Workbook Algebra 1 Glencoe

Reteaching Workbook
Contents Include:
88 worksheets—
one for each lesson
To The Student:
This Reteaching Workbook gives you additional examples and
problems for the concept exercises in each lesson. The exercises
are designed to aid your study of mathematics by reinforcing
important mathematical skills needed to succeed in the
everyday world. The material is organized by chapter and
lesson, with one skills practice worksheet for every lesson in
MathMatters 1.
To the Teacher:
Answers to each worksheet are found in MathMatters 1
Chapter Resource Masters.
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ISBN: 0-07-869307-1 MathMatters 1

Reteaching Workbook
1 2 3 4 5 6 7 8 9 10 XXX 12 11 10 09 08 07 06 05 04
CONTENTS
Lesson Title Page Lesson Title Page
1-1 Collect and Display Data . . . . . . . 1 4-8 Volume of Pyramids
1-2 Measures of Central Tendency and Cones . . . . . . . . . . . . . . . . 34
and Range . . . . . . . . . . . . . . . . . 2 4-9 Surface Area of Prisms
1-3 Stem-and-Leaf Plots . . . . . . . . . . . 3 and Cylinders . . . . . . . . . . . . . 35
1-4 Problem Solving Skills: 5-1 Introduction to Equations . . . . . . 36
Circle Graphs . . . . . . . . . . . . . . 4 5-2 Add or Subtract to Solve
1-5 Frequency Tables Equations . . . . . . . . . . . . . . . . 37
and Pictographs . . . . . . . . . . . . . 5 5-3 Multiply or Divide to Solve
1-6 Bar Graphs and Line Graphs . . . . 6 Equations . . . . . . . . . . . . . . . . 38
1-7 Scatter Plots and Lines 5-4 Solve Two-Step Equations . . . . . 39
of Best Fit . . . . . . . . . . . . . . . . . 7 5-5 Combining Like Terms . . . . . . . . 40
1-8 Box-and-Whisker Plots . . . . . . . . . 8 5-6 Formulas . . . . . . . . . . . . . . . . . . . 41
2-1 Units of Measure . . . . . . . . . . . . . 9 5-7 Problem Solving Skills:
2-2 Work with Measurements . . . . . . 10 Work Backward . . . . . . . . . . . 42
2-3 Linear Measure and Perimeter . . 11 5-8 Graph Open Sentences . . . . . . . . 43
2-4 Area . . . . . . . . . . . . . . . . . . . . . . . 12 5-9 Solving Inequalities . . . . . . . . . . 44
2-5 Problem Solving Skills: 6-1 Percents and Proportions . . . . . . 45
Use a Formula . . . . . . . . . . . . . 13 6-2 Write Equations for Percents . . . 46
2-6 Ratio . . . . . . . . . . . . . . . . . . . . . . 14 6-3 Discount and Sale Price . . . . . . . 47
2-7 Circumference and Area 6-4 Tax Rates . . . . . . . . . . . . . . . . . . . 48
of a Circle . . . . . . . . . . . . . . . . 15 6-5 Simple Interest . . . . . . . . . . . . . . 49
2-8 Proportion and Scale 6-6 Commission . . . . . . . . . . . . . . . . 50
Drawings . . . . . . . . . . . . . . . . . 16 6-7 Percent of Increase
2-9 Area of Irregular Shapes . . . . . . . 17 and Decrease . . . . . . . . . . . . . . 51
3-1 Add and Subtract Signed 6-8 Problem Solving Skills:
Numbers . . . . . . . . . . . . . . . . . 18 Make a Table . . . . . . . . . . . . . . 52
3-2 Multiply and Divide Signed 7-1 Problem Solving Skills:
Numbers . . . . . . . . . . . . . . . . . 19 Qualitative Graphing . . . . . . . . 53
3-3 Order of Operations . . . . . . . . . . 20 7-2 Coordinate Plane . . . . . . . . . . . . . 54
3-4 Real Number Properties . . . . . . . 21 7-3 Relations and Functions . . . . . . . 55
3-5 Variables and Expressions . . . . . 22 7-4 Linear Graphs . . . . . . . . . . . . . . . 56
3-6 Problem Solving Skills: 7-5 Slope of a Line . . . . . . . . . . . . . . 57
Find a Pattern . . . . . . . . . . . . . 23 7-6 Slope-Intercept Form of
3-7 Exponents and Scientific a Line . . . . . . . . . . . . . . . . . . . 58
Notation . . . . . . . . . . . . . . . . . 24 7-7 Distance and the Pythagorean
3-8 Laws of Exponents . . . . . . . . . . . 25 Theorem . . . . . . . . . . . . . . . . . 59
3-9 Squares and Square Roots . . . . . 26 7-8 Solutions of Linear and
4-1 Language of Geometry . . . . . . . . 27 Nonlinear Equations . . . . . . . . 60
4-2 Polygons and Polyhedra . . . . . . . 28 8-1 Angles and Transversals . . . . . . . 61
4-3 Visualize and Name Solids . . . . . 29 8-2 Beginning Constructions . . . . . . 62
4-4 Problem Solving Skills: Nets . . . 30 8-3 Diagonals and Angles
4-5 Isometric Drawings . . . . . . . . . . . 31 of Polygons . . . . . . . . . . . . . . . 63
4-6 Perspective and Orthogonal 8-4 Problem Solving Skills:
Drawings . . . . . . . . . . . . . . . . . 32 Modeling Problems . . . . . . . . . 64
4-7 Volume of Prisms 8-5 Translations in the
and Cylinders . . . . . . . . . . . . . 33 Coordinate Plane . . . . . . . . . . . 65
© Glencoe/McGraw-Hill iii MathMatters 1

Lesson Title Page Lesson Title Page
8-6 Reflections and Line 10-4 Counting Principle . . . . . . . . . . . 78
Symmetry . . . . . . . . . . . . . . . . 66 10-5 Independent and Dependent
8-7 Rotations and Tesselations . . . . . 67 Events . . . . . . . . . . . . . . . . . . . 79
9-1 Monomials and Polynomials . . . 68 10-6 Problem Solving Skills: Make
9-2 Add and Subtract Predictions . . . . . . . . . . . . . . . 80
Polynomials . . . . . . . . . . . . . . . 69 10-7 Expected Value and
9-3 Multiply Monomials . . . . . . . . . . 70 Fair Games . . . . . . . . . . . . . . . 81
9-4 Multiply a Polynomial by 11-1 Optical Illusions . . . . . . . . . . . . . 82
a Monomial . . . . . . . . . . . . . . . 71 11-2 Inductive Reasoning . . . . . . . . . . 83
9-5 Factor Using GCF . . . . . . . . . . . . 72 11-3 Deductive Reasoning . . . . . . . . . 84
9-6 Divide by a Monomial . . . . . . . . 73 11-4 Venn Diagrams . . . . . . . . . . . . . . 85
9-7 Problem Solving Skills: 11-5 Logical Reasoning . . . . . . . . . . . 86
Use a Model . . . . . . . . . . . . . . 74 11-6 Problem Solving Skills:
10-1 Probability . . . . . . . . . . . . . . . . . . 75 Reasonable Answers . . . . . . . . 87
10-2 Experimental Probability . . . . . . 76 11-7 Non-Routine Problem
10-3 Sample Spaces and Tree Solving . . . . . . . . . . . . . . . . . . 88
Diagrams . . . . . . . . . . . . . . . . . 77
© Glencoe/McGraw-Hill iv MathMatters 1
Name _________________________________________________________ Date ____________________________
RETEACHING 1-1
COLLECT AND DISPLAY DATA
Taking a sample is a means of collecting information, or data,
from a large group of people. Some ways of sampling an entire
group, or population, are random sampling, cluster sampling,
systematic sampling, and convenience sampling.
E x a m p l e
To determine public opinion concerning an Arizona state
senator, every tenth person visiting the Grand Canyon in Arizona
was interviewed. What kind of sampling does this represent?
Name a disadvantage of this kind of sampling for this situation.
Solution
convenience sampling—Many visitors to the Grand Canyon
in Arizona are not Arizona residents. It would be better to
interview Arizona residents whose names were chosen from
voter lists in several Arizona cities.
EXERCISES
Is the sample appropriate for each situation? If not, what is its disadvantage? Suggest a
better way of choosing the sample.
1. To determine whether people like a 2. To determine the quality of ball-
new brand of bran muffin, ask every point pens delivered to a school-
person who tastes a free sample at a supply store, refer to company
health-food exposition. records showing 4 out of every 500
pens were found defective.
3. To determine the average amount 4. To determine the proportion of

spent at a store in a day, poll students in your school who own
everyone who leaves the store cars, ask everyone in your math class.
between 5:00 and 7:00 p.m.
6. To determine whether town residents

5. To determine the “hottest” fall fashion think there is too much traffic on local
color, count the number of garments Route 44, ask all the homeowners who
of each color on racks in department live along the route.
stores in different parts of the city.
© Glencoe/McGraw-Hill 1 MathMatters 1
Name _________________________________________________________ Date ____________________________
RETEACHING 1-2
MEASURES OF CENTRAL TENDENCY AND RANGE
Baseball statistics are in the newspaper every day during the
baseball season.
E x a m p l e
National League Most Home Runs
Find the mean, median, mode, and range for the number From 1984–1998
of lifetime stolen bases for these home run leaders. Player Number of
Home Runs
Solution Fred McGriff 35
Mode is the most frequent number or numbers. The Mike Schmidt 36
modes are 37, 40, 47, and 49. Dale Murphy 37
Mike Schmidt 37
Median is the middle number. Write the numbers in Howard Johnson 38
order from highest to lowest or lowest to highest. Then Daryl Strawberry 39
find the middle number. Ryne Sandberg 40
Dante Bichette 40
For 15 numbers, the median is the 8th number. The Matt Williams 43
median is 40. Barry Bonds 46
Arithmetic mean is the sum of the data divided by the Kevin Mitchell 47
Andres Galarraga 47
number of data. The sum of the home runs, 653, divided
Andre Dawson 49
by the number of players, 15, is 43.53, or about 44. Larry Walker 49
The mean is 44. Mark McGuire 70
Subtract the lowest number from the highest to get (All data from The World
the range. 70 35 35. The range is 35. Almanac 1999)
EXERCISES
Find the mean, median, mode, and range for each set of baseball data.
1. American League Runs 2. Leaders in Lifetime Stolen 3. American League
Batted In (RBI) Leader Bases at End of 1998 Season Batting Champions
Year Player RBI Player Number of Year Player Average
1989 Ruben Sierra 119 Stolen Bases 1990 George Brett .329
1990 Cecil Fielder 132 Rickey Henderson 1,297 1991 Julio Franco .341
1991 Cecil Fielder 133 Lou Brock 938 1992 Edgar Martinez .343
1992 Cecil Fielder 124 Billy Hamilton 912 1993 John Olerud .363
1993 Albert Belle 129 Ty Cobb 892 1994 Paul O’Neill .359
1994 Kirby Puckett 112 Tim Raines 803 1995 Edgar Martinez .356
1995 Albert Belle 126 Vince Coleman 752 1996 Alex Rodriguez .358
1996 Albert Belle and 148 Eddie Collins 744 1997 Frank Thomas .347
Mo Vaughn Arlie Latham 739 1998 Bernie Williams .339
1997 Ken Griffey Jr. 147 Max Carey 738
1998 Juan Gonzalez 157 Honus Wagner 722
mean: mean:
mean:
median: median:
median:
mode: mode:
mode:
range: range:
range:
Name _________________________________________________________ Date ____________________________
RETEACHING 1-3
STEM-AND-LEAF PLOTS
A stem-and-leaf plot can help you
organize data so it can be easily analyzed.
E x a m p l e
Make a stem-and-leaf plot for the high
temperatures listed in the chart. Then
write a description of the data.
Solution
Step 1: Form the stem. Step 2: Form the leaves.
The high temperatures range from 70 Show the first high temperature, 70°
to 99. Use the digits in the tens place, for Anchorage, by writing a “leaf,” 0,
7, 8, and 9, as the stems. Write them next to the “stem,” 7. To show 79° for
in a column. Draw a vertical line to Boston, write 9 next to the 0. Enter the
the right. rest of the leaves in the same way.
Step 3: The 70 is an outlier (extremely high or low value). Clusters

(groups of values close to one another) appear in the high 80s and high
90s. There is a large gap (space between values) between 89 and 97.
EXERCISES
1. On a separate sheet of paper, make a stem-and-leaf plot for the low temperatures.
2. Write a description of the data noting any outliers, clusters, or gaps.
3. Complete the stem-and-leaf plot for advertised monthly rents for one-bedroom
apartments. Use the numbers in the hundreds as the stem.
2 25 80 80 95
3 00 00 20 50 60 60
4
5
4. On a separate sheet of paper, describe the data to a person who is looking for a
one-bedroom apartment.
Name _________________________________________________________ Date ____________________________
RETEACHING 1-4
PROBLEM SOLVING SKILLS: CIRCLE GRAPHS
A circle graph can be used to show data that is expressed as parts of a whole.
E x a m p l e Favorite Ice Cream Flavors
A survey was taken of 50 cutomers at an ice cream
parlor concerning their favorite flavor of ice cream. Vanilla Peach
The circle graph at the right shows the results. Use 40% 10%
the graph to answer the questions.
a. What percent of the customers surveyed prefer
peach ice cream? Strawberry
Chocolate 20%
b. How many of the customers surveyed prefer 30%
peach ice cream?
c. What percent of the customers surveyed prefer chocolate ice cream?
d. How many of the customers surveyed prefer chocolate ice cream?
Solution
a. 10% of the customers surveyed prefer peach ice cream.
b. 10% of the 50 customers surveyed prefer peach ice cream.
↓ ↓ ↓
0.10 • 50 5 of the customers surveyed prefer peach ice cream.
c. 30% of the customers surveyed prefer peach ice cream.
d. 30% of the 50 customers surveyed prefer peach ice cream.
↓ ↓ ↓
0.30 • 50 15 of the customers surveyed prefer peach ice cream.
EXERCISES
For Exercises 1–4, use the circle graph from the example.
1. What percent of the customers surveyed prefer vanilla ice cream?
2. How many of the customers surveyed prefer vanilla ice cream?
3. What percent of the customers surveyed prefer strawberry ice cream?
4. How many of the customers surveyed prefer strawberry ice cream?

Abi made the circle graph to show how Abi's Monthly Budget
she spends her $2000 a month salary. Miscellaneous
Use the circle graph for Exercises 5 and 6. Housing
and Utilities 5%
5. How much does she spend on Entertainment
45%
clothes each month? 10%
6. How much does she spend on Clothes15% Food

housing and utilities each month? 25%
Transportation
10%
Name _________________________________________________________ Date ____________________________
RETEACHING 1-5
FREQUENCY TABLES AND PICTOGRAPHS
A pictograph displays data using symbols and a key. The key tells
the number of data items represented by each symbol.
E x a m p l e
Use the pictograph to answer the questions.
a. What does the symbol $ represent?
b. What chore do the greatest number of
students get paid to do? How many
students is that?
c. How many more students get paid for
yardwork than for housework?
Solution
a. The symbol represents 10 students.
b. Forty students get paid to take care of pets.
c. yardwork, 25; housework, 15; 25 15 10.
Ten more students get paid for yardwork.
EXERCISES
Use the pictograph to answer the questions.
1. How many pairs of size-10 shoes are in stock?
2. How many pairs of size-81⁄2 shoes are in stock?
3. Based on this store’s stock, what do you think

is the most popular shoe size?
5 51⁄2 6 61⁄2 7 71⁄2 8 81⁄2 9 91⁄2 10

4. If the store sells 17 pairs of size-6 ⁄2 shoes, how
1
many pairs of shoes will be left in that size?
5. If the store sells 16 pairs of size-8 shoes, which

shoe size will it then have the most of in stock?
6. This chart shows the number of minutes for each device to use 1 kilowatt of
electricity. On another piece of paper, construct a pictograph for these data.
clothes dryer shower iron dishwasher vacuum cleaner

30 15 50 20 90
Name _________________________________________________________ Date ____________________________
RETEACHING 1-6
BAR GRAPHS AND LINE GRAPHS 150
U.S. Bank Failures
A bar graph can be used to display data that you

find in a list, see in a report, or read in a 120
newspaper or book.
90
Number
E x a m p l e 1
Use the bar graph to answer the following questions. 60
a. In which years did more than 120 banks fail?

30
b. About how many more banks failed in 1993
than in 1994? 0
'91 '92 '93 '94 '95 '96 '97
Solution
Year
a. 1991 and 1992 b. 40 10 30
To display data on a line graph points are plotted Imported Car Sales
and connected in order. 4
Number of Cars (in millions)

E x a m p l e 2 3
Use the line graph to answer the questions.
a. In which year were the most imported cars sold? 2
b. About how many were sold in 1993?

1
Solution
a. 1991 b. about 1.8 million 0
'91 '92 '93 '94 '95 '96 '97
EXERCISES
Year
Use the bar graph for Exercises 1–3. Number of Students per Computer in Public Schools
20
1. Which two school years had about the same
Number of Students
number of students per computer? 16
12
2. How many students were there per computer

8
in ’92–’93?
4
3. How many more students were there per
0
computer in ’95–’96 than in ’96–’97?
'90-'91
'91-'92
'92-'93
'93-'94
'94-'95
'95-'96
'96-'97
School Year
Use the weather graph for July to answer
Exercises 4–6.
4. What was the lowest high temperature of
the month?
5. On how many days was the high
temperature above 90°?
6. What is the difference between the highest
and the lowest high temperature?
Name _________________________________________________________ Date ____________________________
RETEACHING 1-7
SCATTER PLOTS AND LINES OF BEST FIT
Two sets of related data can be shown on a scatter plot. The points on a
scatter plot are not connected. A line of best fit can be drawn on some
scatter plots. If the line slopes up and to the right, the two sets of data are
said to have a positive correlation. If the line slopes down and to the right,
the two sets of data are said to have a negative correlation.
Average Height of Children
E x a m p l e
80
The scatter plot displays the heights of children
Height (in inches)

ages 1 through 7. 60
a. Estimate a line of best fit.

40
b. Is there a positive or negative correlation
between a child’s age and his or her height?
20
c. About how tall would an 8-year-old be from this
data? 0
1 2 3 4 5 6 7
Age
Solution Average Height of Children

80
a. Estimation can cause the line of best fit to vary.
A reasonable line of best fit is shown at the right.
Height (in inches)
60
b. The correlation is positive because the height
increase as the age increases. The line of best fit 40
slopes up and to the right.
c. An 8-year-old child would be about 53 inches. 20
0
1 2 3 4 5 6 7
EXERCISES Age
The manager of a store that is having an end-of-the-year Weekly Sales

clearance sale recorded the number of weeks the sale has 8
Sales (in thousands of dollars)
been in progress and the sales from clearance items.

6
1. Estimate a line of best fit.
2. Is there a positive or negative correlation between 4
the number of weeks and the amount of sales?
2
3. According to this data, what should the sales in

week 8 be? 0
1 2 3 4 5 6 7
Week
Name _________________________________________________________ Date ____________________________
RETEACHING 1-8
BOX-AND-WHISKER PLOTS
When you want to identify trends and summarize the
information given in a set of data, you can use a
box-and-whisker plot.
The data shown in a box-and-whisker

First Third
plot is divided into four equal parts. Least quartile Median quartile Greatest
The first quartile, median (also called value value
the second quartile), and the third
quartile are the numbers that separate
the data. The middle 50% of the data is
represented by the box. The rest of the
data is represented by segments on 1 2 3 4 5 6 7 8 9 10
either side of the box, called whiskers.
E x a m p l e
The box-and-whisker plot above shows ages of children
enrolled in a summer day care program.
a. How old is the youngest child enrolled?
b. How old is the oldest child enrolled?
c. What is the median age?
d. What is the range of the middle 50%?
Solution
a. The least value is 1, so the youngest child enrolled is 1 year old.
b. The greatest value is 10, so the oldest child enrolled is 10
years old.
c. The median is represented by the vertical bar inside the
box. The median age is 5.
d. The range of the middle 50% is the difference of the third
quartile, 8, and the first quartile, 3. Since 8 3 5, the
range is 5.
EXERCISES Amount Spent Per Person at the Movie Theater

The manager of a movie theater
gathers data about the amount spent
by each person when attending a
movie in the evening.
6 7 8 9 10 11 12 13 14 15
1. What is the least amount spent? 2. What is the greatest amount spent?
3. What is the median amount spent? 4. What is the range of the middle 50%?
Name _________________________________________________________ Date ____________________________
RETEACHING 2-1
UNITS OF MEASURE
The process of finding size, quantities, or amounts is called
measurement. The smaller the unit of measure you use, the more
precise the measurement.
E x a m p l e 1
Which unit of measure gives a more precise measurement,

inch or foot? Why?
Solution
Recall that there are 12 inches in 1 foot. So an inch is more
precise that a foot since it is a smaller unit of measure.
E x a m p l e 2
Which unit of measure gives a more precise measurement,

millimeter or centimeter? Why?
Solution
Recall that there are 10 millimeters in 1 centimeter. So a
millimeter is more precise than a centimeter since it is a
smaller unit of measure.
EXERCISES
Which unit of measure gives a more precise measurement?
1. milliliter, liter (HINT: There are 1000 milliliters in 1 liter.)
2. inch, yard (HINT: There are 36 inches in 1 yard.)
3. gram, kilogram (HINT: There are 1000 grams in 1 kilogram.)
4. pint, gallon (HINT: There are 8 pints in 1 gallon.)
Tell whether each statement is true or false. Write true or false.
5. A pound gives a more precise measurement than an ounce.
6. A foot gives a more precise measurement than a mile.
7. A milligram gives a more precise measurement than a gram.
8. A kilometer gives a more precise measurement than a meter.
9. A cup gives a more precise measurement than a pint.
Name _________________________________________________________ Date ____________________________
RETEACHING 2-2
WORK WITH MEASUREMENTS
When adding or multiplying measurements, you may need to
change the units of the sum or the product.
E x a m p l e 1
a. 4 lb 6 oz b. 3 ft 8 in.
2 lb 11 oz 3
Solution Solution
4 lb 6 oz 3 ft 8 in.
2 lb 11 oz 3
6 lb 17 oz ← 17 oz is more than 1 lb. Simplify. 9 ft 24 in.
6 lb 17 oz 7 lb 1 oz 9 ft 24 in. 11 ft
When subtracting or dividing measurements, you may need to

change a measurement before you can perform the operation.
E x a m p l e 2
a. Write the answer in 9 gal 2 qt b. Complete. 6 L 8 ? mL
simplified form. 2 gal 5 qt
Solution Solution
Rename 9 gal 2 qt as 8 gal 6 qt. Change 6 L to mL.
1 L 1000 mL
8 gal 6 qt
2 gal 5 qt 6 L 6000 mL
6 gal 1 qt 6000 mL 8 750 mL
EXERCISES
Write each answer in simplified form.
1. 7 lb 13 oz 2. 10 ft 7 in. 3. 10 yd 7 ft 4. 12 gal 3 qt
3 lb 7 oz 4 ft 11 in. 4 yd 9 ft 8 gal 5 qt
5. 3 c 12 fl oz 6. 9 lb 7 oz 7. 7 yd 1 ft 2
4 5
8. 7 c 7 fl oz 3
Complete.
9. 3.5 kg 500 g kg 10. 1.8 L 5 mL

11. 2.75 cm • 12 mm 12. 6 m 350 cm cm
Name _________________________________________________________ Date ____________________________
RETEACHING 2-3
LINEAR MEASURE AND PERIMETER
The perimeter of a plane figure is the distance around it. To find
the perimeter of any plane figure, find the sum of the lengths of
the sides.
E x a m p l e
Find the perimeter of the figure shown below.
Solution
The measures of the sides of the figure
are 7 cm, 4 cm, 10 cm, and 8 cm. Add
these measures.
7 4 10 8 29
So, the perimeter of the figure is 29 cm.
EXERCISES
Find the perimeter of each plane figure.
1. 2. 3.
4. 5. 6.
7. Find the perimeter of a rectangular garden that has a width of 16 ft and a length of
35 ft.
8. A triangle has sides that measure 40 cm, 75 cm, and 85 cm. What is its perimeter?
Name _________________________________________________________ Date ____________________________
RETEACHING 2-4
AREA
To find the area of a parallelogram or a triangle, you use the measure
of the base and the height. The height is always perpendicular to the
base. Here are some possible positions of the height and base.
Parallelograms Triangles
Area of a parallelogram: Ab•h Area of a triangle: A 1(b • h)

2
E x a m p l e 1 E x a m p l e 2
Find the area of the parallelogram. Find the area of the triangle.
Solution Solution
Ab•h A 35 • 17 595 A 12(b • h) A 12(12)(5) 30
The area is 595 m2. The area is 30 cm2.
EXERCISES
Find the area of each figure to the nearest whole number.
1. 2. 3.
4. 5. 6.
7. Find the area of a hair ribbon 18 inches

long with its ends cut on the diagonal.
The width of the ribbon is 1.5 inches.
8. Find the area of the top surface of a
napkin folded into a triangle. The
folded edge is 13 cm long, and the
height is 7 cm.
Name _________________________________________________________ Date ____________________________
RETEACHING 2-5
PROBLEM SOLVING SKILLS: USE A FORMULA
Before you can solve a geometric problem of measure, you must
recognize which formula you need to use. Sometimes you may need a
formula for perimeter. Other times you may need a formula for area.
E x a m p l e
A rectangular flower garden is 9 ft wide and 12 ft long. How
much wire fencing will be needed to enclose it?
Solution
The fencing needed is to enclose, or go around, the garden.
You need to know “distance around.” Find the perimeter of the
garden plot.
P 2l 2w
2 • 12 2 • 9 24 18
42
So, 42 ft of fencing will be needed to enclose the garden.
EXERCISES
Which would you need, a perimeter or an area formula?
1. amount of lace strip to decorate the edges of a handkerchief
2. amount of material needed for a square tarpaulin boat cover
Use one of these formulas to solve each problem

P 2l 2w Al•w Ab•h A 12 • b • h
3. The dimensions of one rectangular side of a tent are 3 m by 4 m. How much canvas
would be required for both sides?
4. Marna’s backyard measures 80 yd by 90 yd. If sod costs $1.35/yd2, how much will
Marna pay for sod to cover the entire yard?
5. Rhonda’s club is making pennants to sell at basketball

games. A model for a pennant is shown. How many
square feet of felt is needed for 300 pennants?
6. How much wrapping paper will an art dealer need to cover both sides of a large
rectangular piece of stained glass? The glass is 7 feet high and 4 feet wide.
Name _________________________________________________________ Date ____________________________
RETEACHING 2-6
RATIO
When ratios represent the same comparison, they are called equivalent ratios. Finding
the equivalent ratios is similar to finding equivalent fractions.
Write three ratios equivalent to 4:15. Is this pair of ratios equivalent?

12 6
Solution
18 9
Write the ratio as a fraction. Then,
Solution
multiply or divide the numerator and
12 12 6 2
denominator by the same nonzero
18 18 6 3
number.
6 6 3 2
4 4•2 8
9 93 3
15 15 • 2 30
4 4 •3 1
2 2 2
3 3
15 15 3• 45 1
2 and 6 are
4 4 •4 1
6 Yes, the ratios
equivalent.
18 9
15 15 4• 60
So, the ratios 8:30, 12:45, and 16:60 are
equivalent to 4:15.
EXERCISES
Write three equivalent ratios for each of the following.
1. 2:7 2. 11:12 3. 48:36
4. 5 1
5. 6 6. 9
8 3 10
Are the ratios equivalent? Write yes or no.
7. 2,
10 8. 3, 4 9. 10:12, 15:18
5 25 20 21
10. 4, 1
0 11. 5:14, 20:70 1
12. 6 , 4
12 30 24 6
Name _________________________________________________________ Date ____________________________
RETEACHING 2-7
CIRCUMFERENCE AND AREA OF A CIRCLE
The circumference of a circle is the distance around it. The circumference
of any circle, divided by the diameter, is always equal to the number
(pi), which has the approximate value 3.14 or 22 . You can find the
7
circumference of a circle when you know its diameter, using the formula
C d. Because the diameter is twice the radius, if you know the radius of
a circle, you can find the circumference of the circle using the formula
C 2r.
To find the area of a circle, use the formula A r2, where r is the
radius of the circle.
If you are given the diameter of the circle, first find the radius by
taking one half of the diameter.
Find the circumference of the circle Find the area of the circle. Use 3.14.
shown. Round to the nearest tenth.
Solution Solution
C d A r2
C 3.14 • 10 A • (2.1)2
C 31.4 A 3.14 • 4.41
A 13.8474
So, the circumference is 31.4 m.
The area of the circle is approximately
13.8 cm2.
1. 2. 3.
4. 5. 6.
7. 8. 9.
Name _________________________________________________________ Date ____________________________
RETEACHING 2-8
PROPORTION AND SCALE DRAWINGS
A proportion is an equation that states that two ratios are
equivalent. A proportion can be written in two ways:
5:15 3:9 or 5 3
15 9
The cross-products of the terms of a proportion are equal. You
can use this fact to determine whether a statement is a
proportion or to find the unknown term in a proportion.
Tell whether the statement is a Use mental math to solve the

proportion. proportion.
8 20 4 ?
2
2 55 12 36
Solution Solution
Find the cross-products. Write the cross-product.
8 • 55 440 4 • 36 12 • ?
20 • 22 440 144 12 • 12
So the statement 12 ?
8 2
0
2
Check by substituting 12 for ?.
2 55
4 4 4 4 1
1
is a proportion.
2 12 3
1
2 12
12 1
36 36 12 3
So ? 12.
EXERCISES
Tell whether each statement is a proportion. Write or .
1. 1
55
5
1500 2. 4
18 1762 3. 6
9
0
460
4. 2
3 4646 2
5.
52
6
5705 6. 5
6 7950
Use mental math to solve each proportion.
7. 3:4 9:? 8. 6:? 4:20 9. 35:15 ?:3

1
10. 4 24 11. ?
100 18 ?
21 ?
12.
20 125 45 25
Name _________________________________________________________ Date ____________________________
RETEACHING 2-9
2.5 cm 2.5 cm
AREA OF IRREGULAR SHAPES
3.5 cm
3.5 cm
To find the area of a shape like the one at the right, first 4 cm
separate it into smaller figures. Then find and add the area 8 cm 8 cm
of the smaller figures.
9 cm
E x a m p l e
Find the area of the figure shown above.

Solution
2.5 cm 2.5 cm
The dashed segment shown in the figure at the right
3.5 cm
3.5 cm
separates the larger figure into three smaller rectangles. X Y
First find the area of each of the smaller rectangles. 4 cm
8 cm 8 cm
Notice that the two smallest rectangles, X and Y, have
Z
the same area. So find the area of one and multiply by 2.
Area of X 2.5 • 3.5 8.75 cm2 9 cm
Area of X and Y 2 • 8.75 17.5 cm2
Then find the area of the larger rectangle, Z. Notice that
the length of this rectangle is 9 cm, and that the width is
8 cm 3.5 cm 4.5 cm.
Area of Z 9 • 4.5 40.5 cm2
The area of the figure is 17.5 cm2 + 40.5 cm2 58 cm2.
EXERCISES
Find the area of each figure. Use the dashed segments in Exercises 1 and 2 to help you.
Draw dashed segments in the figure in Exercise 3 to help you.
1. 21 in. 2. 11 m 3. 3 ft 3 ft
5 ft
5 ft
8
12 in. 14 in. 5 ft
18 m 9.5 ft 9.5 ft
25 m
4 in.
7 in. 5m
7m
11 ft
6m
Name _________________________________________________________ Date ____________________________
RETEACHING 3-1
ADD AND SUBTRACT SIGNED NUMBERS
To add integers on a number line:
• start with zero;
• move to the right for a positive integer;
• move to the left for a negative integer.
Add 4 5. Add 2 (1).
Solution Solution
Use a number line. Use a number line.
The sum is 3. 2 (1) 3

The sum is 1. 4 5 1
You can use integer chips to model the subtraction of integers.

E x a m p l e 3
Subtract 7 2. Therefore, add two combinations of
Solution and chips so that you can
To model 7 2, start with 7 chips. subtract two chips.
When you take away two chips, the

You cannot take away two chips.
result is 9 chips.
Therefore, 7 2 9.
Notice that the result is the same as when you add the opposite of 2.
7 2 7 (2) 9
EXERCISES
Draw a number line and add.
1. 4 (4) 2. 12 (8) 3. 5 (8)
4. 2 (9) 5. 6 (3) 6. 3 (7)
Subtract.
7. 3 7 8. 8 7 (6) 9. 9 5 17
10. 15 (8) 11. 21 (8) 12. 19 (7)
13. 14 6 14. 3 (32) 15. 6 6
16. 9 (9) 17. 34 43 18. 16 (1)
Name _________________________________________________________ Date ____________________________
RETEACHING 3-2
MULTIPLY AND DIVIDE SIGNED NUMBERS
The rules for multiplying integers are as follows:
• The product of two integers having the same signs is positive.
• The product of two integers having opposite signs is negative.
Find the product of 9 • 8. Find the product of 7 • (6).

Solution Solution
Since the signs of the factors are Since the signs of the factors are the
opposite, the sign of the product is same, the sign of the product is
negative. positive.
9 • 8 72 7 • (6) 42
The rules for dividing integers are as follows:
• The quotient of two integers having the same signs is positive.
• The quotient of two integers having opposite signs is negative.
Divide 36 6. Then check by Divide 60 (12). Then check by
multiplying. multiplying.
Solution Solution
The signs of the dividend and divisor The signs of the dividend and the
are different. So, the quotient will be divisor are the same. So, the quotient
negative. will be positive.
36 6 6 60 (12) 5
Check: 6 • (6) 36 Check: 12 • 5 60
EXERCISES
Use the rules for multiplying integers to find each product.
1. 8 • 5 40 2. 7 • (11) 77 3. 9 • (7) 63
4. 3 • 12 36 5. 8 • (10) 80 6. 4 • 9 36
7. 6 • (6) 36 8. 8 • (6) 48 9. 2 • (30) 60
10. 3 • 5 • (9) 135 11. 6 • 5 • 8 240
12. 5 • (6) • (5) 150 13. 4 • (7) • 2 56
Find each quotient. Then check by multiplying.
14. 14 (7) 2 15. 32 (4) 8 16. 63 7 9
17. 54 (9) 6 18. 72 8 9 19. 18 (3) 6
Name _________________________________________________________ Date ____________________________
RETEACHING 3-3
ORDER OF OPERATIONS
It would be very confusing if people got different answers when
evaluating an expression. To avoid that problem, operations are
always done in a specified order.
1. Parentheses—perform all calculations within grouping
symbols first.
2. Exponents—do all calculations with exponents.
3. Multiplication and division—multiply and divide in order
from left to right.
4. Addition and subtraction—add or subtract in order from left
to right.
E x a m p l e 1
Simplify 21 7 • 2 4.
Solution
Multiply. Subtract.
}
}
21 7 • 2 4 21 14 4
74 ← Add.
11
E x a m p l e 2
Simplify 32 • (7 1) 8 • 2 4.
Solution
Parentheses.
}
3 • (7 1) 8 • 2 4 32 • 8 8 • 2 4
2
← Exponents.
9•88•24 ← Multiply.
72 16 4 ← Divide.
72 4 ← Subtract.
68
EXERCISES
What operation should you do first?
1. 7 • 3 5 2 multiply 2. 74 (2 • 3)2 1 parentheses

3. 56 (4 4) • 3 parentheses 4. 23 5 • 3 exponent
5. 210 7 • 8 4 multiply 6. 25 16 2 8 subtract
Evaluate each expression.
7. 7 • 3 5 2 18 8. 74 (2 • 3)2 1 39
9. 56 (4 4) • 3 21 10. 23 5 • 3 23
11. 2 • 2 0 • (18 56) 4 12. (25 8) 62 15 38
Name _________________________________________________________ Date ____________________________
RETEACHING 3-4
REAL NUMBER PROPERTIES
Commutative The order of abba 3 2 5; 2 3 5
Property addends or a•bb•a 7 • 4 28; 4 • 7 28
factors does
not affect the
answer.
Associative The grouping a (b c) (a b) c 3 (4 5) (3 4) 5
Property of addends or a • (b • c) (a • b) • c 4 • (2 • 3) (4 • 2) • 3
factors does
not affect the
answer.
Distributive A factor a (b c) (a • b) (a • c) 6(2 3) (6 • 2) (6 • 3)
Property outside the a (b c) (a • b) (a • c) 3(12 7) (3 • 12) (3 • 7)
parentheses
can be used
to multiply
each term
within the
parentheses.
EXERCISES
Match each equation with the property illustrated.
1. 5 • (2 • 2) 10 • 2 d a. commutative property of addition
2. 2 • 7 7 • 2 b b. commutative property of multiplication
3. 4 (2 7) (4 • 2) (4 • 7) e c. associative property of addition
4. 15 (21 7) 15 (7 21) a d. associative property of multiplication
c e. distributive property
5. (8 3) 17 8 (3 17)
Complete.
6. 10 • 73 73 • 10 7. (5.6 8.2) 1.8 5.6 (8.2 1.8)
8. 837 16 16 837 9. 6 • (5 • 12) (6 • 5 ) • 12
10. 2(3 8) ( 2 • 3) (2 • 8) 11. 3 (5 2) (3 • 5) (3 • 2)
12. 4(18 2) (4 • 18 ) (4 • 2) 13. 0.3(4 9) (0.3 • 4) (0.3 • 9 )
Evaluate, using mental math. Name the property or properties you need.
14. 56 • 21 • 0 • 17 0; associative
15. 36 18 14 68; commutative, associative
16. 7 • 6 • 5 210; associative
Name _________________________________________________________ Date ____________________________
RETEACHING 3-5
VARIABLES AND EXPRESSIONS
A variable is a letter that is used to Variables Variable Expressions
represent an unknown number. To a, b 3x 2
evaluate an expression means to variables
find the value of the expression for
a particular value of the variable n5
or variables.
Evaluate 14 n, if n 3. Evaluate 2n 4, if n 8.
Solution Solution
14 n 2 n4
14 3 11 2 • 8 4 16 4 20
Write 3 in place of n. Write 8 in place of n.
EXERCISES
Match each variable expression with its meaning.
1. n e a. 2 more than a number

2
2. 2 n a b. 2 divided by a number
3. 2n d c. 2 less than a number
4. n 2 c d. twice a number
5. 2 b e. a number divided by 2
n
Write an expression for each situation.
12
n
6. 12 cookies divided among n people
7. 8 more than n dollars 8n
8. 7 less than d compact discs d7
9. 8 times x people 8x
Evaluate each expression. Let n 18.
10. n 5 13 11. 8n 144 12. n 9 2 13. 14 n 32
Complete each table.
14. 15. 16.
0 0 0
6 1 1
12 2 2
18 6 30
Name _________________________________________________________ Date ____________________________
RETEACHING 3-6
PROBLEM SOLVING SKILLS: FIND A PATTERN
In solving some problems, sometimes you can organize the
information in a table that will show a pattern.
E x a m p l e
Every day, Maria saves twice as many pennies as she did the
day before. If Maria begins the year by putting away one
penny, how many pennies will she have by January 10?
Solution
Make a table.
Add the total number of pennies saved.

1 2 4 8 16 32 64 128 256 512 1023
Maria will have saved 1023 pennies.
EXERCISES
Look for a pattern and choose the rule from those given. Then write the unknown numbers.
1. 0.24, 0.48, 0.72, ,
a. Double the previous number.
b. Add 0.24 to the previous number.
c. Add 0.024 to the previous number.
2. 12.6, 12.4, , 12.0,
a. Add 0.2 to the previous number.
b. Subtract 0.2 from the previous number.
c. Subtract 0.02 from the previous number.
3. Find each product and look for a pattern.
10 • 10 15 • 15
9 • 11 14 • 16
4. If 45 • 45 is 2025, what is 44 • 46?

5. If 33 • 35 is 1155, what is 34 • 34?
6. Nikia put $10 in her savings account in January, $13 in February, $16 in March, and
so on. If the pattern continues, how much money will she put into her account in
December? How much will she have put into the account for the entire year?
Name _________________________________________________________ Date ____________________________
RETEACHING 3-7
EXPONENTS AND SCIENTIFIC NOTATION
Multiples of a number can be written in exponent
exponential form. The base tells what 6 6 66
• • 3 Read “six to the third power.”
factor is being multiplied. The exponent base
tells how many equal factors there are.
Very large and very small numbers can be written as the product of
a number greater than or equal to 1 but less than 10 and a power
of 10. A number expressed in this form is in scientific notation.
E x a m p l e 1
a. Write 3 • 3 • 3 • 3 in exponential form. b. Write 75 in standard form.
Solution
a. 3 • 3 • 3 • 3 34 4 factors b. 75 7 • 7 • 7 • 7 • 7 16,807 5 factors
E x a m p l e 2
a. Write 5,600,000 in scientific notation.
b. Write 3.8 • 102 in scientific form.
Solution
a. Move the decimal point to the right to get a number 5,600,000. ← 6 places
greater than or equal to 1 and less than 10.
Write 5,600,000 as the product of 5.6 and a power of 10
equal to the number of decimal places you moved the
decimal point.
5,600,000 5.6 • 1,000,000 5.6 • 106
b. 3.8 • 102 3.8 100 380
EXERCISES
Write in exponential form.
1. 5 • 5 • 5 • 5 • 5 • 5 2. 10 • 10 • 10 • 10
Write in standard form.
3. 73 4. 80 5. 26 6. 302
Write in scientific notation.
7. 3700 8. 24,000,000
Write in standard form.
9. 1.6 • 104 10. 3.088 • 108
Name _________________________________________________________ Date ____________________________
RETEACHING 3-8
LAWS OF EXPONENTS
You can use the rules of exponents in simplifying expressions
containing numbers in exponential form.
Product Rule: To multiply numbers with the same base, add the exponents:
am • an am n
Quotient Rule: To divide numbers with the same base, subtract the exponents:
am an am n
Power Rule: To raise an exponential number to a power, multiply the exponents:
(am)n am • n
E x a m p l e 1
Simplify.
a. 33 • 32 b. 54 52
Solution
a. 33 • 32 33 2 35 b. 54 52 54 2 52
33 • 32 (3 • 3 • 3) • (3 • 3) 35 5 • 5
54 52
•5 • 5
52
5•5
E x a m p l e 2
Simplify (42)3. Solution
(42)3 42 • 3 46
(42)3 42 • 42 • 42 (4 • 4) • (4 • 4) • (4 • 4) 46
EXERCISES
Use the product rule to simplify.
1. 26 • 28 2. 53 • 56
3. 104 • 107 4. 45 • 4
Use the quotient rule to simplify.
5. 78 7 6. 23 22 7. 46 46 8. 109 106
Use the power rule to simplify.
9. (23)4 10. (52)0 11. (72)10 12. (103)6
13. Which of the following are equal 14. Which of the following are equal to
to 210? twice 216?
a. 22 • 25 b. (22)5 c. 210 20 a. 416 b. 217 c. 131,072 d. 232
Name _________________________________________________________ Date ____________________________
RETEACHING 3-9
SQUARES AND SQUARE ROOTS
The square of 6 is 36, and the square of 6 is 36.
6 • 6 62 36 and (6) • (6) (6)2 36
6 is the positive square root 6 is the negative square root

of 36. 36
6 of 36. 36
6
Any number whose square roots are integers is a perfect square.
For example, the numbers 1, 4, 9, 16, 25, 36, 49, 64, 81, and 100
are perfect squares. The square root of all numbers that are not
perfect squares are irrational numbers—nonterminating,
nonrepeating decimals. The square roots of these numbers are
given as approximations, usually rounded to the nearest
thousandth. The square root of 2, for example, is 1.414.
Find each square. Find each square root

2
a. 52 b. 3 c. (0.5)2 a. 0.8
1 b. 9 c. 3
8

4 25
Solution Solution
a. 52 5 • 5 25 a. 0.9 • 0.9 0.81, so 0
.8
1 0.9

2
b. 3 3 • 3 9 b. 3 • 3 9, so, 9 3
4 4 4 16 5 5 25 25 5
c. (0.5)2 0.5 • 0.5 0.25 c. Use a calculator. 3
8
6.164
EXERCISES
Find each square.
1. 192 2. 222 3. 252 4. (16)2 5. 392 6. (28)2

2

2 2
7. (0.19)2 8. (1.6)2 9. (3.2)2 10. 5 11. 8 12. 3
7 9 4
Find each square root.

13. 10
2
4
14. 67 6
15. 2
8
9
16. 0
.8
1 17. 0
.0
04
9
18. 2
.2
5
19. 2
7
20. 1
9
21. 8
9
22. 5
1
23. 7
5
24. 1
3

Name _________________________________________________________ Date ____________________________
RETEACHING 4-1
LANGUAGE OF GEOMETRY
Several geometric figures are shown in the table along with their
names and symbols.
E x a m p l e 1
Name the endpoints of the line

segment in the chart.
Solution
Points O and P.
E x a m p l e 2
Name the vertex and sides of the

angle in the chart.
Solution
The vertex is point G.
→ →
The sides are GF and GH.
EXERCISES
Write the symbol for each figure.
1. 2. 3. 4.
Draw a figure on your own paper to illustrate each of the following.
→
5. TU 6. point R on plane q 7. CAT
— ↔
8. an angle with vertex Q 9. LM 10. JK
Name _________________________________________________________ Date ____________________________
RETEACHING 4-2
POLYGONS AND POLYHEDRA
Examples of commonly used polygons are given below. Each
polygon is named by the letters at its vertices, listed in order.
E x a m p l e 1
Name the sides of the quadrilateral in

the chart.
Solution
The quadrilateral has 4 sides,
— — — —
MO , OP , PN , and NM .
E x a m p l e 2
Identify the polygon.

Solution
There are 6 sides.
It is a hexagon.
EXERCISES
Draw a figure on your own paper to illustrate each of the following.
1. an octagon 2. a quadrilateral with no 3. triangle LMN

two sides equal in
length
4. a pentagon with only 5. hexagon RSTUVW 6. a quadrilateral with
two sides equal in vertices A, B, C, and D
length
7. a triangle with sides 8. octagon MNPQRSTU 9. pentagon DEFGH
— — —
XY , YZ , and ZX
Name _________________________________________________________ Date ____________________________
RETEACHING 4-3
VISUALIZE AND NAME SOLIDS
EXERCISES
Match each figure with its description or with the pattern that can be folded to form it.
Identify the figure.
1. a. a square base and four

triangular faces
2. b.
3. c. a curved surface
having a center equally
distant from all points
on the surface
4. d. two octagons as bases
5. e. four pairs of opposite

faces that are squares
6. f. a single base and five

triangular faces
Name _________________________________________________________ Date ____________________________
RETEACHING 4-4
PROBLEM SOLVING SKILLS: NETS
The surface of a three-dimensional figure can be shown as a two-dimensional figure
called a net. The surface of the three-dimensional figure is formed by folding the net.
E x a m p l e Solution
The net shows two rectangular bases
Identify the three-dimensional shape
and four rectangular faces. So the net
formed by the net at the right.
must be a rectangular prism.
base
face face face face
base
EXERCISES
Label the base(s) and faces of each net. Then identify the three-dimensional shape
formed by the net.
1. 2.
base
face
face face face face face base face
face
base
3. 4.
face face
face face
base face base face base
face face face
base
Name _________________________________________________________ Date ____________________________
RETEACHING 4-5
ISOMETRIC DRAWINGS
Parallel and perpendicular lines are important a
parts of three-dimensional figures.
b
Parallel lines lie in a plane and do not intersect. In
the figure at the right, line a is parallel to line b.
The symbol | | is used to indicate parallel lines. So m
“line a | | line b” is read “line a is parallel to line b.”
Perpendicular lines lie in a plane and intersect to

form four right angles. In the figure at the right, line
m is perpendicular to line n. The symbol –| is used to
indicate perpendicular lines. So “line m –| line n” is n
read “line m is perpendicular to line n.”
EXERCISES
Tell whether each pair of lines are parallel or
perpendicular. Then use the symbol | | or –| to write a
statement about the relationship.
1. p 2. x y
3. 4.
c
d k
j
Name _________________________________________________________ Date ____________________________
RETEACHING 4-6
PERSPECTIVE AND ORTHOGONAL DRAWINGS
All one-point perspective drawings have X
one vanishing point which lies on the m
horizon line. In the perspective drawing at
the right, point X is the vanishing point and
line m is the horizon line.
E x a m p l e
Locate and label the vanishing point

and horizon line.
Solution A
Draw line segments connecting the vertices b
front and back faces of the prism. Label the
point at which the line segments intersect A.
Draw a line through point A that is parallel to
the horizontal edges of the back face. Label it b.
Point A is the vanishing point and line b is the horizon line.
EXERCISES
Locate and label the vanishing point and horizon line.
1. 2.
Name _________________________________________________________ Date ____________________________
RETEACHING 4-7
VOLUME OF PRISMS AND CYLINDERS
You can find the volume of an object by counting the number of
unit cubes that would fill the space. You can also use a formula.
The volume of a prism or a cylinder is equal to the area of its
base times its height, so you can use these formulas.
For a rectangular prism: For a triangular prism: For a cylinder:

V (l • w) • h V 1( )
2 b h h
• • V r 2 • h
Find the volume of the rectangular Find the volume of the cylinder.
prism. Round to the nearest cubic centimeter.
Use 3.14.
Solution
The diameter of
Solution the base is 14 cm,
V (l • w) • h so the radius is 7 cm.
V (22 • 24) • 12 V r 2 • h
V 6336 V 3.14 • 72 • 24
V 3692.64
The volume of the prism is 6336 in3. The volume is approximately 3693 cm3.
EXERCISES
Find the volume of each rectangular prism.
1. l 2 ft, w 4 ft, h 6 ft ______________________________________________________
2. l 8 cm, w 5 cm, h 6 cm _________________________________________________
3. l 10 m, w 5 m, h 4 m ___________________________________________________
4. l 16 in., w 15 in., h 18 in.________________________________________________
Find the volume of each cylinder.
5. r 2 in., h 5 in. 6. r 4 ft, h 10 ft

7. r 6 m, h 4 m 8. r 12 cm, h 20 cm
Find the volume.
9. 10.
Name _________________________________________________________ Date ____________________________
RETEACHING 4-8
VOLUME OF PYRAMIDS AND CONES
Formulas for the volume of a pyramid and a cone are given
below. Compare the formula for the volume of a prism with that
of a pyramid. Then compare the formula for the volume of a cone
with that of a cylinder.
Rectangular Rectangular Cylinder Cone

Prism Pyramid
You know New You know New

VB•h V 1 • B • h VB•h V 1 • B • h
3 3
V (l • w) • h V 1 • l • w • h V r 2 • h V 1 • r 2 • h
3 3
E x a m p l e
Find the volume to the nearest a. b.

whole number. Use 3.14.
Solution
a. V 1 • l • w • h b. V 1 • r 2 • h
3 3
V 1 • 3 • 4 • 5 V 1 • 3.14 • 42 • 6
3 3
V 1 • 3.14 • 16 • 6
3
The volume of the pyramid The volume of the cone is
is approximately 20 in3. approximately 100 in3.
EXERCISES
Find the volume of each, to the nearest tenth. Use 3.14.
1. 2. 3.
Name _________________________________________________________ Date ____________________________
RETEACHING 4-9
SURFACE AREA OF PRISMS AND CYLINDERS
To find the surface area, SA, of a prism, find the sum of the areas
of all its faces. To find the surface area of a cylinder, add the area
of the curved surface to the sum of the areas of the two circular
bases. Use these formulas.
rectangular prism: SA 2 • (l • w l • h w • h) cylinder: SA 2rh 2r 2
E x a m p l e
Sketch and label the unfolded faces of each figure. Then use a
formula to find the surface area. Use 3.14. Round to the
nearest whole number.
a. b.
Solution
a. 2 • (2 • 3) 12 b. SA 2rh 2r 2
2 • (2 • 4) 16 2rh 2 • 3.14 • 3 • 4
2 • (3 • 4) 24 75.36
SA 12 16 24 52 2r 2 • 3.14 • 32
2
SA 52 cm2 2 • 3.14 • 9
56.52
SA 75.36 56.52
207.24
SA 207 cm2
EXERCISES
Sketch and label the unfolded faces of each figure on another sheet of paper. Then use
a formula to find the surface area. Use 3.14. Round to the nearest whole number.
1. 2.
Name _________________________________________________________ Date ____________________________
RETEACHING 5-1
INTRODUCTION TO EQUATIONS
An equation is a statement that two numbers or expressions are equal.
An open sentence is a sentence containing one or more variables.

These are open sentences.
x14 y23
An open sentence can be either true or false, depending on what
value is substituted for the variables. A value of the variable that
makes the equation true is called a solution of the equation.
E x a m p l e 1
Tell whether the equation is true, false, or is an open sentence.
a. 4(3 2) 20 b. 2x 4 6 c. 4 1 2(6 8)
Solution
a. 4(3 2) 20 b. 2x 4 6 c. 4 1 2(6 8)
4(5) 20 3 2(2)
20 20 The equation contains 3 4
a variable. means “is not
The equation is true. equal to”
The equation is an This equation is false.
open sentence.
E x a m p l e 2
Use mental math to solve the equation 2 x 4.
Solution
Think: What number added to 2 equals 4? You know that 2 6 4, so x 6.
EXERCISES
Tell whether the equation is true, false, or an open sentence.
1. 4(9 3) 22 2. 2x 3 5 3. 12 4 2(10 2)
4. 9 3 2(3 6) 5. 3y 4 16 6. 2(4 6) 16 20
Use mental math to solve the following equations.

7. x 4 9 8. y 2 7 9. c 9 17 10. d 8 2
11. 2a 18 12. 11 p 8 13. 6 r 1 14. 7 13 z
Name _________________________________________________________ Date ____________________________
RETEACHING 5-2
ADD OR SUBTRACT TO SOLVE EQUATIONS
To solve an equation, find all values of the variable that make the equation
true. To do so, you must perform operations on the equation so that you
can get the variable alone on one side of the equals sign.
Many equations contain addition or subtraction.
x 7 10 y38
To solve such equations, you must reverse, or “undo,” the addition or
subtraction in the equation. Undo addition by subtracting. Undo
subtraction by adding. In doing so, you must keep the equation in balance
by adding or subtracting the same number from both sides of the equation.
E x a m p l e 1
Solve x 7 10.
Solution
You want to get x alone on the left side
of the equals sign. Undo the addition x 7 10
in the equation by subtracting 7 from → x 7 7 10 7
both sides of the equation. x03
x3
CHECK: Substitute the value 3 into the 3 7 10
original equation. 10 10
E x a m p l e 2
Solve y 3 8.
Solution
Undo the subtraction by adding 3 to y38
both sides of the equation. → y3383
y 0 11
y 11
CHECK: Substitute the value 11 into 11 3 8
the original equation. 88
EXERCISES
Solve each equation. Check the solution.
1. x 5 7 2. y 3 10 3. x 3 10
4. n 4 9 5. t 6 6 6. x 4 3
7. p 7 7 8. r 21 9 9. y 4 1
10. 6 n 5 11. 8 f 8 12. 7 y 13
Name _________________________________________________________ Date ____________________________
RETEACHING 5-3
MULTIPLY OR DIVIDE TO SOLVE EQUATIONS
Multiplication and division are inverse operations. Therefore, you
can solve an equation involving multiplication by dividing.
Likewise, you can solve an equation involving division by
multiplying. Remember, both sides of the equation must be
multiplied or divided by the same number.
Solve 3x 6. Solve n 4.

2
Solution Solution
Undo the multiplication. Undo the division.
3
3
x 6 Divide each side by 3 to balance the
3 equation.
2 n 2(4) Multiply each side by 2 to balance
2 the equation.
1x 2 1n 8
x2 n8
CHECK: 3(2) 6 CHECK: 8 4
2
1. 3x 12 2. n 7 3. 10m 80 4. t 7

3 7
y
5. 16 4y 6. 6b 72 7. 5 x 8. 0
9 8
9. c 5 10. 8a 64 11. 18y 36 12. x 8

2 5
y
13. 8 14. 12x 48 15. 4n 16 16. 2y 0
3
17. x 7 18. 16c 96 19. 18d 234 20. w 21
8 5
Name _________________________________________________________ Date ____________________________
RETEACHING 5-4
SOLVE TWO-STEP EQUATIONS
Some equations, called two-step equations, require more than
one inverse operation to solve. Follow these steps:
• First, undo addition or subtraction.
• Then undo multiplication or division.
E x a m p l e 1
Solve 3x 4 5.
Solution
Undo the subtraction. 3x 4 4 5 4 x3
3x 9
Undo the multiplication. 3
x 9
3 3
E x a m p l e 2
y
Solve 3 13.
5
Solution
y
Undo the addition. 3 3 13 3 y 50
5
y
10
5

y
Undo the division. 5 5(10)
5
EXERCISES
Solve each equation. Check the solution.
1. 5n 4 29 2. m 3 8 3. x 6 4
7 2
4. 8y 7 17 5. 9t 5 14 6. 12 n 18
2
y
7. 15 5y 20 8. 3 7x 17 9. 6 5
4
Write an equation for the following problem and solve.

10. Jeff bought two tapes on sale at the music store. They both cost the same amount.
Then Jeff bought a tape-head cleaner for $6. Altogether Jeff spent $22. How much
did Jeff pay for one tape?
Name _________________________________________________________ Date ____________________________
RETEACHING 5-5
COMBINING LIKE TERMS
Those parts of a variable expression that are separated by
addition or subtraction signs are called terms.
The expression 3x 5y 2x x2 contains 4 terms.
3x and 2x are like terms. The variable parts are identical.
5y, x 2, and 3x are unlike terms. The variable parts are different.
You can simplify expressions by combining like terms.
E x a m p l e 1
Simplify 3a 4b 5a.
Solution
Rewrite using the commutative 3a 4b 5a 3a 5a 4b
property.
Use the distribute property. 3a 5a 4b (3 5)a 4b
You can solve equations by combining like terms.

E x a m p l e 2
Solve 4x 16 2 2x.
Solution
Add 2x to each side. 4x 2x 16 2 2x 2x CHECK: 4(3) 16 2 2(3)
Simplify. 6x 16 2 12 16 2 6
Add 16 to each side. 6x 16 16 2 16 4 4
6x 18
Divide both sides by 6. 6
x 18
6 6
x3
EXERCISES
Simplify by combining like terms.
1. x 3y 2x 5 2. 5a 8 2a 1 3. 3x 7y 2 3x 2y 2
4. m m3 2m m3 5. 7x 3xy 2xy x 6. 5x 2y 2xy 2 4x 2y
Solve and check.

7. 5y 3 4y 5 8. m 3m 2 2m 14 9. 3t 17 t 1
10. 5x 4 2x 2 2 11. 4y 2y 7 2y y 12. 4n 2n 6
Name _________________________________________________________ Date ____________________________
RETEACHING 5-6
FORMULAS
An equation that states a relationship between two quantities is a
formula. Formulas are commonly used in many fields, including
mathematics, the sciences, statistics, and banking. Here are some
of these formulas.
Volume of a prism Rate/Distance/Time Perimeter of a rectangle Area of a triangle

V lwh d rt p 2l 2w A 1bh
2
V volume d distance p perimeter A area
l length r rate l length b base
w width t time w width h height
h height
Find the volume of a rectangular prism How long would it take a car to go 135
12 ft long, 2 ft wide, and 5 ft high. mi at an average rate of 45 mi/h?
Solution Solution
Substitute the values into the formula Substitute the values into the formula
for volume. Solve for V. for distance. Solve for t.
Vl•w•h d rt
V 12(2)(5) 135 45t
V 120 13
5 45t
45 45
3t
Volume is expressed in cubic units. So, It would take the car 3 h to go a
the volume is 120 ft3. distance of 135 mi.
1. How far would a car go in 4 h at an 2. Find the area of a triangle with a

average speed of 55 mi/h? base of 3 cm and a height of 8 cm.
3. Find the perimeter of a rectangle 4 m 4. Find the volume of a rectangular prism

long and 3.5 m wide. 4 in. long, 5 in. wide, and 7 in. high.
5. How long would it take you to walk 6. What is the height of a rectangular
10 mi if you walk at an average rate prism if the volume is 210 cm3, the
of 4 mi/h? width, 6 cm, and the length, 7 cm?
Name _________________________________________________________ Date ____________________________
RETEACHING 5-7
PROBLEM SOLVING SKILLS: WORK BACKWARD
Some problems give you the final result of a series of steps and ask you to
find the starting condition. To solve such a problem you can work back-
ward to the beginning.
E x a m p l e
Kim spent a total of $18 at the movies. She bought 3 tickets, a bucket of popcorn
for $3.50, and a drink for $1.00. How much did she spend for each ticket?
Solution
Everything Kim spent must add up to $18. First, subtract the cost of the drink and
the popcorn from that total.
Subtract the cost of the drink. $18 $1.00 $17
Subtract the cost of the popcorn. $17 $3.50 $13.50
The cost of three tickets is $13.50. 3t $13.50
Let t be the cost of one ticket.
$13
t .50 $4.50
Divide by 3 to find the cost of a ticket. 3
Kim spent $4.50 for each ticket.
EXERCISES
Solve by working backward.
1. Mario had $5 left after shopping at the 2. Patty works at a pet store. Last week
mall. He spent $12 at the record shop, she earned $45. She makes $5 an hour.
$23 at the sports store, and $5 at the Mrs. Sanchez paid her an extra $10 for
food mart. How much did Mario have clipping her garden hedge. How many
when he went to the mall? hours did Patty work at the pet store?
3. David, Chen, and Leslie raised money 4. Willie had 55 baseball cards after
for the school in a walk-a-thon. trading with his friends. He traded 5
Altogether they made $46. Leslie cards for one special card. Lee gave
made $10. Chen made twice as much him 11 cards for a Mickey Mantel card.
as David. How much did David make? How many cards did Willie start with?
5. Classes start at 8:30 A.M. at Lee’s 6. After Julie went to sleep, the
school. It takes him 15 minutes to temperature rose 6° F before falling
ride his bike to school, but he likes to twice as far as it had risen. The next
arrive 20 minutes early. What time morning, the temperature was 14° F.
should he leave home? What was the temperature when
Julie went to sleep?
Name _________________________________________________________ Date ____________________________
RETEACHING 5-8
GRAPH OPEN SENTENCES
An open sentence can be an equation or an inequality and can be
graphed on a number line. A solid dot means the number is
included. An open circle means the number is not included.
E x a m p l e 1
a. Graph x 5. b. Graph x
5.
Solution Solution
The graph of x 5 is a solid dot on 5 The graph of x
5 is an open circle
on a number line. on 5 with an arrow pointing to
numbers less than 5.
E x a m p l e 2
a. Graph x 5. b. Graph x 5.
Solution Solution
The graph of x 5 is an open circle The graph of x 5 is a solid dot on 5
on 5 with an arrow pointing to the with an arrow pointing to the
numbers greater than 5. numbers less than 5.
E x a m p l e 3
Graph x 5.
Solution
The graph of x 5 is a solid dot on 5 with an arrow pointing to the
numbers greater than 5.
EXERCISES
Graph each open sentence.
1. x
4 2. y 4
6 4 2 0 2 4 6 6 4 2 0 2 4 6
3. p 3 4. n 2
6 4 2 0 2 4 6 6 4 2 0 2 4 6
5. x 5 6. y 0
6 4 2 0 2 4 6 6 4 2 0 2 4 6
Name _________________________________________________________ Date ____________________________
RETEACHING 5-9
SOLVING INEQUALITIES
Inequalities can be solved in almost the same way as equations.
However, when you multiply or divide by a negative number, you
must reverse the sign.
Solve x 3
5. Solve 3y 4 2.
3
Solution Solution
x 3 3
5 3
3
Subtract 3 from Add 4 to each 3y 4 4 2 4
each side. x
2
3 side. 3y 6
x(3)
2(3)
3 3
y 6
Multiply each side Divide each side
3 3
by 3. x
6 by 3.
y 2
Graph the solution. Graph the solution.
EXERCISES
Solve each inequality and graph the solution.
1. 4s 2
10 2. 3t 5 2
8 6 4 2 0 2 4 6 8 8 6 4 2 0 2 4 6 8
3y x
3. 4 2 1 4.

2
3
8 6 4 2 0 2 4 6 8 8 6 4 2 0 2 4 6 8
5. 5n 3 12 6. 6m 2 14
8 6 4 2 0 2 4 6 8 8 6 4 2 0 2 4 6 8
Name _________________________________________________________ Date ____________________________
RETEACHING 6-1
PERCENTS AND PROPORTIONS
You can use a proportion to solve problems involving percents.
E x a m p l e 1 E x a m p l e 2 E x a m p l e 3
What number is 20% What percent is 300 12 is 25% of what
of 750? is 270? number?
Solution Solution Solution
Write a proportion. Write a proportion. Write a proportion.
part part Let the unknown Let n the number
whole whole percent be x% and
part →
12 25
20 x write it as x. wh 10
100 100 ole n 0
750
x 270 Solve the proportion.

Solve the proportion. 10
0 300 12 • 100 25 • n
20 • 750 100x 300x 27,000 1200 25n
150 x 3
0
0x 27,000 48 n
300 300
x 90 So, 12 is 25% of 48.
So, 270 is 90% of 300.
EXERCISES
Find the percent of each number, using a proportion.
1. 40% of 700 2. 25% of 4800 3. 55% of 165
1
4. 50% of 492 5. 11% of 300 6. 12% of 72
2
1
7. 7.5% of 2000 8. 12% of 64 9. 0.4% of 20
2
Write and solve a proportion.
10. What percent of 80 is 4? 11. What percent of 56 is 7?
14. 36 is what percent of 144? 15. 9 is what percent of 3?
16. 45% of what number is 135? 17. 33 is 75% of what number?
Name _________________________________________________________ Date ____________________________
RETEACHING 6-2
WRITE EQUATIONS FOR PERCENTS
You can write equations to solve problems involving percents.
E x a m p l e 1 E x a m p l e 2 E x a m p l e 3
What number is 10% What percent of 400 14 is 20% of what
of 300? is 320? number?
Solution Solution Solution
Write an equation. Use Let p the percent Let n the number
a decimal or a fraction p • 400 320 0.20 • n 14
for the given percent. 400p 320 Solve the equation.
x 0.10 • 300 400

320
0.20n 14
x 30 400 400
0.20n 14
1 p 0.8
or x • 300 0.20 20
10 So, 320 is 80% of 400. n 70
x 30
So, 14 is 20% of 70
Check: 70 • 0.20 14
EXERCISES
Find the percent of each number, using an equation.
1. 27% of 700 2. 30% of 120 3. 75% of 60
1
4. 80% of 98 5. 2% of 40 6. 6.7% of 500
2
1
7. 0.5% of 34 8. 14.8% of 2000 9. 33% of 360
3
Write and solve an equation.

16. 562 is 50% of what number? 17. 100 is 2% of what number?
18. 105 is 30% of what number? 19. 34% of what number is 238?
Name _________________________________________________________ Date ____________________________
RETEACHING 6-3
DISCOUNT AND SALE PRICE
Many stores offer a discount at one time or another to encourage
people to buy their merchandise. The discount is the percent of
the regular price by which that price is reduced. The sale price is
the regular price less the discount.
The regular price of a wool coat at The employees at Book Market get a
Sterling Clothes is $84.50. Sterling is 10% discount on any purchase. Dave
offering a 15% discount this week. works at Book Market and wants a
What will the sale price be after the book that costs $14.95. How much will
discount? he pay for it?
Solution Solution
First, find the amount of the discount. First, find the amount of the discount.
$84.50 Use mental math:
0.15 $14.95 • 0.1 $1.495 or $1.50
12.675 or $12.68 to the nearest cent Now, subtract the discount from the
Then, subtract the discount from the regular price.
regular price. $14.95 1.50 $13.45
$84.50 12.68 $71.82 So, Dave will pay $13.45.
So, the sale price will be $71.82.
1. Regular price: $225.75 2. Regular price: $42.78

Percent of discount: 30% Percent of discount: 4%
3. Regular price: $25.60 4. Regular price: $6000

Percent of discount: 25% Percent of discount: 8.5%
5. Regular price: $340 6. Regular price: $459.99

7. Regular price: $65.40 8. Regular price: $36.37

Name _________________________________________________________ Date ____________________________
RETEACHING 6-4
TAX RATES
Sales taxes, property taxes, and income taxes are examples of
some of the taxes people pay. A tax is usually a percentage of a
certain amount.
E x a m p l e
The price of a coat is $80. The sales tax is 7%.

a. Find the amount of the sales tax.
b. Find the total cost of the coat with tax.
Solution
a. To find the amount of the sales tax, find 7% of $80.
7% of $80 sales tax
0.07 • 80 sales tax
5.60 sales tax
The sales tax is $5.60.
b. To find the total cost of the coat with tax, add the amount of
sales tax to the price of the coat.
sales tax price total cost
5.60 80 total cost
85.60 total cost
EXERCISES
Find the amount of the sales tax and total cost of each item.
1. Video: $15 2. Sweater: $40
Sales tax rate: 5% Sales tax rate: 8%
Amount of sales tax: Amount of sales tax:
Total cost of video: Total cost of sweater:
3. Book: $25 4. Calculator: $88

Sales tax rate: 7% Sales tax rate: 6%
Total cost of book: Total cost of calculator:
5. Software: $35 6. CD: $18

Sales tax rate: 9% Sales tax rate: 5.5%
Total cost of software: Total cost of CD:
Name _________________________________________________________ Date ____________________________
RETEACHING 6-5
SIMPLE INTEREST
Interest (I) is paid for the use of money over a period of time. The money
earning interest, or that has been borrowed, is the principal (p). The rate (r)
is the percent of the principal charged for the use of the money over a period
of time. The time (t) is the number of time periods during which the principal
earns interest or has not been paid back. The formula for interest earned or to
be paid is I prt.
Find the interest due on a loan of $500, Find the total amount in a savings
1
at a rate of 12% per year for 6 months. account that pays 62% interest per
Solution year after 6 years. The original amount
invested was $350.
Identify the principal, rate and time.
Solution
p $500, r 12%, t 0.5
(6 months is a half year) Identify the principal, rate, and time.
Then use the interest formula.
Substitute these amounts in the
1
formula. p $350, r 6%, t 6
2
I prt I $350 • 0.065 • 6
I $500 • 0.12 • 0.5 I $136.50
I $30 To find the total amount in the savings
The interest due on the loan is $30. account, add the amount of interest to
the principal.
$350 $136.50 $486.50
So, the total amount after 6 years is
$486.50.
EXERCISES
Find the interest and the total amount.
Principal Rate Time Interest Total Amount
1. $640 5% 6 mo
2. $3000 4% 2 yr
3. $475 11% 3 yr
4. $700 7.5% 2 yr
5. $58.50 51% 21 yr
4 2
6. $200 9.5% 3 mo
7. $860 12% 4 mo
8. $138 18% 2 mo
9. $620 6.65% 2 yr
Name _________________________________________________________ Date ____________________________
RETEACHING 6-6
COMMISSION
Salespeople who earn a commission receive a percent of their
total sales. The percent they earn is called the commission rate.
The amount of money they earn is called the commission.
E x a m p l e
Tyler earns a base salary of $200 a week plus a commission of
5% on all of his sales. Last week his sales were $500.
a. Find the commission Tyler earned last week.
b. Find Tyler’s total income last week.
Solution
a. The commission is 5% of $500.
5% of $500 commission
0.05 • 500 commission
25 commission
Tyler earned a commission of $25 last week.
b. Tyler’s total income is his base salary plus his commission.
total income base salary commission
total income $200 $25
total income $225
Tyler’s total income last week was $225.
EXERCISES
Find the commission and the total income.
1. Base salary: $350/wk 2. Base salary: $600/mo
Total sales: $600/wk Total sales: $800/mo
Commission rate: 5% Sales tax rate: 2%
Commission: Commission:
Total income: Total income:
3. Base salary: $400/wk 4. Base salary: $900/mo
Total sales: $1000/wk Total sales: $1500/mo
5. Base salary: $550/mo 6. Base salary: $25,000/yr
Total sales: $450/mo Total sales: $50,000/yr
Name _________________________________________________________ Date ____________________________
RETEACHING 6-7
PERCENT OF INCREASE AND DECREASE
To find the percent of increase or decrease, express the ratio of the
amount of increase or decrease to the original amount as a percent.
Find the percent of increase. Find the percent of decrease.
Original number: 56 Original number: 240
New number: 63 New number: 18
Solution Solution
Find the amount of increase. First, find the amount of the decrease.
63 56 7 240 18 222
Write a ratio. Write a ratio.
amount of increase 7 amount of increase 222

original number 56 original number 240
Find the percent for this ratio. Write a percent for this ratio.
7 222
0.125 12.5% 0.925 92.5%
56 240
So, the percent of increase is 12.5%. So, the percent of decrease is 92.5%.
EXERCISES
Find the percent of increase. Round to the nearest tenth.
1. Original price: $300 2. Original weight: 120 lb
New price: $360 New weight: 140 lb
3. Original rent: $500 4. Original number: 4500

New rent: $575 New number: 4590
Find the percent of decrease. Round to the nearest tenth.

5. Original price: $50 6. Original number: 400
New price: $35 New number: 352
7. Original salary: $60 8. Original size: 80 cm

New salary: $45 New size: 48 cm
Name _________________________________________________________ Date ____________________________
RETEACHING 6-8
PROBLEM SOLVING SKILLS: MAKE A TABLE
Some problems ask you to find out in how many different ways
items can be arranged. Many of these problems can be solved by
making a table. The table must be clearly set up, then carefully
filled in.
E x a m p l e
In how many ways can you make 15¢ using any

combination of pennies, nickels and dimes?
Solution
Make a table that lets you record the number of
each kind of coin. Each row must give a total of 15¢.
Work in a certain order. For example, begin by using
the least amount of pennies and work up to using
all pennies. The completed table shows that 6
combinations are possible.
EXERCISES
Copy and complete the table to find all possible answers for each problem.
1. How many different 3-digit numbers 2. There are 4 runners, A, B, C, and D,
can you make using the digits 9, 2 in a race. In how many different
and 1? No digit should be used more ways can the runners finish first,
than once in any number. second, third, or fourth.
Hundreds Tens Ones First Second Third Fourth

9 2 1 A B C D
9 1 2 A B D C
Number of ways: Number of ways:
Make a table to find all possible answers for each problem.

3. How many different 4-digit numbers 4. How many different ways can you
can you make using the digits 8, 4, 2, make 12¢ using any combination of
and 1? No digit should be used more pennies, nickels, and dimes?
than once in any number.
Name _________________________________________________________ Date ____________________________
RETEACHING 7-1
PROBLEM SOLVING SKILLS: QUALITATIVE GRAPHING
A qualitative graph communicates information about situations
such as the speed of a car and distance from home when traveling.
E x a m p l e
Carl is on a trip. The graph at the right provides d
information about how far Carl is from home.
distance
a. What is represented by the horizotal axis? c
b. What is represented by the vertical axis? b
c. What is represented by the segment labeled a?
a
d. What is represented by the segment labeled b?
e. What is represented by the segment labeled c?
f. What is represented by the segment labeled d? 0 time
Solution
a. The horizontal axis represents the d. The segment labeled b represents
time Carl has been on his trip. time spent at the destination.
b. The vertical axis represents Carl’s e. The segment labeled c represents
distance from home. traveling to a second destination.
c. The segment labeled a represents f. The segment labeled d represents
time traveling to the first continued travel to a second
destination. destination but at a slower speed.
EXERCISES
Match each situation with one of the A. B.
graphs shown. Each graph should be used
only once.
1. Distance from home when
returning from a vacation
0 time 0 time
2. Speed of a bicyclist on a trip
that included one stop for D.
C.
lunch
3. Heart rate during an aerobics

class
0 time 0 time
Name _________________________________________________________ Date ____________________________
RETEACHING 7-2
COORDINATE PLANE
Two number lines that are perpendicular to one another can be
used to locate points on a coordinate plane. The horizontal
number line is called the x-axis. The vertical number line is
called the y-axis. The point at which the lines intersect is called
the origin. Its coordinates are (0, 0).
Give the coordinates of point D. Locate point F(3, 2) on the

coordinate plane.
Solution
Find D on the grid. The x-coordinate Solution
of D is 4; the y-coordinate is 5. So, Point F is 3 units to the right of the
the coordinate of point D are (4, 5). origin and 2 units down.
EXERCISES
Refer to the figure. Give the coordinates of the point or points.
y
1. point A 2. point B 5
A
4
3. a point in the third quadrant 3
C
D
2
1
4. a point with a y-coordinate of 4 5 4 3 2 1 0 1 2 3 4 5x
1
S
2
E
5. What point has the coordinates (3, 3)? 3
4
B T
6. What point has the coordinates (4, 2)? 5
7. What point has the coordinates (1, 4)?
Graph each point on the grid at the right.

8. X(2, 3) 9. Y(3, 2) 10. Z(1, 1)
Name _________________________________________________________ Date ____________________________
RETEACHING 7-3
RELATIONS AND FUNCTIONS
Definitions E x a m p l e s
A relation is a set of ordered pairs. (2, 3), (4, 1), (6, 2), (5, 3)
The first value in each ordered pair is domain: 5, 2, 4, 6
in the domain of the relation.
The second value in each ordered pair range: 3, 1, 2, 3
is in the range of the relation.
If each value of the domain is paired –5 –3
with exactly one value of the range, 2 –1
then the relation is a function. A 4 2
mapping is a visual way to show the 6 3
pairing of the domain and range.
The mapping shows exactly one arrow
from each value of the domain. The
relation is a function.
EXERCISES
State the domain and range of each relation. Then state whether each relation is a
function.
1. (3, 4), (1, 5), (5, 2) 2. (1, 5), (6, 1), (4, 1), (6, 2)
domain: domain:
range: range:
Is it a function? Is it a function?
3. (0, 5), (3, 4), (3, 4), (8, 5) 4. (10, 4), (4, 6), (7, 2), (10, 5)
domain: domain:
range: range:
5. (3, 5), (2, 4), (2, 2), (3, 9) 6. (6, 4), (8, 3), (6, 4), (8, 3)
domain: domain:
range: range:
Name _________________________________________________________ Date ____________________________
RETEACHING 7-4
LINEAR GRAPHS
An equation in two variables has an infinite number of solutions. The solution of an
equation like x y 7 is an ordered pair of numbers. For instance, (3, 4), (2, 5), and
(1, 8) are three solutions of x y 7.
E x a m p l e
Graph the equation y 2x 1.
Solution
Make a table of three ordered pairs that
are solutions of the equation.
x 2x 1 y (x, y)
0 2(0) 1 1 (0, 1)
1 2(1) 1 1 (1, 1)
2 2(2) 1 3 (2, 3)
Graph the ordered pairs. Draw a line
through the points. All points along the
line are solutions of y 2x 1.
EXERCISES
For each equation, complete the table for three solutions. Then graph the equation.
1. y 3x 2. y x 4 3. y 2x 5
x 3x y (x, y) x x 4 y (x, y) x 2x 5 y (x, y)
1 0 0
0 1 1
1 2 2
y y y
4 4 4
2 2 2
4 2 0 2 4 x 4 2 0 2 4 x 4 2 0 2 4 x
2 2 2
4 4 4
Name _________________________________________________________ Date ____________________________
RETEACHING 7-5
SLOPE OF A LINE
The steepness of rise or descent along a line is called the slope of the line.
E x a m p l e 1
Find the slope of the line graphed at the right.
Solution
Choose two points on the line, say point A (2, 3) and
point B (1, 1). Find the number of units of change vertically
and horizontally in moving from A to B. Subtract the
y-coordinate of A from that of B. Subtract the x-coordinate
of A from that of B.
e difference of y-coordinates
ris
slope 1 3 2

run difference of x-coordinates 1 (2) 3
The slope of the graphed line is 2 .
3
E x a m p l e 2
Find the slope of the line graphed at the right.
The coordinates of point A are (1, 0).
The coordinates of point B are (2, 2).
Subtract the y-coordinates and the x-coordinates
in the same order.
slope 0 2 2 2

1 2 1
The slope is 2.
EXERCISES
Find the slope of the line that passes through each pair of points.
1. S(2, 7) and T(4, 13) 2. V(0, 3) and W(2, 8) 3. X(1, 1) and Y(3, 4)
4. 5.
Name _________________________________________________________ Date ____________________________
RETEACHING 7-6
SLOPE-INTERCEPT FORM OF A LINE
When a linear equation is in the form y mx b, or slope-
intercept form, you can read the slope (m) and the y-intercept (b)
directly from the equation. With this information you can graph
the equation.
E x a m p l e
Graph the equation y 2x 1.
3
Solution
The y-intercept is 1, which means that the graph
crosses the y-axis at 1. The ordered pair is (0, 1).
Use the slope to find another point on the graph.
2
Start at (0, 1). The slope is 3. Go up 2 units and
over to the right 3 units. Mark that point. You may
want to mark another point, again going up 2 and
over to the right 3 units. Draw a straight line
through the points you have marked.
Check: Solve the equation for any value of x.
Let x 6
y 2(6) 1
3
y41
y3
Is the point (6, 3) on the graph? Yes.
EXERCISES
Graph each equation using the slope-intercept method. Check your work.
1. y 3x 3 2. y 2x 2
4
y y
6 6
5 5
4 4
3 3
2 2
1 1
6 5 4 3 2 1 0 1 2 3 4 5 6x 6 5 4 3 2 1 0 1 2 3 4 5 6x
1 1
2 2
3 3
4 4
5 5
6 6
Name _________________________________________________________ Date ____________________________
RETEACHING 7-7
DISTANCE AND THE PYTHAGOREAN THEOREM
The distance formula given below can be used to find the
distance between two points, P(x1, y1) and Q(x2, y2), on a
coordinate plane.
PQ (x

2
x1)
2
y
(2
y1)2
E x a m p l e
Given points P(1, 4) and Q(3, 6) use the distance formula to

—
find the length of PQ to the nearest tenth.
Solution
In this case, P(x1, y1) is P(1, 4) and Q(x2, y2) is Q(3, 6).
So x1 1, x2 3, y1 4 and y2 6.
Substitute these values into the distance formula and simplify.
PQ (x
2
x1)
2
y
(2
y1)2
PQ (3
)
12
6
(
)
42
PQ 2

2

22
PQ 4

4
PQ 8
2.8
EXERCISES
Use the distance formula to find the distance between each pair of points.
1. P(3, 4) and Q(1, 1) 2. M(2, 6) and N(1, 3)
x1 x2 x1 x2
y1 y2 y1 y2
PQ MN
3. A(2, 1) and B(5, 2) 4. R(0, 5) and S(4, 9)
x1 x2 x1 x2
y1 y2 y1 y2
AB RS
Name _________________________________________________________ Date ____________________________
RETEACHING 7-8
SOLUTIONS OF LINEAR AND NONLINEAR EQUATIONS
Values that make an equation true are called solutions of the equation.
Some equations have two variables and thus have an infinite number of
solutions. Each solution to such an equation is written as an ordered pair.
E x a m p l e 1
Determine if (3, 4) is a solution of y 2x 2.
Solution
Substitute 3 for x and 4 for y and simplify.
y 2x 2
?
4 2(3) 2
?
462
44
The result is a true statement. So (3, 4) is a solution of y 2x 2.
E x a m p l e 2
Determine if (1, 4) is a solution of y 4x 2.
Solution
Substitute 1 for x and 4 for y and simplify.
y 4x 2
?
4 4(1)2
?
4 4
4 4
The result is a false statement. So (1, 4) is not a solution of y 4x 2.
EXERCISES
Determine if the ordered pair is a solution.
1. (1, 2) 2. (4, 2) 3. (0, 5)

y 3x 5 y|x|2 y x2 5
4. (3, 5) 5. (1, 3) 6. (3, 2)
yx2 y 3x 2 y|x|1
7. (2, 2) 8. (6, 4) 9. (2, 6)
y x2 4 y 4 y2|x|2
Name _________________________________________________________ Date ____________________________
RETEACHING 8-1
ANGLES AND TRANSVERSALS
In the figure at the right, lines AB and CD are
parallel, and line KL is a transversal. You can
use these facts to identify types of angles and
find their measures, given the measure of just
one angle.
In the figure, the four pairs of vertical angles are 1 and 3, 2 and 4, 5 and 7,
and 6 and 8. The four pairs of corresponding angles are 1 and 5, 2 and 6, 4
and 8, and 3 and 7.
E x a m p l e
If m2 80°, find the measures of the other numbered angles.
Solution
Angles 2 and 3 are supplementary, so
m3 180° 80° 100°
Since vertical angles have the same measure,
m1 m3 100° and m2 m4 80°
Since corresponding angles have the same measure,
m1 m5 100° and m2 m6 80°
m4 m8 80° and m3 m7 100°
EXERCISES
Use the figure to find the measure of each angle named.
1. m1 m2 m3
↔ ↔
2. AB || CD
m2 m3 m4
↔ ↔ ↔
3. FK || HJ and LT KH
m2 m5 m6

m4 m1 m3
m7
Name _________________________________________________________ Date ____________________________
RETEACHING 8-2
BEGINNING CONSTRUCTIONS
You need only compass and straightedge to copy a given angle or
to construct the bisector of a given angle.
E x a m p l e 1
Copy ABC, shown at the right.
Solution
→
Given ABC. Use straightedge to draw DG . With compass
point on B, draw an arc intersecting the sides of the angle.
Label the intersection points X and Y. Keep the same setting,
→
and with compass point on D, draw an arc intersecting DG .
Label the intersection point E. With compass, measure the
distance from X to Y. Keep that setting and place point on E.
Draw an arc intersecting the first arc. Label the intersection
→
point Q. Draw DQ to complete the copy of the angle.
E x a m p l e 2
Bisect ABC, shown at the right.
Solution
Given ABC. With compass point on B, draw an arc that
→ →
intersects both BA and BC . Label the intersection points X
and Y, as shown. With compass point on X, draw an arc a little
greater than one half of arc XY. With the same setting, place
compass point on Y and draw an arc so that it intersects the
→
first one. Label their intersection point Z. DrawBZ , which
bisects ABC.
EXERCISES
Copy each angle on your own paper.
1. 2.
Trace each angle. Then bisect the angle.

3. 4. 5.
Name _________________________________________________________ Date ____________________________
RETEACHING 8-3
DIAGONALS AND ANGLES OF POLYGONS
The number of diagonals in a polygon with n sides is given by the
n(n 3)
formula: 2.
E x a m p l e 1
Find the number of diagonals for a quadrilateral.
Solution
A quadrilateral has four sides, so applying the formula gives
4(4 3)
2 2 diagonals.
To find the sum of the measures of the angles of any polygon,
count the number of triangles formed by diagonals and multiply
by 180°.
E x a m p l e 2
Find the unknown Solution
angle measure. Copy the pentagon and draw all the
diagonals from one vertex. The diagonals
form three triangles, so the sum of the
angles is 3 • 180°, or 540°.
Subtract the sum of the known angle
measures from 540°. The unknown angle
measure is 165°.
EXERCISES
Find the number of diagonals in each polygon. Tell the number of triangles that can be
formed and the sum of the angles of the polygon. Then find the unknown angle
measure.
1. 2. 3. 4.
x°
x°
x° x°
Name _________________________________________________________ Date ____________________________
RETEACHING 8-4
PROBLEM SOLVING SKILLS: MODELING PROBLEMS
You can solve some problems using objects, people, or drawings
to “act it out.”
E x a m p l e
In how many ways can three pennies be placed on a 3 by 3
grid so there is only one penny in any row or column?
Solution
Draw a grid like the one shown. Move pennies around to find
the solution. Record the solutions on paper. You might find:
(1) (2) (3) (4)
But solutions (1) and (2) are the same, and (3) and (4) are the same.
Move your grid around to show they are the same, or imagine it
rotated 180° in either direction. There are just two solutions.
EXERCISES
1. Move only two coins from the
first figure to make the second
figure.
2. In how many ways can you make change in the amount of
32¢? Use coins or cardboard cutouts of coins to act out the
problem.
3. In how many ways can 4 pennies be placed on a 4 by 4 grid so

there is only one penny in any row or column? Use as many of
the grids given below as you need to act out the problem.
Name _________________________________________________________ Date ____________________________
RETEACHING 8-5
TRANSLATIONS IN THE COORDINATE PLANE
A translation, or slide, of a figure results in a new figure exactly like the
original. The original figure is called the preimage of the translated figure.
The new figure is called the image of the original.
When you translate a figure, try to visualize all the points of the figure
moving along a plane the same distance and in the same direction. The
sides and angles of the new image are equal in measure to the sides and
angles of the preimage. Each side of the new figure is parallel to the
corresponding side of the original.
E x a m p l e
Graph the image of XYZ under the translation 2
units right and 4 units down.
Solution
Find the coordinates of each image point of each
vertex of the triangle.
Preimage Translation Image
X(2, 1) (2 2, 1 4) X (0, 5)
Y(0, 3) (0 2, 3 4) Y (2, 1)
Z(3, 2) (3 2, 2 4) Z (5, 2)
X Y Z is the image of XYZ under this translation.
EXERCISES
Graph the image of each figure under the given translation.
1. 3 units left, 4 units up 2. 5 units left
Write the coordinates of the preimage on your own paper. Then graph the image under
the given translation, and write the coordinates of the image on your own paper.
3. 3 units right, 3 units up 4. 2 units left, 1 unit down
Name _________________________________________________________ Date ____________________________
RETEACHING 8-6
REFLECTIONS AND LINE SYMMETRY
A reflection is a transformation under which a figure is
flipped, or reflected, over a line called the line of
reflection.
E x a m p l e
Graph the image of ABC with vertices A(2, 3), B(3, 5)
and C(4, 1) under a reflection across the y-axis.
Solution
Find the image point for each vertex of the triangle.
In a reflection across the y-axis, the y-coordinates
remain the same, but the x-coordinates are opposites.
Multiply the x-coordinate of each vertex by 1.
Preimage Image
A(2, 3) A (2, 3)
B(3, 5) B (3, 5)
C(4, 1) C (4, 1)
The reflection of ABC across the y-axis is A B C .
EXERCISES
Graph the image of each point under a reflection
across the given axis.
1. A(2, 1); y-axis
2. B(4, 3); x-axis
3. C(1, 2); y-axis
4. D(3, 4); x-axis
5. Graph the image of FGH under a 6. Graph the image of KLM under a
reflection across the y-axis. reflection across the x-axis. Write the
coordinates of the vertices of the image.
Name _________________________________________________________ Date ____________________________
RETEACHING 8-7
ROTATIONS AND TESSELATIONS
A rotation is a transformation that produces an image by turning, or
rotating, a figure about a point. A rotation is described in terms of
• the point, or turn center, about which the figure is rotated;
• the amount of turn, expressed as a fractional part of a whole turn by
the number of degrees of turn, called the angle of rotation;
• the direction of rotation, either clockwise or counterclockwise.
E x a m p l e
Triangle PQR has been rotated about point S. Give its
angle of rotation in a clockwise direction.
Solution
Draw a line from S to Q. Draw a line from Q to S.
Measure the angle between the two lines. The angle
of rotation is 90° clockwise.
EXERCISES

Each drawing shows a line segment, LM, and its rotation image L M about
turn center T. Give the angle of rotation in a clockwise direction.
1. 2. 3.
A figure has been rotated about turn center T. Describe each angle of rotation
clockwise and counterclockwise.
4. 5.
C B
A
B' T
C' A'
Name _________________________________________________________ Date ____________________________
RETEACHING 9-1
MONOMIALS AND POLYNOMIALS
A monomial is an expression that is a single number, a variable,
or the product of a number and one or more variables. A
polynomial is an expression that is the sum of two or more
monomials. The monomials are called the terms of the
polynomials. The following expressions are polynomials:
x (y) x 2 4x 4 3y 2 z (y) 2
Those terms of a polynomial that are exactly alike or are alike
except for their coefficients are called like terms.
like terms: xy 2, 3xy 2, 2xy 2 unlike terms: xy 2, x 2y, 3z, 4x
You can simplify a polynomial by combining like terms.
E x a m p l e
Simplify.
a. 2y 2 8y 3 4y 3y 2 4 b. 4x 3 3x 2 5x x 3
Solution
a. 2y 2 8y 3 4y 3y 2 4
2y 2 3y 2 8y 4y 3 (4) Rearrange, or collect, like terms.
(2 3)y 2 (8 4)y [3 (4)] Use the distributive property
5y 2 4y 1 to combine like terms.
b. 4x 3 3x 2 5x x 3 4x 3 x 3 (3x) (5x) 2
(4 1)x 3 [3 (5)]x 2
5x 3 (8)x 2
5x 3 8x 2
1. m2 m 6 3m 2 2. 5s 2 5s 7 4s
3. t 4 3t 3 2t 4 3 2t 3 t 2 1 4. 6x 2 8x 8 2x 2 9x 4
5. 3 16z 2 8z 3 5z 2 11 4z 6. 7a 3a 2 8a 12a 2 9
7. 5x 3 3x 4 3x 2 8x 3 6 6x 8. 3y 4 3y 3y 3 y 2 y y 2
9. n 2 3n 4n 2 n 3 3n 3 1 10. 8r 2 4r 3 3r 2 r 4r 2
Name _________________________________________________________ Date ____________________________
RETEACHING 9-2
ADD AND SUBTRACT POLYNOMIALS
You can add and subtract polynomials in vertical form.
E x a m p l e 1
Simplify (3y 3 4y 2 6) (2y 3 2y 2 3y 6).
Solution
Put like terms in the same columns. Combine like terms.
Write 0 as a coefficient where there is
no like term.
3y 3 4y 2 0y 6 3y 3 4y 2 0y 6
+ 2y 3 2y 2 3y 6 + 2y 3 2y 2 3y 6
5y 3 2y 2 3y 12
To subtract a polynomial from another polynomial, you add the opposite.
E x a m p l e 2
Simplify (4t 4 t 2 5t 4) (3t 4 3t 8).
Solution
Arrange the problem in Change to an addition Combine like terms.
vertical columns. problem by changing all
signs in the polynomial
being subtracted.
4t 4 t 2 5t 4 4t 4 t 2 5t 4 4t 4 t 2 5t 4
(3t 4 0t 2 3t 8) + 3t 4 0t 2 3t 8 + 3t 4 0t 2 3t 8
t 4 t 2 2t 4
EXERCISES
Add.
1. (4y 3 2y 2 y) (y 3 2y 2 4y) 2. (4m 2 m 3) (2m 2 7)
Subtract.
3. (6n 2 4n 3) (3n 2 5n 1) 4. (5p 3 3p 2 p 4) (2p 3 p 2 p 1)
Simplify.
5. (4y 2 y 5) (3y 2 5y 6) 6. (8x 2 4x 2) (5x 2 3x 4)
7. (4m 2 3m 3) (2m 2 3m 3) 8. (5r 3 r 2 5) (6r 3 r 2 3)
Name _________________________________________________________ Date ____________________________
RETEACHING 9-3
MULTIPLY MONOMIALS
The product rule for exponents is as follows:
am . an amn
So, to multiply two powers having the same base, you add the exponents.
E x a m p l e 1
Simplify (4a2b)(5ab3).
Solution
(4a 2b)(5ab 3) (4)(5)(a 2)(a)(b)(b 3) Use the commutative and associative properties to regroup the
coefficients and variables.
(20)(a 21)(b 13) Use the product rule to add exponents for each like base.
20a 3b 4
The power rule for exponents is as follows: The power of a product rule is as follows:
(am)n amn (ab)m amb m
To find the power of a monomial that is To find the power of a product, find the
itself a power, multiply exponents. power of each factor and multiply.
Simplify (y 2)3. Simplify (4a 2b)3.

Solution Solution
(y 2)3 y 2 3 y 6
•
(4a2b)3 (4)3(a 2)3(b)3
Check: (y 2)3 y 2 • y 2 • y 2 64a 6b 3
y 222
y6
EXERCISES
Simplify.
1. (2a 3)(5a) 2. (4m 2n)(3mn 3) 3. (2xy)(4x 2)
4. (3xy)(2x 3y 4) 5. (7st 4)(2s 2t 2) 6. (3w 2y)(6)
7. (m 5n 2)(mn 4) 8. (3t 2)(3st) 9. (4xyz)(2x 2yz 2)
10. (s 3)3 11. (2x 2)2 12. (4rt)2
13. (3m)2 14. (2p 2)3 15. (5x 2yz 3)2
Name _________________________________________________________ Date ____________________________
RETEACHING 9-4
MULTIPLY A POLYNOMIAL BY A MONOMIAL
You can set up the multiplication of a polynomial by a monomial
in a manner similar to a multiplication with whole numbers.
E x a m p l e
Simplify. 6xy(4x 2 3y)
Solution
Write the factors as Multiply the first term Multiply the second
shown. in the polynomial by term in the polynomial
the monomial. by the monomial.
4x 2 3y 4x 2 3y 4x 2 3y
6xy 6xy 6xy
3
24x y 24x y 18xy 2
3
EXERCISES
Simplify.
1. 7(2x 3y) 2. s(4s 2 3s) 3. m 2(5m 2)
4. 6m(3mn 2n) 5. 4y(4x 2y 3xy) 6. 3p(8pq 2)
7. 5(2x 2 x 2) 8. 4m(3m 2 2m 3) 9. 3x 2(x 2 3x 5)
10. xy(4x 3y 2z) 11. 3t(3s 2t 5st) 12. mn 2(m 3 mn n 2)
Write an expression for the area of each rectangle. Then simplify the expression.
13. 14.
Name _________________________________________________________ Date ____________________________
RETEACHING 9-5
FACTOR USING GCF
To find the product of a monomial and a polynomial, multiply
each term of the polynomial by the monomial. You can reverse
this process to find what factors were multiplied to obtain the
product. This reverse process is called factoring.
To factor a polynomial, find the greatest monomial factor

common to all the terms of the polynomial. Then write the
polynomial as the product of that greatest common factor and
another polynomial.
E x a m p l e
Factor the polynomial: 5s 2t 10st.
Solution
Write the factors of each monomial term and find the greatest
common monomial factor of each term.
factors of 5s 2t: (5)(s)(s)(t) factors of 10st: (2 • 5)(s)(t)
GCF: 5st
Rewrite the polynomial as the product of the greatest common
factor and another polynomial. Use the distributive property.
5s 2t 10st 5st • s 5st • 2

5st(s 2)
EXERCISES
Factor each polynomial.
1. 4m 2n 2. 4x 2 3x 3. 9x 2 6x
4. 6p 2 12p 5. 5r 2 10r 6. 12m 2 4m
7. 7s 2t 14s 8. 4x 2y 6xy 2 9. 3p 2q 8pq 2
10. 4m 3 2m 2 6m 11. 3a 2 6a 3 12. 2x 3y 4x 2y 6xy
13. 3r 3s r 2s r 14. 2x 2 4xy 8y 2 15. 8m 3n 4m 2n 24mn
Name _________________________________________________________ Date ____________________________
RETEACHING 9-6
DIVIDE BY A MONOMIAL
The quotient rule for exponents is as follows:
To divide two powers having the same base, subtract the
exponent of the denominator from that of the numerator.
am

an a
mn
Use this rule to find the quotient of two monomials with the same base.
E x a m p l e 1
6
18x
Simplify .
6x 2
Solution
18x 6

18
2
x 62 3x 4
6x 6
ab a b
When a, b, and c are real numbers, and c 0, .
c c c
You can use this rule to divide a polynomial by a monomial. To divide a
polynomial by a monomial, divide each term of the polynomial by the
monomial.
E x a m p l e 2
4x 3y 2 6x 2y 2xy
Simplify .
2xy
Solution
4x 3y 2 6x 2y 2xy 4x 3y 2 6x 2y 2 2xy

2xy 2xy 2xy 2xy
2x y31 21
3x y
21 21
1x 11y 11
2x 2 y 3xy 1
EXERCISES
Simplify.
w3 r 5s 6mn 4s 2t
1. 2. 3. 4.
w r4 3n 2s
w2 rs 2m 2st
6s 2t 4 3xy 2 15a 2b 2 1.2m 3n
5. 6. 7. 8.
6st 2 xy 3ab 6m
st 2 3y 5ab 0.2 m 2n
5x 2 10x 4m 8n 6xy 2 9x 2y 6m 3 4m 2 8m
9. 10. 11. 12.
5 2 xy 2m
x 2 2x 2m 4n 6y 9x 3m 2 2m 4
Name _________________________________________________________ Date ____________________________
RETEACHING 9-7
PROBLEM SOLVING SKILLS: USE A MODEL
When a problem involves a linear function, a graph of the
function can be a useful model.
E x a m p l e
The TV repair service charges a flat fee

for making a house call and then an
additional charge for each hour of
work done. They use this chart. Find
the flat fee and the hourly rate.
Solution
Graph the ordered pairs for the
information in the table. Use the three
points to draw a line. Find the slope
and y-intercept of the line. Then write
the equation of the line. The equation
of this line is y 10x 10. For 0
hours, the fee is $10. This is the flat
fee. Each hour (x) is multiplied by 10,
so the fee per hour is $10.
EXERCISES
Use the information in the chart. Model the problem on a
coordinate plane on your own paper and solve.
1. A messenger service charges a fixed fee per delivery and then an additional cost per
mile. Find the fixed fee and the fee per mile.
Total amount charged for delivery $7 $9 $13

Number of miles 1 2 4
2. A parking garage charges a fixed fee per vehicle. In addition, an hourly fee is added.
Use the chart to find the fixed fee and the amount charged per hour.
Amount charged for vehicle $5 $11 $20 $32

Number of hours parked 1 3 6 10
Name _________________________________________________________ Date ____________________________
RETEACHING 10-1
PROBABILITY
When you flip a coin, there are two possible equally likely outcomes, H or T.
An event is an outcome or combination of outcomes. The probability of an
event is found using this formula:
number of favorable outcomes
P(E )
number of possible outcomes
The probability is usually written as a fraction in lowest terms.
Find the probability. Find the probability of choosing an M

Use the spinner. from a set of cards, with one letter
a. P(1) from the word MATHEMATICS written
b. P(2 or 6) on each card. You choose a card
without looking.
Solution Solution
1 ← one favorable outcome 2 ← 2 M’s
a. P(1) 8 ← total number of outcomes P(M)
11 ← 1 letter in all
← one 2 and three 6’s
b. P(2 or 6) 4
8 ← total number of outcomes
1
2
EXERCISES
List the outcomes.
1. spinning the spinner in Example 1
2. drawing a letter in Example 2
3. tossing a six-sided number cube
4. choosing a digit at random from 55,238,175
Find the probability. Use the spinner in Example 1.
5. P(6) 6. P(1 or 2) 7. P(odd number)

8. Find the probability that a student chosen at random from a
class of 8 girls and 12 boys is a girl.
9. Find the probability of selecting a vowel if a letter is chosen at
random from the word WINTER.
10. A day of the week is chosen at random.
a. Find the probability it has 6 letters.
b. Find the probability it has fewer than 6 letters.
Name _________________________________________________________ Date ____________________________
RETEACHING 10-2
EXPERIMENTAL PROBABILITY
The probability of an event based on the results of an experiment is called
experimental probability. For example, if 100 toys are randomly selected
from a bin and checked and 2 are found to be defective, the experimental
2 1
100 50.
probability of finding a defective toy is
E x a m p l e
A spinner divided into 8 equal parts
is spun 50 times. The outcomes are
shown in the table at the right.
Find each experimental probability.
a. P(1) b. P(even number)
Solution
number of favorable outcomes 87 98
a. P(E )
number of possible outcomes b. P(even number) 5
0
5 1 32 16

P(1)
50 10 50
25
EXERCISES
Rob selected a disk from a bag, recorded the
color, and returned the disk to the bag. He
repeated the experiment 60 times. Use the
results in the table to find each probability.
1. P(red) 2. P(green)
3. P(blue) 4. P(white)
5. P(red or blue) 6. P(green or red)
7. P(not red) 8. P(not white)
9. One hundred flashlights were selected at random from a group for

sale. Of these, 2 did not work. Find the experimental probability
of selecting a flashlight that works.
10. On a production line, 14 bottles of carbonated water were found to
be over- or underfilled out of 2000 bottles selected randomly. What
is the experimental probability of a bottle not being filled properly?
Name _________________________________________________________ Date ____________________________
RETEACHING 10-3
SAMPLE SPACES AND TREE DIAGRAMS
The set of all possible outcomes of an experiment is called a sample
space. One way to picture a sample space is to make a tree diagram.
Make a tree diagram to show the You have an equal chance of winning
sample space if a number cube is (W) or losing (L) a game. Make a tree
rolled and a coin is tossed. diagram to show the outcomes when
Solution playing three games. Find P(winning
There are 6 outcomes for the number exactly 1 game).
cube (1, 2, 3, 4, 5, 6) and 2 outcomes Solution
for the coin (H, T). There are two outcomes each time.
There are eight possible outcomes.

Three of these outcomes involve
winning exactly one game.
3
There are twelve possible outcomes. P(winning exactly one game) 8
EXERCISES
Use a tree diagram to find the possible outcomes in the sample space.
1. Roll a six-sided number cube and choose a letter from the word AND.
Find each probability if you spin Spinner 1

and Spinner 2. 2 3 A B
1 4
2. P(2 and A)
8 5 E C
7 6 D
3. P(3 and vowel)
Spinner 1 Spinner 2
4. P(even number and consonant)

Name _________________________________________________________ Date ____________________________
RETEACHING 10-4
COUNTING PRINCIPLE
You can use the counting principle to find the number of
outcomes of an experiment. Just multiply the number of
outcomes at each stage of the activity. Remember,
number of favorable outcomes
P(E )
number of possible outcomes
Veronica has a choice of four A player tosses a number cube and

recording artists she likes, each on CD, chooses one of 26 alphabet cards.
record, or tape. How many choices Using the counting principle, find
does she have? P(even number and E, F or G).
Solution Solution
There are two stages: choosing an Find the number of possible outcomes.
artist and choosing a format. number cube alphabet cards
artist format 6 • 26 156
4 • 3 12
Find the number of favorable outcomes.
Veronica has 12 choices. even number letters
3 • 3 9
9 3
P(even number and E, F or G)
156 52
EXERCISES
Use the counting principle to find the number of possible outcomes.
1. making a lunch from 3 choices of soup, 5 choices of sandwich,
and 4 choices of a drink
2. selecting one of 26 alphabet cards and then tossing a coin twice
3. tossing a coin 7 times
4. rolling a number cube 4 times
Use the counting principle to help find each probability.

5. A number cube is rolled 3 times. Find P(all three numbers even).
6. A number cube is rolled and a coin tossed 2 times.
Find P(even number and all heads).
7. A coin is tossed 10 times. Find P(all heads or all tails).

8. A card is selected from 26 alphabet cards and a number cube is rolled.
Find P(vowel and prime number). Remember: 1 is not a prime number.
Name _________________________________________________________ Date ____________________________
RETEACHING 10-5
INDEPENDENT AND DEPENDENT EVENTS
Two events are said to be independent if the result of the second
event does not depend on the result of the first event. If the result
of the first event does affect the result of the second, the two
events are said to be dependent.
E x a m p l e 1
Eleven cards, each having one of the letters of MATHEMATICS, are placed
in a bowl. A letter card is selected at random from the bowl. It is replaced
and once again a letter is selected. Find P(M, then M).
Solution
Since the first letter is replaced, there will be eleven cards in the bowl for
both selections. The two events are independent.
2 • 2 4
P(M, then M) 11 11 121
E x a m p l e 2
From the bowl with eleven cards, each having one letter of
MATHEMATICS, a card is selected at random. Then a second card is
selected at random without the first card being replaced. Find P(M,
then M).
Solution
2 Once that M is
You know that the probability of selecting an M is 1.
1
withdrawn, however, there are only 10 letters left. Only one of those
1
letters is an M. So, the probability of selecting an M as the second letter is
1.
0
2 • 1 2 1
P(M, then M) 11 10 110 55
EXERCISES
A bag contains 8 red marbles, 3 blue marbles and 5 white marbles. Find each
probability if the first marble is replaced before the second one is drawn.
1. P(red, red) 2. P(red, blue)
3. P(red, green) 4. P(red, blue or white)
Find each probability if the first marble is not replaced before the
second one is drawn.
5. P(white, then red) 6. P(red, then red)
7. P(black, then red) 8. P(red, then blue or white)
Name _________________________________________________________ Date ____________________________
RETEACHING 10-6
PROBLEM SOLVING SKILLS: MAKE PREDICTIONS
A random sample is chosen from a population so that every member has
an equal chance of being chosen. If you use a random sample to find an
experimental probability, you can make predictions about the whole
population. To do so, use the formula:
probability • number in total population predicted number
E x a m p l e
Seth and Marla conducted a poll of 50 students selected
randomly out of a total of 500 students to see which
of the three candidates for president of the student
council each student was planning to vote for: Beth
Sundfeld, Kim Chung, or Gabriel Melendez. The results
of the poll are shown in the table. Predict how many
students in the school will vote for Gabriel.
Solution
1
8 9
First, find P(Gabriel). P(Gabriel) 50 2
5
Then use the formula to predict the number of all 500 students who will
vote for Gabriel.
P(Gabriel) • Total number of students Predicted number who will vote for Gabriel
9
2
• 500 180
5
So, 180 students out of a total of 500 will vote for Gabriel.
EXERCISES
A radio station asked a random sample of 1000 out of the 250,000 listeners to find out
how many preferred one of four types of music.
1. Find P(classical).
2. Find P(popular).
3. Find P(big band).
4. Find P(other).
If all the people in the city were polled, how many would you expect to select each type
of music?
5. Popular 6. Big band
7. Classical 8. Other
Name _________________________________________________________ Date ____________________________
RETEACHING 10-7
EXPECTED VALUE AND FAIR GAMES
Expected value is the amount you can expect to win or lose in situations
in which the winners are determined randomly. The following formula can
be used to find the expected value, E, for different sample spaces.
For event A: E P(A) • payoff for A
For events A and B: E [P(A) • payoff for A] [P(B) • payoff for B]
For events A, B, and C: E
[P(A) • payoff for A] [P(B) • payoff for B] [P(C ) • payoff for C]
This pattern continues as more events are added. The number of events
equals the number of products in the formula.
E x a m p l e
A charity raffles off a $500 stereo system by selling 1000 tickets for $1 per ticket.
What is the expected value?
Solution
1 or 0.001.
The probability of winning the stereo is
10
00
The expected value is calculated below.
E P(A) • payoff for A
0.001 • $500
$0.50
The expected value is $0.50 per ticket sold.
EXERCISES
1. A baseball team raffles off a $300 television by selling 600 tickets for $1 per ticket.
2. The student council raffles off a season football pass by selling 400 tickets for $1
per ticket. If the season pass is worth $50, what is the expected value?
3. A charity raffles off a $300 bicycle by selling 400 tickets for $2 per ticket.
Name _________________________________________________________ Date ____________________________
RETEACHING 11-1
OPTICAL ILLUSIONS
Sometimes you can look at a picture and see something that you
think is there, but in reality it is not there. Such a picture, which
deceives your eyes, is called an optical illusion.
E x a m p l e
Refer to the figure at the right. Make a statement about A B
, ,
BC
D
C , and DA in the figure. Then check to see if your statement is
true or false.
Solution
In the figure ,
AB BC, C
D
, and
DA appear to bend in toward
the circle in the middle.
B
Make a statement: A, ,
BC , and D
CD A
are not straight lines.
Test the statement. Lay a ruler down along each line segment.
AB, BC, CD, and DA are all straight. All have the same length.
So, the statement is false.
EXERCISES
Look carefully at the figure. Make a statement about each figure. Then check to see
whether the statement is true or false.
1.
2.
3.
Name _________________________________________________________ Date ____________________________
RETEACHING 11-2
INDUCTIVE REASONING
You are using inductive reasoning when you:
• examine several examples
• find a pattern or rule that explains those examples
• make a trial generalization or conjecture stating the rules that
explain those examples.

You might find examples that support your conjecture, but you cannot
prove it is true by example. In fact, just one example that does not support
your conjecture, called a counterexample, proves that your conjecture is
not true.
E x a m p l e
Joann notices the following:

12 21 33 34 43 77 62 26 88
She makes the conjecture:
To a 2-digit number, adding the same 2-digit number with
the digits reversed gives a sum with repeating digits.
Test this conjecture: Can you find a counterexample?
Solution
Try other examples. Do they support the conjecture?
72 27 99 (yes)
78 87 165 (no)
You found a counterexample. Joann’s conjecture is not true.
EXERCISES
Make a conjecture. Give at least 3 examples to support it.
1. 2 • 8 16 2. Take your age and double it. Add 10

3 • 10 30 and double the result. Subtract 20
4 • 6 24 and divide the result by 4. Repeat
5 • 12 60 with someone else’s age.
Any multiple of an even number is
Here are some conjectures. Test them. Can you find a counterexample?
3. Any multiple of an odd number is odd.
4. The sum of any number and an odd number is an even number.
5. When a number that ends in 2 zeros is multiplied by a number that ends in 3

zeros, their product always ends in exactly 5 zeros.
Name _________________________________________________________ Date ____________________________
RETEACHING 11-3
DEDUCTIVE REASONING
A conditional statement has two parts, a hypothesis and a conclusion.
hypothesis conclusion
If a person lives in Salt Lake City, then that person lives in Utah.
A conditional statement is false if you can find a counterexample

that satisfies the hypothesis but does not satisfy the conclusion.
E x a m p l e 1
Write two conditional statements, using these two sentences:

A figure is a triangle. A figure has three angles.
Solution
If a figure is a triangle, then that figure has exactly three angles.
If a figure has exactly three angles, then that figure is a triangle.
E x a m p l e 2
Is the statement true or false? If false, give a counterexample. If
the number is divisible by 3, then it is divisible by 6.
Solution
The number 9 is a counterexample: 9 is divisible by 3 (satisfies
the hypothesis) but is not divisible by 6 (does not satisfy the
conclusion). So, the statement is false.
EXERCISES
1. Write two conditional statements, using these pairs of sentences: The pond has ice
a foot thick. We can skate on the pond.
Is each conditional true or false? If false, give a counterexample.

2. If a number is divisible by 9, then the number is divisible by 3.
3. If a number is divisible by 12, then it is divisible by 18.
Name _________________________________________________________ Date ____________________________
RETEACHING 11-4
VENN DIAGRAMS
Venn diagrams show relationships of sets. In a Venn diagram there are two
or three intersecting circles. Each circle represents one set. The circles are
in a rectangle representing the universe, the total number of things being
considered. Different parts of the intersecting circles represent those parts
of the sets that share one or more characteristics.
E x a m p l e
Here are the results of a survey of the reading habits of 100 people: 18, only mystery;
20, only romance; 14, only nonfiction; 22, only mystery and romance; 11, only
romance and nonfiction; 25, only mystery and nonfiction; 10, all three types.
How many readers in all read mystery books?
Solution
Draw a Venn diagram. Label each circle for one
kind of book. Write the total number of items in
the universe.
In the center section, enter the number who read
all three types (10). In the parts of the circles not
intersected, enter the numbers who read only
mysteries (18), only romance (20), and only
nonfiction (14). In the parts of the circles that
intersect, enter the numbers as shown.
Add all the numbers inside the circle representing mystery books.
There are 55 people in all who read mystery books.
EXERCISES
Use a Venn diagram to answer the questions.
A survey of 170 drivers asked which of these features drivers want in a car: a sunroof,
4-wheel drive, or stereo tape deck. The survey showed that 48 drivers want all three;
8 want only the sunroof; 8 want 4-wheel drive only; 10 want only the stereo tape deck;
32 drivers want only a sunroof and 4-wheel drive; 30 want 4-wheel drive and stereo
tape deck only; and 32 want sunroof and stereo tape deck only.
1. How many in all want a stereo tape deck?
2. How many in all look for a sunroof?
3. How many in all look for 4-wheel drive?
4. How many want 4-wheel drive and tape deck but not a sunroof?
5. Out of those surveyed, how many want none of these features?
Name _________________________________________________________ Date ____________________________
RETEACHING 11-5
LOGICAL REASONING
For logic problems, it is useful to make a table for keeping track
of clues.
E x a m p l e
Lou, Sue, and Drew ran in the same race. Drew finished
second. Lou congratulated Sue on doing better than he
himself did. Who finished third?
Solution
Make a table as shown. Put ✔ in a box to indicate that a fact is
true. Put ✘ in any box for a fact that is not true.
Since Drew finished second, put ✔ in the box where

the row labeled “Drew” and the column labeled “2nd”
meet. Put ✘’s in the other two boxes in the “Drew” row.
Put ✘’s in the other boxes in the “2nd” column, since
neither Lou nor Sue came in second.
Since Sue did better than Lou, she must have come in
first. Put ✔ in the box where the row labeled “Sue” and
the column labeled “1st” meet. Put ✘’s in the empty
boxes in Sue’s row and in the “1st” column. That leaves
only one empty box: Lou must have finished third.
EXERCISES
Solve each problem. Complete the table to help solve each problem.
1. The Smiths have three children, Loretta, Tom,
and Steve. The middle child is a girl. Tom is
not the oldest. Who is the youngest child?
2. Amy, Bud, and José have different pets. One

has a bird, one a snake, and one has a kitten
José’s pet has fur. Bud’s pet does not have
wings. Who has the snake?
Name _________________________________________________________ Date ____________________________
RETEACHING 11-6
PROBLEM SOLVING SKILLS: REASONABLE ANSWERS
Answers to a problem should make sense. You can check answers
for sense by determining whether or not they are reasonable. One
strategy that can be used to determine if answers are reasonable
is eliminate possibilities.
E x a m p l e
Five years ago Raul was twice as old as Rachael. The sum of
their ages today is 16. How old is Raul? Select the most
reasonable answer.
a. 2 b. 4 c. 7 d. 9
Solution
The fact that five years ago Raul was twice as old as Rachael
makes the first two choices unreasonable, so the first two choices
should be eliminated. If Raul is 7, he would have been 2 five
years ago and Rachael would have been 1. So Rachael would
be 6 now and 6 7 13. So the correct answer must be d.
EXERCISES
1. Ten years ago Arlan was five times as old as his granddaughter. The sum of their
ages today is 86. How old is his Arlan? Select the most reasonable answer.
a. 11 b. 21 c. 55 d. 65
2. A dog pen is twice as long as it is wide. The perimeter of the pen is 48 square feet.
How wide is the pen? Select the most reasonable answer.
a. 2 feet b. 4 feet c. 8 feet d. 16 feet
3. Trevor has three times as many baseball cards as Rick. Together they have 60 cards.
How many cards does Rick have? Select the most reasonable answer.
a. 3 b. 15 c. 45 d. 60
4. On Monday, Gregory’s family traveled for 6 hours at a average rate of 50 mph. On
Tuesday, they traveled half as many hours at the same average rate. How far did
they travel in all? Select the most reasonable answer.
a. 150 miles b. 300 miles c. 400 miles d. 450 miles
5. Fran started a walking program. Each week she walks 4 miles further than she
walked the previous week. If she started out walking 1 mile, in how many weeks
will she be walking 33 miles? Select the most reasonable answer.
a. 4 weeks b. 8 weeks c. 32 weeks d. 33 weeks
Name _________________________________________________________ Date ____________________________
RETEACHING 11-7
NON-ROUTINE PROBLEM SOLVING
Mysteries, problems, and brainteasers can often be solved by
changing your approach—looking at the problem in a new way.
Study the picture at the right. Do you see the stairs from above
(side B nearer to you) or from below (side A nearer to you)? Keep
trying! You can shift your focus.
E x a m p l e
Study the arrangement of toothpicks at the right. How can

you remove 2 toothpicks so that exactly 2 squares remain?
Solution
A possible solution is shown. Notice that the 2 squares that
remain are not the same size, and one is within the other.
Can you find another solution?
EXERCISES
Use the toothpick arrangement in the Example for Exercises 1–3.
1. Remove 4 toothpicks to make 1 square.
2. Remove 4 toothpicks to make 2 squares.
3. Move 3 toothpicks and rearrange them

so that there are 3 small squares, all the
same size and shape.
4. Move two dots so that the arrangement of

dots is inverted (points up rather than
down).
5. Study the arrangement of toothpicks at the

right. How can you remove 2 toothpicks to
make exactly 2 triangles?
6. Study the arrangement of 15 toothpicks at

the right. Remove 3 toothpicks so that
exactly 3 squares are left.
7. Using the arrangement of 15 toothpicks
from Exercise 6, remove 2 toothpicks to
make 3 squares.
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© Glencoe/McGraw-Hill iii MathMatters 1

3. To determine the average amount 4. To determine the proportion of

6. To determine whether town residents

Step 3: The 70 is an outlier (extremely high or low value). Clusters

2. How many of the customers surveyed prefer vanilla ice cream?

3. What percent of the customers surveyed prefer strawberry ice cream?

4. How many of the customers surveyed prefer strawberry ice cream?

6. How much does she spend on Clothes15% Food

2. How many pairs of size-81⁄2 shoes are in stock?

3. Based on this store’s stock, what do you think

5 51⁄2 6 61⁄2 7 71⁄2 8 81⁄2 9 91⁄2 10

many pairs of shoes will be left in that size?

5. If the store sells 16 pairs of size-8 shoes, which

clothes dryer shower iron dishwasher vacuum cleaner

A bar graph can be used to display data that you

a. In which years did more than 120 banks fail?

and connected in order. 4

Number of Cars (in millions)

b. About how many were sold in 1993?

number of students per computer? 16

2. How many students were there per computer

The scatter plot displays the heights of children

Height (in inches)

a. Estimate a line of best fit.

Solution Average Height of Children

The manager of a store that is having an end-of-the-year Weekly Sales

been in progress and the sales from clearance items.

3. According to this data, what should the sales in

The data shown in a box-and-whisker

EXERCISES Amount Spent Per Person at the Movie Theater

Which unit of measure gives a more precise measurement,

Which unit of measure gives a more precise measurement,

When subtracting or dividing measurements, you may need to

9. 3.5 kg 500 g kg 10. 1.8 L 5 mL

Area of a parallelogram: Ab•h Area of a triangle: A 1(b • h)

7. Find the area of a hair ribbon 18 inches

Use one of these formulas to solve each problem

5. Rhonda’s club is making pennants to sell at basketball

Write three ratios equivalent to 4:15. Is this pair of ratios equivalent?

1. 2:7 2. 11:12 3. 48:36

Are the ratios equivalent? Write yes or no.

Tell whether the statement is a Use mental math to solve the

7. 3:4 9:? 8. 6:? 4:20 9. 35:15 ?:3

Find the area of the figure shown above.

The sum is 3. 2 (1) 3

You can use integer chips to model the subtraction of integers.

When you take away two chips, the

Find the product of 9 • 8. Find the product of 7 • (6).

1. 7 • 3 5 2 multiply 2. 74 (2 • 3)2 1 parentheses

2. 2 • 7 7 • 2 b b. commutative property of multiplication

3. 4 (2 7) (4 • 2) (4 • 7) e c. associative property of addition

4. 15 (21 7) 15 (7 21) a d. associative property of multiplication

1. n e a. 2 more than a number

Add the total number of pennies saved.

4. If 45 • 45 is 2025, what is 44 • 46?

tells how many equal factors there are.

Area of a parallelogram: Ab•h Area of a triangle: A 1(b • h)

rectangular prism: SA 2 • (l • w l • h w • h) cylinder: SA 2rh 2r 2

Solve 3x 6. Solve n 4.

1. 3x 12 2. n 7 3. 10m 80 4. t 7

9. c 5 10. 8a 64 11. 18y 36 12. x 8