CHAPTER

1 Mathematical
Processes
Mathematical Processes The mathematical process has many components.
2 Problem Solving These components help you to organize your thoughts,
2 Reasoning and Proving solve problems effectively, and communicate your
2 Reflecting
understanding.

2 Selecting Tools and Computational

Strategies

2 Connecting

2 Representing

2 Communicating

Number Sense and Algebra

2 Simplify numerical expressions
involving integers and rational
numbers.

2 Solve problems requiring the

manipulation of expressions arising
from applications of percent, ratio,
rate, and proportion.

Vocabulary
natural number
prime number
perfect square
vertex
pentomino
rational number
conjecture
mean
counter-example

2
To learn mathematics,
Reasoning and Proving
you use the processes
Representing Selecting Tools
shown in the diagram.
These seven processes
Problem Solving
are interconnected. Each
section of this chapter Connecting Reflecting
focuses on one of the
Communicating
processes but also
involves the others.

3
 Operations With Fractions
Fractions can be added or subtracted easily if they have the same denominator.
2 1 3
For example,   .
5 5 5

To add or subtract fractions with different denominators, the first step

is to find the lowest common denominator.
For example,
3 1 3 12 3 1 33 14
     
4 2 4 22 4 3 43 34
3 2 9 4
   
4 4 12 12
5 1 5
 or 1 
4 4 12
To multiply fractions, divide the numerator and the denominator by any
common factors. Any mixed numbers should first be converted to improper
fractions. To divide by a fraction, multiply by its reciprocal.
2 1
8 3 8 3 1 6 7 6
   3


9 4 9 4 2 7 2 7
3 1
6 7
2 1 7 7 The reciprocal of — is —.
    7 6
3 1 2 6
2 49
  4R1
−−−
3 12 12)49
1
 4
12

1. Find each sum or difference. Express your 2. Find each product or quotient. Express your
answers in lowest terms. answers in lowest terms.
3 9 3 1
b) a
b
5 3 3 2
a)  b)  a) 
10 10 8 4 12 10 4 3
5 2 7 2 7 1 2 2
c)  d) 1  c) 2 6 d)
2
6 5 9 5 8 2 9 7

3. Five friends shared two pizzas. Fran ate

Literac
onnections 1 3
of a pizza, Abdul ate of a pizza, Hannah
Refer to the Glossary, pages 3 8
582 to 591, to find the 1 1
ate of a pizza, and Siva ate of a pizza.
definition of boldface words. 4 2
What fraction of the pizza remains for Brad?

4 MHR • Chapter 1
 Operations With Integers
An integer number line and integer chips are tools that can help you understand
operations with integers. You may also think in terms of profit and loss.
Add Integers:
2  5  3 2  (6)  4
–6

–4 –3 –2 –1 0 1 2
Subtract Integers:
4  9  4  (9) 3  10  3  (10) 2  (4)  2  4
 13  7 2
Multiply or Divide Integers:
9  (5)  45 6  (7)  42 20
(4)  5 16
(2)  8

4. Perform each integer operation. 5. Evaluate.

a) 13  (5) b) 7  2 a) 16  6
(2) b) 3  5  (1)
c) 8  (15) d) 7  11 c) 15  (12)  4  (8)
e) 2  16 f) 8  (7)
6. A small business lost $6200 in its first year,
g) 5  (9) h) 100  (4) lost $2150 in its second year, and earned
i) 7  7 j) 3  (14) $4780 in its third year. Overall, in the 3-year
k) 42
(6) l) 28
7 period, how much did the business earn
or lose?

Order of Operations
2(15  18) 7  3(42  10) B Brackets
 2(3)  7  3(16  10) E Exponents
 6  7  3(26)
 7  78
D
M } Division and
Multiplication, in order from left to right
 71 A
S } Addition and
Subtraction, in order from left to right

7. Evaluate. 9. At a collectors’ fair, Jason sold six sports

a) 3(9  11) b) 2  3(10  4)2 cards at $56 each and bought eight sports
cards at $43 each. What was Jason’s net
c) (7  15)
(4  4)
profit or loss?
d) 5(3)  (8)(10)
e) [2  (6  3)2]2 10. Create a problem that involves at least three
different operations. Exchange problems
f) 15  8  7  32
16
with a classmate.
8. Scientific calculators are programmed to
follow the order of operations. Check your
answers to question 7 using a scientific
calculator.
Get Ready • MHR 5
 Focus on Problem Solving

When you solve problems in mathematics, or in other subjects, a specific

process helps you to organize your thoughts. This way, you can clearly
understand the problem, devise a strategy, carry out the strategy, and
reflect on the results.

Consider the following strategies when you are developing mathematical

solutions to problems. You may use other strategies too.
• Make an Organized List
• Look for a Pattern
• Work Backward
• Draw a Diagram
• Select a Tool
• Use Systematic Trial
• Use Logic or Reasoning

Investigate

How can a pattern help you solve a problem?

Part A: Make an organized list or table
Pennies are laid out in a
triangular pattern as shown.
How many pennies do you
need to form a triangle with
10 pennies in its base?

1. Read the problem above. Read it again. Express it in your own

words.

2. A possible strategy is to identify and continue the pattern started

in the diagram. Copy the diagram into your notebook.

3. Extend the pattern. Describe how the pattern develops. Use your
description to extend it to a triangle with a base of 10 pennies.
Record your numbers in a table with the following headings.
Diagram Number Number of Pennies

4. Explain how you used the pattern to solve the problem. Can you
find another pattern that could help you solve this problem?

6 MHR • Chapter 1
Part B: Use Logic or Reasoning
In the grid, each letter represents a different natural number natural number
from 1 to 9. Use the clues to find the value of each letter. 䊏 a number in the sequence
• A, C, and G are prime numbers . A B C 1, 2, 3, 4, ….
• A and I are both greater than 5.
D E F
• I is a multiple of H. prime number
G H I
1 1 䊏 a number with exactly two
• B is of F, which is of E.
2 3 factors—itself and 1
• C is greater than F.

1. Read the problem above. Read it again. Express the problem

in your own words.

2. A possible strategy is to make an organized 1 2 3 …

list or table. Write the numbers from 1 to 9
A
across the top of the table and the letters
down the side. B

...

3. Analyse the information given.

a) Use the clues to mark Xs in the table for values that each letter
cannot be. For example, A, C, and G are prime numbers, so they
cannot be 1, 4, 6, 8, or 9.
b) Put a check mark in your table as you confirm values of letters.

4. Verify that your results hold in the original grid.

Key Concepts
䊏 Making an organized list or chart is a strategy that helps you to Reasoning and Proving
Representing Selecting Tools
organize your thoughts and to see the information in an organized
way. Problem Solving

Connecting Reflecting
䊏 Identifying and describing a pattern is a strategy that can be used
Communicating
when a sequence of operations or diagrams occurs.
䊏 When solving a problem, you will often use more than one strategy.
Here are some problem solving strategies:
• Draw a diagram. • Act it out.
• Work backward. • Use systematic trial.
• Make a model. • Use a formula.
• Make an organized list. • Solve a similar but simpler
• Look for a pattern. problem.
• Find needed information.

1.1 Focus on Problem Solving • MHR 7

 Communicate Your Understanding
C1 In the Investigate, Part A, the strategy recommended was to use
an organized list.
a) Which other strategies did you use?
b) How could you answer the problem using a different strategy?
C2 In the Investigate, Part B, the strategy recommended was to make
an organized list or chart. Which other strategies did you use?

Practise
1. Continue each pattern for three more terms. Describe how to find
successive terms.
a) 1, 3, 5, 7, 9 b) 4, 17, 30, 43
c) 2, 4, 8, 16 d) 1, 1, 2, 3, 5, 8

2. You have two quarters, a dime, and a nickel. How many different
sums of money can you make?

3. a) Copy and complete these products.

11?
11  11  ?
111  111  ?
1111  1111  ?
b) Describe the pattern in the answers.
c) Use the pattern to predict the product 111 111 111  111 111 111.

4. a) Evaluate each product.

11  37  ?
22  37  ?
33  37  ?
b) Continue and identify a pattern in the results.
c) Use the pattern to evaluate 99  37.

Connect and Apply

In each problem, write one or two sentences to describe your strategy.
Then, carry out your strategy.
1 2 3
5. a) Express the fractions , , , and so on as decimals.
9 9 9
Describe the pattern.
b) How does the pattern change if the denominator is 99?
c) What if the denominator is 99 999?

8 MHR • Chapter 1
 6. A Sudoku is a Japanese number puzzle that follows a simple 4 8 9 5 3 2 6 1 7
set of rules. Each three by three square, each row, and each
2 6 1 8 7 9 5 4 3
column must contain each of the numerals 1 through 9 only
once. Here is a Sudoku that is almost completed. What must 7 5 3 4 1 6 9 8 2

the missing digits be? 6 7 8 4 1 5 9

1 3 2 9 8 4 7 6

5 9 4 6 2 3 8

8 2 5 7 9 4 3 6 1
9 4 6 3 8 1 7 2 5

3 1 7 6 2 5 8 9 4

7. Gina was born on September 15, 1997. Sam was born on

January 23, 1994.
a) How many years, months, and days old is each of them
on January 1, 2020?
b) Describe a method of determining anyone’s age in years,
months, and days.

8. In the opening round of a chess tournament, players must play each

other only once. How many matches are necessary in the opening
round for a tournament that is set up for
a) 2 players? b) 3 players?
c) 4 players? d) 10 players?

9. How many perfect squares divide evenly into 8820? perfect square
䊏 a number that can be
Extend expressed as the product
of two identical factors
10. In the following sum, each letter represents a different digit.
䊏 36 is a perfect square,
F is half of C and R  7. Find the value of each letter. since 36  6  6
EAT
FREE
CAKE

11. In the grid, each letter represents a different A B C D

natural number from 1 to 16. The sum of the E F G H
numbers in each row, column, and diagonal is 34.
J K L M
Use these clues to find the value of each letter.
• B, C, N, and R are greater than 12. N P Q R

• H and D are perfect squares.

• R is double the value of J, which is double the value of D.
• Q is one third of F, which is half of E. G is 7 times A.
• P is less than or equal to 4.

1.1 Focus on Problem Solving • MHR 9

 Focus on Communicating

Number 1 2 3 4 5 6 7 8 9

Greek α β γ δ ∋ ζ η θ

Roman I II III IV V VI VII VIII IX

Chinese (ancient)

Chinese (modern)

Did You Know ? People have been communicating for thousands of years—that includes
communicating mathematically. We currently represent numbers using
The numerals, 1, 2, 3, … , 9,
the numerals 0, 1, 2, and so on. Ancient civilizations used different
that we use are known as the
symbols to represent numbers.
Hindu-Arabic system. They
were probably developed in
India. They have been found Investigate
on a Hindu plate dated 595.
The symbols came to the
Western world via Arabia. How can you represent numbers with ancient symbols?
About 5000 years ago, the ancient Egyptians used
symbols to represent numbers.
1. How would the Egyptians represent the
1 10 100 1000
numbers 13, 126, and 1291?

2. The Egyptians also used fractions, placing the numeral symbols

under the symbol .

1
They represented as .
2
1
a) How would the Egyptians represent ?
10
b) Describe two ways in which the Egyptians might have
2
represented the fraction .
3

3. Describe any similarities between the Egyptian number system

and the ancient Chinese number system in the table above.

4. Reflect Is our number system more like the Egyptian or the

Chinese system? In what way?

10 MHR • Chapter 1
 Example Use a Diagram to Communicate

How does the diagram illustrate a relationship between the areas

of squares on the sides of a right triangle?

Solution
The triangle is right angled, with a square placed on each side.
The sum of the areas of the two smaller squares is
32  42  9  16
 25
The area of the square on the hypotenuse is 25, or 52.
This shows that the area of the square on the hypotenuse equals
the sum of the areas of the squares on the other two sides. This is
the Pythagorean relationship.

Key Concepts
䊏 It is important to be able to communicate clearly in mathematics. Reasoning and Proving
Representing Selecting Tools
Communication can take the form of words, diagrams, and symbols.
Problem Solving
䊏 Use mathematical vocabulary when explaining your strategies.
Connecting Reflecting

䊏 Use correct mathematical form when using symbols and simplifying Communicating

expressions.
䊏 Draw neat, fully labelled diagrams to illustrate a situation.

Communicate Your Understanding

C1 The ancient Maya from Central America used symbols to represent
numbers as shown. 4 8
17
a) Describe the meaning of each symbol.
b) Represent the numbers 10 and 27 using Mayan symbols.

C2 Describe how to determine the pattern in the sequence 13, 15, 18,
22, …. What are the next two terms?
C3 To calculate 8% of 120, Greg wrote
8%  120  .08  120  9.6
a) There are two things that Greg should do to rewrite his work
in better mathematical form. What are they?
b) Give two reasons why it is a good idea to use correct
mathematical form.

1.2 Focus on Communicating • MHR 11

 Practise
1. Describe the pattern in each sequence. Give the next two terms.
a) 15, 10, 5 b) 6, 10, 14
1 1 3 12 8
c) , , d) , 2,
4 2 4 5 5
e) 3, 6, 12, 24 f) 96, 48, 24
g) 100, 80, 65, 55 h) 3, 3, 6, 18, 72
i) j)

2. a) Build a sequence of numbers.

b) Describe the process you used to build the sequence.
c) Trade your sequence with a classmate. Find the pattern.

Connect and Apply

Makin 3. Refer to the Example. Is there a relationship
onnections between the areas of semicircles placed on each 10 cm
You worked with the formula for 6 cm
side of a right triangle? Use the diagram to help
the area of a circle in grade 8.
you explain your answer.
A  r 2.
8 cm

4. A light is attached to the circumference of a

wheel. As the wheel rolls along the road, which
of the following diagrams represents the path of
the light? Explain your reasoning.
A

B C

5. a) Explain how the time zone map uses integers to determine

the time in another time zone.
b) If it is 3:00 P.M. in Toronto, what time is it in Halifax?
c) If it is 2:30 A.M. in Vancouver, what time is it in Winnipeg?

12 MHR • Chapter 1
 6. The diagram illustrates the meaning of fractions. 1
1
–– 1
––
a) Explain how to use the diagram to illustrate which is greater, 2
1 1
2
1
–– –– ––
3 3 3
3 4 1
––
4
1
––
4
1
––
4
1
––
4
or . 1 1 1 1 1
7 8 ––
5
––
5
––
5
––
5
––
5
1 1 1 1 1 1
1 1 ––
6
––
6
––
6
––
6
––
6
––
6
b) How could you use the diagram to illustrate how to add  ? 1
–– 1
–– 1
–– 1
–– 1
–– 1
–– 1
––
2 3 7
1
–– 1
7
–– 1
––
7
1
––
7
1
––
7
1
––
7
1
––
7
1
––
Explain. 8 8 8 8 8 8 8 8

1 1
c) How many rows would you need to illustrate  ? Explain.
3 4
d) Describe a pattern or trend in the dark blue bars.

2 3 1
7. a) Explain how the diagram illustrates the fact that   .
3 4 2

b) What product is modelled by the number line diagram?

0 1 2 3

8. The diagrams illustrate a rule for adding odd numbers.

a) Describe the rule.
b) Verify your rule for the fifth and sixth diagrams.
c) Use your rule to find the sum of the odd numbers from 1 to 99.
d) Use your rule to find the sum of the odd numbers from 150 to
600.

Extend
9. Each three by three square, each row, and each column must 9 7 8 2
contain each of the numerals 1 through 9 only once. Copy 7 5 3 1
and complete this Sudoku puzzle. Describe the problem
8 3 1 7
solving process that you used.
6 2 8 4
3 8 1 4 6 7

9 2 7 3 5

1 3 2 5 6

5 4 6 9 8
8 4 5 1

10. In a factory, there are 10 assembly points equally spaced along a 9-m
section of an assembly line. A supply bin is to be located 5 m away
from the assembly line. Where is the best location for the supply bin
so that the workers will have to go the least distance to get their
supplies? Justify your solution.

1.2 Focus on Communicating • MHR 13

 Focus on Connecting

Situations in real life often involve

problems that you can solve using
mathematical processes. You can
make connecting mathematics to
real life easier by drawing a
diagram to illustrate the situation.
You can then use the diagram to
help you solve the problem. You
can also use other strategies, such
as making an organized list or
looking for a pattern.
Often, in solving problems, you
need to make connections among
different areas of mathematics.
For example, to find the amount
of paint needed, you would use
measurement, geometry, and
number skills.

Investigate

How can you connect different representations of a problem?

A Superball is dropped from a height of 160 cm. When it lands on the
ground, it bounces to a height that is 75% of the previous height. What
is the total distance travelled by the ball at the moment it bounces for
the fifth time?
1. Read the problem above. Read it again. Express the problem in
your own words.

2. A good strategy is to draw a diagram to illustrate the bouncing of

the ball. What will your diagram look like? What labels will you
put on your diagram? What calculations will you need to do?

3. Draw a diagram representing the path of the bouncing ball. Label

the diagram with the appropriate measurements. Do you need to
show all five bounces? Why?

4. Does your answer seem reasonable? If you are not sure, what
should you do?

14 MHR • Chapter 1
 Example 1 Number of Point Totals

The Aces hockey team has played five games. A win is worth 2 points,
a tie is worth 1 point, and a loss is worth 0 points. Determine the
number of different point totals the Aces could have after five games.

Solution
Make an organized list to help with the solution.

Wins Losses Ties Total Points

Each win is worth 2
5 0 0 10 points. 5  2  10.
4 1 0 8

4 0 1 9

3 2 0 6

3 1 1 7

3 0 2 8

2 3 0 4

2 2 1 5
2 1 2 6

2 0 3 7

1 4 0 2
1 3 1 3

1 2 2 3

1 1 3 5
1 0 4 6

0 5 0 0

0 4 1 1
0 3 2 2
0 2 3 3

0 1 4 4

0 0 5 5

There are 11 possible point totals—between 0 and 10 points.

Did You Know ?

How many hockey pucks are there in Canada?
Many problems, like this one, do not have exact answers. Fermi problems are named after
Enrico Fermi (19011954).
A Fermi problem is one that uses estimation in its solution. It is solved He was a well-respected
by asking appropriate questions, whose answers lead to the next stage in Italian physicist who liked to
the solution. Making connections and using various mathematical skills pose these problems. See
are important aspects of the solution. Example 2 on the next page.

1.3 Focus on Connecting • MHR 15

 Example 2 Jelly Beans in a Jar

How many jelly beans will fill a 4-L jar?

Solution
I need to figure out the size of a jelly bean, then how
many fit into 4 L. I will need to account for space
between the beans.

Use estimation and make assumptions.

What shape is a jelly bean? I need to make some
assumptions about
It is roughly the shape of a cylinder.
the shape and size of
It is about 1.5 cm long and about 0.5 cm in radius. a jelly bean.

Find the approximate volume of a jelly bean.

V  r2h
I need to use the formula for the
 (0.5)2(1.5) volume of a cylinder.
 1.2

The volume of a jelly bean is about 1.2 cm3.
What is the volume of the jar in cubic centimetres?
1 L  1000 cm3
4 L  4000 cm3
Adjust for the space between the jelly beans.
Air might take up about 10% of the volume. 10% is a reasonable guess
So, only 90% of the jar’s volume will be for the amount of air.
jelly beans.
90% of 4000  0.9  4000 Now, I need to use my
 3600 skills with percent.

Number of jelly beans  volume
volume of a jelly bean

 3600
1.2
 3000
About 3000 jelly beans will fill a 4-L jar.

A 4-L jar is pretty large. I could test the answer by seeing how many
jelly beans fit into a 250-mL cup, then multiplying the count by 16
(because 16  250 mL  4000 mL or 4 L).

16 MHR • Chapter 1
 Key Concepts
Reasoning and Proving
䊏 You can make connections that relate math to other areas of study Representing Selecting Tools
and of daily life.
Problem Solving
䊏 You can also make connections between areas of mathematics, Connecting Reflecting

such as geometry and number sense.

Communicating

Communicate Your Understanding

C1 Using the Investigate as a reference, explain how drawing a diagram
is different from drawing a picture.
C2 How many people are sitting down in your school at this moment?
What information will you need to find or estimate to solve this
Fermi problem?

Practise
For help with question 1, see the Investigate.
1. A bird flew 800 m in one direction. It turned around and flew half
as far back. Then, it turned around and again flew half as far back.
The bird continued this pattern for a total of six flights.
a) Draw a diagram illustrating this situation.
b) What was the total distance the bird flew?
c) How far from its starting point did the bird end up?

For help with question 2, see Example 1.

2. Raoul has four Canadian coins in his pocket. The coins are quarters,
dimes, or nickels. What are the possible total values of the coins?

For help with questions 3 and 4, see Example 2.

3.7 cm
3. How many hockey pucks would fit inside your classroom? Explain
your reasoning. 2.5 cm

4. The tires on Honi’s bike are guaranteed to last 2000 km. She uses her
bike mostly to ride to school, which is 8 km from her home. How
many years can she expect the tires to last? Explain your reasoning.

Connect and Apply

In each problem, write a sentence to describe your strategy. Then, carry
out your strategy.
5. Five friends ate a 12-slice pizza. Samir ate three times as many slices
as Joe. Joe ate half as many slices as Emily. Kendra and Fong together
ate half a pizza. Kendra ate one third as many slices as Samir. Fong
ate the most slices. What fraction of a pizza did each person eat?

1.3 Focus on Connecting • MHR 17

 6. How many triangles of all sizes
are there in the diagram?

7. If each square on the grid measures

0.5 cm by 0.5 cm, what is the
approximate area of the arrow?

8. A snail begins climbing a pipe from a point 20 m below the ground.

Each day, the snail climbs 4 m and slides back 3 m. How long will
it take to reach the top of the pipe, which is 7 m above the ground?

9. How many times does a cat’s heart beat in a lifetime?

Extend 6 7 3 4
10. Each three by three square, each 2 7 6 4 9
row, and each column must
4 5 2 6
contain each of the numerals
1 through 9 only once. Copy and 1 7 8
complete this Sudoku puzzle. 9 1

3 6 8

3 4 8 6

1 5 6 3 9
6 3 8 2

11. Design your own geometry problem in which a diagram would

be useful to help solve the problem.

12. A polygon has 20 sides. How many diagonals does it have?

18 MHR • Chapter 1
Focus on Representing

Mathematics can be used to represent situations using diagrams,

numbers, graphs, algebra, calculator applications, and computer
software. In this section, you will develop ideas on how to represent
both mathematical and real-life situations.

Investigate

How can you represent a situation numerically?

When Kevin was scuba diving, he entered a shipwreck and
immediately dove down 6 m, came up 5 m, dove down 9 m, and
then dove a further 2 m, to finish at 32 m below the surface of the
water. What was Kevin’s depth when he entered the shipwreck?

1. Read the problem above. Read it again. Express the problem

in your own words.

2. An effective strategy is to represent Kevin’s movements as

integers on a labelled diagram. Then, work backward from
Kevin’s finishing position.

3. Start at the finishing level and record Kevin’s previous steps

in reverse.

4. Verify that your results hold for Kevin’s dive.

1.4 Focus on Representing • MHR 19

 Example Represent a Situation Using a Diagram

Eight friends arrive at a party. Each

person shakes hands with each
other person once. How many
handshakes occur?

Solution
Illustrate the handshakes using a
diagram. Place the eight letters
A
from A to H in a circular pattern. B
Draw seven green line segments H

from person A to all the other C

G
friends, B to H.
Continue by drawing six blue line
segments from B to the D
F
E
remaining friends, C to H.
Continue the pattern. Find the total
number of line segments.
7  6  5  4  3  2  1  28
There are 28 handshakes among eight friends.

Key Concepts
Reasoning and Proving 䊏 A mathematical situation can be represented in many ways,
Representing Selecting Tools
including numerically, graphically, algebraically, and with
Problem Solving a diagram.
Connecting Reflecting
䊏 Drawing a diagram can be a useful strategy to help visualize
Communicating
the situation.
䊏 Representing data numerically can help you see a pattern or
a relationship between numbers.

Communicate Your Understanding

C1 In the Investigate, you used the working backward strategy.
Describe another strategy that you could use to determine Kevin’s
depth when he entered the shipwreck.
C2 In a walk-a-thon, Ginny is 5 m behind Alice, who is 8 m ahead of
Barbara. Sarah is 4 m ahead of Alice and 10 m ahead of both Ruth
and Denise. What is the distance between the first and last of the
girls? Describe how you would solve this problem.

20 MHR • Chapter 1
Practise
For help with question 1, see the Investigate.
1. On a treasure hunt, players are instructed to go 2 km north, then
5 km east, then 4 km south, then 3 km west, and finally 2 km north.
Where is the treasure relative to the starting point?

For help with questions 2 to 4, see the Example.

2. The top floor of an apartment building has eight apartments. Each
1
of the other floors below it has 1 times as many apartments as
2
the floor above. Use a diagram and a numeric representation to help
determine the maximum number of floors that this building can have.

3. Seven friends have initials O, P, Q, R, S, T, and U. Each must have

a telephone conversation with friends whose initials are within two
letters of their own. Use a diagram and a numeric representation to
determine how many telephone conversations will occur.

4. A direct road needs to be built between each pair of the six towns
shown. How many roads need to be built?

F B

E C

Connect and Apply

5. Plot each set of points on a grid. Describe the pattern and plot the
next three points.
a) A(2, 3), B(5, 4), C(8, 5)
b) P(1, 6), Q(4, 4), R(9, 2)
c) G(3, 3), H(0, 0), I(3, 3)

6. Use a diagram to show which fraction is greater. Describe the pattern

in the two fractions being compared. Make a general statement about
the pattern and which fraction is greater.
1 2 2 3
a) or b) or
2 3 3 4
3 4 4 5
c) or d) or
4 5 5 6

1.4 Focus on Representing • MHR 21

 7. A bicycle gear ratio compares the number of teeth on the driver
cog to the number of teeth on the driving cog. The driver cog on
a bicycle has 30 teeth and the driving cog has 20 teeth.

driving driver cog

cog

a) If the driver cog rotates three turns, how many turns does the
driving cog make?
b) If the driver cog makes a half turn, how many turns does the
driving cog make?
c) How many turns of the driver cog are required for the driving
cog to turn five times?
d) On a different bicycle, the driver cog has 24 teeth and the driving
cog has 40 teeth. If the driver cog makes a half turn, how many
turns does the driving cog make?

vertex (pl vertices) 8. The points A(1, 2) and B(3, 2) are two vertices of a square.
䊏 a point at which two sides Find all possible locations of the other two vertices.
meet y
4
3
A (1, 2)
2
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
-2
B (-3, -2)
-3
-4

Extend
9. The points C(7, 3) and D(1, 3) are two vertices of right 䉭CDE.
Find all possible locations of the third vertex so that the area of the
triangle is 15 square units.

10. Use question 7 as a reference. How would you determine the

resulting number of turns of the driving cog if another, middle,
cog is added?

driving driver cog

cog

22 MHR • Chapter 1
 Focus on Selecting Tools and
Computational Strategies

When solving problems, it is important to select appropriate tools. You

may be able to solve some problems using pencil and paper, while for
others you may need a calculator. Sometimes it helps to use
manipulatives such as linking cubes or integer chips, while other
situations are best tackled using a graph. Quite often, you may find you
need several tools. In other situations, you might start with one tool,
then find you need another tool to help find the answer.

Investigate

Which tool(s) can you use to solve a problem?

Tools A: Create shapes with square tiles
䊏 square tiles
Five square tiles are to be used to make different shapes. Sides must
䊏 linking squares
align exactly. These shapes are called pentominos . Shapes that can
䊏 grid paper be rotated or flipped to form each other are considered the same. For
example, the following two are considered the same.
pentomino
䊏 a shape made of five unit
squares
䊏 each square shares at least
one side with another 1. a) Make as many different pentominos as you can.
square b) Compare your pentominos with a classmate’s.
c) How many different pentominos are possible?

2. Reflect Which tool(s) did you use? Were they effective? Explain.

B: Sums of cubes
Select an appropriate tool to solve the following problem.
1. a) Find the sum of the cubes of the first two natural numbers:
13  23  ?
b) Find the sum of the cubes of the first three natural numbers:
13  23  33  ?
c) Continue extending these sums and investigate the pattern
in the results. Describe the pattern in your own words.

2. a) Reflect Verify that your pattern is correct.

b) Use your pattern to find the sum of the cubes of the first
15 natural numbers.

3. Reflect Which tool(s) did you use? Were they effective? Explain.

1.5 Focus on Selecting Tools and Computational Strategies • MHR 23

 Example Computational Strategy,
Operations With Rational Numbers

rational numbers Add or subtract each pair of rational numbers , as indicated.

䊏 numbers that can be
 a b  a b  a b
3 1 1 2 3 1
expressed as the quotient a) b)  c) 
of two integers, where 8 8 2 3 5 4
the divisor is not zero

䊏
3 3
—, 0.25, 1—, and 3 are
Solution
5 4
rational numbers The strategy for adding and subtracting rational numbers is to
connect your skills with fractions and integers.

 a b
3 1 The denominators are the same, so I
a)
8 8 can add the numerators. 3  (1)  2

2
 This fraction isn’t in lowest terms. I can
8
divide the numerator and the
1 denominator by 2.

4

  a b
1 2 The denominators are different, so I
b)
2 3 need to find a common denominator.

   a b
3 4
6 6
7
  Add the numerators.
6
1
 1 Change to a mixed number.
6

  a b
3 1
c)
5 4
3 1
   Change subtracting to adding the opposite.
5 4
12 5
   Find the common denominator.
20 20
7
  Add the numerators.
20

24 MHR • Chapter 1
 Key Concepts
䊏 Tools such as calculators, physical models, graph paper, and Reasoning and Proving
Representing Selecting Tools
computers can help you solve problems.
Problem Solving
䊏 Choosing the best tool for a given situation can make you a more
Connecting Reflecting
efficient problem solver. For example,
Communicating
• adding 10 and 20 on a scientific calculator would take longer
than finding the sum mentally
• using a 30-cm ruler to measure the length of a soccer field
would take longer than using a trundle wheel
䊏 A variety of computational strategies need to be considered
when investigating mathematical ideas and solving problems.

Communicate Your Understanding

C1 A Fermi problem asks how many times a truck wheel turns in
driving along the 401 highway from Windsor to London. What
tools would you use to solve this problem?
5 2 1
C2 Ted used a calculator to evaluate the expression   in the
9 3 8
following way:

5 2 1
 
9 3 8
 0.6  0.7  0.1
 1.2

Explain what Ted’s error was and how he could have used his
calculator more appropriately.

Practise
1. a) Explain how the diagram illustrates
the fact that 12
4  3.
b) Draw a diagram to illustrate that
12
3  4.
c) Draw a diagram to illustrate that
12
2  6.
d) Continue the pattern. How do these
models show that 12
0 is not
defined?

1.5 Focus on Selecting Tools and Computational Strategies • MHR 25

 2. a) Explain how the diagram illustrates the fact that 3  a b  2
2
3

⫺2 ⫺1 0

b) Use a visual tool to model 4  a1 b .

1
4

0 3. a) Four views of a cube are shown. What letter belongs on

D

E the blank face, and which way should the letter face?
T A b) What tool did you use to help solve this problem? Was
it effective?
Q c) Make up your own similar problem, using numbers instead
A E

Q of letters. Have a classmate solve the problem.

O
4. What tools would you use to find the average cost of admission
to a movie in your area?

5. Describe when it would be appropriate to use each tool to solve a

mathematical problem. Give examples.
a) a calculator
b) grid paper
c) a physical model
d) a computer

6. The number 90 224 199 is the fifth power of what number? Which
tool did you use?

7. Use an appropriate tool and strategy to find the two missing values
in each sequence.
a) 15, 9, 3, … , 䊏, 䊏, 69
b) 5, 15, 45, … , 䊏, 䊏, 10 935
c) 1024, 512, 256, … , 䊏, 䊏, 1
d) 5, 8, 11, … , 䊏, 䊏, 164
e) 3, 6, 12, … , 䊏, 䊏, 24 576
f) 400, 376, 352, … , 䊏, 䊏, 80

8. Use appropriate tools and strategies to find the next three terms
in each sequence.
a) 240, 120, 40, 10, 2
1 2
b) 0,  ,  , –1
3 3
3 1 1
c) , ,
4 2 4
2 7 1 5
d) , , ,
3 12 2 12

26 MHR • Chapter 1
 9. Find each sum.

 a b  a b
1 1 2 3
a)  b) 
2 2 3 4

 a b
1 2 2 3
c) d)  
7 5 3 8

10. Find each difference.

3 5 1 2
a)  b) 
8 6 2 3

a b  d) a b  a b
1 1 4 3
c)
4 6 5 10

Connect and Apply

11. The Example demonstrated how to add and subtract rational
numbers. Describe how to multiply and divide rational numbers.
Provide examples.

12. Evaluate.

b) a b  a b
5 3 1 3
a)  
6 10 7 5

a b 
a b
1 6 7 5
c) d)
8 11 8 6

e) a b
a b a4 b
1
5 3 2 4
f)
12 8 5 7

13. A sheet of paper is 0.08 mm thick.

a) How many times do you think you can fold a sheet of paper
in half?
b) If you fold it in half, how thick are the two layers?
c) If you could fold it in half again and again, a total of 20 times,
how thick would the layers be? Are you surprised at the
answer? Why?
d) Find out for yourself how many times you can fold a piece
of paper in half. Explain the results.

14. Explain how you would use two different tools to help a younger
student understand how to add each pair of fractions.
1 1 2 4
a)  b) 
2 4 3 5

1.5 Focus on Selecting Tools and Computational Strategies • MHR 27

 15. Use a geoboard or centimetre dot paper to find how many different
rectangles with a perimeter of 20 cm and whole-number side lengths
can be made. Find the area of each rectangle. Record your results in
a table.
Length (cm) Width (cm) Perimeter (cm) Area (cm2)
20

16. This is a tangram, which is a very old puzzle that originated in

A ancient China.
C
a) Determine the fraction of the whole square that each labelled
D B shape represents.
E
b) What fraction of the whole square does each of the following
G F represent? Illustrate your answer using pieces of the tangram
and using operations with fractions.
i) A  B ii) C  G iii) D  E
1 1
iv) F  E v) A vi) DF
4 2

17. Use the tangram in question 16.

a) Write piece F as the sum of two or more smaller pieces.
b) Write piece B as the sum of two or more smaller pieces.

18. Use an appropriate tool to help determine the thousandth term

in the sequence 45, 41, 37, 33, … .

19. Use an appropriate tool to help determine which term in the

sequence 100, 93, 86, … is 600.

20. How many cups of water would fill up a bathtub? Explain your
reasoning.

Extend
21. If you fold a piece of string in half, in half again, and so on, up to
n folds, and then cut it through the middle with a pair of scissors,
how many pieces of string will you have?
a) Develop a solution. Explain your reasoning.
b) Use a model to verify your solution.

22. A rope winds around a cylindrical tube a total of four times. The
tube has a circumference of 10 m and a height of 24 m. How long
is the rope?

28 MHR • Chapter 1
Focus on Reasoning and Proving

People need to use their reasoning skills to make mathematical

observations (such as those from patterns), to justify conclusions, and to
use mathematics to plan and support solutions to problems.

Investigate

How can you apply reasoning skills to solve a problem?

A vending machine has 90 coins in its coin-collecting slots. There
are one third as many dimes as quarters and half as many dimes as
nickels. How much money is in the machine?
1. Read the problem above. Read it again. Express it in your own
words.

2. A possible strategy is to guess the answer, check to see if it works,

and then revise the guess if necessary. What type of number must
the number of nickels be? What type of number must the number
of quarters be?

3. Make your first guess. If it is incorrect, read the clues again and
use reasoning skills to decide what needs changing. Continue until
you are successful.

4. Check that your answer works for each clue. Is another answer
possible?

5. Reflect Was this the appropriate strategy for this problem? Explain.

1.6 Focus on Reasoning and Proving • MHR 29

conjecture You may be asked to prove a mathematical conjecture . This means that
䊏 a general conclusion drawn you need to provide mathematical evidence that a statement is true.
from a number of individual
facts
䊏 it may or may not be true

Example Prove a Conjecture

Conjecture: The sum of any two consecutive whole numbers is an

odd number.
a) Give three examples of the conjecture.
b) Prove that the conjecture is true.

Solution
a) 1  2  3 In these examples, the sum
235 of two consecutive whole
347 numbers is an odd number.

b) Let n represent a whole number.

Then, n  1 represents the next consecutive whole number.
The sum of these two consecutive numbers is
nn1
 2n  1
Since 2n means 2 times any whole number, this is always an even
number. When you add 1 to an even number, you get the next odd
number.
So, the conjecture is true.

Key Concepts
䊏 You can use reasoning to determine which mathematical process
Reasoning and Proving
Representing
is best in a given situation.
Selecting Tools

䊏 Many simple problems can be solved using reasoning by systematic

Problem Solving

Connecting Reflecting
trial, especially if you have not yet learned other mathematical
methods.
Communicating

䊏 To prove a mathematical conjecture, you need to justify your

conclusion by using a well-organized mathematical argument.

30 MHR • Chapter 1
Communicate Your Understanding
C1 Jay’s method for solving the problem “Which power of 2 is closest
to 300?” is shown.
(2)5  32
(2)6  64
(2)7  128 ⇒ 300  (512)  212
(2)8  256 ⇒ 300  (128)  172
(2)9  512
The power of 2 that is closest to 300 is (2)7.
a) Describe Jay’s strategy.
b) Do you think this was the most efficient strategy? Explain.

C2 a) Estimate the measure of each of the equal angles in the

following triangles.

b) In each case, is your estimate greater than or less than 90°?

c) Do your results prove that the equal angles of an isosceles
triangle are acute? Explain.

Practise
For help with questions 1 and 2, see the Investigate.
1. Copy the diagram. Place one of the numbers from
1 to 6 in each circle so that the sum of the three
numbers on each side is the same.

2. Copy the diagram. Place one of the integers

from 6 to 5 in each circle so that the sum of
the three numbers on each side is the same.

For help with questions 3 and 4, see the Example.

3. Prove that the sum of three consecutive whole numbers is
divisible by 3.

4. Prove that a newspaper always has an even number of pages.

1.6 Focus on Reasoning and Proving • MHR 31

 Connect and Apply
In each problem, write one or two sentences to describe your strategy.
Then, carry out your strategy and justify your solution. Reflect and
decide if your strategy was an appropriate one.
5. Paul claims that you only need seven coins to be able to make any
amount of money up to 50¢. Show that Paul is correct.

6. Copy the numbers in the order shown. Replace each 䊏 with some
of the symbols , , ,
, ( ), and  to make true statements.
a) 5 䊏 2 䊏 8 䊏 3 䊏 15 b) 25 䊏 5 䊏 11 䊏 25 䊏 9

䊏 a b
1 1 11 1 2 1 1
c) 䊏 䊏 䊏 d) 䊏
2 3 12 12 3 8 12

mean 7. The mean low temperature between January 1 and January 30

䊏 the sum of the values in a was 5°C.
set of data, divided by the
January Mean Low Temperature
number of values in the set
5

0
Temperature (°C)

10 20 30 40
5

10

15

20
Day

a) What would the temperature need to be on January 31 to lower

the mean temperature to 6°C?
b) What would the temperature need to be on January 31 to raise
the mean temperature to 4.5°C?

counter-example 8. Give a counter-example to prove each statement false.

䊏 an example that proves a) All prime numbers are odd.
that a conjecture is false
b) The sum of any two integers is always negative.
c) All fractions are less than 1.
d) All quadrilaterals are rectangles.

9. In the game of chess, a knight can move two spaces forward or

backward and one space left or right, or two spaces left or right
and one space forward or backward. Copy the small board shown.
Can a knight eventually land on any square on the board?

32 MHR • Chapter 1
10. Although most masses are measured in kilograms or grams in
Canada, cheese is often bought by the pound. Three quarters of a
pound and three quarters of a block of cheese balance with an entire
block of cheese. What is the mass of the block of cheese, in pounds?

3
––
4 lb

11. The integer 5 can be expressed as a difference of squares.

22  32
49
 5
How many integers between 1 and 10 can be expressed as a
difference of squares of whole numbers?

12. Sam went on four rides a total of eight times at the fair. Roller Magic
costs $3.25, Death Drop costs $3.75, The Amazing Loop costs $4.00,
and Fire Pit costs $4.50. Sam says he went on one ride more than
three times. He spent a total of $33.00. How many times did Sam go
on each ride?

13. How many floor tiles are there on the floors in your school?

Extend
14. Each three by three square, each 1 6 9 8 2
row, and each column must
7 5
contain each of the numerals 1
through 9 only once. Copy and 9 2 4 7

complete this Sudoku puzzle. 2 5

1 8 5 9 2

9 5

7 1 5 9
3 2

3 9 2 6 4

15. What is the mass of a school bus with 45 student passengers?

16. For the sequence 1, 2, 2, 3, 3, 3, 4, 4, 4, 4, 5, 5, 5, 5, 5, … ,
a) what is the 50th term?
b) what is the 100th term?
c) what is the sum of the first 50 terms?
d) what is the sum of the first 100 terms?

1.6 Focus on Reasoning and Proving • MHR 33

 Focus on Reflecting

When you solve a problem, you need to regularly check and re-check
your thought processes.
• Is your strategy the best one?
• Are you checking to make sure you are not making any errors?
• Have you considered alternative strategies or the use of different tools?
• Does your answer make sense?
• Can you verify that your solution is correct?
Reflecting on your processes will make you a better problem solver.

Investigate

Tools How can the process of reflecting help you solve problems?
䊏 paper strips
A: Möbius strip
䊏 tape
How can a sheet of paper have only one side?
䊏 pencil
1. Cut a strip of paper about 4 cm wide
and 28 cm long. Twist it a half turn
and tape the ends together. This is
called a Möbius strip.

2. Draw a line along one face of the

paper without lifting your pencil.
Describe what happened.

3. Predict what would happen if you cut

all the way along this line.

4. Test your hypothesis. What happened? Explain.

5. Make another Möbius strip. This time, draw two lines, each one-
third of the distance from each edge. Then, cut along the two lines.

6. Reflect What happened? Can you explain why the result was
different?

B: Strategies
How many numbers between 1 and 100 are divisible by 7?
1. Devise two strategies that would be efficient in solving this
problem.

2. Solve the problem in two ways, using both strategies.

3. Reflect Explain which strategy was more effective.

34 MHR • Chapter 1
 Key Concepts
䊏 As you solve a problem, indicate, in words or symbols, what Reasoning and Proving
Representing Selecting Tools
your strategy is, so you can evaluate it later on.
Problem Solving
䊏 Reflect back to evaluate the effectiveness of your strategies and
Connecting Reflecting
to verify that your solution is correct.
Communicating
䊏 If you determine that the solution was incorrect, check to see
if your steps were done correctly, or try a different strategy.

Communicate Your Understanding

C1 To answer the problem, “Find five odd numbers that add up to 55,”
Ben used the strategy of systematic trial.
a) Ben’s first trial was 3  5  7  9  11  35. What might his
next trial be? Why?
b) Do you think that systematic trial is a good strategy for this
problem? Explain.
C2 A triangle has sides of length 3 cm, 5 cm, and 7 cm. Describe how
5 cm 3 cm
you can verify whether this is a right triangle.
C3 Using the drive-through one night at a local coffee shop, Tara 7 cm
ordered a large coffee and a muffin. The drive-through attendant
told her that her total was $19.38. Tara argued with the attendant
that it is not possible for the total to be $19.38 when she only
ordered a coffee and a muffin. The attendant insisted the total
was $19.38.
a) Explain what the drive-through attendant should have done
when Tara questioned the total.
b) Discuss what the drive-through attendant might have done wrong.

Practise
For help with question 1, see the Investigate, Part A.
1. To create a double Möbius strip, place two strips of paper together,
one on top of the other. Twist them a half-turn and tape them
together, end to end, at both the top and bottom. Then, cut the strip
down the middle. Describe the results and explain why it happened.

2. If you multiply a number by 7, and then add 12, the result is 380.
What is the number?
3 7
3. Half of a number, decreased by , gives . What is the number?
4 12

4. What strategies did you use in questions 2 and 3? How effective

were they?

1.7 Focus on Reflecting • MHR 35

 5. What is the least number divisible by all of the integers 1 through 9?
Explain your strategy and whether it was effective.

Connect and Apply

6. a) Using only the integers 3, 2, 1, 0, 1, 2, and 3, find all
solutions to X  Y  Z  5. You may repeat numbers.
b) What strategy did you use? Was it effective? Explain.

7. a) Multiply 1  2  3  4. b) Calculate 52  1.
c) Multiply 2  3  4  5. d) Calculate 112  1.
e) Multiply 4  5  6  7. f) Calculate 292  1.
g) Describe a rule that this pattern seems to illustrate.
h) Verify your rule by trying it with two more examples.
i) Did your examples work? If not, try to develop a different rule
and verify it.

Literac 8. In a video game, a character has been programmed to start at 60 pixels

onnections to the left of centre. The character moves 90 pixels to the right, then
A pixel is a single grid point on 75 pixels to the left, then 60 pixels to the right, and so on.
a computer or TV screen. Many
a) The character disappears when it lands on zero, the centre. After
screens are 640 pixels across
and 480 pixels high.
how many moves will this occur?
b) Verify that your answer is correct.

9. How many numbers between 1 and 100 are divisible by either 2 or

3? Explain your strategy and verify that it works.

10. A recipe calls for 1 kg of flour, 500 mL of milk, 2 eggs, and 125 g of
sugar. To triple the recipe, Karen calculated that she needed 3 kg of
flour, 15 L of milk, 6 eggs, and 3.75 kg of sugar.
a) Without calculating the correct amounts, find Karen’s errors, and
describe the clues to her errors.
b) Verify that your discoveries are correct.

Extend
11. How many square metres of pizza are ordered in Ontario in a year?

12. In a magic square, the rows, columns, and diagonals each add to the
same sum.
a) Construct a magic square using these numbers:
i) 1, 2, 3, 4, 5, 6, 7, 8, 9
rows
ii) 4, 3, 2, 1, 0, 1, 2, 3, 4
b) Describe the strategies that you used.
columns diagonals

36 MHR • Chapter 1
Chapter 1 Review

For each question, try to use the most 6. How many squares of all sizes are there in
appropriate tools, computational methods, this diagram? What strategy did you use?
and problem solving strategies. Provide
complete justification for each solution.
1. Continue each pattern for three more terms.
Describe how to find successive terms.
a) 12, 9, 6, 3 b) 7, 14, 28
c) 5, 6, 8, 11 d) 3, 1, 6, 12 7. Dave is meeting his friends at 7:30 P.M. The
average speed of the bus is 28 km/h, and he
2. A fence will be built to enclose a 100-m
needs to travel 20 km. When should he
by 70-m field. It will need a post at each
catch the bus? Describe your strategy and
corner and one every 5 m. How many
whether it was appropriate.
posts are needed?
8. a) A rectangular yard measures 8 m by 6 m.
3. An archery target has points as shown.
What happens to the area if each
dimension is doubled?
b) Use an appropriate tool to illustrate what
happens to the area of any rectangle
20 15 10 5
when its dimensions are doubled.

9. What power of 7 is 40 353 607? Describe

your strategy.
a) Describe a strategy to determine how
10. Find three consecutive integers that have
many different scores are possible a sum of 402. Describe your strategy.
with three arrows.
b) Use your strategy to find the different 11. Evaluate.
possible scores.
 a b  a b
2 3 2 1
a) b) 
4. Three houses, A, B, and C, are to be
5 7 9 6

a1 b
connected to hydro, cable TV, and telephone 2 1 7 3
c)   d)
wires, labelled as P, Q, and R, without 3 4 12 4
the wires crossing each other. Can this be
12. Using only fractions between 1 and 1,
done? If yes, show the solution. If not,
find three different solutions to
explain why.
7
ABC .
A B C 12

13. A bracelet is to be made

P Q R from 2 red and 5 blue
beads. How many
different bracelets can be
5. Plot the points E(4, 5), F(7, 0), and G(1, 4).
made? Describe your
Find all locations of the point H so that
strategy.
EFGH is a parallelogram.

Chapter 1 Review • MHR 37