiency of heater: × 100 = 90.4 per cent.
56,628
This value of efficiency may be increased by insulating the vessel

with a nonconductor of heat and providing a covering for it, thus
decreasing the losses to the air and surrounding objects.
The efficiency of an electric stove or electric iron, or, in fact, any
electrically heated device, may be determined in a manner similar to
the water heater. In the case of a stove, place a vessel filled with

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Prealgebra 5th Edition Lial Solutions

CHAPTER 6 RATIO, Rewrite as two whole numbers.

6.1 Section Exercises 14.   to  

25. Valentine's Day cards to Halloween cards  

length of the shortest side is  .   weeks   weeks 

6.2 Rates The unit cost is $ per quart.

6.  miles on  gallons Miles per gallon:

 pounds    pounds 20. Size Cost per Unit

USA Card: $   $

(b)  meters is to  meters as  meters is to  

  31. It is a good idea to first reduce any fractions. We

Copyright © 2014 Pearson Education, Inc.

  Replace  with .

Replace  with . 5. (i)  million violin players to  million piano

$ $     

  6.4 Problem Solving with Proportions

Copyright © 2014 Pearson Education, Inc.

 FA students   newspapers  newspapers

6.4 Section Exercises $ 

16. First find the length of the family room.  • 

 pounds of water  m shadow  m shadow

(b) The corresponding angles are  m   m   m   m.

QR is  m. AB and DE, BC and EF, AC and DF.

22. Write a proportion to find .    

29. Write a proportion to find . Chapter 6 Review Exercises

    $     

Copyright © 2014 Pearson Education, Inc.

  cups   $   $

 miles per gallon       pounds for $  $ (coupon)  $

   calories 

Copyright © 2014 Pearson Education, Inc.

    77. [6.1]   miles to  

  teaspoons   hours  minutes    

   inch  inches

(Note that the third side of the first triangle is   

The perimeter of the smaller triangle:   

  • • 21. Step 1 Unknown: starting temperature

24.    29. Use a calculator to divide the number of miles

The illustration shows a simple device for making small gear

Having need of a level, and there being no place to obtain one

The tuberculosis society of a certain locality needed a

The cottage is constructed in sections and can be assembled or

The Floor Section Consists of Simple Frame Construction of Ordinary

Each Section is So Constructed That It can be Easily Handled and Set Up

¶The longitudinal carriage handle should never be held in the hand

Throwing the Snow Snake in Tracks Made through the

An easy way to put a heavy carpet, or rug, over a clothesline is to

A metal cross, the shank of which was imbedded in a plaster ball,

Connections to the Voltmeter and Ammeter for Measuring the Input to an

The efficiency of any machine is defined as being the ratio of the

This value of efficiency may be increased by insulating the vessel

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