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Math 9 Textbook Answers

This document contains answers to math problems and questions from lessons on rational numbers and decimals. The answers are provided in steps or short explanations. Some answers include examples to illustrate the process, while others are single values or expressions. The document is organized by lesson and question number.

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0% found this document useful (0 votes)

837 views43 pages

Math 9 Textbook Answers

Uploaded by

Mehak Gill

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 43

MF9SB_ANS_p511-542 pp6.

qxd 4/14/09 8:30 AM Page 511

Answers
Chapter 1 9.
10.
C
tremor at 212.2 s
Lesson 1.1, pages 7–8 11. e.g., For 18.1 and 24.3, one is negative and one is positive; 24.3
1
1. e.g., a) 21 4 2 b) 29 4 4 c) 241 4 7 d) 72 4 10 and 243 are both negative and have the same integer.
2. a) 20.25 b) 22.375 c) 27.833c d) 4.3 12. a) e.g., benchmarks, decimal forms, common denominators
3. e.g., a) 20.7, 20.75, 20.77 b) 20.1, 0.1, 0.22 c) 0.7, 0.8, 0.9 11 1 1 7 1 5
b) 27.5, 2 2 , 222 , 212 , 25 , 100 , 8
4. D
5. B 13. a), b), c) e.g.,
6. e.g., B: 8 4 3; D: 4 4 3; K: (22) 4 3; M: (27) 4 3; T: (211) 4 3 R Q S T U VP
7. e.g., a) 51 4 10 b) (221) 4 5 c) (2302) 4 100 d) 29 4 3
⫺1.3 ⫺1.25 ⫺1.23 ⫺1.2
8. a) 5.4 b) 27.5 c) 26.333c d) 2.6 ⫺1.22⫺1.21
9. 5 2
⫺8.4 ⫺7.2 ⫺2 3 ⫺1.205
2 2
⫺6.9 ⫺3 3 ⫺0.78 1 3 d) e.g., You can always add another digit to the end of the
decimal.
⫺10 ⫺8 ⫺6 ⫺4 ⫺2 0 2
e) an infinite number of rational numbers
10. a) e.g., a debt of $1.20 14. 2a . 2b
2 15. e.g., decimals, because I can compare the digits, as I do for whole
b) e.g., a drop of 3 in the height of a snow bank
numbers and integers
3 3 21 3 23
11. 24 5 (21) 4 5 1 3 4 5 4 16. e.g., agree
1 24 24
3 3
24 5 (21) 4 5 21 3 4 5 24
1 3 3 17. 24 , 298 , 20.242 424c , 2100

9 10 11
18. 7, 8, or 9
12. a) e.g., 32 , 32 , 32 9
19. 140
b) Divide opposite of numerator by denominator. c) yes
13. a) agree b) disagree
14. rational numbers include all of the integers, which include all of the Lesson 1.3, pages 20–21
whole numbers, which include all of the natural numbers 5 7 7 7
1. a) 28.0 b) 24 c) 1 10 d) 23.1 e) 212 f ) 25 15
15. e.g., A rational number is either a positive or negative fraction or
decimal. 2. 20.55
5 3. e.g., a) 4 2 73 5 269 b) 212 1 19 5 7 c) 29 2 6 5 215
16. a) 9 5 5 4 9 b) 20.5555c c) 20.055 55c 1 1
d) 2 1 212 5 22 e) 3 1 6 1 11 5 20

Answers
d) e.g., One is ten times greater than the other.
17. f ) 25 1 (26) 1 5 5 26
4. a) 269.26 b) 6.7 c) 215.30 d) 22.07 e) 20.32 f ) 25.91
5. C
6. C
7. a) 24.2, 9.4 b) 25.362, 1.205 c) 9.4, 25.362
d) 28.94, 25.362
Lesson 1.2, pages 13–15 8. a) 8, 5, 8 b) e.g., 1, 5, 0, 5 c) 8, 1, 2 d) 1, 3, 9
9. a) 25.5 b) 212.3
1. e.g., 25, 25.1, and 25.2 3 5 3 13 13 1
1 3 1 3 10. a) 1 8 b) 22 6 c) 210 d) 21 20 e) 27 15 f ) 3 24
2. e.g., 3 8 , 3 4 , so 23 8 . 23 4
11. $53.87
3. the one who moved –0.9; west
a) e.g., 2 Q23 4 R . Q23 4 R b) e.g., 22.3 2 Q23 4 R 8 22 1 3 5 1
1 1 1
4. a) . b) , c) , d) 5 e) 5 f ) , 12.
5. e.g., a) 22.3 , 21.4 b) 21.0 , 20.8 c) 20.9 , 0.9 3 3
13. a) 2 4 b) 22 4
d) 1.9 , 2.4 e) 21.3 . 21.7 f ) 5.8 . 4.5
1 2 1 14. 1: 31: 57.7
6. a) 214 2 , 212.2, 24 3 , 3 4
1 3
15. a) 20.9 b) 29.4 c) 14 d) 4
2
b) 210.3, 210.2, 28.4, 8 3 , 8.8
16. a) e.g., 3.8 2 0.68 b) 1.5 1 0.68 1 2.3 1 (3.8 2 0.68)
3 3 3 3 1 3 1 3 3 1
c) 28 , 215 , 15 , 8 17. e.g., a) a 5 22 , b 5 22 b) a 5 22 , b 5 2 c) a 5 22 , b 5 22
3
d) 22.9, 22 4 , 10.1, 14.2 18. e.g., Amy is 4.5 km west of my house and I am 3.2 km west.
How far must Amy walk and in what direction to get to me?
7. a), b) e.g., (1.3 km east)
X Y
19. sum 1.605, difference 28.405
⫺3.0 ⫺2.8 ⫺2.6 ⫺2.4 ⫺2.2 ⫺2.0 10 33
20. 240 , 40
8. A
21. e.g., 24.2, 28.7
NEL Answers 511
MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 512

a) e.g., 14 Q 25 3 R or 23 2 Q 3 R
Lesson 1.4, pages 25–27 3 1 1 8
12.
24 16
1. a) 219 b) 35 c) 216 d) 225 3
b) e.g., You walk 1 4 km west (negative) each hour. What is your
11
position after 5 3 h? Q 29 3 km R
2. 1 1
40
1 13. 1.5 4 (22)
3. 3
1
5 5 16 15 16 16 14. e.g., Elliot walked 3.9 km west. Derek walked 3 as far in the same
4. a) 212 b) 12 c) 215 d) 216 e) 15 f ) 15
direction. How far and in what direction did Derek walk?
5. D
(1.3 km west)
6. D
a) 8 3 Q 23 3 R b) 21 3 Q 23 3 R
21 2 8 2
7.
Lesson 1.5, pages 33–34
8. a) 24.2, 28.4 b) 7.3, 24.2
9. 213.3 °C 1. a) addition in brackets b) subtraction in brackets
2 225 9 2. 20.063
10. a) 9 b) 2 7 c) 210 d) 28 e) 0.381 f ) 212 27
3. a) division by 0.7 b) adding 210.2 c) subtracting 20
11. a) 37 °C b) 238 °C c) 32 °F
12. 4 : 15 4. 20.36
1 5. A
13. a) 6 b) no 6. B
14. e.g., 7. no
3 4 1
a) The fraction of water gained by the pail in 4 of the time it was 8. a) 2 9 b) 22 3
sitting. 9. It was 3.8° C more than double the Thursday temperature.
b) The comparison between the fraction of water gained in the time 10. a, b, d
the pail was sitting Q 28 R and the fraction gained in twice as
1 11. e.g., a) 24.7 1 (25.3) 3 2.1 b) yes
1
12. s
much time Q 24 R .
1 24
13. Because integers are rational numbers.
1
e.g., Q 23 1 4 R 3 2 4 2 5 3
15. e.g., 21 3 2 3 1 1
14.
16. a) If both were negative or positive, the product would be negative.
a) Q 3 2 1 4 R
1
15. b) (21.2 1 23) 4 (1.5 1 1.5)
1 2
b) e.g., 2 , 23
1
25 13
16. 3
17. a) 216.18 b) 254.59
c) 2 8 d) 2 6
18. e.g., Multiply and divide rationals as you would integers. The result Lesson 1.7, page 39
is positive if both numbers have the same sign and negative if they 5
have opposite signs. 1. 216
19. a) 22 b) 223 2. e.g., 221, 210, 1, 2, 3
1 3. 1.0 km
20. e.g., 2 , 25
1 1
21. 2 m by 8 m 4. , , and 258
2 8
5. 21.35, 1.35
Mid-Chapter Review, pages 29–30 1 1 1 3 3
6. e.g., 24 , 2 , 22 , 8 , 28
1. e.g., A: 24.5; B: 23.6; C: 20.2
2. 7. $0.15
1 23 18
–8 3 – –2.6 7
–3 4 8. 29
1 1
–10 –8 –6 –4 –2 0 2 9. e.g., 2 , 22
3. Portage la Prairie 10. e.g., Because there were only a few possibilities.
4. a) . b) . c) 5 d) , 11. e.g., The mean of five numbers is 24. The sum of the
1 3 1 1 22 4 positive numbers is 22 greater than the sum of the negative
5. a) 21 3, 25, 23 b) 22 5, 5 , 5 c) 20.3, 20.3, 0.7 d) 22, 21.5, 0
numbers. What could the numbers be? Q 27, 27, 27, 2 , 2 R
1 1
13 14
6. e.g., 232 , 232 , 20.4, 20.41
7. 24
Chapter Self-Test, page 41
1 13 23 9
8. a) 2312 b) 245 c) 22.4 d) 224 e) 211.2 f ) 2728
1. D
9. 3.4 km west 2. C
7 2 1
10. 15
, 215 3. 24 3
11. 2$2.26 105 106 107
4. e.g., 2 32 , 2 32 , 2 32

512 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 513

27 32 1 8. 21
5. a) 14 b) 2 9 c) 20.0333c or 230
9. C
16 7
d) 9 e) 27.2888c f ) 23 10. A
11. D
6. a) 2.9° C decrease b) 0.58° C decrease
12. 42 is a flat square, 43 is a three-dimensional cube
3
7. 10 13. disagree
8. e.g., The second number is negative. The first number can be either 14. a) 13 or 1 apart b) 2197 or 21 421 apart
positive or negative. If the second number is negative, then it is less 15. 0, 1
than 1. 16. e.g.,

Chapter Review, pages 43–44

1. ⫺5
24
⫺2.6

⫺5.0 ⫺4.5 ⫺4.0 ⫺3.5 ⫺3.0 ⫺2.5 ⫺2.0

29 29 2
2. 2 3 , since 2 3 5 29 3
3. e.g., a) 242 4 10 b) 9 4 5 c) 23 4 8 17. e.g., There will always be more perfect squares than perfect cubes
4. e.g., The time before a rocket launch is 213 h.
2 between two numbers, because cubes are always farther apart than
squares of numbers (greater than 1).
5. The integers circle should be completely inside the rationals 18. 4 plates
circle. 19. yes
28 1 28 2 1 4 3 20. 729, 4096
6. a) 25.1, 3 , 25 , 0.3, 1.2 b) 9 , 23 , 24 , 7 , 5
7. e.g.,
1 Lesson 2.2, pages 56–58
a) 24 2 , 24.4, 24.6
e) Q 7 R f ) Q4 R
5 3 3 5
1. a) 56 b) 3.24 c) (24) 3 d) 275
b) 25.007, 25.008, 25.009
c) 20.7, 20.71, 20.75 e) Q 9 R f ) Q3 R
8 4 2 4
2. a) 46 b) 64 c) (25.4) 3 d) 285
8 21 1
8. e.g., 22 is 4 units to the left of 0 and 2 is 2 units to the left. 3. a) (2) (2) (2) (2) b) (22) (22) (22) (22)
e.g., 2 Q 4 1 12 1 R
3 1 2 c) 2(2) (2) (2) (2) d) 2(22) (22) (22) (22)
9. 3 4. a) 2343 b) 2343 c) 81 d) 281 e) 2153.76 f ) 144
10. e.g., a) 5 b) 21 c) 221 d) 22 5. a) 9, 4, (9)(9)(9)(9)
11. a) 5 4
1
b) 215
11
c) 220.8 d) 215 5 2215
38 8 b) 53, 3, 125
c) (22) 5, (22) (22) (22) (22) (22) , 232
12. $0.02 increase d) 263, 6, 3, 2216

Answers
4 3
13. 25 , 10 e) 4, 6, 2(4) (4) (4) (4) (4) (4) , 24096
6. C
4 20 4 9 9
14. a) 2 b) 3 c) 227 d) 29 e) 5 f) 5 7. A
25 8. C
15. 3 9. disagree
3 1 10. yes
16. a) e.g., 8 , 24 b) Use the opposite of each rational. 11. 224, (21) 31, (21) 100, 2(222 ) , (22) 4
4 13 1 2 12. a) 3150 cm2 b) 22.9 cm
17. a) 25 b) 2118 c) 22 d) 25
13. a) 16, 81, 256, 625
18. no b) 32, 243, 1024, 3125
5 c) 4, 3
19. 26
d) e.g., The difference, 13, is quite small, and the larger the
20. e.g., 24, 22 numbers get, the larger the difference gets.
1 2 4 14. a) 1, 1, 1, 1 b) 1
21. 3
, 23 , 3
15. a) 60, 61, 62, 63, 64
b) with 5, no; with 25, yes; with 0, cannot be ordered
Chapter 2 16. 23, 32, 43, 34, 53, 35

Lesson 2.1, pages 52–53 17. a) s 4 b) (2y) 2 c) t 4 d) 2p 3

18. a) pennies 72, nickels 25, dimes 32, quarters 52, loonies 23, toonies 24
1. a) 22 b) 33 b) N 5 72 1 25 1 32 1 52 1 24
2. a) 63 b) 112 19. no
3. a) 9m b) 2 cm 20. a) 2128, 256, 64
4. a) 4 b) 3 c) 10 d) 3 e) 49 f ) 125 b) 2128 5 (22) 7, 256 5 (22) 8, 64 5 (22) 6
5. a) 52 m2 or 25 m2 c) e.g., Add the exponents.
6. a) 144 cm2 b) 864 cm2 c) 1728 cm3 21. a) 6 rounds, plus 2 extra calls b) 27
7. a) cube with 15 cm side length b) 125 cubes
NEL Answers 513
MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 513

Chapter Review, pages 43–44

1. ⫺5
24
⫺2.6

⫺5.0 ⫺4.5 ⫺4.0 ⫺3.5 ⫺3.0 ⫺2.5 ⫺2.0

Lesson 2.1, pages 52–53 17. a) s 4 b) (2y) 2 c) t 4 d) 2p 3

Lesson 2.4, pages 64–66 12. (3 3 23 ) m2

13. a) e.g., 83 cm3 b) 4 times as high
1. a) 99 b) 78 c) 21 or 2 d) 50 or 1 e) 1131 f ) 85
14. 27
2. a) e.g., 24 b) 26 c) e.g., 38
15. e.g., Simplify 28 3 254.
3. a) x10 b) a2 c) m12
16. 200 000 000
4. a) 1013 b) 311 c) 123 d) 25 e) 67 f ) 52
17. a) yes b) no c) when exponent of base 0.9 is even
5. a) 232 b) 21 c) 121 d) 28 e) 81 f ) 46 656
18. a) e.g., 0.2515 b) e.g., 1.210 c) 0.49
6. a) 3 b) 2 c) 4 d) 12
7. A
8. B Lesson 2.6, pages 78–79
9. D
1. a) 36 b) 82 c) 24
10. e.g., a) (44 ) (43 ) 5 47 b) 38 4 32 5 36 c) (53 ) 5 5 515
2. a) 30 b) 15 c) e.g., b)
11. 23 3 28 5 211, not 224
3. a) 252 b) 160 c) 4032 d) 215
12. a) x 5 b) y 5 c) s 11 d) p4
7
13. a) correct b) incorrect c) incorrect 4. a) 82 b) 25 c) 211
14. a) 1 b) 1 c) 1 5. a) 165 b) e.g., yes
am am 6. e.g., (21 ) (21 ) 5 2 1 2 5 4
d) If a 2 0, then a m 5 1 and a m 5 a m2m 5 a 0, so a0 5 1.
7. e.g., 2 is the only number for which its square is also its double.
e) yes
8. yes
15. Any power of 10 is divisible by 5 and any power of 8 is not, so they
9. 320
cannot be equal.
10. a) B
16. a) 212 b) 39 c) (23) 12 d) (25) 9
b) e.g., (18 3 2) 1 (12 3 22 ) cubes of meat
17. a) x8 b) m2 c) y9 d) a4 e) a6 f ) b5
c) 84 cubes of meat
18. You can add exponents when the bases are the same but not when
11. e.g., Otherwise, the answer might be wrong.
they are different.
12. a) e.g., Use guess and test.
19. a) no b) yes c) no
b) 72 1 33 2 12 4 22 5 73
13. No, not always.
Mid-Chapter Review, page 68
1. a) square with side lengths of 21 Lesson 2.7, pages 84–85
!100
a) !7 3 7 b) !121 c) 3
b) square with side lengths of 8 2 49 12
1. d) e) 15 f ) !169
c) cube with side lengths of 15 Å81
d) cube with side lengths of 11 2. 1.2 km by 1.2 km
!16
2. a) 14 cm b) 4 cm 3 4 cm 3 4 cm b) !0.0049
10
3. a) 1.9 c) 17 d) !36
3. e.g., 64 and 729
4. a) e.g., (22) (22) (22) b) (22) 3, 2(2) 3 4. a) 3 b) 3 c) 3
5. a) e.g., 6 3 6 3 6 b) e.g., 63 5. 2
16 6. a) 79 b) 23
6. a) 1 b) 2125 c) 281 d) 8 e) 1 f ) 81 7. A
8. a) 1.6 b) 1.4 c) 1.3 d) 1.2 e) 0.9 f ) 0.7 g) 0.6 h) 0.5
7. 2125, 281, 16
81 , 1, 1, 8
9.
8. a) 1011 b) 312 c) 92 d) 25 e) 57 f ) 62 !0.36 !0.8100 !1.69
!0.25 !1.96
9.
214
e.g., 42 1 34 2 92 !0.4900 !1.44 !2.56

10. 21 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0
11. a) b7 b) n3 c) d 27 d) a 3
10. no
11. 272.25
Lesson 2.5, pages 73–75 12. e.g., !5.76, !0.0576
25 36 13. yes
1. a) 24 3 34 b) 35 c) 36 3 512 d) 74
a) A. !0.25 B. 5 C. e.g., !0.0625 5 4
1 1
14.
2. a) 23 b) 312 c) 424 d) 54
3. a) 212 b) 243 c) 32 d) 83 b) e.g., Evaluate both sides using calculator.
212 15. a) incorrect b) incorrect c) correct d) correct
4. a) 812 3 58 b) 421 3 310 c) 214 3 315 d) 46 e) 76 f ) 102 16. a) 0.3 b) 0.03 c) 0.003 d) 0.0003
5. a) 5184 b) 59 049 c) 15 625 d) 1024 17. When the value under the square root sign is divided by 100, the
6. A square root is divided by 10.
7. D 18. 24 cm2
8. A 19. 0.49 and 0.0049
9. e.g., a) Enter (52 ) 4. b) Enter (42 ) 2. 20. no
10. 1 000 000 000 21. 4.00 cm
11. a) 354 294 units2 d) 14 348 907 units3 22. 1.75 cm
b) 354 294 units2 e) 14 348 907 units3
c) e.g., method in b) f ) e.g., method in e)

514 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 515

Lesson 2.8, pages 89–90 4. a) 23, 4, (23) (23) (23) (23) , 81

b) 2(6) 3, 6, 3, 2216
1. a) 2, 3 b) 7, 8 c) 12, 13 d) 0, 1 c) (24) 4, 4, (24) (24) (24) (24)
2. a) 2.92 b) 7.24 c) 12.24 d) 0.75 5. a) 36 b) 212.167 c) 1
3. The values of the square roots were between the pairs of whole 6. yes
numbers in question 1. 7. a) 527 b) 124 c) 192
4. about 2.5 cm 8. a) 1 679 616 b) 256 c) 1
5. about 5.6 cm 9. a) x14 b) a3 c) v9
6. e.g., 838383838
a) estimate 1.2, calculation 1.2 10. a) 83838
5 8 3 8 5 82
b) estimate 8.5, calculation 8.7 b) (6 3 6) 3 (6 3 6 3 6 3 6 3 6)
c) estimate 0.1, calculation 0.1 5 6 3 6 3 6 3 6 3 6 3 6 3 6 5 67
1 210
d) estimate 2 , calculation 0.5 11.
4
12. a) 622 b) 712
e) estimate 12 , calculation 0.333… 13. a) 240 b) 46
6 14. e.g., B
f ) estimate 5 , calculation 1.2
4 11
7. C 15. a) 17 b) 6.3 c) 6 d) 12 e) 1 f ) 8.42
8. C 16. a) incorrect b) incorrect c) correct
9. a) She will have enough paint. b) about 3 m 17. a) 14 m, 15 m b) 14 m c) 14.14
10. 7.2 m 18. 6.3 m
11. a) 0.7 . 0.64, so !0.7 . 0.8 b) no 19. about 5.8 m
12. !6.4 must be between 2 and 3 since 22 5 4 and 32 5 9.
13. e.g., about 38.2 m
14. no Chapter 3
15. e.g., Try numbers less than 50.
16. e.g., about 8 cm by 20 cm Lesson 3.2, pages 106–109
Chapter Self-Test, page 91 1. a) no b) no c) yes d) no e) no f ) yes
2. yes
1. a) cube with side lengths of 18 3. A and C
b) square with side lengths of 1.2 4. a) no b) yes c) no
c) cube with side lengths of 9 cm 5. a) B b) D c) A
2. a) 5 cm, 150 cm2 b) 10 cm, 1000 cm3 6. e.g., Corresponding sides have the same scale factor and
3. a) 32 b) 117 649 corresponding angles are equal.
4. a) 25 mysteries, 101 action, 2(32 ) comedies, 22 cartoons 7. A & G, C & H, E & J
b) 64 DVDs 5 22 3 42 8. B

Answers
5. a) 65 536 b) 8192 c) 1 d) 1 e) 2191 102 976 f ) 36 9. B
6. a) x6 b) a6 c) c 5 10. ABCD ~ EFGH, 1 : 1.5
7. 44
!36
11. e.g., a) isosceles triangles: 2 : 3; scalene triangles: 5 : 2; equilateral
9
8. a) 7.48 b) 5.29 c) 12 d) !49 e) 2 f ) 0.6 triangles: 1 : 3
9. a) 8 m, 9 m b) s 5 8.72 m b) isosceles triangles: 7 : 9; scalene triangles: 2 : 1; equilateral
triangles: 15 : 13
Chapter Review, pages 93–94 12. a) 5.1 m b) 3.4
13. They are not similar.
1. a) square with side lengths of 15 m 14. a) true b) false c) false
b) square with side lengths of 10 d) true e) true f ) false
c) cube with side lengths of 3 15. A. disagree B. disagree C. disagree D. agree
2. a) 14 mm b) 5 cm 16. no
3. 3cm
17. a) b)
3cm 3cm 3cm 3cm 3cm 3cm 3cm

3cm

18. a) /L b) PR 5 36 cm, QR 5 39 cm
19. e.g., Corresponding angles are equal.

b) 24 cm by 24 cm c) 576 cm2
NEL Answers 515
MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 515

Lesson 2.8, pages 89–90 4. a) 23, 4, (23) (23) (23) (23) , 81

3cm

18. a) /L b) PR 5 36 cm, QR 5 39 cm
19. e.g., Corresponding angles are equal.

b) 24 cm by 24 cm c) 576 cm2
NEL Answers 515
MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 516

Lesson 3.3, pages 114–116 Mid-Chapter Review, pages 120–121

3
1. a) ^ABC is an enlargement of ^DEF by a scale factor of 2 . 1. a, b
2
2. a) AB & FG, BC & GH, AE & FJ, CD & HI, DE & IJ,
b) ^DEF is a reduction of ^ABC by a scale factor of 3 . /A & /F , /B & /G, /C & /H, /D & /I , /E & /J
1 b) QR & UV, SR & TV, SQ & TU, /Q & /U, /S & /T ,
2. a) 24 cm b) 50 m c) 40 km d) 3 /R & /V
3. a) AB b) FE c) 12 c) e.g., LM & JO, MN & OY, NO & YC, OP & CE, PQ & EH,
4. 2 QL & HJ, /L & /J, /M & /O, /N & /Y, /O & /C,
5. a) e.g., Corresponding sides are related by the same scale factor, and /P & /E, /Q & /H
corresponding angles are equal. 3. Corresponding angles are the same and corresponding sides have the
5 same scale factor.
b) 3
4. 2.4
6. A 5. a) 7.5 m b) 10.7 cm c) 3
7. C 6. a) not similar
8. not similar b) similar; scale factor 0.25
9. FD 5 9, AB 5 3, FE 5 12.6 c) not similar
10. a) 150 000 b) 30 km d) similar; scale factor 1.5
11. a) BC 5 8, EF 5 30, FG 5 24, HG 5 18
b) PR 5 20, RQ 5 16 c) longest side 5 6, other side 5 4.2
Lesson 3.4, pages 127–128
d) both sides 5 10
12. 10 1. a) 3 cm by 6 cm b) 1.5 cm by 3 cm c) 1.2 cm by 2.4 cm
13. e.g., all are about similar 2. a) The corresponding sides of each figure will be half as long as the
14. a) e.g., original’s sides.
b) The corresponding sides of each figure will be three times as long
as the original’s sides.
c) The corresponding sides of each figure will be twice as long as
the original’s sides.
3. a) One octagon will have sides of length 0.75 cm and the other
sides of 0.5 cm.
b) One octagon will have sides of length 6 cm and the other sides of
4 cm
4. a) The corresponding sides will be half as long as the original’s
sides.
b) The corresponding sides will be 1.3 times as long as the original’s
1 cm : 1 m sides.
b) e.g., c) The corresponding sides will be twice as long as the original’s
sides.
d) enlargement: b and c; reduction: a
5. e.g., a) With a scale factor of 2, the side lengths would be 18
and 30.
1
b) With a scale factor of 3 , the side lengths would be 3 and 5.
1 cm : 2 m
3
15) a) e.g., 6. e.g., 1.5, 4
bedroom master bedroom

kitchen bathroom
dining
room living room
3
b) 100 2
c) e.g., based on size of sheet of paper
1.5
1 1
16. a) 2 b) 2 4
6
c) e.g., shaded triangles increase by 30, 31, 32, 33, … 3
17. e.g., a magnifying glass to represent scale. It shows 2 cm on the map
represents 2 m in its normal size.

2 cm
7. a) The ratio between their dimensions is not equal.
2m
b) 17.5 cm by 24.5 cm

516 Answers NEL

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8. a) e.g., y F(3, 7) Lesson 3.6, pages 142–143

6
1. e.g., The octagons, because they are both regular, so they must be similar.
4 2. a) false b) false c) true
2 3. e.g., All circles have the same angle of 360°.
x
4. e.g., The area of the larger triangle is four times as large.
0 2 4 6
⫺2 D(0, 1) 5.
8 SQ
If the triangles are similar, then 6 5 3 , and SQ 5 4. But then
E(6, ⫺2)
^PQS doesn’t satisfy the Pythagorean theorem: 62 2 32 1 42.
b) e.g., y 6. 1 : 3 means the poster should be 3 times as large as the ad. 2 : 1
H(0.5, 2) means that for every 2 units on the ad the postcard dimension
2
should be reduced to 1.
1 7. 7 m long
G(0, 1) I(1, 0.5)x
8. e.g.,
0 1 2

9. a) 4 cm b) 45 km
10. 9.5 m
11. e.g., 9. yes
10. C
11. a) e.g., about 6 cm b) about 80 : 1
12. a) Divide the length of the building’s shadow by the length of the
metre stick’s shadow.
b) e.g., 30 m high
13. e.g., Comparing corresponding sides to see if they have the same ratio.

12. e.g., Measure the length of one side of the star polygon. Measure
5 Chapter Self-Test, pages 144–145
the internal angles. Multiply the length of the side by 3 . Draw a
1. Set A
new star notepad with the longer lengths and the same angles as the
2. yes
original star polygon.
3. a) ABCD is an enlargement of EFGH by a scale factor of 2.
1
b) EFGH is a reduction of ABCD by a scale factor of 2 .
Lesson 3.5, pages 134–138
4. a triangle 2.5 the size of the original
1. 10.64 m 5. e.g., 20 cm by 28 cm, 22 cm by 30 cm, 28 cm by 39 cm
2. 1.9 m 6. 2.2 m

Answers
3. e.g., They are both right-angled triangles and the corresponding 7. 11.5 m
sides of each triangle seem to be related by the same ratio. The blue 8. e.g., The leftmost sides of each polygon are the same lengths while
side would be 5.2. the horizontal sides are not.
4. e.g., a) 1.3 cm b) 22 cm c) 1 : 17 d) 17 cm
5. 50 cm by 75 cm
6. 14 similar parallelograms Chapter Review, page 147–148
7. C
1. a) the octagons
8. D
2. e.g., Two polygons are similar if all corresponding sides have the
9. 66
same scale factor and all corresponding angles are equal.
10. reduction: 0.4
3. a) 2.5 b) 12.5 cm c) 90°
11. 12 cm
4. a) 135 cm by 135 cm
12. 4
b) e.g., a scale factor of 20% and drew the design 18 cm by 18 cm.
13. 110 mm long by 50 mm wide
5.
14. 9.375 cm
15. 46.9 cm
16. 5.7 m
17. 4
6. 25 cm by 35 cm
18. 25 m
7. 70 m
19. 520 m
8. yes
20. 5.3 m
9. 4.7 m
21. 167 m
10. 81 m
22. 2m
11. e.g., Determine if corresponding interior angles are equal and if
corresponding sides have the same scale factor.
12. a) e.g., Scale factor requires multiplication, not subtraction.
4 6
b) e.g., Write the relationship as a ratio. 1 5 1.5 and include diagrams.

NEL Answers 517

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 518

Cumulative Review: Chapters 1–3, pages 150–151 3. a) b) c)

20 cm
1. A 7. C 13. C 12 cm
6 cm
2. D 8. D 14. D 8 cm 8 cm
3. C 9. D 15. B 24 cm
6 cm
4. A 10. B 16. B 18 cm 8 cm
5. D 11. D 17. D 12 cm
6. C 12. C 18. B 20 cm
8 cm
30 cm 24 cm
6 cm
8 cm
Chapter 4 8 cm

Lesson 4.2, pages 160–162 4. e.g.,

1. a) 8 cm 8 cm 9 cm 6 cm 6 cm
4 cm 6 cm 6 cm 6 cm
7 cm 7 cm 7 cm 7 cm 7 cm
4 cm 5.
16 cm 9 cm
9 cm 4 cm
4 cm 16 cm 14 cm
16 cm 16 cm 12 cm
4 cm 4 cm 18 cm 12 cm
15 cm
6. C
b) 14 cm
7. B
15 cm 8. e.g.,
15 cm 15 cm
18 cm 2.0 cm
18 cm 12.5 cm
18 cm 24 cm
10 cm
2.0 cm
25.0 cm
14 cm 3.75 cm
10 cm 9. e.g., one rectangular prism 1.9 m by 0.9 m by 0.8 m, one rectangular
30 cm 18 cm
prism 0.9 m by 0.8 m by 0.3 m, two half-cylinders with diameter
30 cm 15 cm 0.8 m and height 0.9 m
18 cm
10. e.g., four cylinders 37 cm high and 5 cm in diameter, four cylinders
14 cm
18 cm 7 cm high and 5 cm in diameter, two rectangular prisms 130 cm by
2. a) 55 cm by 3 cm.
11. a) e.g., One way involves three rectangular prisms that are 1.2 m by
10 cm 0.4 m by 1.2 m, 0.7 m by 0.6 m by 1.2 m, and 0.5 m by 0.6 m by
0.6 m. b) yes
10 cm 30 cm 12.
b)
h ⫽ 2.1 m 9.7 m
3.8 m

28 cm 28 cm 3.6 m

12 cm 25 cm 25 cm 12 cm 25 cm 25 cm 9.7 m
50 cm 3.8 m

c) 8 cm 8 cm 6 cm 3.6 m
5 cm 9.7 m
10 cm 3.8 m
10 cm
5 cm 5 cm 3.6 m
6 cm 10 cm
3.6 m
9.7 m 9.7 m
16 cm 3.25 m 3.25 m
5 cm

8 cm

15.2 m
5 cm 8 cm

16 cm

9.7 m
10.3 m

518 Answers NEL

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Cumulative Review: Chapters 1–3, pages 150–151 3. a) b) c)

Lesson 4.2, pages 160–162 4. e.g.,

28 cm 28 cm 3.6 m

12 cm 25 cm 25 cm 12 cm 25 cm 25 cm 9.7 m
50 cm 3.8 m

c) 8 cm 8 cm 6 cm 3.6 m
5 cm 9.7 m
10 cm 3.8 m
10 cm
5 cm 5 cm 3.6 m
6 cm 10 cm
3.6 m
9.7 m 9.7 m
16 cm 3.25 m 3.25 m
5 cm

8 cm

15.2 m
5 cm 8 cm

16 cm

9.7 m
10.3 m

518 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 519

13. a) e.g., A stereo speaker can be divided into a rectangular prism and 9. e.g., This is my composite structure. The area of overlap for one
a triangular prism. cube is 4 cm2. The cubes overlap in 8 places, so the area of overlap
is 8 3 4 cm2 5 32 cm2.

80 cm

30 cm
20 cm 10 cm
14. e.g., It’s easier to calculate the volume of a rectangular prism than a 10. 235.6 cm2
triangular prism. So, if I need to determine the volume of a 11. a) 15 120 cm2 b) eg., 23 520 cm2
composite object, then it is easier to decompose it into rectangular
prisms than triangular prisms.
15. e.g., The components of the packing are a rectangular prism 24 cm
by 24 cm by 30 cm with half a cylinder that is 24 cm in diameter
and 30 cm high subtracted out.
16.
30 mm 110 mm
40 mm

30 mm
20 mm c) eg., 23 520 cm2

Lesson 4.3, pages 168–170

1. e.g., The area of overlap is shaded in yellow.
a) 3.0 cm 3.0 cm
4.0 cm 4.0 cm
4.0 cm
3.0 cm

b)
4 cm

8 cm
15 cm 12. no
7 cm 13. a) a rectangle 4.25 cm by 2.60 cm b) 41.14 cm2
4 cm 14. 1510 cm2

Answers
8 cm 8 cm
Mid-Chapter Review, page 172
7 cm 5 cm
c) 1. e.g., rectangular prisms, triangular prisms, cylinders
3 cm 2. e.g., a) 12.0 cm
4 cm
14 cm
9 cm
6.0 cm
4 cm 4.0 cm
4 cm 4 cm 6.0 cm 6.0 cm
12 cm 2 cm 4.0 cm
5.0 cm
5.0 cm
3 cm 4 cm 4.0 cm
14 cm
b)
2. a) 24.0 cm2 b) 64 cm2 c) 80 cm2 2.0 m
3. 72 cm2 8.0 m 3.0 m
8.0 m
4. A 4.5 m 4.5 m
5. D
6. 170 cm2
7. 3.06 m2 5.0 m
8. 9 cm2 2.0 m
8.0 m 8.0 m
7.5 m 7.5 m

NEL Answers 519

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3. a) 48 cm2 b) 136 m2 Chapter Review, pages 193–194

4. 101 cm2
5. about 857 cm2 1. a) a rectangular prism 12 cm by 18 cm by 10 cm and 4 congruent
triangular prisms 9 cm by 6 cm by 10 cm
b) a rectangular prism 1.15 m by 0.50 m by 0.55 m and a triangular
Lesson 4.4, pages 179–181 prism 0.21 m by 0.50 m by 0.55 m
1. a) 1016 cm2 b) 1140 cm2 2. 900 cm2
2. about 37 707 cm2 3. 405 cm2
3. 544 cm2 4. 25.1 m2
4. 6072.9 cm2 5. 40 cm2
5. 1982.0 cm2 6. 9837 cm2
6. 25 440 cm2 7. 5375.3 cm2
7. 846.8 cm2 8. a) 15.59 m2 b) 29 965.5 m2 c) 3307.9 cm2
8. 826.8 cm2 9. 6.48 m2
9. 14 688 cm2 10. 5889 cm2
10. a) 3131 cm2 b) 7 L 11. 33.5 m2
11. A 12. e.g., 22 000 cm2
12. B 13. 186.1 cm2
13. 1942.5 cm2
14. 11 654 cm2
15. 499.8 cm2 Chapter 5
16. 130.1 m2
17. no Lesson 5.1, pages 204–207
18. 21 183.7 cm2 1. a) C b) B c) A
19. 165.7 m2 2. a)
25¢

Lesson 4.5, pages 187–189 25¢ 25¢ 25¢ 25¢ 25¢

1. 1226.7 cm2 $5 $5 $5
2. a) 2.91 m2 b) 3.9 m2 Figure 1 Figure 2 Figure 3
3. 5.91 m2
b)
4. 21 601.59 cm2 s 1 2 3 4
5. 38 816.7 cm2
6. 225.3 m2 C $5.25 $5.50 $5.75 $6.00
7. 9389.3 cm2
8. 11 880 cm2 c) 0.25
9. a) cylinder 117.8 cm2, rectangle 110 cm2, triangle 84.3 cm2 3. a)
Time (h) Distance (km)
b) 1222 cm2
1 15
Chapter Self-Test, pages 190–191
2 30
1. e.g., 350 cm2
2. a) 3 45
5 cm 66 cm 5 cm
2
110 cm 36 cm b) d 5 15t c) 120 km d) 6 3 h
15 cm
4. a) P 5 3s b) C 5 2.50 1 0.50d c) y 5 3x 1 3
b) 353.4 cm2 c) 26 092.5 cm2
3. a) e.g., split into two rectangular prisms, two congruent triangular 5. a)
Figure Toothpicks
prisms and a cylinder
b) e.g., 314.3 cm2 c) 1694.4 cm2 1 4
4. 1482.0 cm2
5. a) e.g., Find the area of the tent and subtract the windows, or divide 2 7
into smaller shapes and add them together (be careful of overlap).
b) 115.2 m2 3 10
c) Calculate the area of tent, then subtract the area of windows.
6. 265 747.7 cm2 b) t 5 3n 1 1 c) 25 toothpicks d) Figure 15
7. 37.63 m2 6. C
8. 16 875.2 cm2 7. A
8. D
1
9. a) e.g., C 5 12 T b) $150
10. a) 6; y 5 6x 2 1 b) 24.5; y 5 124.5 2 4.5x

520 Answers NEL

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3. a) 48 cm2 b) 136 m2 Chapter Review, pages 193–194

Lesson 4.5, pages 187–189 25¢ 25¢ 25¢ 25¢ 25¢

520 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 521

11. a) d) 3
5. 28
x 1 2 3 x 1 2 3
6. D
y 22 21 0 y 3.75 6.25 8.75 7. D
b) e) 8. y 5 2; e.g., A car stopped at a traffic light has a zero rate of change
x 1 2 3 x 1 2 3 in position.
3 6 9
9. a)
y 5 10 15 y x 0 5 10 15 20
5 5 5
c) f) y 10 0 210 220 230
x 1 2 3 x 1 2 3

2712
1
24 6
5
22 12
7 b) y
y 1 23 27 y 30

3 1 20
12. 1, 5, 24, 2.5, 5 , 2 4
13. e.g., The height of an elevator above street level at the bottom floor 10
is 1.75 m. For every floor the elevator reaches, its height above street x
level is increased by 3.5 m.
⫺10 ⫺5 5 10 15 20
3
14. a) 5 b) no ⫺10
15. a) 30.00, 41.50, 53.00, 64.50 b) $11.50
c) e.g., change in x-values is 10, not 1 ⫺20
d) y 5 30 1 1.15(x 2 50), x $ 50 e) $64.50
16. a) P 5 5x b) 25 m c) 42 m by 21 m ⫺30
1 2 1 1
17. a) 3 b) 24 3 , 24 3 , 24; 3 c) 2, 226, 2140
10. a) A party of 20 people will cost $250.
c) e.g., My prediction was correct. d) multiples of 3
b) $325 c) 70 people d) $50
18. e.g., A table of values gives multiple ordered pairs, which is
e) $5; This is the rate of change of cost per person.
helpful for identifying or estimating solutions to a relation. Using
11. a) The computer is worth $500 after 2 years.
an algebraic representation gives an exact numerical solution to a
b) $550 c) after 6 years d) after 7 years e) $100
relation.
f) e.g., The graph is a straight line so the rate of change remains
x
19. a) y 5 x b) y 5 2 1 3 constant for all the data, which means the decrease is constant
20. a) between consecutive years.
Hours 1 2 3 4 5 6 7 8 9 10 12. a) y
10
Cost ($) 20 25 30 35 39 43 47 51 55 59
8

Answers
b) first 4 h: C 5 15 1 5h, where h # 4; 6
after 4 h: C 5 35 1 4(h 2 4), h . 4
4
c) e.g., The algebraic representation will be more useful because it is
easier to determine the cost for any number of hours. 2
x
Lesson 5.2, pages 214–218 ⫺10 ⫺8 ⫺6 ⫺4 ⫺2 2 4 6 8 10
⫺2
1. From top to bottom: b), a), c)
⫺4
2. a) 15 min b) 9 km c) 12 km/h
3. a) B b) A ⫺6
4. a)
x 22 21 0 1 2 ⫺8

1 1 ⫺10
y 22 212 21 22 0
b) yes c) It is a vertical line.
y
4

2
x
⫺4 ⫺2 2 4
⫺2

⫺4

1
b) 2

NEL Answers 521

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13. a) y 19. e.g., No, she would get tired and her speed would begin to decrease.
10 20. a) e.g., 80 min of calls costs $10.
8 b) $10 for 80 min; e.g., it costs $10 more for 80 min than for
0 min.
6
c) $2.50 for 20 min; e.g., it costs $2.50 more for 20 min.
4 d) e.g., The rate is the same, $1.25 more for each 10 min, so the
relation between cost and time is linear.
2
1
x 21. a) 2 , 1, 2, 3 b) (0, 1)
⫺10 ⫺8 ⫺6 ⫺4 ⫺2 2 4 6 8 10 c) e.g., The coefficient of the x is the rate of change.
⫺2 d) y 5 23x 1 1
⫺4

⫺6 Lesson 5.3, pages 223–225

a) y 5 4.25x 2 3 b) y 5 5 2 Q 4 R x
1
⫺8 1.
⫺10 2. e.g., 3; 28
3. e.g., about 73 min
b) yes c) It is a horizontal line. 4. e.g., a) 26 b) 2 c) 27.5 d) 1.5 e) 4 f ) 4
14. a) 5. a) incorrect b) correct c) correct d) incorrect
The Effect of Altitude on Temperature
60 6. a) solution A: correct; solution B: incorrect
2
40 b) solution B: x 5 5 ; Nick used the y-value at x 5 1 instead of the
Temperature (°C)

20 x-value at y 5 1 for his answer.

7. a) C 5 25n 2 250, n $ 50
0 b)
1 2 3 4 5 6 7 8 9 10 11 Cost of Hiring Party Planners
⫺20 1800
1600
⫺40
1400
⫺60 1200
Altitude (km)
Cost ($)

1000
b) about 12 °C c) about 10.5 km d) yes e) about 217 °C 800
15. a) e.g., The graph will start high along the y-axis and will grow at 600
a slow rate because the initial cost of the house is large and the value
400
of the house will increase steadily but slowly as time goes on.
200
b)
x 1 2 3 4 5 0
50 55 60 65 70 75
y 132 500 140 000 147 500 155 000 162 500 Number of guests

c) $1000; $1625 d) 1500 5 25n 2 250; n 5 70 guests

c) $177 500 d) $7500
8. a) E 5 8n b) 720 5 8n c) E 5 8(90)
e) It is the rate of change of the value of the house.
d) e.g., They are the same equation with each coordinate of the
16. D
solution (90, 720) substituted into a separate part of the equation.
17. a) Cell Phone Plan Comparison e) part b: 90 h; part c: $720
60
f ) part b: 90 h; part c: $720
Plan A
50 9. 20 students and 2 adults
Plan B 10. D
40
11. B
Cost ($)

30 12. a) c 5 3n 1 3 b) 39 c) Figure 19 d) no
20
13. e.g., using a table of values, for the first equation, you would look
13
for a y-value of 3 in the table, and the corresponding x-value
10
13
would be the solution. If 3 is not in the table, you would find two
0 5 10 15 20 25 30
Time (days) values it falls between and estimate an x-value. You would do the
same thing to solve the second equation except you would look for
b) Both graphs are linear relations; The graph of Plan A is 13
horizontal and the graph of Plan B increases. a y-value of 21 instead of 3 .
c) Plan A 14. e.g., a) 27 b) 1 c) 21
18. e.g., The rate of change tells by how much to multiply the 41
independent variable to determine the value of the dependent vari- 15. 15
able in a linear relation.

522 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 523

Lesson 5.4, pages 229–231 b)

Cost of Downloading Music
1. a) subtraction, division c) subtraction, multiplication
s 0 2 4 6
b) addition, division
13 C 10 13 16 19
2. a) 2 3 b) 1.99 c) 12
3. a) 10 000 5 5000 1 1.25n c) e.g., My solution is correct.
b) 4000
4. a) addition, division b) subtraction, division c) Cost of Downloading Music
c) division d) multiplication 20
e) division f ) multiplication, division 18
4 20 3
5. a) 3 b) 0.2 c) 7 d) 21200 e) 23 f ) 2 16
6. a) 10.00 5 8.00 1 0.50T b) 4
14
c) 10.00 5 8.00 1 0.50(T 2 2)
7. a) d 5 600 2 4t b) 486 5 600 2 4t c) 28.5 s 12

Cost ($)
d) e.g., My solution is correct.
10
8. a) d 5 211 b) d 5 211
c) e.g., The equation can be solved using subtracting and dividing 8
in any order.
6
9. a) 8 b) 26 c) 6 d) –5 e) –12 f ) 24
10. B 4
11. A
5 2
12. a) 3 b) 6 c) 5 d) 23 e) 6 f ) 24
13. a) e.g., The bill is determined by multiplying the price per person, 0 1 2 3 4 5 6 7 8
$22.95, by one less than the number of people at one table; x Number of songs
represents the number of people at a table, T represents the
bill total.
b) Table 1: 22.95(x 2 1) 5 137.70, x 5 7; Table 2: 22.95(x 2 1) d) $17.50 e) 43 songs
5 68.85, x 5 4; Table 3: 22.95(x 2 1) 5 160.65, x 5 8; 4. a) 2 b) 1 c) 3
Table 4: 22.95(x 2 1) 5 91.80, x 5 5; Table 5: 22.95(x 2 1)
5 91.80, x 5 5 5. a) Circumference vs. Radius
c) 29 50
14. a) about 14.4 °C b) subtraction, multiplication 45
c) multiplication, addition d) 77 °F 40
Circumference (cm)

15. e.g., Performing inverse operations always keeps both sides of the 35

Answers
equation balanced. 30
16. B 25
2 5
17. a) 5 b) 3 c) no solution d) 23 20
18. a) 30 b) 42.5° 15
10
5
Mid-Chapter Review, pages 233–235
1. All the relations are linear. 0 1 2 3 4 5
2. a) e.g., After 1 week she has $1200 in her account. Radius (cm)
b) $1100 c) $850
3. a) e.g., b) about 19 cm c) about 2 cm
$1 25¢ 25¢ 1
6. e.g., a) 21.5 b) 9 c) 34 d) 2
$1 25¢ 25¢ $1 25¢ 25¢ 7. a) incorrect b) correct c) incorrect d) incorrect

$1 25¢ 25¢ $1 25¢ 25¢ $1 25¢ 25¢

$10 $10 $10

Figure 1 Figure 2 Figure 3

NEL Answers 523

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8. a) Submarine Depth Lesson 5.5, pages 242–245

vs. Time 1. 3
Time (min) Depth (m) 2. a) e.g., We know the width is 3 less than the length.
b) 2L 1 2(L 2 3) 5 44; L 5 12.5 cm
0 0 c) 12.5 cm by 9.5 cm
3. a) e.g., A: Gather the variables on the right side of the equation.
5 50 B: Gather the constants on the left side of the equation.
C: Divide both sides of the equation by 2 to isolate x.
10 100 b) e.g., A: Multiply both sides of the equation by 6 to convert all
numbers to integers. B: Simplify and express the equation with
15 150
integers, gather the constants on the right side of the equation.
20 200 C: Divide both sides of the equation by 3 to isolate x.
4. a) Equation 2 is equivalent to Equation 1; the left sides are the
25 250 same and the right sides are equivalent. Equations 2 and 3 are
equivalent; Equation 3 is just Equation 2 with all constants on
30 300 one side and all variables on the other. Equation 2 is equivalent
to Equations 1 and 3, so Equations 1 and 3 are equivalent.
b) Equation 2 is equivalent to Equation 3, as the terms in Equation 3
b) Submarine Depth vs. Time are the same as the terms in Equation 2, multiplied by 12 to make
350 whole numbers. Equation 1 is equivalent to Equation 2 as
x 3x 60 1 4
300 4
and 12 , 5 and 12 , and 3 and 12 are all equivalent fractions.
Equation 2 is equivalent to both Equation 1 and Equation 3, so
250 Equations 1 and 3 are also equivalent.
4 8
Depth (m)

200 c) Equation 2 is equivalent to Equation 3, as 23 and 26 and 2 and

12
150 6
are equivalent fractions. Equation 1 is the same as Equation 3,
as each term in Equation 3 has been multiplied by 6 to make
100 whole numbers in Equation 1.
5. a) 28 b) 7.5 c) 26 d) no solution e) 2 f ) 0
50
3
6. a) 4x 5 3 1 2x; x 5 2 b) 5x 1 9 5 24x 2 18; x 5 23

0 7. a) not equivalent c) equivalent e) equivalent

5 10 15 20 25 30 35
Time (min) b) not equivalent d) equivalent f ) equivalent
8. 2
9. a) 7 b) 22 c) 3 d) 10 e) 21 f ) 21
c) e.g., When the time increases by the same amount, the depth of
10. D
the submarine increases by the same amount. Also, the depth is
11. A
10 times the time.
12. D
d) d 5 219 1 10t e) 428 5 10t f ) 42.8 min
13. a) 9x 1 8 5 24 d) x 2 5 1 4 5 2
g) The equation is the point on the graph when d = 428 m.
b) 3 2 2x 5 2 e) 2240 5 3x 1 5x
9. a) 6 d) 12.3 c) 2 5 15 1 3x f ) 22(x 2 8) 5 20
27 45
b) 130 e) 0 14. a) 6 b) 24 c) 12 d) 36 e) 2 f) 7
1 15. true
c) 25 f ) 176
t t 12 t t
10. a) C 5 8.98(b 2 6) b) $17.96 16. a) 4 1 3 5 1; t 5 7 h b) 30 1 60 5 1; t 5 20 min
c) 53.88 5 8.98(b 2 6); b 5 12 c) 800t 5 3500 2 600t ; t 5 2.5 h
7 7 17. a) correct b) correct
11. a) k 1 3 5 12; k 5 9 d) g 2 15 5 0; g 5 15
c) y
1 1 3 21 39 15
b) x 2 6 5 2 3 ; x 5 8 3 e) h 1 8 5 4 ; h 5 8
7 9 10
c) 7 5 5a ; a 5 5 f ) 2x 5 9; x 5 2
5
12. e.g., a) The position of a long-distance runner who gets a 6 m head
x
start in a marathon and runs at 3 m/s for the rest of the race.
b) (0, 6); when x 5 0, the race is at the very beginning and the ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 1 2 3 4 5
⫺5
position of the runner is 6 m from the start line.
c) When x 5 21, which cannot be true since time is never Both graphs are the same line.
negative. d) all values of x
18. e.g., You can multiply by 4 to make all the numbers integers and then
group the x’s and numbers to solve the equation, or you can group
the x’s and numbers first and then multiply to solve for x.
524 Answers NEL
MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:30 AM Page 525

19. a) y 5 100 2 x 7. x . 12
(P 2 2I) 8. a) e.g., there are no values between the integer values b) x . 1
b) w5 2 9. a) e.g., x $ 2; x is an integer c) x $ 22; x is rational
c)
I
r 5 pt b) x , 2; x is an integer
10. e.g., Rebecca can silk screen 9 T-shirts in one day. She shares her
(c 2 by)
d) x5 a
studio and can only use her studio space 2 days a week. What is the
maximum number of T-shirts she can make in 4 weeks?
(D 1 AC)
e) x 5 (AB) 11. a) a . 22 b) closed dots instead of a line
(s 2 2pr 2 ) 12. B
f) h 5 (2pr) 13. B
20. Multiply by 2 to remove fractions and then divide by (b1 1 b2 ) 14. C
1 15. e.g., The graph helps you visualize the solution.
21. a) x52 b) x53
2
16. a) x # 25 b) e.g. Because the constant is a rational number.
Lesson 5.6, pages 248–249 17. a) y
3
2
1. 1 km 1 x
2. Nola
3. 16 ⫺4 ⫺2 ⫺1 2 4
⫺2
4. 93.75 m ⫺3
5. 15.50 cm by 10.50 cm
6. 277.5 s b) All points above and on the line are in the solution.
7. 10 c) All points below the line y 5 23x 1 1 are in the solution. The
8. e.g., 10 line itself is not in the solution.
9. about 1 h 4 min
10. e.g., 8
11. e.g., Ted has 57 beads to make a bracelet and he separates them into
Lesson 5.9, pages 262–265
piles of 6. If he has 3 beads left over, how many piles of 6 beads 1
1. a) x . 0 b) x $ 4 c) x , 22 d) x $ 27
does he have? (9 piles)
2. The graph of x # 7 includes the endpoint x 5 7.
12. on the roadway at 90 km from the hospital; (the ambulance will not
3 1
be able to travel at 140 km/h over rough terrain). 3. a) x . 4 c) x $ 22 e) m $ 22
13. Fencepost 386 from Michelle 13 3
b) x , 24 d) x . 6 f) x , 2

Lesson 5.7, pages 254–256 4. a) no b) no c) yes d) no e) yes f ) yes

27
1. a) B b) C c) A d) D 5. a) 2x 2 7 , 20 b) x , 2
2. a) 6. a) 152 1 5g # 400 c) e.g., My solution is correct.

Answers
0 1400 b) 49 games
b) 8 4
7. a) t # 23 c) r $ 424 e) p # 23
150 275
27
3. a) B b) D c) A d) C b) x , 22.31 d) a , 0 f ) x . 40
4. a) 22 , x # 1, x is rational d) x # 4, x is an integer 8. x.5
b) x , 5, x is rational e) 21 # x # 3, x is an integer 24
c) x # 22 or x $ 1, x is an integer f ) x $ 22, x is rational 9. a) y , 25 c) p , 1 e) x . 7
5. e.g., a) Bob wants his kite to fly more than 20 m high. It is now 1 16
11 m high. How much higher must it go? b) a # 27 d) q # 7 f ) x . 290
b) A tour company gives a discount to groups of more than 20 (19.5 1 t) (19.5 1 t)
10. a) 4
. 7.5 b) 4
. 7
people. There are 11 people in Lisa’s group. How many
more are needed for the discount? 11. a) 15 1 1.5n
6. a) b) 2.25n 2 11.25
1 2 3 4 5 6 7 8 c) 15 1 1.5n . 2.25n 2 11.25
b) d) n , 35
e) PRionTV to download fewer than 35; TVTitles otherwise
⫺2 ⫺1 0 1 2 3 4 5 6 7 8
c) 12. a) 8(x 1 3) c) x , 3.5
b) 8(x 1 3) , 52 d) less than 6.5 cm
⫺10⫺9 ⫺8 ⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0
1 2 7
d) 13. a) a . 23 3 b) p $ 23 c) s $ 2111 d) b . 3
⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4 14. C
e) 15. no
⫺28 ⫺26 ⫺24 ⫺22 ⫺20 ⫺18 ⫺16 ⫺14 ⫺12 ⫺10 ⫺8 ⫺6 16. a) 32 cards b) e.g., from 28 to 38 in ones.
f) c)
⫺13 ⫺12 ⫺11⫺10 ⫺9 ⫺8 ⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 28 29 30 31 32 33 34 35 36 37 38

NEL Answers 525

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17
17. a) 2(4n 2 4) 1 2(2n 1 3) # 100 b) 1 , n # 2 Chapter Review, pages 268–270
c) e.g., from 0 to 10 in rational numbers 1. a)
Figure Number of
d)
number toothpicks
0 1 2 3 4 5 6 7 8 9 10
1 3
18. e.g., a) 19, 20, 21 b) 18, 17, 16
x 2 5
c) 3
1 5 . 11 d) x . 18
3 7
19. e.g., similar: need to perform same operation on both sides; different:
may need to change the . or , signs; an equation has one solution b) The rate of change is 2.
and an inequality may have many solutions c) N 5 1 1 2n
20. a) n 1 2 d) Figure 13
b) 3n 2. a)
c) n 1 (n 1 2) 1 3n or 5n 1 2 d) 2 x 3x 1 6
e) Alberta
B.C. 0 6
Québec
5 21
0 1 2 3 4 5 6 7 8 9 10
21. no 10 36
3
22. a) x . 22 15 51
b) a , 22
20 66
c) n # 25
3
d) d # 22
b)
y
260
Chapter Self-Test, page 266
240
1. a) C 5 0.25a b) $37.50
2. a) The cost is the same for each kilometre. 220
b) C 5 45 1 0.15k c) 58.50 5 45 1 0.15k
3. a) The number of squares in Figure n is n. 200
b) The number of squares in Figure n is n2.
180
4. a) a51
3 160
b) x 5 7
6 140
c) x 5 5
1 120
d) x 5 3
100
5. 2000 linear feet
6. a) x , 21, x is an integer c) x $ 1, x is a natural number 80
b) x $ 4, x is rational d) x $ 0, x is a whole number
7. a) 60
⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0
40
b)
0 1 2 3 4 5 6 7 8 9 10 20
c) x
⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 0 10 20 30 40 50 60 70 80
d)
⫺7 ⫺6 ⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 c) e.g., 18, 60, 231

526 Answers NEL

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3. a) b)
x 4x 2 8 x 5 2 2x

0 28 0 5

5 12 5 25

10 32 10 215

15 52 15 225

20 72 20 235

y
y
300 x
10 20 30 40 50 60 70 80
280
⫺20
260
⫺40
240
⫺60
220
⫺80
200
⫺100
180
⫺120
160
⫺140
140
⫺160
120
⫺180
100
23, 231, 2145
80 c)
x 26x 1 8
60
0 8
40
5 222

Answers
20
x 10 252
0
10 20 30 40 50 60 70 80
15 282
e.g., 8, 64, 292
20 2112

y
x
0 10 20 30 40 50 60 70 80
⫺50

⫺100

⫺150

⫺200

⫺250

⫺300

⫺350

⫺400

⫺450

e.g., 216, 2100, 2442

NEL Answers 527

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2 5. a) e.g., 3t 2 2 9 b) e.g., 6p 1 2
4. a) x 5 2 b) x 5 4 c) x 5 5 d) x 5 25
c) e.g., 3m2 1 5p 2 2m 1 8
5. a) E 5 15n 2 150 if n $ 10, otherwise E 5 0 6. e.g., 22j 2 1 4 1 3j
b) Video Dance Earnings 7. C
400 8. B
9. A
300 10. a) 2116 b) 54
Earnings ($)

1 1
11. a) A 5 2 (b) (h) 5 2 b2 b) 50 cm2
200
12. e.g., 6.4n tells the number of hours spent on n round trips, 54n
100 tells the number of litres of gasoline needed for n round trips and
n
27n tells the number of litres of gasoline needed for 2 round trips.
2
0 5 10 15 20 25 30 13. e.g., pr tells the area of the circle and 2pr tells the circumference
Number of people of the circle.
c) $1350 d) e.g., 50 14. a) The degree is 1. The number of terms is 2. The variable is x. The
64 40 19 coefficient of the variable is 27. The constant is 55.
6. a) x 5 9 b) a 5 10.5 c) x 5 9 d) f 5 10 b) e.g., You have $55. You spend $7 every week for x weeks. How
7. a) C 5 15.95(x 2 10) b) $79.75 c) 12 much money do you have after x weeks?
80 15.
8. a) x 5 6 b) x 5 2153 c) x 5 210 d) x 5 86 List A List B
9. The first trapezoid has bases 2 and 5. The second trapezoid has 3x2 – 2x + 4 4 – 2x – 3x2
bases 6 and 8.
–3x2 + 2x – 4 –2x + 4 + 3x2
10. a) x 5 6 b) x 5 21 c) x 5 7 d) x 5 0
18 24 –3x2 – 2x + 4 2x – 4 – 3x2
e) a 5 7 f ) a 5 2 7
2
3x + 2x – 4 2x + 3x2 – 4
11. a) 56 m b) 27 quarters, 90 dimes c) about 5 h 27 min
12. about 1 h 7 min 16. e.g., For 50 2 3x, there has to be a constant decrease of 3 as the
13. a) a solid line value of x goes up, instead of the constant increase of 3 in 50 1 3x.
b) 17. a) 35 1 43.50x b) 41 1 38.75x
7 9 11 13 15 17 19 21 23 18. e.g., There could be a rectangle with length 3x and width y attached
14. e.g., 3(x 2 1) . 3, x is a natural number to a 2-by-4 rectangle. The polynomial 3xy 1 8 describes the total
15. a) area of these two rectangles.
1 2 3 4 5 6 7 8 9 10 3x
b)
y 4
1 2 3 4 5 6 7 8 9 10
2
c) e.g., Alike: both include natural numbers $ 5; different:
b) contains non-natural numbers $ 5.
1
16. a) x , 2 , x [ Q d) x $ 12, x [ I Lesson 6.3, pages 288–289
1 1. a) 22x 2 1 x 2 4 b) x 2 2 5x 1 2
b) x $ 0, x [ W e) w , 9 , w [ Q
2. a) x 1 8 2 2x 2 b) 2x 2 1 2y 1 12
572
c) x $ 1, x [ N f ) a $ 511 , a [ Q 3. a) 22x 2 1 3x 1 1 c) 2x 2 2 3x 2 1
b) 2x 2 1 3x 1 1 1 (2x 2 ) d) 2x 2 2 x 2 3
a and b are equivalent
4. a) xy 1 3x 1 3 2 x 2 b) x 2 2 y 2 2 x 2 1
Chapter 6 5. a) 4x 2 and 24x 2; 2x 2 3
b) 26xy and 2xy; 9 and 25; 24xy 1 2x2 2 y2 1 4
Lesson 6.1, pages 281–282
c) 3y and 4y and 22y; 15 1 5y 1 6x2
1. a) degree: 2; variable: k; coefficient of k : 22; coefficient of k 2: 4; d) 4x and 7x; 22xy and 25xy; 8x 2 and
constant: 3 25x 2; 11x 2 7xy 2 3x2 1 3y
b) degree: 2; variable: k ; coefficient of k 2: 25; constant: –2 6. B
c) degree: 2; variables: k, j; coefficient of k: 21; coefficient of j 2: 7. C
1; constant: 5 8. A
2. a) and c) 9. a) 27, 11 b) 23, 16, 26 c) 27, 11, 217 d) 3, 8, 10
3. e.g., the perimeter of a rectangle of length 4 and width w 10. e.g., 3x 2 4x 1 2xy 1 9xy 2 7 1 12 5 2x 1 11xy 1 5
4. a) degree: 1; variable: p; coefficient of p: 22; constant: 27 11. e.g., 12x 1 (23x)
b) degree: 1; variable: t; coefficient of t: 3; constant: 4 12. a) 16x 1 16 b) 4x 1 15
c) degree: 2; variables: a, b; coefficient of ab: 5; constant: 28; 13. disagree
coefficient of b2: 5

528 Answers NEL

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528 Answers NEL

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14. a) 5. a) 3x2 2 3y 1 3
5 2x
b) x2 2 2x2 2 2x 1 x 2 2 1 1 or 2x2 2 x 2 1
4x 2x ⫹ 5 c) 4x 2 x 2 1 or 3x 2 1
b) the grey area: 6. a) 22x2 2 2xy 1 7 c) 3x2 2 2x 2 8
x 3 b) 4x2 1 2y 2 9 d) 2y2 2 7x 2 2
x 7. a) m c) 25x 2 2
b) 23k2 1 4k d) 25x 2 1 6x 1 2
1 3
8. a)
2 2 2 2 2
x x x x ᎐x ᎐x

Lesson 6.4, pages 294–296 b) e.g., 2x 2 1 5x 1 2, 9x 2, 29x

9. He is not correct. He added the j coefficient and the j 2 coefficient,
1. a) 22x2 1 5xy 1 1 b) 2x2 1 3xy 2 4 but they are not like terms.
2 10. a) 8x 2 4 b) 3x 1 21 c) 8x 1 4
c) 4y 1 xy 1 5
11. a) (22x 2 1 3x) 1 (x 2 1 3x 2 1) 5 2x 2 1 6x 2 1
2. a) 2xy 2 5x 1 y 2 2 b) 22x2 2 9x 1 y
b) (2y 2 2 xy 1 2) 1 (24y 2 1 2xy 2 1) 5 22y 2 1 xy 1 1
3. 2x2 and 3x2; 28 and 2
4. a) (2x2 1 x) 1 (y2 1 4x) 5 2x2 1 y2 1 5x 12. a) 25x 1 3 c) 22xy 2 2
b) (2x2 1 xy 2 2x) 1 (2x2 2 x2 1 x) 5 3x2 1 xy 2 x b) 22y2 1 x 2 2 d) 26x2 2 x
c) 23x 1 (2xy 1 x) 5 22x 2 xy 13. a) e.g., 24x2 2 5xy 1 1 and 22x2, 23x2 2 5xy and 23x2 1 1,
d) (22x2 1 x 2 3) 1 (x2 2 3x 1 4) 5 2x2 2 2x 1 1 27x2 2 3xy 1 2 and x2 2 2xy 2 1
5. a) 212y2 2 2xy 2 7 c) 2x2 2 10x 1 3xy 2 2 b) e.g., 7x2 2 7x 1 6 and 3x2, 5x2 2 7x 1 6 and 5x2, 10x2 2 5x
2
b) 28x 1 3y 2 8 and 22x 1 6
6. a) x 1 15 c) 2x2 1 2y 2 2 14. e.g., The constant in the sum must be positive. At least one of the
2
b) 3x 1 4xy 2 2 d) 22y2 1 3xy 1 5 coefficients of x and x2 must be negative, since it is the sum of two
7. B negatives. The other coefficient could be positive, negative, or zero.
8. D 15. e.g., Rachel had $100 and spent $5 a week. Alicia had $200 and
9. B spent $4 a week. How much money did both of them have,
10. a) and c) together, after w weeks?
11. a) 5x2 1 15x 2 11 c) y2 1 4x 2 2
2
b) x 2 xy 2 11 d) 25x2 1 2xy 2 5 Lesson 6.5, pages 305–308
12. e.g., Since there are two positive and two negative x2 tiles, you can
pair them up to get zeroes and eliminate all of them. 1. a) (22x2 1 xy 2 3) 2 (2x2 2 2) 5 2x2 1 xy 2 1
13. a) 5s2 1 9 b) 6pr2 b) (2x2 2 x 1 3) 2 (2x2 2 x 2 2) 5 3x2 1 5
14. (42 2 8x) 1 (80 2 9x) 5 122 2 17x 2. a) 6y2 2 3xy 2 1 b) 3x2 1 4x 2 16
15. e.g., Explain to David that he added the 22x and 26 and got 28x 3. (182 2 23p) 2 (157 2 22p) 5 25 2 p

Answers
and didn’t realize they were not like terms. 4. a) (y2 1 3x 2 4) 2 (y2 1 2x) 5 x 2 4
16. e.g., A polynomial is made up of terms. If you think of each term b) (4x2 2 2x 2 3) 2 (22x2 1 x 1 1) 5 6x2 2 3x 2 4
as a polynomial, then the sum of them is the polynomial you 5. (26) 2 4 and 5 2 (23)
started with. For example, 3x2 1 2x is the sum of 3x2 and 2x. 6. a) (2x2 1 x) 2 (x2 1 4x) 5 x 2 2 3x
You can also start with a polynomial and add opposite terms and b) (3x2 2 2y) 2 (2x2 2 xy 1 y) 5 x2 1 xy 2 3y
it could be a sum that way, too. e.g., c) 23x 2 (2x2 1 x) 5 x2 2 4x
3x2 1 2x 5 (3x2 1 2x) 1 (x2 1 x) 1 (2x2 2 x) 7. a) (2y 1 8) 2 (2y 1 7) 5 3y 1 1
17. a) yes b) yes c) yes b) (x2 2 3x 1 2) 2 (2x2 1 7x 2 4) 5 2x2 2 10x 1 6
18. a) e.g., (3x2 2 2x 1 5) 1 (22x2 2 3x 2 5) c) (2x2 1 3xy 1 2) 2 (3x2 2 xy 2 4) 5 24x2 1 4xy 1 6
b) e.g., (3x2 2 2x 1 5) 1 (23x2 2 3x 2 5) 8. C
9. B
10. D
Mid-Chapter Review, pages 299–300 11. a) (2x2 1 7x 2 9) 2 (3x2 1 8x 2 2) 5 2x2 2 x 2 7
1. a) 2, x and y, 26, 5 b) 2, x, 4, 23 c) 1, y, 0, 24 b) (22y2 1 7x 2 9) 2 (3y2 2 8x 2 2) 5 25y2 1 15x 2 7
2. a) e.g., s 2 1 4 b) e.g., 23k 2 1 4k 1 9 c) (2x2 1 7xy) 2 (2x2 2 3xy 2 2) 5 3x2 1 10xy 1 2
c) e.g., 5x 1 y 1 11 d) e.g., 22m2 1 7m 1 2 d) (28y2 1 2y 2 3) 2 (3y2 2 2) 5 211y2 1 2y 2 1
3. 6p 1 4 12. A and D: The difference is 4x2 1 2x 1 6.
4. a) e.g., the perimeter of a square with a side length of x 1 4 13. e.g., I think that Rachel subtracted 5 2 2 instead of subtracting 5
b) e.g., the amount of water you have left if you start with 20 cups from 22. I also think she calculated 8 2 (22) as 8 2 2. I would
and pour out c 2-cup measures remind her that she is subtracting 22.
c) e.g., the amount of money you have left if you start with $52 14. e.g., You could model (23x2 2 4y 1 8) and, using the zero principle,
and buy n items costing $16 each add sufficient tiles so that you can subtract (22x2 1 5y 1 2) .
15. a) 22x2 2 2xy 1 15 b) 210x2 1 6xy 1 5
c) 6x2 2 4xy 1 16

NEL Answers 529

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16. a) e.g., 22x2 2 (4x 2 3) , (3x2 1 x 1 5) 2 (5x2 1 5x 1 2) , 10. e.g.,

(8x2 2 x 1 6) 2 (10x2 1 3x 1 3) 0 tiles (x2 1 2x 1 1) 1 (2x2 2 2x 2 1)
b) e.g., (6x2 1 2y 1 10) 2 (3x2 1 y 1 18) , 2 tiles (x2 1 2x 1 1) 1 (2x2 2 x 2 2)
(4x2 1 5y 2 5) 2 (x2 1 4y 1 3) , 4 tiles (x2 1 3) 1 (2x 2 2)
(2x2 2 y 2 6) 2 (24x2 2 2y 1 2) 6 tiles (x2 1 2x 2 1) 1 (2x2 1 2)
c) e.g., 5y2 2 (xy 2 7) , (6y2 1 xy 1 5) 2 (y2 1 2xy 2 2) , 8 tiles (x2 1 2x 1 1) 1 (2x2 1 2)
(2y2 2 xy 2 6) 2 (26y2 2 13) 11. e.g.,
d) e.g., 24x2 2 (2x2 1 4x 1 7) , (3x2 1 x 2 9) 4 tiles (x2 1 2x 1 1) 2 (3x2 1 1)
2 (9x2 1 5x 2 2) , (8x2 2 x 2 6) 2 (14x2 1 3x 1 1) 6 tiles (x2 1 2x 2 1) 2 (2x2 1 2)
17. (80 2 9s) 2 (42 2 8s) 5 38 2 s 8 tiles (x2 1 2x 1 1) 2 (2x2 2 2x 2 1)
18. e.g., John earned $48 a week for w weeks, but lost $2. Evans only 12. a) It could be 7, 5, 3, or 1 tiles.
earned $18 a week for w weeks, but had an extra $10. After w b) e.g., The only way it would not be 7 tiles is if opposites are
weeks, how much more did John have than Evans? removed using the zero principle. If that happens, pairs of tiles
disappear, so you could subtract 2, 4, or 6 from the total of 7 you
19.
8x2 2 5x 1 6 x2 2 6x 1 27 6x2 2 x 1 12 would expect. You could not have fewer than 1 tile since you can’t
have a negative number of tiles and you could not have more than 7.
3x2 1 21 5x2 2 4x 1 15 7x2 2 8x 1 9

4x2 2 7x 1 18 9x2 2 2x 1 3 2x2 2 3x 1 24 Lesson 6.7, pages 320–322

1. a) 4(3x2 1 2) b) 6(2x 2 4)
20. e.g., If you start with 2x2 1 x 1 8 and want to subtract 3x2, there
2. (26x2 1 15x 2 9) 4 3
are only 2 x2s to take away. You would have to use the zero principle
3. a) 220x2 d) 24y
to add x2 and 2x2 and Thomas forgot to say that.
b) 220 1 12s e) 22x2 2 2x
21. a) yes b) yes c) no
c) 10y2 2 8y f ) 4xy 1 2y
22. a) e.g., (5p2 1 2p 2 4) 2 (3p2 2 p 2 4)
4. a) 3(x 1 4) c) 4(22x 1 3)
b) e.g., (5p2 1 2p 2 4) 2 (6p2 1 2p 2 4)
b) 2x(2x 2 2) d) x(3x 2 1)
5. a) (16x2 2 4x 1 4) 4 4 b) (215x2 2 15x 1 25) 4 5
Lesson 6.6, pages 312–313 6. a) 218y d) 25y
b) 12xy e) 25y
1. e.g., 2x2 2 5, 2x2 2 8, x2 2 6
c) 30y2 f ) 3y
2. The possible polynomials are 3x2 2 4x 2 2 and 24x2 1 3x 2 2.
7. a) 6xy 1 15 d) 4y2 1 8x 2 12
The sum is 2x2 2 x 2 4.
b) 40x2 2 16y 1 16 e) 22x2 2 2x
3. e.g., 6x, 5x 1 1, 4x 1 2, 3x 1 3, 24x 1 2, x2 1 4x 1 1
c) 6xy 2 3x f ) 24x2 2 6xy 1 4
4. e.g., 25x2 2 3x, 25x2 2 2x 1 1, 25x2 2 x 1 2, 23x2 2 3x 1 2,
8. a) 4x2 2 x 1 2 d) 3x 1 2
24x2 2 2x 1 2, 24x2 2 3x 1 1
b) 5x 1 1 e) 4x2 2 9x 1 xy
5. e.g., 3x2, 2x2 2 x, 2x2 2 1, 22x2 2 x
c) x 2 8 f ) 23x 1 5y 2 6
6. e.g., 22x2 1 2x 1 3, 22x2 1 3x 1 2, 22x2 1 2y 1 3,
9. e.g., You divide each term of the polynomial by the monomial and
22x2 1 3y 1 2, 22x2 1 2xy 1 3
add them, so there are the same number of terms as quotients.
7. e.g.,
10. B
length x 1 14 14 3x x17 11. D
12. A
width x 2x 14 2 x x17 13. a) 15y 1 5 e) 2t2 2 t 1 4
b) 210x 1 6 f ) 22s2 1 5
8. e.g., 6x c) 4x2 1 2x g) 5y 1 2
d) 26x2 2 2x 1 10 h) 4x2 2 3x 1 2
x+2 14. a) e.g., because 16x and 2x are like terms
b) e.g., because 16x and 4 are not like terms
15. a) 10x 1 15 c) 4x2 1 8x 2 2
5x + 2 3x 2
b) 15x 2 18x d) 2
4x 16. a) A and D b) e.g., 3(4x2 2 8)
17. a) P 5 14x 2 4, A 5 12x2 2 8x
b) P 5 12x 1 6, A 5 6x2 1 9x
3x c) P 5 18y 1 12, A 5 16y2 1 24y
9. e.g., To make sure you don’t miss any possibilities, it would make d) P 5 x 1 27, A 5 2x2 1 12x 1 16
sense to start with using only one kind of tile four times, then you e) P 5 52 cm, A 5 160 cm2
could use each type of tile three times and make a list of what other 18. a) e.g., s⫹5
tile you could combine it with and continue this way. By using an
4
organized list, you are less likely to leave something out.
b) e.g., 4

10 ⫺ 3m

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19. Disagree. e.g., He divided the p2 term correctly but forgot he had to c)
divide the other two terms by 4 as well.
᎐x ᎐x ᎐x ᎐x ᎐x x x x x x
20. a) e.g., When you multiply by a constant you change the coefficient
but not the variable. For example, 3(2x) 5 6x; the x doesn’t d)
change but the 2 does. 2 2 2 ᎐xy
b) e.g., When you multiply a constant by x, a term that was a x x x x x x x x

constant becomes a variable to the first power. When you

multiply an x by x, you end up with x2, which is a higher power.
21. e.g., You have to multiply each part of the polynomial 3 2 x by 5x ᎐xy ᎐xy 2
᎐x
and not just one part of it, so it should be 15x 2 5x2. You can’t
combine those since they are not like terms.
4. a) 2x2 2 4 c) 6
Chapter Self-Test, page 324 b) 5x2 2 x 2 7 d) 2x2 2 3xy 1 5x
5. a) 2x2 1 y2 1 1 b) 2x2 2 3x 1 y 1 xy
1. a) e.g., 3j 2 1 2j 2 5j 2 3 b) e.g., 22m2 2 5m 1 6m 6. a) 24t, 7t c) 28t, 9t ; 7, 23
c) e.g., 3x2 2 2x2 1 5x 1 2x 1 3 b) 5, 28 d) 5jk, 28jk
2. a) P 5 w 1 w 1 2w 1 300 1 2w 1 300 5 6w 1 600 7. a) 3s 1 3t 1 4t2 c) t 1 4t 2 1 4
b) e.g., My goal is to exercise 180 min a week. For 3 days, I exercised b) 6j 2 3 d) 12j 2 3jk 2 3k
m minutes. How many minutes are left for me to exercise that 8. D
week? 9. e.g., 4r2 1 pr2 1 4r 1 4
3. a) 22x2 1 5x 1 1 10. e.g., (25x 2 2 1) 1 (2x 2 2 4x 1 2)
b) 2x2 1 x2 2 3x 1 2x 2 3 or 2x 2 3 11. a) will contain x 2 term c) will contain x 2 term
4. a) 3s2 2 3t 1 1 c) 5y2 2 7xy 2 2 b) will not contain x 2 term d) will contain x 2 term
b) 3x2 2 3x 2 4 d) 7x2 2 5y 1 10 12. 2x greater
5. a) 228x2 d) 23x 13. not correct
b) 212k2 1 24 e) 6j 2 1 2j 2 3 14. e.g., (5x 2 2 3x 1 1) 2 (7x 2 2 5x 2 5) or
c) 26t 2 1 10t f ) 15r 2 3 (24x 2 1 4x 1 10) 2 (22x 2 1 2x 1 4)
6. e.g., A polynomial tells you how many of the x2s, how many x’s and 15. a) 224y2 d) 2x 2 2 x 2 1
how many 1’s there are, so it only makes sense to count x 2s b) 8a e) 28x 2 2 12x 2 28
together, x’s together, and constants together. 2
c) 26x 1 12x f ) 9x 2 6
7. a) e.g., Start with 7x. 16. not correct
b) e.g., Add 22x. c) e.g., Subtract 22x. 17. e.g., 4(3x 2 2 2x) , 4x(3x 2 2) , 24(23x 2 1 2x) ,
8. a) 24x(23x 1 2)
x
2
x
2
x 18. e.g., Yes, if that monomial is 1.

b) e.g., This shows a rectangle with a width of x and a length of

Answers
2x 1 1. If you multiply these, you get the area and you can Chapter 7
already see that the area is 2x2 1 x.
Lesson 7.1, pages 337–339
Chapter Review, pages 327–328 1. a) e.g., involves probabilities
b) e.g., does not involve probability
1. a) The degree is 2, the coefficient of x is 24, the constant is 7, and c) e.g., involves probabilities
the number of terms is 3. d) e.g., does not involve probability
b) The degree is 1, the coefficient of x is 25, the constant is 8, and 2. a) e.g., involves probabilities
the number of terms is 2. b) e.g., involves probabilities
c) The degree is 2, the coefficient of x is 0, the constant is 22, and c) e.g., does not involve probability
the number of terms is 2. d) e.g., involves probabilities
2. 15w 1 48 3. B
3. a) 4. A
᎐x
2
᎐x
2
᎐x
2 5. e.g., In the final round of Jeopardy, a player decides how much to wager
based on his or her estimate of the probability their answer is right.
6. a) e.g., the probability of bike theft in the area
b) e.g., the probability it will snow so much we won’t be able to drive
2 2 2 2 2
x x x x x 7. a) e.g., the probability a patient will survive for a significant period
of time with the transplant
b) b) e.g., the probability each company will do well in the future
2 2 2 2 2 c) e.g., the probability the plane will depart on time
x x x x x x x x
d) e.g., the probability a candidate wins a debate
8. a) e.g., In Canada: Type A 40%, Type B 11%, Type AB 4%, and
Type O 45%.
᎐x ᎐x ᎐x ᎐x b) e.g., to decide how much of each blood type to have on hand for
operations
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constant becomes a variable to the first power. When you

b) e.g., This shows a rectangle with a width of x and a length of

9. a) e.g., If they are cheating, then whether the test catches them Lesson 7.3, pages 351–352
depends on the probability they are tested while the drug is still
present in their bodies. 1. e.g., 4 out of 10 tails is more likely. There are only 10 ways to toss
b) e.g., False positives do not happen often, but sometimes do, 9 heads out of 10, but there are many ways to toss 4 tails. I’m
which means a person who tests positive for a disease may not assuming that tails and heads are equally likely each toss.
have the disease. 2. e.g., the probability the artist’s future recordings will be as successful
10. a) e.g., The city planners decided where to put a traffic light based as previous ones
on probabilities of accidents at particular intersections. 3. e.g., Logan is only thinking about whole numbers and each number
b) e.g., If you buy a book from an online company, they email you from 1 to 50 is equally likely to be chosen.
about similar books because you are likely to be interested in 4. e.g., I could use a tree diagram, where each branch is either G or B.
buying those also. The outcome I want would be G, G, G, B. There would be 15 other
c) e.g., Each year, the flu vaccine is changed because the flu virus outcomes, so the probability is 161 . I’m assuming that girls and boys
mutates. The World Heath Organization adjusts the contents of the are equally likely for every birth.
vaccine to contain the strains most likely to occur the next year. 5. e.g., probability of snow; probability that road will be OK to drive if
11. a) e.g., The farmer might see the horses are jumpy and say a storm it does snow; probability that, if she leaves in the morning, she will
is very likely. make the presentation on time; probability of snow most important
b) e.g., The farmer cannot be certain about whether there will be 6. e.g., The companies consider the age group of the driver and the
a storm. probability of a member of that age group having an accident.
12. a) e.g., involves probability b) e.g., involves probability 7. e.g., the probability that camping spots will be open; the probability
13. e.g., I would consider the percentage of the time the bus arrives that the weather will be stormy
early. If it is high, I would arrive early. 8. e.g., She might check the safety records of the three airlines so she
14. e.g., The engineers might look at the probability they would could estimate which airline is safer; she might check the on-time
disrupt animal migration patterns if they put the road in a partic- record of each airline to decide which is more likely to arrive on time
ular spot. 9. e.g., the probability that the batter will get a hit against the type of
15. e.g., I decided the probability of getting a ride with my friend picture; the probability that the batter will get on base by walking; the
from a basketball game was high, so I didn’t ask my mother to probability that the batter will hit a sacrifice fly and drive in a run
pick me up. 10. e.g., The quarterback might consider the probability a play will get
16. e.g., The probability of patients taking pills from the blister packs is enough yards.
higher than the probability of patients taking pills from the bottles. 11. e.g., If you have the probability that the average Canadian will be
17. e.g., In a study, patients were grouped to see who had high, medium, mugged while out after dark, you may decide to go out after dark
and low likelihood of appendicitis. In the high-likelihood group, and not worry about it if you believe your neighbourhood is safe.
there was a probability of 35% there was no appendicitis, so it was The calculated probability may not apply.
worth doing an ultrasound to avoid possibly unnecessary surgery. 12. e.g., agree
13. e.g., In some mathematical situations, I only need to communicate
the answer I got. For probability, I have to understand the situation,
Lesson 7.2, pages 346–347 figure out what assumptions to use, and state them. If I don’t
1. e.g., The die is fair and is being rolled fairly. communicate clearly, other people might not agree with my solution.
2. a) yes b) e.g., Yes, assuming the spinner itself is fair. 14. e.g., If there is a high probability anyone will complete the first four
3. e.g., No, as winter conditions might make the bus late. tasks in the game on the first try, then completing those tasks
4. e.g., Kate won about half the time, so the game is fair. should earn a low score.
5. A
6. D Chapter Self-Test, page 355
7. e.g., Each player is equally likely to win, which is not valid because
skill is involved and it’s unlikely all four players are equally skilled. 1. a) e.g., involves probabilities
8. e.g., The order in which the head and tail appear does not matter. b) e.g., involves probabilities
9. e.g., The team match-ups and playing conditions in the next ten c) e.g., involves probabilities
years will be like those in previous years. 2. e.g., There might be probabilities involved in whether someone gets
10. e.g., The probability there is a lot of air traffic at the time I would elected onto the student council. The likelihood they’ll win is based
be landing to make the connection. on who else decides to run.
11. a) e.g., A storm will follow the same pattern as similar storms from 3. e.g., Boys and girls are equally likely to be born and my coin flips
previous years. are fair. These assumptions are valid.
b) e.g., How likely it is it would start to snow before we arrive at 4. e.g., that tomorrow is a school day
our relatives. 5. e.g., The 70% does not apply more to some age groups than to other
12. e.g., City planners would use the probability of experiencing a age groups or more to some subject areas than other subject areas.
blizzard during the next year. 6. e.g., Older people are more likely to die soon than younger people,
13. e.g., no so it is fair that older people pay more for the same insurance;
14. e.g., Yes; even when you flip a coin, you are assuming you are smokers are more likely to die soon than non-smokers, so smokers
flipping fairly and the coin is fair. should pay more.
15. e.g., Her previous percentage of success in research that was funded. 7. e.g., the probability of storms or high waves; the probability of a
3 steady wind
16. a) e.g., 4
b) e.g., The prizes are all equally likely to be in any cereal box.

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Chapter Review, pages 357–358 2. fewer than 6: D, E, F; others: A, B, C, G

3. fewer than 6: A; others: B and C
1. a) e.g., the probability the audience likes the performer’s music 4. C
b) e.g., the probability the battery is dead 5. B
c) e.g., the probability that you don’t sleep well 6. D
2. a) e.g., A survey of 50 000 people aged 12–17 was conducted in 7.
many countries around the world. 74% of respondents said they
think global warming is a big problem. So, my estimate is 74%.
b) e.g., I assumed the entire group of 12- to 17-year-olds is
representative of how 15-year-olds feel.
3. e.g., The patient might ask about the probability of a bad reaction if
she chooses a general anesthetic.
4. a) e.g., I rolled two dice 20 times and the difference was 1 six times,
6 3
so the experimental probability was 20 , or o r .
10
b) e.g., The dice were fair, I rolled fairly, and 20 times is enough 8. It is a square.
times to estimate the theoretical probability. 9. It must be isosceles.
5. a) e.g., 100%
b) e.g., The cafeteria will not change its pattern.
1
6. a) 3
1
b) e.g., The green section is 3 of the whole spinner.
7. a) e.g., 70% 10. no
b) e.g., The relative ability of the teams has not changed. 11. e.g.,
8. e.g., The player is consistent and is just as likely to get a hit one
time as another time; these assumptions might not be valid.
9. a) e.g., Tomasz could ask everyone he knows to keep track of
0 lines 1 line 2 lines
whether they win a prize or not each time they open a container
12. a) e.g.,
of milk.
b) e.g., He would be assuming that the containers with prizes are
distributed randomly in his area and over the time he will measure.
10. e.g., Migraine headaches are very painful, so the patient might decide the
30% chance of success is worth the 5% chance of serious side effects.
11. a) e.g., The number of days with at least one scheduled event is
decreasing, so the probability the number of days suddenly goes
up is not very high.

Answers
b) e.g., Lili might decide there will actually be lots more days with at b) e.g.,
least one scheduled event in future months, but they just have not
been booked yet. So, the probability is not as low as it appears.

45˚
Cumulative Review: Chapters 4–7, pages 360–361 45˚

1. C 9. A
2. D 10. D 13. The number of lines of symmetry in a regular polygon and the
3. B 11. A number of sides it has are the same.
4. A 12. D 14. e.g.,
5. C 13. C
6. B 14. D
7. B 15. C
8. C 16. C
15. If a shape does not have at least four sides, it is a triangle. There
are only three kinds of triangles: scalene, isosceles, and equilateral.
Chapter 8 Scalene triangles have no lines of symmetry, isosceles triangles
have one line of symmetry, and equilateral triangles have 3 lines
Lesson 8.1, pages 370–372 of symmetry. So if a shape has two lines of symmetry, it can’t be
a triangle.
1. a) b)

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Chapter Review, pages 357–358 2. fewer than 6: D, E, F; others: A, B, C, G

45˚
Cumulative Review: Chapters 4–7, pages 360–361 45˚

NEL Answers 533

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Chapter Review, pages 357–358 2. fewer than 6: D, E, F; others: A, B, C, G

45˚
Cumulative Review: Chapters 4–7, pages 360–361 45˚

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16. e.g., a), b) 8. a) C, G, and I do not have line symmetry but have rotation symmetry.
b) A: 2; B: 1; C: 2; D: 5; E: 9; F: 4; G: 3; H: 1; I: 3
9. They have the same order of rotation symmetry.
10. a) A: 3, 120°; B: 4, 90°; C: 5, 72°; D: 6, 60°; E: 7, 52°; F: 8, 45°;
G: 9, 40°
b) The number of sides in a regular polygon is equal to its order of
rotation symmetry.
11. B, C, and E; also D and F
17. When a figure is reflected across a line, the combined figure has a 12. a) order 10 b) order 12
line of symmetry, which is the same line as the line of reflection. 13. yes
e.g., There is a diagonal line of symmetry for a square, since you can 14. a) no
reflect the upper half onto the lower half. b) The isosceles triangle and the irregular pentagon do not have
rotation symmetry because they can only complete one turn to
return to the original shape. The parallelogram has rotation
symmetry.
15. It has rotation symmetry of order 4. I found out by tracing it and
turning it to fit in its outline.
18. e.g., 16. e.g.,

17. a) e.g., hubcap

19. e.g.,
b) e.g., c) e.g.,

18. The shape is a circle. There are infinitely many ways it can fit into
its own outline. That’s what symmetry of order “infinity” means.
19. e.g., It is like line symmetry since polygons with rotation symmetry
tend to have some equal sides, just like shapes with line symmetry.
It is different because it is about turning rather than flipping.
20. The shape is an equilateral triangle.

Mid-Chapter Review, pages 384–385

20. a) 1. more than one line of symmetry: A; other: B, C
2. e.g., a square and an irregular hexagon

b) e.g.,

3. a) b)
Lesson 8.2, pages 377–381
1. a) 4, 4, 90° b) 6, 6, 60° c) 1, 1, 360°
2. They are both correct.
3. A
4. B
5. a) 8, 8, 45° b) 2, 2, 180° c) 5, 5, 72°
6. Yes; 180° and 2
7. a) 4 b) 1 c) 2
4. a) 6, 60° b) fold in half, and in half again
5. agree
6. e.g.,

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7. e.g., b) Reflect across the line of symmetry, the y-axis.

c) Reflect across the the x-axis. The new line of symmetry is the x-axis.
y
B(0, 8)
5

A(⫺2, 0) C(2, 0)
⫺5 0 5 x
Lesson 8.4, pages 392–394
⫺5
1. a), b) C‘ y C B’(0, ⫺8)
5

d) Rotate 180° about A.

B‘ A‘ A y
B B(0, 8)
⫺5 0 5 x 5
B‘’‘ A‘‘ B‘‘
A‘‘’ A(⫺2, 0) C(2, 0)
C’(⫺6, 0)⫺5 0 5 x
⫺5 C‘‘
C‘‘’ ⫺5
c) Ar(21, 2) , Br(25, 1) , C r(24, 5) , As (1, 22) , Bs (5, 21) , B’(⫺4, ⫺8)
C s (4, 25) , At (21, 22) , Bt (25, 21) , C t (24, 25)
d) line symmetry and rotation symmetry of order 2 e) Rotate it 180° about (0, 0).
2. a) e.g., reflection across the x-axis; Ar(1, 23) , Br(5, 24) ,
C r(6, 22) , Dr(5, 21) , E r(1, 21) y
b) e.g., rotation 180° about vertex E; Ar(1, 21) , Br (23, 22) , B(0, 8)
C r(24, 0) , Dr(23, 1) , E r(1, 1) . 5
y A(⫺2, 0) C(2, 0)
5 B ⫺5 0 5 x
A
⫺5
D‘ E C
C‘ B’(0, ⫺8)
E‘ D
⫺5 0 5 x
A‘
9. y
B‘ A’’’ 5
B’’’ F A

Answers
E
C’’’
⫺5 F’’’ B
D’’’
D
c) Ar(0, 2) , Br(4, 3) , C r (5, 1) , Dr(4, 0) , and E r(0, 0) ; no E’’’ C x
3. a) rotation symmetry of order 2 about the origin ⫺5 C’’ 0 E’ 5
b) rotation, 180° about the origin D’’ D’
4. agree B’’ F’
5. a) B b) A E’’
F’’ ⫺5 C’ B’
6. B A’’ A’
7. a) e.g., translation (R4): Ar(1, 2) , Br (3, 3) , C r(5, 2) , Dr(3, 1) ;
10. e.g., The left half of any rectangle can always be reflected to the
translation (R4, D4) : As (1, 22) , Bs (3, 21) , Cs (5, 22) ,
right to create the whole shape.
Ds (3, 23) ; translation (D4): At (23, 22) , Bt (21, 21) ,
11. e.g.,
Ct (1, 22) , Dt (21, 23) ; two lines of reflection; rotation
symmetry of order 2 around the point (1, 0)
b) e.g., rotation cw by 90°, 180°, 270° about (1, 2) : Ar(1, 6) ,
Br (2, 4) , C r(1, 2) , Dr(0, 4) ; As (5, 2) , Bs (3, 1) , C s (1, 2) ,
Ds (3, 3) ; At (1, 22) , Bt (0, 0) , C t (1, 2) , Dt (2, 0) ;
four lines of symmetry; rotation symmetry of order 4 around C.
8. e.g., a) y 12. a) e.g., a reflection b) e.g., yes, line symmetry
B(0, 8)
13. (a, b) becomes (2b, a) .
5

A(⫺2, 0) C(2, 0)
⫺5 0 5 x

⫺5

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Lesson 8.5, pages 400–401 c) e.g., Rotate 90°, 180°, and 270° ccw about (1, 0) ; resulting
shape has rotation symmetry of order 4. Rotate 180° about
1. (6, 22) , (4, 24) , (0, 24) , (22, 22) (5, 22) ; resulting shape has rotation symmetry of order 2.
2.
9. e.g., y
5
A B

C
D x
⫺5 0 5

10. e.g., A butterfly shape is translated twice. The combined shape

is reflected once. The resulting design has order of rotation symmetry
2 and two lines of symmetry. Draw what it might look like.
3. e.g., a) & b) y
5
y y M
5 5 N
B B

Q P
x
A C A C
x x ⫺5 0 5
⫺5 0 5 ⫺5 0 5

11. e.g., y
⫺5 ⫺5

4.
x
0

5. a) e.g., y Chapter Self-Test, pages 402–403

1. Tiles 1 and 3 have four lines of symmetry; tile 2 has 14 lines of
symmetry.
x 2.
0

b) e.g., Reflect octagon across one of its lines of symmetry.

3. a) none b) 3, 120° c) 5, 72°
6. 4. A, B, D
5. a) rotation symmetry of order 4, 90°
b) rotation symmetry of order 2, 180°
c) line symmetry, rotation symmetry of order 4, 90°
7. 6. Milos is right.
7. a) e.g., y
5
D
C
8. a) y
2 B
B’ A x
x
⫺5 0 5
0 6 C’
⫺2 D’

b) e.g., Reflect across x 5 5: quadrilateral has line of symmetry at

⫺5
x 5 5. Reflect across x-axis: triangle has line of symmetry at
x-axis. Reflect across x 5 3: resulting shape has 12 sides and
b) Ar(1, 1), Br(23, 0), C r(23, 21), Dr(0, 22)
line of symmetry at x 5 3.

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8. a) y 6. a) y
5
D A
8
C
B
6
B A’
A x
4
⫺5 0 A’’ 5 B’
B’’ 2 C
C’’ D x
⫺5
D’’ ⫺6 ⫺4 ⫺2 0 2 4 6
C’
⫺2
D’
b) Ar(1, 21), Br(5, 22), C r(5, 23), Dr(2, 24)
b) Ar(26, 5), Br(23, 3), C r (22, 21), Dr(26, 22)
c) The original shape did not have symmetry, and it was not rotated
Chapter Review, pages 405–406 or reflected, so the new shape cannot have symmetry.
1. a) & b) 7. e.g.,

8. a) has line symmetry; does not have rotation symmetry

2. a) 5, 72° b) 5, 72° c) none d) 6, 60°
b) line and rotation symmetry, order 6, 60°
3. a) line symmetry b) line symmetry, rotation symmetry of order 2
9. a) A, B b) B, C
4. a) y
A
8

B’ 6
B Chapter 9
4 Lesson 9.2, pages 417–419
2 1. a) 90° b) 60° c) 45°
C’ C 2. a) 57.5° b) 90° c) 105°
D x
3. a) 76° b) 137°
⫺6 ⫺4 ⫺2 0 2 4 6

Answers
4. A
5. D
b) Ar(0, 8), Br(23, 6), C r(24, 2), Dr(0, 1) 6. e.g., chord LM (straight line), arc LM (curved line), semicircle KM,
c) line symmetry central angle /LOM
5. a) y 7. a) A central angle must have its vertex at the centre of a circle.
A b) An inscribed angle must be formed by two chords.
8
c) The vertex of an inscribed angle must lie on the circle.
B d) All four vertices of an inscribed quadrilateral must lie on the circle.
6
8. a) 120°
4 b) e.g., For a regular nonagon, the interior angles are all 140°.
9. Draw a diameter through the centre of a circle. Then inscribe an
2 C angle in one of the resulting semicircles. Since the central angle
C’ D x formed by a diameter is 180°, the inscribed angle will be 90°.
⫺6 ⫺4 ⫺2 0 2 4 6 10. 45°
⫺2 11. a) /BOC 5 /DOE 5 80°, /BOE 5 134°
b) /BAC 5 /DAE 5 40°, /CAD 5 33°,
⫺4
B’ /BAD 5 /EAC 5 73°, /BAE 5 113°
⫺6 A’ 12. 40°
13. /HFE 5 40°, /PEF 5 40°, /FPE 5 100°, /EPH 5 80°,
b) Ar(0, 26), Br(23, 24), C r(24, 0), Dr(0, 1) /PEH 5 50°, /PHE 5 50°, /FGE 5 130°,
c) rotation symmetry of order 2 /GFE 5 25°, /GEF 5 25°
14. /APB 5 140°

NEL Answers 537

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 537

8. a) has line symmetry; does not have rotation symmetry

2. a) 5, 72° b) 5, 72° c) none d) 6, 60°
b) line and rotation symmetry, order 6, 60°
3. a) line symmetry b) line symmetry, rotation symmetry of order 2
9. a) A, B b) B, C
4. a) y
A
8

B’ 6
B Chapter 9
4 Lesson 9.2, pages 417–419
2 1. a) 90° b) 60° c) 45°
C’ C 2. a) 57.5° b) 90° c) 105°
D x
3. a) 76° b) 137°
⫺6 ⫺4 ⫺2 0 2 4 6

NEL Answers 537

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 538

Lesson 9.3, pages 423–425 5. a) Yes, the perpendicular bisector of the shorter chord intersects the
diameter at its midpoint, or the centre of the circle.
1. a) /W 5 55°, /Y 5 18° b) /G 5 /H 5 /K 5 110° b) e.g., Their intersection would be the centre.
c) /A 5 80°, /D 5 70° 6. b) The chords are the same length.
2. a) /Q 5 80°, /S 5 80° c) e.g., Chords equidistant from the centre of the circle are the same
b) /1 5 40°, /2 5 100°, /K 5 /3 5 /4 5 60°, /5 5 115° length.
c) /A 5 /B 5 /C 5 /E 5 /F 5 90° d) e.g., I drew a chord perpendicular to the radius at point P.
3. /A 5 /B 5 /D 5 51°, /E 5 129° I imagined a mirror placed through the centre of the circle.
4. a) /Q 5 /R b) /N 5 /M 5 /L The reflection of the chord I drew has to be the same distance
5. B from the centre as the original, since it is a reflection, and it
6. e.g., Draw two diameters. Then draw inscribed angles by joining the must be the same size as well. Then, the conjecture works for
endpoints of the diameters. All angles will be 90°, because they are any P and Q.
all inscribed in a semicircle. Since all four angles are 90°, the 7. No, they are not equidistant.
quadrilateral is a rectangle. 8. less
7. a) /WYX 5 30°, /WXY 5 120°, /VZW 5 /VWZ 5 40°, 9. No. To locate the centre of a circle using chords, the perpendicular
/ZYW 5 80°, /WZY 5 60°, /YWZ 5 40° lines from the chords pass through their midpoints.
b) /ACB 5 35°, /BDC 5 25°, /BKC 5 80°, /DKA 5 80°, 10. The longest chord will be the diameter.
/BKA 5 100°, /CBK 5 65°, /DAC 5 65°, /ABK 5 55°, 11. No. If you draw two chords using the three points, the perpendicular
/ACD 5 55° bisectors of those chords only intersect at one point, so there is only
8. a) e.g., /P 5 107°, /Q 5 76°, /R 5 73°, /S 5 104° one possible circle.
Q 12. e.g., Since AC is shorter than BC, chord LM is longer than chord
NO, because the chord closer to the centre of the circle is the longer
chord. /CAL 5 /CAM 5 /CBO 5 /CBN 5 90°
P 13. no
14. a) & b) PR is a diameter.

R Q R
S

b) 180° c) 180°
d) e.g., Opposite angles in a quadrilateral inscribed in a circle are
supplementary. S
e) e.g., One central angle 5 2/P and the other central
angle 5 2/R. The two central angles add up to 360°, so
2/P 1 2/R 5 360°. This means that /P 1 /R 5 180°. P
9. e.g., In a circle with centre O and point P on its circumference,
minor arc BC makes an inscribed angle of 36° at P, minor arc c) rectangle
AB makes an inscribed angle of 15° at P, and minor arc CD makes
an inscribed angle of 22° at P. What angle does arc AD subtend Mid-Chapter Review, page 433
at O ? (146°)
10. no 1. a) /R 5 65° c) /YCZ 5 120°, /CYZ 5 30°
11. e.g., Inscribed angles subtended by the same arc have the same b) /D 5 105° d) /ACB 5 132°, /D 5 114°
measure, so I can draw more inscribed angles with endpoints D and 2. 150°
F, and I know they will measure 80°. 3. a) /B 5 90°
12. yes b) /E 5 70°, /C 5 140°
13. a) /YAP 5 /PXB, /AYP 5 /XBP, /APY 5 /XPB 4. /DCE 5 112°
b) They are similar. 5. no, not always
PA PY 6. /T 5 /R 5 /S 5 /U 5 53°, /P 5 127°
c) e.g., Since DAPY , DXPB, PX 5 PB . If you multiply both sides 7. e.g., Trace the arc and put three points on its edge. Then draw two
by PX and then by PB, you get (PB) (PA) 5 (PX ) (PY ). chords connecting the points, and construct the perpendicular
14. /RPT 5 72°, /PTQ 5 35°, /RST 5 108°, /QTS 5 60°, bisectors of both chords. The intersection of the two perpendicular
/MRS 5 48°, /PRM 5 37° bisectors is the centre of the circle. Use a compass to draw a circle
with this centre and a radius equal to the distance from it to the
edge of the arc.
Lesson 9.4, pages 430–431
1. /CRT 5 /CRP 5 90° Lesson 9.5, pages 438–440
2. e.g., Use a string to form two chords on the sandbox. Mark the
centre of each string. Using a carpenter’s square, mark a chalk line 1. a) x 5 5 cm b) y 5 6 cm c) AB 5 12 cm
perpendicular to each string. The centre of the sandbox will be 2. yes
where the two chalk lines cross. 3. a) PQ 5 34 cm b) ST 5 48 m
3. B 4. C
4. D 5. B

538 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 539

6. D 6. e.g., Extend the straight portions of the chain to meet at point P.

7. Both equal 110°. PR 5 PT, because they start at the same point and are both tangent
8. 16.0 cm to the large circle. Similarly, PQ 5 PS. Then, PR 2 PQ 5 PT 2 PS,
9. 9.5 cm or QR 5 ST.
10. a) & b) only 1 B R
Q

A O D P

T
C
7. 0.5 m
c) The distances are equal. 8. yes
11. a) infinitely many 9. a) A
b) e.g., Each chord is the same distance from the centre of the circle.
12. 16 m
13. 2.00 m, 1.50 m P
14. a) The outer beams are chords of the circle.
C
b) e.g., If the beams are the same length, then they will be the same
distance from the centre.
c) e.g., The circles all have the same centre. B
15. a) FG b) Q
12 cm
B A b) The chords are equidistant from the centre of the big circle, so
X they are the same length.
x c) 5 cm
10 cm
10. e.g., Draw five radii to divide the circle into five equal sections. Each
C
central angle formed by two adjacent radii is 72°. Draw tangent lines
y
Y to the endpoints of each radius. Mark the ten intersection points of
F 16 cm G the tangent lines. Draw the star by connecting all of these points.
11. 101 km
c) AB, 8 cm; FG, 6 cm 12. e.g., The higher you go, the farther away your point of tangency
16. a) 20 cm b) 18 cm c) 73 cm2 with Earth’s surface is.
17. a) e.g., because they are all the same distance away from the centre 13. a) if the diameters are perpendicular
of the Ferris wheel b) if the diameters are not perpendicular
b) 4.3 m 14. 45.2%
18. a) 21.2 cm

Answers
b) Yes; if the bowl is less than half full, the water’s depth is 6.8 cm.
19. a) about 6 cm b) 2.12 cm
Lesson 9.7, pages 451–452
1. equilateral
Lesson 9.6, pages 445–446 2. They are the same length.
3. e.g., Draw chord XY, and measure this chord. Draw another chord
1. AD 5 3 cm the same length, beginning at X. Mark the other endpoint as A.
2. A Draw a chord the same length beginning at A. Mark the other
3. A endpoint as B. Arcs XY, AX, and AB will be the same length.
4. B 4. yes
5. a) & b) R 5. a) L 5 4 3 1.2 1 1.2p b) 8.6 m
6. ABCD and PQRS; supplementary opposite angles
7. e.g., If I look at different cases, and always get the same result, the
result might be true in general.
8. e.g., There are actually circles.
A D
9. Yes, they will be parallel for any two circles.

C Chapter Self-Test, page 454

1. a) /Q 5 68°, /S 5 112°, /ORS 5 57°
b) /BAE 5 90°, /ABE 5 60°, /BCE 5 90°, /ADE 5 60°,
P B Q /ACE 5 60°, /BCA 5 30°
c) equilateral 2. a) /W 5 /Y 5 90°, /Z 5 135° b) XY 5 3 cm
d) The angles of the triangle are half as large as the central angles. 3. about 147.3°
4. 38.4 cm
5. 8.9 cm

NEL Answers 539

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 540

6. a) AB b) A b) e.g., What do you like most about school lunches?

F
6. e.g., a) Questions 1 and 2 are worded well. Question 3 is a little
12 cm
vague. The committee might ask for alternative ideas for the
celebration, such as a dance.
7 cm b) e.g., Question 3, “Do you think jackets, ties, and dresses
5 cm should be required?”
c) Question 1: if similar numbers of males and females are
G B interested in a banquet; 2: if a banquet is wanted; 3: what
c) To the nearest centimetre, AB 5 22 cm, FG 5 20 cm. type of banquet to hold; 4: what students can afford.
7. about 89 cm 7. e.g., For question 5 survey: score 2; add “What do you like most about
school lunches?” and “If the menu changed, would you choose to eat
at the cafeteria more often?” Question 6 survey: score 2; add “Which
Chapter Review, pages 456–458 type of celebration do you prefer: dance, banquet, other, none?”
1. /QCR 5 110°, /CQR 5 35° 8. e.g., a) “Are you physically active three or more times a week?”
2. a) 90° b) B. The graph for Survey B includes more detail.
3. /T 5 /U 5 /V 5 /W 5 55° c) yes
4. HA 5 KB, FA 5 GB, DA 5 EB, HD 5 KE, FD 5 GE, HF 5 KG 9. e.g., Have you ever chosen not to fly for safety reasons?
5. 13.5 cm 10. e.g., a) no
6. 9 cm b) e.g., Provide people with a set of answers to choose from.
7. 56 cm c) e.g., How many times in a week do you engage in each
8. 5 cm activity: running, team sports, swimming, yoga, other?
9. 39 cm d) e.g., a questionnaire
10. a) ST 5 20 cm, CP 5 4 cm, and AQ 5 6 cm
b) right triangle c) 4 cm Lesson 10.2, pages 473–476
11. a) square b) kite
12. yes 1. e.g., a) Delete “that has been used by the hometown teams since
13. e.g., eight vertical bars, two 179 cm, two 170 cm, two 150 cm, and 1920.”
two 113 cm b) Delete the first sentence.
14. a) e.g., Canadian Broadcasting Corporation 2. e.g., a) experiment/observation c) experiment/observation
b) e.g., the property that all components are the same distance from b) questionnaire
the centre 3. a) yes
c) e.g., In this logo, I wanted the triangle-like b) e.g., Do you prefer appliances finished in stainless steel, white, or
shape at the top to have its two straight edges other?
be the same length, so I made the edges tangent 4. a) questionnaire c) experiment/observation
to the circle, because two tangents from the same b) interview or questionnaire
external point are equal. 5. e.g., The information gathered could be biased and therefore unfair.
15. a) 265 cm b) 258 cm 6. e.g., a) biased toward some interest in music; confuses personal
feelings with objective judgment
b) Change the question to “Do you think music courses are A)
very important B) important C) unimportant D) very
Chapter 10 unimportant?”
Lesson 10.1, pages 467–469 7. e.g., The survey was anonymous, so students may have included
information they did not want their teacher to know.
1. e.g., a) Do you play hockey? 8. e.g., a) yes b) no c) yes, no d) yes
b) Which is your favourite music group or performer? e) Rewrite B, “Do you think a student can have an after-
c) How many times a week, on average, do you visit the library? school job and still maintain good grades?”
2. e.g., a) What animal(s) do you keep as pets: none, dogs and/or cats, 9. e.g., Survey II: replace A with Survey I version; rewrite B as “Do
other? you think a student can have an after-school job and still maintain
b) Which toothpaste brand do you recommend? good grades?”
c) What is your preferred colour for jeans? 10. Biased answers or dishonest answers will not give accurate data.
d) Which type(s) of TV program do you watch regularly: 11. e.g., a) Which newspaper(s) do you read regularly, if any?
sports, talk shows, drama, news, weather, other? b) Do you read a serious newspaper or a trashy tabloid?
3. e.g., a) What activity did you spend most time on last summer: c) The question in b) was biased.
sports, travel, hiking or cycling, beach or lake activities, other?
b) Are you in a French immersion program at school?
Lesson 10.3, pages 480–483
c) What make and model of automobile(s) do you own?
4. a) no b) yes c) no d) yes e) no 1. a) population b) sample
5. a) yes 2. a) no b) no c) yes

540 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 540

6. a) AB b) A b) e.g., What do you like most about school lunches?

540 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 541

3. a) population b) sample c) sample d) sample e) sample d) Will you require help to pay your school fees? (Yes/No)
4. no 2. e.g., How old are you?
5. a) sample b) population c) population Do you have access to an ATV?
6. a) rural Canadian teens not represented Do you wear a helmet when you drive an ATV?
b) women who do not read cooking magazines not represented How often do you operate an ATV?
c) students who do not use library or cafeteria not represented A. never B. occasionally C. frequently.
d) families in which no one stays home during the day not 3. e.g., a) Choose a total of 100 boxes from different shipments, and
represented. count each colour.
e) bilingual children who attend English-language schools not b) Have people respond to the question in an online school
represented newsletter.
7. e.g., a) Check that the ratio of surveys to population was the same c) Ask a random sample of the general public.
for each region. d) Cut one orange from each case.
b) no 4. a) population b) sample c) sample
c) Conduct the survey by interview, and select people of each 5. a) yes b) e.g., Call phone numbers at random.
age group to interview. 6. e.g., a description of her sample showing it is representative, and a bar
8. a) e.g., census graph of average incomes for women grouped into classes by height
b) It should contain the same proportion of students as in the 7. e.g., a) 2, 4 b) 1, 5, 6, 3; omit 2 and 4
grade levels. c) yes
9. a) i and ii are biased; iii is not. 8. e.g., Criterion (1): 3, good; Criterion (2) 2, acceptable.
b) e.g., i: all three; ii: none of them; iii: time of day
10. e.g., a) Give the survey to people who do not shop at the store.
Chapter Review, pages 494–496
b) Survey all students.
c) Sample oranges from more than one crate. 1. e.g., a) Question 1 would take respondents some time to answer,
d) Survey a greater surface area. and may be too complex to analyze easily; question 4 is
11. e.g., a) A sample should include all subgroups of a population in difficult to answer if you don’t know how much equipment
the same proportions as the population. rental will likely be; question 5 will not generate data on
b) when the population is not too large or if it is important to how much to charge for a fee.
get a response from everyone in the population b) Respondents might not answer question 2 if they can’t think
12. e.g., How many Canadians live in rural areas? (6 385 551 of other activities.
or 22.1%) c) Start with question 3; reverse order of questions 4 and 5.
d) Remove question 4, since there is not enough information
for many respondents to answer it.
Lesson 10.4, pages 488–489
2. a) Do you support providing a separate cafeteria for staff at this
1. a) e.g., How many dentists were surveyed? How was the sample school (Yes/No)?
selected? What was the exact question? What exact data were b) For each reasonable route, how long will it take me to get to school?
collected, and did they justify the conclusion? c) Which party foods do you like (answer Y/N for each one): chips

Answers
b) no and dip? pizza? pasta salad? brownies?
2. a) Advantages: bar and circle graphs show most popular choice 3. a) Survey all the staff.
clearly; table tells exactly how many of each mode of transport b) Experiment by trying each route.
chosen. Disadvantages: bar graph and table do not show data as c) Survey a sample of the attendees.
proportions; circle graph does not show quantities. 4. e.g., a) First sentence influences respondents to say yes.
b) e.g., circle graph b) Respondents will likely answer yes to appear to be following
c) e.g., yes the law.
3. e.g., a) Ten cats were given bowls of Katto only, and one did not eat it. 5. e.g., a) does not give an idea of how many are opposed to the
b) Ten cats, chosen at random, were given a choice between restrictions
Katto and an unpleasant food. b) biased sample
c) Ten cats, chosen at random, were given a choice between 6. a) Given opinions introduce bias. e.g., Do you believe smoking is
Katto and their regular brand. or is not bad for your health?
4. e.g., no b) “Reckless” introduces bias. e.g., Should people who are injured
5. a) accept b) reject c) reject d) accept during an activity and rescued by emergency services pay a
6. Each detail is needed to help readers decide whether the sample charge according to the danger of the activity?
was fair. c) “Cause danger” introduces bias. e.g., Should roller-bladers be
allowed to use walking paths?
7. a) questionnaire c) experiment/observation
Chapter Self-Test, pages 491–492
b) experiment/observation
1. e.g., a) How much candy does each person in your family eat each 8. e.g., population: b, f, g; sample: a, c, d, e
day: A) 0 g B) 1–100 g C) 101–200 g D) more than 200 g? 9. a) e.g., If the population is large, it would be better to survey a
b) Do you think people should have the right to smoke sample.
A) anywhere? B) on private property? C) nowhere?
c) How old are you?

NEL Answers 541

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 542

b) e.g., A sample that best represents the school’s population should c) Bar graph A: most common pulse rate is in range 70–89; Bar
have the same percentage of students in each grade as the whole graph B: in range 70–79
school does. d) about 250
10. e.g., a) You would destroy all automobiles if you tested the e) The group of 1000 is similar to the original group of 40.
population.
b) It would take too much time and too many resources to
Cumulative Review: Chapters 8–10,
measure the height of every Canadian.
c) All the jets are built in the same way, so any one of them pages 498–499
should be a good indication of the noise level of others. 1. D 9. C
d) Testing may be destructive, so only a few suits should be 2. A 10. A
tested. 3. A 11. C
e) It would be impossible to identify every tree in a large 4. B 12. D
forest. 5. B 13. A
11. e.g., people who might be enticed by the free gift 6. C 14. C
12. a) The data are not organized. 7. D 15. D
b) Bar graph B 8. B 16. C

542 Answers NEL

MF9SB_ANS_p511-542 pp6.qxd 4/14/09 8:31 AM Page 542

542 Answers NEL

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