Core Connections, Course 2

Parent Guide with Extra Practice

Managing Editors / Authors

Leslie Dietiker, Ph.D. (Both Texts)
Boston University
Boston, MA

Evra Baldinger (First Edition) Michael Kassarjian (Second Edition)

Phillip and Sala Burton Academic High School CPM Educational Program
San Francisco, CA Kensington, CA

Barbara Shreve (First Edition) Misty Nikula (Second Edition)

San Lorenzo High School CPM Educational Program
San Lorenzo, CA Portland, OR

Contributing Authors
Brian Hoey Bob Petersen
CPM Educational Program CPM Educational Program
Sacramento, CA Sacramento, CA

Technical Assistants
Sarah Maile
Aubrie Maze
Anna Poehlmann

Program Directors
Elizabeth Coyner Leslie Dietiker, Ph.D. Lori Hamada
CPM Educational Program Boston University CPM Educational Program
Sacramento, CA Boston, MA Fresno, CA
Brian Hoey Michael Kassarjian Judy Kysh, Ph.D.
CPM Educational Program CPM Educational Program Departments of Education and
Sacramento, CA Kensington, CA Mathematics San Francisco
State University, CA
Tom Sallee, Ph.D. Karen Wootton
Department of Mathematics CPM Educational Program
University of California, Davis Odenton, MD
Based on Foundations for Algebra Parent Guide © 2002
and Foundations for Algebra Skill Builders © 2003
Heidi Ackley Steve Ackley Elizabeth Baker
Bev Brockhoff Ellen Cafferata Elizabeth Coyner
Scott Coyner Sara Effenbeck William Funkhouser
Brian Hoey Judy Kysh Kris Petersen
Robert Petersen Edwin Reed Stacy Rocklein
Kristie Sallee Tom Sallee Howard Webb

Technical Assistants
Jennifer Buddenhagen Grace Chen Zoe Kemmerling
Bipasha Mukherjee Janelle Petersen Thu Pham
Bethany Sorbello David Trombly Erika Wallender
Emily Wheelis

Copyright © 2011, 2013, 2015 by CPM Educational Program. All rights reserved. No part of this
publication may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval system, without permission in
writing from the publisher. Requests for permission should be made in writing to: CPM Educational
Program, 9498 Little Rapids Way, Elk Grove, CA 95758. Email: [email protected].
 Introduction to the Parent Guide with Extra Practice
Welcome to the Core Connections, Course 2 Parent Guide with Extra Practice. The purpose of this
guide is to assist you should your child need help with homework or the ideas in the course. We believe
all students can be successful in mathematics as long as they are willing to work and ask for help when
they need it. We encourage you to contact your child’s teacher if your student has additional questions
that this guide does not answer.
Detailed examples follow a summary of the concept or skill and include complete solutions. The
examples are similar to the work your child has done in class. Additional problems, with answers, are
provided for your child to try.
There will be some topics that your child understands quickly and some concepts that may take longer to
master. The big ideas of the course take time to learn. This means that students are not necessarily
expected to master a concept when it is first introduced. When a topic is first introduced in the textbook,
there will be several problems to do for practice. Succeeding lessons and homework assignments will
continue to practice the concept or skill over weeks and months so that mastery will develop over time.
Practice and discussion are required to understand mathematics. When your child comes to you with a
question about a homework problem, often you may simply need to ask your child to read the problem
and then ask what the problem is asking. Reading the problem aloud is often more effective than reading
it silently. When you are working problems together, have your child talk about the problems. Then have
your child practice on their own.
Below is a list of additional questions to use when working with your child. These questions do not refer
to any particular concept or topic. Some questions may or may not be appropriate for some problems.
• What have you tried? What steps did you take?
• What didn’t work? Why didn’t it work?
• What have you been doing in class or during this chapter that might be related to this problem?
• What does this word/phrase tell you?
• What do you know about this part of the problem?
• Explain what you know right now.
• What do you need to know to solve the problem?
• How did the members of your study team explain this problem in class?
• What important examples or ideas were highlighted by your teacher?
• Can you draw a diagram or sketch to help you?
• Which words are most important? Why?
• What is your guess/estimate/prediction?
• Is there a simpler, similar problem we can do first?
• How did you organize your information? Do you have a record of your work?
• Have you tried drawing a diagram, making a list, looking for a pattern, etc.?
If your student has made a start at the problem, try these questions.
• What do you think comes next? Why?
• What is still left to be done?
• Is that the only possible answer?
• Is that answer reasonable?
• How could you check your work and your answer?
• How could your method work for other problems?
If you do not seem to be making any progress, you might try these questions.
• Let’s look at your notebook, class notes, and Toolkit. Do you have them?
• Were you listening to your team members and teacher in class? What did they say?
• Did you use the class time working on the assignment? Show me what you did.
• Were the other members of your team having difficulty with this as well?
Can you call your study partner or someone from your study team?
This is certainly not a complete list; you will probably come up with some of your own questions as you
work through the problems with your child. Ask any question at all, even if it seems too simple to you.
To be successful in mathematics, students need to develop the ability to reason mathematically. To do so,
students need to think about what they already know and then connect this knowledge to the new ideas
they are learning. Many students are not used to the idea that what they learned yesterday or last week
will be connected to today’s lesson. Too often students do not have to do much thinking in school
because they are usually just told what to do. When students understand that connecting prior learning to
new ideas is a normal part of their education, they will be more successful in this mathematics course
(and any other course, for that matter). The student’s responsibilities for learning mathematics include
the following:
• Actively contributing in whole class and study team and discussions.
• Completing (or at least attempting) all assigned problems and turning in assignments
in a timely manner.
• Checking and correcting problems on assignments (usually with their study partner or
study team), based on answers and solutions provided in class and online.
• Asking for help when needed from their study partner, study team, and/or teacher.
• Attempting to provide help when asked by other students.
• Taking notes and using their Toolkit when recommended by the teacher or the text.
• Keeping a well-organized notebook.
• Not distracting other students from the opportunity to learn.
Assisting your child to understand and accept these responsibilities will help them to be successful in this
course, develop mathematical reasoning, and form habits that will help them become a life-long learner.
Additional support for students and parents is provided at the CPM website (cpm.org) and at the CPM
Homework Help website (homework.cpm.org).
 Table of Contents
Chapter 1
Lessons 1.1.2, 1.2.1 to 1.2.3 Simple Probability 1
Lessons 1.1.3 and 1.1.4 Math Notes Measures of Central Tendency 4
Lesson 1.2.2 Math Note Choosing a Scale 7
Lessons 1.2.4 and 1.2.5 Equivalent Fractions 10
Lessons 1.2.6 and 1.2.8 Operations with Fractions 11
Addition and Subtraction of Fractions
Chapter 2
Lesson 2.1.1 Diamond Problems 13
Lesson 2.1.1 Operations with Decimals 15
Lessons 2.1.1 and 2.1.2 Fraction-Decimal-Percent Equivalents 18
Lessons 2.2.1 to 2.2.3 Operations with Integers 21
Addition of Integers
Lesson 2.2.4 Operations with Integers 24
Multiplication and Division of Integers
Lessons 2.2.5 to 2.2.6 Operations with Fractions 26
Multiplication of Fractions
Chapter 3
Lessons 3.1.1 and 3.1.2 Order of Operations 28
Lessons 3.2.1, 3.2.2, and 3.2.5 Operations with Integers 31
Subtraction of Integers
Lesson 3.2.4 Operations with Decimals 35
Multiplying Decimals and Percents
Lesson 3.3.1 Operations with Fractions: 37
Division by Fractions
Lesson 3.3.3 Properties of Addition and Multiplication 40

Chapter 4
Lessons 4.1.1 and 4.1.2 Scaling Figures and Scale Factor 42
Lessons 4.2.1, 4.2.2, and 4.2.4 Proportional Relationships 44
Lesson 4.2.3 and 4.2.4 Rates and Unit Rates 47
Lesson 4.3.1 Algebra Tiles and Perimeter 47
Lesson 4.3.1 Combining Like Terms 51
Lesson 4.3.2 Distributive Property 53
Lesson 4.3.3 Simplifying Expressions (on an Expression Mat) 56
Chapter 5
Lessons 5.1.1 and 5.1.2 Percent Problems using Diagrams 58
Lessons 5.1.1 and 5.1.2 Ratios 60
Lesson 5.2.3 Independent and Dependent Events 62
Lessons 5.2.3 to 5.2.6 Compound Events and Counting Methods 63
Lessons 5.3.4 to 5.3.5 Writing Equations for Word Problems 71
(The 5-D Process)

Chapter 6
Lessons 6.1.1 to 6.1.2 Comparing Quantities (on an Expression Mat) 75
Lessons 6.1.3 to 6.1.4 Graphing and Solving Inequalities 78
Lessons 6.2.1 to 6.2.3 Solving Equations 81
Lessons 6.2.4 to 6.2.7 Solving Equations in Context 84

Chapter 7
Lesson 7.1.1 Distance, Rate, and Time 87
Lessons 7.1.2 to 7.1.3 Scaling to Solve Percent and Other Problems 89
Lessons 7.1.4 to 7.1.6 Equations with Fractional Coefficients 92
Lesson 7.1.7 Percent Increase or Decrease 94
Lesson 7.1.8 Simple Interest 96
Math Notes boxes in Section 7.1 Graphical Representations of Data 98

Chapter 8
Lessons 8.3.1 to 8.3.4 Naming Quadrilaterals and Angles 100
Lesson 8.3.2 Angle Pair Relationships 103

Chapter 9
Lessons 9.1.1 and 9.1.2 Circles – Circumference and Area 105
Lesson 9.1.3 Area of Polygons and Complex Figures 108
Lessons 9.2.1 to 9.2.4 Prisms – Surface Area and Volume 118
SIMPLE PROBABILITY 1.1.2, 1.2.1 – 1.2.3

Outcome: Any possible or actual result of the action considered, such as rolling a 5 on a
standard number cube or getting tails when flipping a coin.

Event: A desired (or successful) outcome or group of outcomes from an experiment, such as
rolling an even number on a standard number cube.

Sample space: All possible outcomes of a situation. For example, the sample space for flipping
a coin is heads and tails; rolling a standard number cube has six possible outcomes (1, 2, 3, 4, 5,
and 6).

Probability: The likelihood that an event will occur. Probabilities may be written as fractions,
decimals, or percents. An event that is guaranteed to happen has a probability of 1, or 100%. An
event that has no chance of happening has a probability of 0, or 0%. Events that “might happen”
have probabilities between 0 and 1 or between 0% and 100%. In general, the more likely an
event is to happen, the greater its probability.

Experimental probability: The probability based on data collected in experiments.

number of successful outcomes in the experiment
Experimental probability =
total number of outcomes in the experiment

Theoretical probability is a calculated probability based on the possible outcomes when they all
have the same chance of occurring.
number of successful outcomes (events)
Theoretical probability =
total number of possible outcomes

In the context of probability, “successful” usually means a desired or specified outcome (event),
such as rolling a 2 on a number cube (probability of 16 ). To calculate the probability of rolling a
2, first figure out how many possible outcomes there are. Since there are six faces on the number
cube, the number of possible outcomes is 6. Of the six faces, only one of the faces has a 2 on it.
Thus, to find the probability of rolling a 2, you would write:
number of ways to roll 2
P(2) = number of possible outcomes = 1
6
or 0.16 or approximately 16.7%

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 1
Example 1
If you roll a fair, 6-sided number cube, what is P(3), that is, the probability that you will roll a 3?
Because the six sides are equally likely to come up, and there is only one 3, P(3) = 16 .

Example 2

There are 12 marbles in a bag: 2 clear, 4 green, 5 yellow, and 1 blue. If one marble is chosen
randomly from the bag, what is the probability that it will be yellow?
5 (yellow)
P(yellow) = 12 (outcomes) = 12
5

Example 3

Joe flipped a coin 50 times. When he recorded his tosses, his result was 30 heads and 20 tails.
Joe’s activity provided data to calculate experimental probability for flipping a coin.

a. What is the theoretical probability of Joe flipping heads?

The theoretical probability is 50% or 12 , because there are only two possibilities (heads and
tails), and each is equally likely to occur.

b. What was the experimental probability of flipping a coin and getting heads based on Joe’s
activity?
30 3
The experimental probability is 50
, 5
, or 60%. These are the results Joe actually got
when he flipped the coin.

Example 4

Decide whether these statements describe theoretical or experimental probabilities.

1
a. The chance of rolling a 6 on a fair die is 6
.
This probability is theoretical.

b. I rolled the die 12 times and 5 came up three times.

This probability is experimental.

c. There are 15 marbles in a bag; 5 blue, 6 yellow, and 4 green. The probability of getting a
blue marble is 13 .
This probability is theoretical.

d. When Veronika pulled three marbles out of the bag she got 2 yellow and 1 blue, or
2
3
yellow, 13 blue.
This probability is experimental.
2 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

1. There are 24 crayons in a box: 5 black, 3 white, 7 red, 2 yellow, 3 blue, and 4 green.
What is the probability of randomly choosing a green? Did you respond with an
experimental or theoretical probability?

2. A spinner is divided into four equal sections numbered 2, 4, 6, and 8. What is the
probability of spinning an 8?

3. A fair number cube marked 1, 2, 3, 4, 5, and 6 is rolled. Tyler tossed the cube 40 times,
and noted that 26 times an even number showed. What is the experimental probability that
an even number will be rolled? What is the theoretical probability?

4. Sara is at a picnic and reaches into an ice chest, without looking, to grab a can of soda.
If there are 14 cans of orange, 12 cans of fruit punch, and 10 cans of cola, what is the
probability that she takes a can of fruit punch? Did you respond with an experimental
probability or a theoretical one?

5. A baseball batting average is the probability a baseball player hits the ball when batting. If
a baseball player has a batting average of 266, it means the player’s probability of getting
of getting a hit is 0.266. Is a batting average an experimental probability or theoretical?

6. In 2011, 39 people died by being struck by lightning, and 241 people were injured. There
were 310,000,000 people in the United States. What is the probability of being one of the
people struck by lightning?

7. In a medical study, 107 people were given a new vitamin pill. If a participant got sick, they
were removed from the study. Ten of the participants caught a common cold, 2 came down
with the flu, 18 got sick to their stomach, and 77 never got sick. What was the probability
of getting sick if you participated in this study? Did you respond with an experimental
probability or a theoretical one?

8. Insurance companies use probabilities to determine the rate they will charge for an
insurance policy. In a study of 300 people that had life insurance policies, an insurance
company found that 111 people were over 80 years old when they died, 82 people died
when they were between 70 and 80 years old, 52 died between 60 and 70 years old, and 55
died when they were younger than 60 years old. In this study what was the probability of
dying younger than 70 years old? Did you respond with an experimental probability or a
theoretical one?

Answers
1 1 3. 26 ; 3 1
1. 6
; theoretical 2. 4 40 6 4. 3
; theoretical
5. experimental 6. 39+241
310,000,000 7. 107 ≈ 0.28
10+2+18 8. 55+52
300 ≈ 35.7%
≈ 0.000 000 903 experimental experimental
Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 3
MEASURES OF CENTRAL TENDENCY 1.1.3 and 1.1.4 Math Notes

Measures of central tendency are numbers that locate or approximate the “center” of a set of
data—that is, a “typical” value that describes the set of data. Mean and median are the most
common measures of central tendency.

The mean is the arithmetic average of a data set. Add all the values in a set and divide this
sum by the number of values in the set. The median is the middle number in a set of data
arranged numerically. An outlier is a number that is much smaller or larger than most of the
others in the data set. The range of a data set is the difference between the highest and
lowest values of the data set.

For additional information, see the Math Notes boxes in Lessons 1.1.3 and 1.1.4 of the Core
Connections, Course 2 text.

The mean is calculated by finding the sum of the data set and dividing it by the number of
elements in the set.

Example 1 Example 2

Find the mean of this set of data: 34, 31, 37, Find the mean of this set of data: 92, 82, 80,
44, 38, 34, 42, 34, 43, and 41. 92, 78, 75, 95, and 77.

• 34 + 31 + 37 + 44 + 38 + 34 + 42 + 34 • 92 + 82 + 80 + 92 + 78 + 75
+ 43 + 41 = 378 + 95 + 77 = 671

• 378
10
= 37.8 • 671
8 = 83.875

The mean of this set of data is 37.8. The mean of this set of data is 83.875.

Problems

Find the mean of each set of data.

1. 29, 28, 34, 30, 33, 26, and 34. 2. 25, 34, 35, 27, 31, and 30.

3. 80, 89, 79, 84, 95, 79, 78, 89, 76, 82, 4. 116, 104, 101, 111, 100, 107, 113, 118,
76, 92, 89, 81, and 123. 113, 101, 108, 109, 105, 103, and 91.

4 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
The median is the middle number in a set of data arranged in numerical order. If there is an
even number of values, the median is the mean (average) of the two middle numbers.

Example 3 Example 4

Find the median of this set of data: 34, 31, 37, Find the median of this set of data: 92, 82, 80,
44, 38, 34, 43, and 41. 92, 78, 75, 95, 77, and 77.

• Arrange the data in order: 31, 34, 34, 37, • Arrange the data in order: 75, 77, 77, 78,
38, 41, 43, 44. 80, 82, 92, 92, 95.
• Find the middle value(s): 37 and 38. • Find the middle value(s): 80. Therefore,
the median of this data set is 80.
• Since there are two middle values, find
their mean: 37 + 38 = 75,  75
2
= 37.5 .
Therefore, the median of this data set is
37.5.

Problems

Find median of each set of data.

5. 29, 28, 34, 30, 33, 26, and 34. 6. 25, 34, 27, 25, 31, and 30.

7. 80, 89, 79, 84, 95, 79, 78, 89, 76, 82, 76, 8. 116, 104, 101, 111, 100, 107, 113, 118,
92, 89, 81, and 123. 113, 101, 108, 109, 105, 103, and 91.

The range of a set of data is the difference between the highest value and the lowest value.

Example 5 Example 6

Find the range of this set of data: 114, 109, Find the range of this set of data: 37, 44, 36,
131, 96, 140, and 128. 29, 78, 15, 57, 54, 63, 27, and 48.

• The highest value is 140. • The highest value is 78.

• The lowest value is 96. • The lowest value is 27.

• 140 – 96 = 44 • 78 – 27 = 51

• The range of this set of data is 44. • The range of this set of data is 51.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 5
Problems

Find the range of each set of data in problems 5 through 8.

Outliers are numbers in a data set that are either much higher or much lower that the other
numbers in the set.

Example 7 Example 8

Find the outlier of this set of data: 88, 90 96, Find the outlier of this set of data: 67, 54, 49,
93, 87, 12, 85, and 94. 76, 64, 59, 60, 72, 123, 44, and 66.

• The outlier is 12. • The outlier is 123.

Problems

Identify the outlier in each set of data.

9. 70, 77, 75, 68, 98, 70, 72, and 71. 10. 14, 22, 17, 61, 20, 16, and 15.

11. 1376, 1645, 1783, 1455, 3754, 1790, 12. 62, 65, 93, 51, 55, 14, 79, 85, 55, 72, 78,
1384, 1643, 1492, and 1776. 83, 91, and 76.

Answers

1. 30.57 2. 30.3 3. 86.13 4. 106.6

5. median: 30; 6. median: 28.5; 7. median: 82; 8. median: 107;

range: 8 range: 9 range: 47 range: 27

9. 98 10. 61 11. 3754 12. 14

6 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
CHOOSING A SCALE 1.2.2 Math Note

The axis (or axes) of a graph must be marked with equal-sized spaces called intervals. Marking
the uniform intervals on the axes is called scaling the axes. The difference between consecutive
markings tells the size (scale) of each interval. Note that each axis of a two-dimensional graph
may use a different scale.

Sometimes the axis or set of axes is not provided. A student must count the number of usable
spaces on the graph paper. How many spaces are usable depends in part on how large the graph
will be and how much space will be needed for labeling beside each axis.

Follow these steps to scale each axis of a graph.

1. Find the difference between the smallest and largest numbers (the range) you need to
put on an axis.
2. Count the number of intervals (spaces) you have on your axis.
3. Divide the range by the number of intervals to find the interval size.
4. Label the marks on the axis using the interval size.

Sometimes dividing the range by the number of intervals produces an interval size that makes it
difficult to interpret the location of points on the graph. The student may then exercise judgment
and round the interval size up (always up, if rounded at all) to a number that is convenient to use.
Interval sizes like 1, 2, 5, 10, 20, 25, 50, 100, etc., work well. For more information, see the
Math Notes box in Lesson 1.2.2 of the Core Connections, Course 2 text.

Example 1

1. The difference between 0 and 60 is 60.

2. The number line is divided into 5 equal intervals.
0 12 24 36 48 60
3. 60 divided by 5 is 12.
4. The marks are labeled with multiples of the interval size 12.

Example 2
300
1. The difference between 300 and 0 is 300. 225
2. There are 4 intervals. 150

3. 300 ÷ 4 = 75 75

4. The axis is labeled with multiples of 75. 0

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 7
Example 3
750
1. The difference on the vertical axis is 750 – 0 = 750. (The 600
origin is (0, 0).) On the horizontal axis the range is 6 – 0 = 6.
450
2. There are 5 spaces vertically and 3 spaces horizontally. 300
3. The vertical interval size is 750 ÷ 5 = 150. The horizontal 150
interval is 6 ÷ 3 = 2.
4. The axes are labeled appropriately.
2 4 6

Example 4

Sometimes the axes extend in the negative direction.

1. The range is 20 – (–15) = 35.

–15 –10 –5 0 5 10 15 20
2. There are 7 intervals along the line.
3. 35 ÷ 7 = 5
4. Label the axes with multiples of five.

Problems

Scale each axis:

1. 2.

0 14 –12 9

3. 4. 5.
48
150 –13 –8

6.

–16 –6

70
–12

8 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
7. 8.
y y

20
16

x x
10 12

9. 10. Use fractions.

y y

200

x x
300 1

Answers

1. 2, 4, 6, 8, 10, 12 2. –9, –6, –3, 0, 3, 6

3. 86, 102, 118, 134 4. –2, 8, 18, 28, 38

5. –12, –11, –10, –9 6. –18, –14, –12, –10, –8

7. x: 2, 4, 6, 8, 12 8. x: 3, 6, 9, 15, 18
y: 4, 8, 12, 16, 24 y: 4, 8, 12, 20, 24

9. x: 60, 120, 180, 240, 360 10. x: 1 , 1 , 3 , 1 14 , 1 12

4 2 4
y: 40, 80, 120, 160, 240 1
y: 2 , 1 12 , 2, 2 12 , 3

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 9
EQUIVALENT FRACTIONS 1.2.4 and 1.2.5

Fractions that name the same value are called equivalent fractions, such as 23 = 69 .
One method for finding equivalent fractions is to use the Multiplicative Identity (Identity
Property of Multiplication), that is, multiplying the given fraction by a form of the number 1
such as 22 , 55 , etc. In this course we call these fractions a “Giant One.” Multiplying by 1 does
not change the value of a number.

For additional information, see the Math Notes box in Lesson 1.2.8 of the Core Connections,
Course 2 text.

Example 1
1
Find three equivalent fractions for 2
.

1⋅2
2 2
= 2
4
1
2
⋅ 33 = 3
6
1⋅4
2 4
= 4
8

Example 2
Use the Giant One to find an equivalent fraction to 7
12
using 96ths: 7
12
⋅     = ?
96

Which Giant One do you use?

7 ⋅8
Since 96 = 8 , the Giant One is 8
: 12 8
= 56
96
12 8

Problems
Use the Giant One to find the specified equivalent fraction. Your answer should include the
Giant One you use and the equivalent numerator.

1. 2. 3.

4. 5. 6.

Answers
5 4 19 4 6 3
1. 5
, 20 2. 4
, 20 3. 19
, 171 4. 4
, 12 5. 6
, 30 6. 3
, 18

10 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH FRACTIONS 1.2.6 and 1.2.8

ADDITION AND SUBTRACTION OF FRACTIONS

Before fractions can be added or subtracted, the fractions must have the same denominator, that
is, a common denominator. We will present two methods for adding or subtracting fractions.

AREA MODEL METHOD

1  +  1
Step 1: Copy the problem. 3 2

Step 2: Draw and divide equal-sized rectangles

for each fraction. One rectangle is cut
vertically into an equal number of pieces
based on the first denominator (bottom). +
The other is cut horizontally, using the
second denominator. The number of
1 + 1
shaded pieces in each rectangle is based 3 2
on the numerator (top). Label each
rectangle, with the fraction it represents.

Step 3: Superimpose the lines from each

rectangle onto the other rectangle, as if
one rectangle is placed on top of the +
other one.
2 3
6 + 6
Step 4: Rename the fractions as sixths, because
the new rectangles are divided into six
equal parts. Change the numerators to
match the number of sixths in each
figure.

Step 5: Draw an empty rectangle with sixths,

then combine all sixths by shading the
same number of sixths in the new 5
rectangle as the total that were shaded in 6
both rectangles from the previous step.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 11
Example 1

1  +  2
2 5
can be modeled as:

+ so

1  +  2  =  9
Thus, 2 5 10
.

Example 2

1  +  4
2 5
would be:

+ +

Problems

Use the area model method to add the following fractions.

3  +  1 1  +  2 2  +  3

1. 4 5
2. 3 7
3. 3 4

Answers

1. 19
20
2. 13
21
3. 17
12
= 1 12
5

12 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
DIAMOND PROBLEMS 2.1.1

In every Diamond Problem, the product of the two side numbers (left and right) product
is the top number and their sum is the bottom number. ab

Diamond Problems are an excellent way of practicing addition, subtraction, a b

multiplication, and division of positive and negative integers, decimals and
fractions. They have the added benefit of preparing students for factoring a+b
binomials in algebra. sum

Example 1

The top number is the product of –20 and 10, or –200. The –200
–20 10 bottom number is the sum of –20 and 10, or –20 + 10 = –10. –20 10
–10

Example 2

8 The product of the right number and –2 is 8. Thus, if you 8

–2 divide 8 by –2 you get –4, the right number. –2 –4
The sum of –2 and – 4 is – 6, the bottom number. –6

Example 3

To get the left number, subtract 4 from 6, 8

4 6 – 4 = 2. The product of 2 and 4 is 8, the top number. 2 4
6
6

Example 4
The easiest way to find the side numbers in a situation
–8 like this one is to look at all the pairs of factors of –8. –8
They are: –2 4
2 2
–1 and 8, –2 and 4, –4 and 2, and –8 and 1.

Only one of these pairs has a sum of 2: –2 and 4. Thus,

the side numbers are –2 and 4.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 13
Problems

Complete each of the following Diamond Problems.

1. 2. 3. 4.
8 –6
4 –8 –2 –1
–7 5

5. 6. 7. 8.
9.6
3.8 1.2 8.1 3.4 3.2
3.1 6.8

9. 10. 11. 12.

1

13. 14. 2 15. 16.

a
x y a 8b 3a
2b 7a

Answers

1. –32 and –4 2. –4 and –6 3. –6 and 6 4. 6 and –1

5. 4.56 and 5 6. 5 and 40.5 7. 3.4 and 11.56 8. 3 and 6.2

9. 1
– 14 and − 14
5 10. 13
10 and 13
50 11. 1
2
and 7
5
12. 1
3
and 1
3

13. xy and x + y 14. a and 2a 15. –6b and –48b2 16. 4a and 12a2

14 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH DECIMALS 2.1.1
ARITHMETIC OPERATIONS WITH DECIMALS

ADDING AND SUBTRACTING DECIMALS: Write the problem in column form with
the decimal points in a vertical column. Write in zeros so that all decimal parts of the
number have the same number of digits. Add or subtract as with whole numbers. Place the
decimal point in the answer aligned with those above.
MULTIPLYING DECIMALS: Multiply as with whole numbers. In the product, the
number of decimal places is equal to the total number of decimal places in the factors
(numbers you multiplied). Sometimes zeros need to be added to place the decimal point.
DIVIDING DECIMALS: When dividing a decimal by a whole number, place the decimal
point in the answer space directly above the decimal point in the number being divided.
Divide as with whole numbers. Sometimes it is necessary to add zeros to the number being
divided to complete the division.
When dividing decimals or whole numbers by a decimal, the divisor must be multiplied by
a power of ten to make it a whole number. The dividend must be multiplied by the same
power of ten. Then divide following the same rules for division by a whole number.
For additional information, see the Math Notes boxes in Lessons 3.3.2 and 3.3.3 of the Core
Connections, Course 2 text.

Example 1 Example 2 Example 3

Add 47.37, 28.9, Subtract 198.76 from Multiply 27.32 by 14.53.
14.56, and 7.8. 473.2.
27.32 (2 decimal places)
47.37 473.20 × 14.53 (2 decimal places)
28.90 − 198.76 –––––––––––––

14.56 ––––––––––––––– 8196

+ 7.80 274.44 13660
–––––––––––– 10928
98.63 2732
–––––––––––––––

396.9596 (4 decimal places)

Example 4 Example 5 Example 6
Multiply 0.37 by 0.0004. Divide 32.4 by 8. Divide 27.42 by 1.2. First multiply
each number by 101 or 10.
4.05 22.85
0.37 (2 decimal places) 8) 32.40 1.2 27.42 ⇒ 12 274.2 ⇒ 12 274.20
32 24
× 0.0004 (4 decimal places) –––––––––––––
34
––––––––––––––– 24
0 40 10 2
0.000148 (6 decimal places) 96
40 60
–––––––
60
0 0

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 15
Problems

1. 4.7 + 7.9 2. 3.93 + 2.82 3. 38.72 + 6.7

4. 58.3 + 72.84 5. 4.73 + 692 6. 428 + 7.392

7. 42.1083 + 14.73 8. 9.87 + 87.47936 9. 9.999 + 0.001

10. 0.0001 + 99.9999 11. 0.0137 + 1.78 12. 2.037 + 0.09387

13. 15.3 + 72.894 14. 47.9 + 68.073 15. 289.307 + 15.938

16. 476.384 + 27.847 17. 15.38 + 27.4 + 9.076 18. 48.32 + 284.3 + 4.638

19. 278.63 + 47.0432 + 21.6 20. 347.68 + 28.00476 + 84.3 21. 8.73 – 4.6

22. 9.38 – 7.5 23. 8.312 – 6.98 24. 7.045 – 3.76

25. 6.304 – 3.68 26. 8.021 – 4.37 27. 14 – 7.431

28. 23 – 15.37 29. 10 – 4.652 30. 18 – 9.043

31. 0.832 – 0.47 32. 0.647 – 0.39 33. 1.34 – 0.0538

34. 2.07 – 0.523 35. 4.2 – 1.764 36. 3.8 – 2.406

37. 38.42 – 32.605 38. 47.13 – 42.703 39. 15.368 + 14.4 – 18.5376

40. 87.43 – 15.687 – 28.0363 41. 7.34 · 6.4 42. 3.71 · 4.03

43. 0.08 · 4.7 44. 0.04 · 3.75 45. 41.6 · 0.302

46. 9.4 · 0.0053 47. 3.07 · 5.4 48. 4.023 · 3.02

49. 0.004 · 0.005 50. 0.007 · 0.0004 51. 0.235 · 0.43

52. 4.32 · 0.0072 53. 0.0006 · 0.00013 54. 0.0005 · 0.00026

55. 8.38 · 0.0001 56. 47.63 · 0.000001 57. 0.078 · 3.1

58. 0.043 · 4.2 59. 350 · 0.004 60. 421 · 0.00005

16 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Divide. Round answers to the hundredth, if necessary.

61. 14.3 ÷ 8 62. 18.32 ÷ 5 63. 147.3 ÷ 6

64. 46.36 ÷ 12 65. 100.32 ÷ 24 66. 132.7 ÷ 28

67. 47.3 ÷ 0.002 68. 53.6 ÷ 0.004 69. 500 ÷ 0.004

70. 420 ÷ 0.05 71. 1.32 ÷ 0.032 72. 3.486 ÷ 0.012

73. 46.3 ÷ 0.011 74. 53.7 ÷ 0.023 75. 25.46 ÷ 5.05

76. 26.35 ÷ 2.2 77. 6.042 ÷ 0.006 78. 7.035 ÷ 0.005

79. 207.3 ÷ 4.4 80. 306.4 ÷ 3.2

Answers
1. 12.6 2. 6.75 3. 45.42 4. 131.14 5. 696.73
6. 435.392 7. 56.8383 8. 97.34936 9. 10.000 10. 100.0000
11. 1.7937 12. 2.13087 13. 88.194 14. 115.973 15. 305.245
16. 504.231 17. 51.856 18. 337.258 19. 347.2732 20. 459.98476
21. 4.13 22. 1.88 23. 1.332 24. 3.285 25. 2.624
26. 3.651 27. 6.569 28. 7.63 29. 5.348 30. 8.957
31. 0.362 32. 0.257 33. 1.2862 34. 1.547 35. 2.436
36. 1.394 37. 5.815 38. 4.427 39. 11.2304 40. 43.7067
41. 46.976 42. 14.9513 43. 0.376 44. 0.15 45. 12.5632
46. 0.04982 47. 16.578 48. 12.14946 49. 0.000020 50. 0.0000028
51. 0.10105 52. 0.031104 53. 0.000000078 54. 0.000000130 55. 0.000838
56. 0.0004763 57. 0.2418 58. 0.1806 59. 1.4 60. 0.02105
61. 1.7875 or 1.79 62. 3.664 or 3.66 63. 24.55 64. 3.86 3 or 3.86 65. 4.18
66. 4.74 67. 23,650 68. 13,400 69. 125,000 70. 8400
71. 41.25 72. 29.05 73. 4209.09 74. 2334.78 75. 5.04
76. 11.98 77. 1007 78. 1407 79. 47.11 80. 95.75

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 17
FRACTION-DECIMAL-PERCENT EQUIVALENTS 2.1.1 and 2.1.2

Fractions, decimals, and percents are different ways to represent the same portion or number.

fraction

words or
pictures
decimal percent
Representations of a Portion

For additional information, see the Math Notes box in Lesson 2.1.2 of the Core Connections,
Course 2 text. For additional examples and practice, see the Core Connections, Course 2
Checkpoint 2 materials.

Examples
Decimal to percent: Percent to decimal:
Multiply the decimal by 100. Divide the percent by 100.
(0.81)(100) = 81% 43% ÷ 100 = 0.43
Fraction to percent: Percent to fraction:
Write a proportion to find an equivalent Use 100 as the denominator. Use the percent
fraction using 100 as the denominator. as the numerator. Simplify as needed.
The numerator is the percent.
22% = 100
22
= 11
50
4 = 100
x
so 4 = 100
80 = 80%
5 5 56% = 100
56 = 14
25

Decimal to fraction: Fraction to decimal:

Use the digits in the decimal as the Divide the numerator by the denominator.
numerator.
Use the decimal place value name as 3
= 3 ÷ 8 = 0.375 5 = 5 ÷ 8 = 0.625
8 8
the denominator. Simplify as needed.
3 = 3 ÷ 11 = 0.2727… = 0.27
a. 0.2 = 10
2 = 1
5
b. 0.17 = 100
17 11

To see the process for converting repeating decimals to fractions, see problem 2-22 in the Core
Connections, Course 2 text or the Math Notes box referenced above.

18 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Convert the fraction, decimal, or percent as indicated.

1
1. Change 4
to a decimal. 2. Change 50% into a fraction
in lowest terms.

3. Change 0.75 to a fraction 4. Change 75% to a decimal.

in lowest terms.

1
5. Change 0.38 to a percent. 6. Change 5
to a percent.

1
7. Change 0.3 to a fraction. 8. Change 8
to a decimal.

1
9. Change 3
to a decimal. 10. Change 0.08 to a percent.

3
11. Change 87% to a decimal. 12. Change 5
to a percent.

13. Change 0.4 to a fraction in lowest terms. 14. Change 65% to a fraction in lowest terms.

1
15. Change 9
to a decimal. 16. Change 125% to a fraction in lowest terms.

8
17. Change 5
to a decimal. 18. Change 3.25 to a percent.

1
19. Change 16 to a decimal. 20. Change 1
to a decimal.
7
Change the decimal to a percent.

21. Change 43% to a fraction. 22. Change 0.375 to a percent.

Change the fraction to a decimal. Change the percent to a fraction.

23. Change 87 to a decimal. 24. Change 0.12 to a fraction.

Change the decimal to a percent.

25. Change 0.175 to a fraction.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 19
Answers

1 3
1. 0.25 2. 2
3. 4 4. 0.75

3
5. 38% 6. 20% 7. 10
8. 0.125

9. 0.3 10. 8% 11. 0.87 12. 60%

2 13 5
13. 5
14. 20 15. 0.1 16. 4
or 1 14

17. 1.6 18. 325% 19. 0.0625; 6.25% 20. 0.142859

21. 43
100
; 0.43 22. 37 12 %; 3
8 23. 0.875; 87.5% 24. 12
99 = 4
33

25. 175
999

20 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH INTEGERS 2.2.1 to 2.2.3

ADDITION OF INTEGERS

Students review addition of integers using two concrete models: movement along a number line
and positive and negative integer tiles.
To add two integers using a number line, start at the first number and then move the appropriate
number of spaces to the right or left depending on whether the second number is positive or
negative, respectively. Your final location is the sum of the two integers.
To add two integers using integer tiles, a positive number is represented by the appropriate
number of (+) tiles and a negative number is represented by the appropriate number of (–) tiles.
To add two integers start with a tile representation of the first integer in a diagram and then
place into the diagram a tile representative of the second integer. Any equal number of (+) tiles
and (–) tiles makes “zero” and can be removed from the diagram. The tiles that remain
represent the sum. For additional information, see the Math Notes box in Lesson 2.2.4 of the
Core Connections, Course 2 text.

Example 1 Example 2

–4 + 6 –2 + (–4)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5

–4 + 6 = 2 –2 + (–4) = –6

Example 3 Example 4

5 + (–6) –3 + 7

Start with tiles representing the first number. + + + + + + +

+ + + + + – – –

Add to the diagram tiles representing the

–3 + 7 = 4
second number.
+ + + + +
– – – –– –

Circle the zero pairs. + + + + +

–1 is the answer. − − − − − –

5 + (–6) = –1

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 21
ADDITION OF INTEGERS IN GENERAL

When you add integers using the tile model, zero pairs are only formed if the two numbers have
different signs. After you circle the zero pairs, you count the uncircled tiles to find the sum. If
the signs are the same, no zero pairs are formed, and you find the sum of the tiles. Integers can
be added without building models by using the rules below.
• If the signs are the same, add the numbers and keep the same sign.
• If the signs are different, ignore the signs (that is, use the absolute value of each number).
Subtract the number closest to zero from the number farthest from zero. The sign of the
answer is the same as the number that is farthest from zero, that is, the number with the
greater absolute value.

Example

For –4 + 2, –4 is farther from zero on the number line than 2, so subtract: 4 – 2 = 2.

The answer is –2, since the “4,” that is, the number farthest from zero, is negative in the original
problem.

Problems

Use either model or the rules above to find these sums.

1. 4 + (–2) 2. 6 + (–1) 3. 7 + (–7)

4. –10 + 6 5. –8 + 2 6. –12 + 7

7. –5 + (–8) 8. –10 + (–2) 9. –11 + (–16)

10. –8 + 10 11. –7 + 15 12. –26 + 12

13. –3 + 4 + 6 14. 56 + 17 15. 7 + (–10) + (–3)

16. –95 + 26 17. 35 + (–6) + 8 18. –113 + 274

19. 105 + (–65) + 20 20. –6 + 2 + (–4) + 3 + 5 21. 5 + (–3) + (–2) + (–8)

22. –6 + (–3) + (–2) + 9 23. –6 + (–3) + 9 24. 20 + (–70)

25. 12 + (–7) + (–8) + 4 + (–3) 26. –26 + (–13) 27. –16 + (–8) + 9

28. 12 + (–13) + 18 + (–16) 29. 50 + (–70) + 30 30. 19 + (–13) + (–5) + 20

22 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. 2 2. 5 3. 0 4. –4 5. –6 6. –5

7. –13 8. –12 9. –27 10. 2 11. 8 12. –14

13. 7 14. 73 15. –6 16. – 69 17. 37 18. 161

19. 60 20. 0 21. –8 22. –2 23. 0 24. –50

25. –2 26. –39 27. –15 28. 1 29. 10 30. 21

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 23
OPERATIONS WITH INTEGERS 2.2.4

MULTIPLICATION AND DIVISION OF INTEGERS

Multiply and divide integers two at a time. If the signs are the same, their product will be
positive. If the signs are different, their product will be negative.

Follow the same rules for fractions and decimals.

Remember to apply the correct order of operations when you are working with more than one
operation.

For additional information, see the Math Notes box in Lesson 3.2.4 of the Core Connections,
Course 2 text.

Examples
a. 2 ⋅ 3 = 6 or 3 ⋅ 2 = 6 b. –2 ⋅ (–3) = 6 or (+2) ⋅ (+3) = 6

c. 2÷3= 2
3 or 3 ÷ 2 = 3
2 d. (–2) ÷ (–3) = 2
3 or (–3) ÷ (–2) = 3
2

e. (–2) ⋅ 3 = –6 or 3 ⋅ (–2) = –6 f. (–2) ÷ 3 = − 23 or 3 ÷ (–2) = − 23

g. 9 ⋅ (–7) = –63 or –7 ⋅ 9 = –63 h. –63 ÷ 9 = –7 or 9 ÷ (−63) = − 1

7

24 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Use the rules above to find each product or quotient.

1. (–4)(2) 2. (–3)(4) 3. (–12)(5) 4. (–21)(8)
5. (4)(–9) 6. (13)(–8) 7. (45)(–3) 8. (105)(–7)
9. (–7)(–6) 10. (–7)(–9) 11. (–22)(–8) 12. (–127)(–4)
13. (–8)(–4)(2) 14. (–3)(–3)(–3) 15. (–5)(–2)(8)(4) 16. (–5)(–4)(–6)(–3)
17. (–2)(–5)(4)(8) 18. (–2)(–5)(–4)(–8) 19. (–2)(–5)(4)(–8) 20. 2(–5)(4)(–8)
21. 10 ÷ (–5) 22. 18 ÷ (–3) 23. 96 ÷ (–3) 24. 282 ÷ (–6)
25. –18 ÷ 6 26. –48 ÷ 4 27. –121 ÷ 11 28. –85 ÷ 85
29. –76 ÷ (–4) 30. –175 ÷ (–25) 31. –108 ÷ (–12) 32. –161 ÷ 23
33. – 223 ÷ (–223) 34. 354 ÷ (–6) 35. –1992 ÷ (–24) 36. –1819 ÷ (–17)
37. –1624 ÷ 29 38. 1007 ÷ (–53) 39. 994 ÷ (–14) 40. –2241 ÷ 27

Answers

1. –8 2. –12 3. –60 4. –168 5. –36

6. –104 7. –135 8. –735 9. 42 10. 63
11. 176 12. 508 13. 64 14. –27 15. 320
16. 360 17. 320 18. 320 19. –320 20. 320
21. –2 22. –6 23. –32 24. –47 25. –3
26. –12 27. –11 28. –1 29. 19 30. 7
31. 9 32. 7 33. 1 34. –59 35. 83
36. 107 37. –56 38. –19 39. –71 40. –83

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 25
OPERATIONS WITH FRACTIONS 2.2.5 and 2.2.6

MULTIPLICATION OF FRACTIONS

Multiplication of fractions is reviewed using a rectangular area model. Lines that divide the
rectangle to represent one fraction are drawn vertically, and the correct number of parts are
shaded. Then lines that divide the rectangle to represent the second fraction are drawn
horizontally and part of the shaded region is darkened to represent the product of the two
fractions.

Example 1
1⋅5 1  of  5
2 8
(that is, 2 8
)

Step 1: Draw a generic rectangle and

divide it into 8 pieces vertically.
Lightly shade 5 of those pieces.
Label it 58 .

Step 2: Use a horizontal line and divide the

generic rectangle in half. Darkly
shade 12  of  58 and label it.

Step 3: Write a number sentence. 1⋅5 = 16

5
2 8

The rule for multiplying fractions derived from the models above is to multiply the
numerators, then multiply the denominators. Simplify the product when possible.

For additional information, see the Math Notes box in Lesson 2.2.5 of the Core Connections,
Course 2 text.

26 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 2
2 ⋅ 2   ⇒   2 ⋅ 2   ⇒   4 3 ⋅ 6   ⇒   3 ⋅ 6   ⇒   18   ⇒   9
a. 3 7 3 ⋅  7 21
b. 4 7 4  ⋅  7 28 14

Problems

Draw an area model for each of the following multiplication problems and write the answer.

1. 1⋅1 2. 1⋅3 3. 2⋅5

3 6 4 5 3 9

Use the rule for multiplying fractions to find the answer for the following problems. Simplify
when possible.

1⋅2 2⋅2
4⋅5
4. · 5. 6. 3 1 7. 2⋅2 8. 2⋅1
3 5 3 7 5 3 3 4

5⋅2 4⋅3
15 ⋅ 2 7⋅2 8⋅5
9. 10. 11. 2 1 12. 3 1 13. 3 4
6 3 5 4

2⋅3
10 ⋅ 7 11 ⋅ 7
14. 15. 3 5 16. 5 6 17. 5⋅ 3 18. 10 ⋅ 3
9 5 6 10 11 5

12 ⋅ 5 9 ⋅ 14
19. 5 3 20. 7 5

Answers

1. 1 2. 3 3. 10
18 20 27

4. 2
15 5. 4
21 6. 3
20 7. 4
15 8. 2
12 = 1
6 9. 10
18 = 5
9

10. 12
20 = 3
5 11. 2
30 = 15
1 12. 3
14 13. 12
40 = 10
3 14. 6
45 = 15
2 15. 15
70 = 143

16. 30
77 17. 15
60 = 1
4 18. 30
55 = 11
6 19. 15
60 = 1
4 20. 35
126
= 18
5

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 27
ORDER OF OPERATIONS 3.1.1 and 3.1.2

When students are first given expressions like 3 + 4 · 2, some students think the answer is 14
and some think the answer is 11. This is why mathematicians decided on a method to simplify
an expression that uses more than one operation so that everyone can agree on the answer.

There is a set of rules to follow that provides a consistent way for everyone to evaluate
expressions. These rules, called the Order of Operations, must be followed in order to arrive
at a correct answer. As indicated by the name, these rules state the order in which the
mathematical operations are to be completed.

For additional information, see the Math Notes box in Lesson 3.1.2 of the Core Connections,
Course 2 text. For additional examples and practice, see the Core Connections, Course 2
Checkpoint 5 materials.

The first step is to organize the numerical expression into parts called terms, which are single
numbers or products of numbers. A numerical expression is made up of a sum or difference of
terms.

Examples of numerical terms are: 4, 3(6), 6(9 – 4), 2 · 32, 3(5 + 23), and 16− 4
6
.

For the problem above, 3 + 4 · 2, the terms are circled at right. 3 + 4⋅2

Each term is simplified separately, giving 3 + 8. Then the terms are added: 3 + 8 = 11.
Thus, 3 + 4 · 2 = 11.

Example 1

To evaluate an expression: 2 ⋅ 32 + 3(6 – 3) + 10

• Circle each term in the expression. 2 ⋅ 32 + 3(6 – 3) + 10

• Simplify each term until it is one number by:

Simplifying the expressions within the parentheses.
Evaluating each exponential part (e.g., 32). 2 ⋅ 32 + 3(3) + 10

Multiplying and dividing from left to right. 2 ⋅ 9 + 3(3) + 10

18 + 9 + 10
• Finally, combine terms by adding or subtracting
from left to right. 27 + 10
37

28 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 2 5 – 8 ÷ 22 + 6(5 + 4) – 52

a. Circle the terms. a. 5 – 8 ÷ 22 + 6(5 + 4) – 52

b. Simplify inside the parentheses. b. 5 – 8 ÷ 22 + 6(9) – 52

c. Simplify the exponents. c. 5 – 8 ÷ 4 + 6(9) – 25

d. Multiply and divide from left to right. d. 5 – 2 + 54 – 25

Finally, add and subtract from left to right. 32

Example 3 20 + 5+ 7
3
– 42 + 12 ÷ 4

a. Circle the terms. a. 20 +  5+3 7  − 4 2  +  12 ÷ 4

b. Multiply and divide left to right, including b. 20 + 4 – 16 + 3

exponents.

Add or subtract from left to right. 11

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 29
Problems

Circle the terms, then simplify each expression.

1. 5⋅3+4 2. 10 ÷ 5 + 3 3. 2(9 – 4) ⋅ 7

4. 6(7 + 3) + 8 ÷ 2 5. 15 ÷ 3 + 7(8 + 1) – 6 6. 9
3 + 5 ⋅ 32 – 2(14 – 5)

7. 20 +7⋅2÷2 8. 5+30 + 62 – 18 ÷ 9 9. 23 + 8 – 16 ÷ 8 ⋅ 2
6+4 7

10. 25 – 52 + 9 – 32 11. 5(17 – 7) + 4 · 3 – 8 12. (5 – 2)2 + (9 + 1)2

13. 42 + 9(2) ÷ 6 + (6 – 1)2 14. 18 + 5⋅3 15. 3(7 – 2)2 + 8 ÷ 4 – 6 ⋅ 5

32 5

16. 14 ÷ 2 + 6 ⋅ 8 ÷ 2 – (9 – 3)2 17. 27

3
+ 18 – 9 ÷ 3 – (3 + 4)2

18. 26 ⋅ 2 ÷ 4 – (6 + 4)2 + 3(5 – 2)3 19. ( 42+3

5 ) + 3 – (5 ⋅ 2)
2 2 2

Answers

1. 19 2. 5 3. 70 4. 64 5. 62

6. 30 7. 9 8. 39 9. 12 10. 0

11. 54 12. 109 13. 44 14. 5 15. 47

16. –5 17. –25 18. –6 19. –10

30 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH INTEGERS 3.2.1, 3.2.2, and 3.2.5

SUBTRACTION OF INTEGERS

Subtraction of integers may also be represented using the concrete models of number lines and
(+) and (–) tiles. Subtraction is the opposite of addition so it makes sense to do the opposite
actions of addition.

When using the number line, adding a positive integer moves to the right so subtracting a
positive integer moves to the left. Adding a negative integer move to the left so subtracting a
negative integer moves to the right.

When using the tiles, addition means to place additional tile pieces into the picture and look for
zeros to simplify. Subtraction means to remove tile pieces from the picture. Sometimes you will
need to place zero pairs in the picture before you have a sufficient number of the desired pieces
to remove. For additional information, see the Math Notes box in Lesson 3.2.2 of the Core
Connections, Course 2 text.

Example 1 Example 2

4–6 –2 – (–4)
–6 –(–4)

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5

4 – 6 = –2 –2 – (–4) = 2

Example 3 Example 4

–6 – (–3) –2 – (–3)
–––––– – –
Build the first integer. Build the first integer.

Remove three
–––––– It is not possible to + + + +
remove three negatives so – – – – – –
negatives.
add some zeros.
–6 – (–3) = –3 + + + +
Three negatives are Now remove three – – – – – –
left. negatives and circle any
zeros.
–2 – (–3) = 1
One positive remains.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 31
Problems

Find each difference. Use one of the models for at least the first five differences.

1. –6 – (–2) 2. 2 – (–3) 3. 6 – (–3)

4. 3–7 5. 7 – (–3) 6. 7–3

7. 5 – (3) 8. –12 – (–10) 9. –12 – 10

10. 12 – (–10) 11. –6 – (–3) – 5 12. 6 – (–3) – 5

13. 8 – (–8) 14. –9 – 9 15. –9 – 9 – (–9)

Answers (and possible models)

1. –4 2. 5
––––––
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5

3. 9 4. –4
+ + + + + + + + +
– – –
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5

5. 10 6. 4 7. 2

8. –2 9. –22 10. 22 11. –8

12. 4 13. 16 14. –18 15. –9

32 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
CONNECTING ADDITION AND SUBTRACTION

In the next six examples, compare (a) to (b), (c) to (d), and (e) to (f). Notice that examples (a),
(c), and (e) are subtraction problems and examples (b), (d), and (f) are addition problems. The
answers to each pair of examples are the same. Also notice that the second integers in the pairs
are opposites (that is, they are the same distance from zero on opposite sides of the number line)
while the first integers in each pair are the same.

a. 2 – (–6) + + + + + + + + 2 – (–6) = 8
– – – – – –

b. 2+6 + + + + + + + + 2+6=8

c. –3 – (–4) – – – – –3 – (–4) = 1
+

+ + + +
d. –3 + 4 – – – –3 + 4 = 1

e. –4 – (–3) –4 – (–3) = –1
– – – –

f. –4 + 3 + + + –4 + 3 = –1
– – – –

You can conclude that subtracting an integer is the same as adding its opposite. This fact is
summarized below.

SUBTRACTION OF INTEGERS IN GENERAL

To find the difference of two integers, change the subtraction sign to an addition sign. Next
change the sign of the integer you are subtracting, and then apply the rules for addition of
integers.

For more information on the rules for subtracting integers, see the Math Notes box in Lesson
3.2.3 of the Core Connections, Course 2 text.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 33
Examples

Use the rule for subtracting integers to find each difference (that is, subtract).

a. 9 – (–12) becomes 9 + (+12) = 21 b. –9 – (–12) becomes –9 + (+12) = 3

c. –9 – 12 becomes –9 + (–12) = –21 d. 9 – 12 becomes 9 + (–12) = –3

Problems

Use the rule for subtracting integers to find each difference.

1. 9 – (–3) 2. 9–3 3. –9 – 3
4. –9 – (–3) 5. –14 – 15 6. –16 – (–15)
7. –40 – 62 8. –40 – (–62) 9. 40 – 62
10. 40 – (–62) 11. –5 – (–3) – 5 – 6 12. –5 – 3 – (–5) – (–6)
13. 5 – 3 – (–5) – 6 14. 5 – (–4) – 6 – (–7) 15. –125 – (–125) – 125
16. 5 – (–6) 17. 12 – 14 18. 20 – 25
19. –3 – 2 20. –7 – 3 21. –10 – 5
22. –30 – 7 23. –3 – (–3) 24. –3 – (–4)
25. 10 – (–3) 26. 5 – (–9) 27. 27 – (–7)
28. 15 – 32 29. –58 – 37 30. –79 – (–32)
31. –62 – 81 32. –106 – 242 33. 47 – (–55)
34. 257 – 349 35. –1010 – (–1010)

Answers

1. 12 2. 6 3. –12 4. –6 5. –29
6. –1 7. –102 8. 22 9. –22 10. 102
11. –13 12. 3 13. 1 14. 10 15. –125
16. 11 17. –2 18. –5 19. –5 20. –10
21. –15 22. –37 23. 0 24. 1 25. 13
26. 14 27. 34 28. –17 29. –95 30. –47
31. –143 32. –348 33. 102 34. –92 35. 0

34 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH DECIMALS 3.2.4

MULTIPLYING DECIMALS AND PERCENTS

Understanding how many places to move the decimal point in a decimal multiplication problem
is connected to the multiplication of fractions and place value.

Computations involving calculating “a percent of a number” are simplified by changing the

percent to a decimal.

Example 1 Example 2

Multiply (0.2) ⋅ (0.3). Multiply (1.7) ⋅ (0.03).

2 ⋅ 3 ⇒ 6 .
10 ⋅ 100 ⇒ 1000 .
In fractions this means 17
In fractions this means 10 3 51
10 100
Knowing that the answer must be in the Knowing that the answer must be in the
hundredths place tells you how many places to thousandths place tells you how many places to
move the decimal point (to the left) without move the decimal point (to the left) without
using the fractions. using the fractions.
0.2 1.7
(tenths)(tenths) = hundredths (tenths)(hundredths) = thousandths
Therefore move two places. × 0.3 Therefore move three places. × 0.03
0. 06 0.051

Example 3

Calculate 17% of 32.5 without using a calculator.

32.5
× 0.17
Since 17% = 100
17 = 0.17
, 2275
17% of 32.5 ⇒ (0.17) ⋅ (32.5) 3250
⇒ 5.525 5.525

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 35
Problems

Identify the number of places to the left to move the decimal point in the product. Do not
compute the product.

1. (0.3) ⋅ (0.5) 2. (1.5) ⋅ (0.12) 3. (1.23) ⋅ (2.6)

4. (0.126) ⋅ (3.4) 5. 17 ⋅ (32.016) 6. (4.32) ⋅ (3.1416)

Compute without using a calculator.

7. (0.8) ⋅ (0.03) 8. (3.2) ⋅ (0.3) 9. (1.75) ⋅ (0.09)

10. (4.5) ⋅ (3.2) 11. (1.8) ⋅ (0.032) 12. (7.89) ⋅ (6.3)

13. 8% of 540 14. 70% of 478 15. 37% of 4.7

16. 17% of 96 17. 15% of 4.75 18. 130% of 42

Answers

1. 2 2. 3 3. 3
4. 4 5. 3 6. 6
7. 0.024 8. 0.96 9. 0.1575
10. 14.4 11. 0.0576 12. 49.707
13. 43.2 14. 334.6 15. 1.739
16. 16.32 17. 0.7125 18. 54.6

36 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
OPERATIONS WITH FRACTIONS 3.3.1

DIVISION BY FRACTIONS

Division by fractions introduces three methods to help students understand how dividing by
fractions works. In general, think of division for a problem like 8 ÷ 2 as, “In 8, how many
groups of 2 are there?” Similarly, 12  ÷  14 means, “In 12 , how many fourths are there?”

For more information, see the Math Notes box in Lesson 3.3.1 of the Core Connections, Course
2 text. The first two examples show how to divide fractions using a diagram.

Example 1

Use the rectangular model to divide: 12  ÷  14 .

Step 1: Using the rectangle, we first divide it into

2 equal pieces. Each piece represents 12 .
Shade 12 of it.

Step 2: Then divide the original rectangle into

four equal pieces. Each section
represents 14 . In the shaded section, 12 ,
there are 2 fourths.

Step 3: Write the equation. 1  ÷  1 =2

2 4

Example 2

In 3
, how many 1
s are there? In 43 there is one full 12
4 2
shaded and half of another
That is, 3
4
÷ 1
2
=? one (that is half of one-half).

Start with 3 . So: 43 ÷ 12 = 1 12

4
(one and one-half halves)

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 37
Problems

Use the rectangular model to divide.

1. 1 13  ÷  16 2. 3  ÷  3
2 4
3. 1 ÷  14 4. 1 14  ÷  12 5. 2 23  ÷  19

Answers

1. 8 2. 2 3. 4
3rds halves one

6ths fourths fourths

8 sixths 2 three fourths 4 fourths

4. 2 12 5. 24

fourths thirds

halves ninths

2 12 halves 24 ninths

The next two examples use common denominators to divide by a fraction. Express both
fractions with a common denominator, then divide the first numerator by the second.

Example 3 Example 4
4 ÷2 = 1 13 ÷ 16 =
5 3
12 ÷ 10 = 4 ÷ 16 =
15 15 3
12 = 6 or 1 15 8 ÷ 16 = 81  or 8
10 5 6

38 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
One more way to divide fractions is to use the Giant One from previous work with fractions to
create a “Super Giant One.” To use a Super Giant One, write the division problem in fraction
form, with a fraction in both the numerator and the denominator. Use the reciprocal of the
denominator for the numerator and the denominator in the Super Giant One, multiply the
fractions as usual, and simplify the resulting fraction when possible.

Example 5 Example 6
1 4 4 3 6 18
2
1
⋅ 1
4
= 2 = 4
2 =2 4
1
⋅ 1
6
= 4 = 9
2 =4 1
2
4 1 1 6 1 1

Example 7 Example 8

1 13 4 2 8
2
3 ÷ 53   ⇒   10
15 ÷ 15   ⇒   9
9 10
= 3 ⋅ 3 = 9 = 8
9
1 12 3
2
2
3 1
Compared to:

2 5 10
3   ⋅
3
3
5
= 9 = 10
9 =19
1
5 3 1

Problems

Complete the division problems below. Use any method.

1. 3
7 ÷ 18 2. 1 73 ÷ 12 3. 4
7 ÷ 13 4. 1 47 ÷ 1
3 5. 6
7 ÷ 58

6. 3
10 ÷ 57 7. 2 13 ÷ 58 8. 7÷ 1
3 9. 1 13 ÷ 25 10. 2 23 ÷ 43

11. 3 13 ÷ 56 12. 1 12 ÷ 12 13. 5

8 ÷ 1 14 14. 10 13 ÷ 16 15. 3
5 ÷6

Answers

1. 3 73 2. 2 67 3. 1 57 4. 4 5
7 5. 1 13
35

6. 21 7. 11
3 15 9. 3 13 10. 3 59
50 8. 21
11. 4 12. 3 13. 1 14. 62 15. 1
2 10

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 39
PROPERTIES OF ADDITION AND MULTIPLICATION 3.3.3

In addition and multiplication, the order of the numbers can be reversed: 2 + 5 = 5 + 2 and
2 ⋅ 5 = 5 ⋅ 2. This is called the Commutative Property. In symbols:
The Commutative Property of Addition states: a + b = b + a and
The Commutative Property of Multiplication states: a ⋅ b = b ⋅ a.
When adding three numbers or multiplying three numbers, the grouping can be changed:
(2 + 3) + 5 = 2 + (3 + 5) and (2 ⋅ 3) ⋅ 5 = 2 ⋅ (3 ⋅ 5). This is the Associative Property. In
symbols:
The Associative Property of Addition states: (a + b) + c = a + (b + c) and
The Associative Property of Multiplication states: (a ⋅ b) ⋅ c = a ⋅ (b ⋅ c).
The Distributive Property distributes one operation over another. So far in these courses,
students have seen multiplication distributed over addition. In symbols:
For all numbers a, b, and c, a(b + c) = a ⋅ b + a ⋅ c.
For example, 2(3 + 5) = 2 ⋅ 3 + 2 ⋅ 5.
For additional information see the Math Notes box in Lesson 4.1.1 of the Core Connections,
Course 2 text.

The properties of multiplication and addition allow calculations to be rearranged. Doing this is
helpful when doing calculations mentally. Name the property or reason that justifies each step.

Example 1
Calculate mentally: 4 ⋅ (17 ⋅ 25)
Step 1 = 4 ⋅ (25 ⋅ 17) Commutative Property of Multiplication
Step 2 = (4 ⋅ 25) ⋅ 17 Associative Property of Multiplication
Step 3 = (100) ⋅ 17 mental math
Step 4 = 1700 mental math

Example 2
Calculate mentally: 8(56)
Step 1 = 8(50 + 6) by renaming 56 as 50 + 6
Step 2 = 8(50) + 8(6) Distributive Property
Step 3 = 400 + 48 mental math
Step 4 = 448 mental math

40 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Listed below are possible steps used to mentally calculate a problem. Give the missing reasons
that justify the steps.

1. 15(29) = 15(30 + (–1)) renamed 29 as 30 + (–1)

15(30 – 1) = 15(30) + 15(–1) a

150 + (–15) = 150 + (–10 + –5) renamed –15 as –10 + (–5)

150 + (–10) + (–5) = (150 + (–10)) + (–5) b

140 + (–5) = 135 mental math

2. 386 + 177 + 214 = 386 + 214 + 177 a

386 + 214 + 177 = (386 + 200) + 14 + 177 b

586 + 14 + 177 = (586 + 14) + 177 c

600 + 177 = 777 mental math

3. 49(12) = 12(49) a

12(49) = 12(50 – 1) renamed 49 as 50 – 1

12(50 – 1) = 12(50) – 12(1) b

12(50) – 12 = (6 · 2)(50) – 12 renamed 12 as 6 · 2

(6 · 2)(50) – 12 = 6(2 · 50) – 12 c

6(2 · 50) – 12 = 6(100) – 12 mental math

600 – 12 = 588 mental math

Answers

1. a. Distributive b. Associative

2. a. Commutative b. Associative c. Associative

3. a. Commutative b. Distributive c. Associative

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 41
SCALING FIGURES AND SCALE FACTOR 4.1.1 and 4.1.2

Geometric figures can be reduced or enlarged. When this change happens, every length of the
figure is reduced or enlarged equally (proportionally), and the measures of the corresponding
angles stay the same.

The ratio of any two corresponding sides of the original and new figure is called a scale factor.
The scale factor may be written as a percent or a fraction. It is common to write new figure
NEW
measurements over their original figure measurements in a scale ratio, that is, ORIGINAL .

For additional information, see the Math Notes box in Lesson 4.1.2 of the Core Connections,
Course 2 text.

Example 1 using a 200% enlargement

Side length ratios:

F
DE
AB = 24
12 = 2
1
C 26 mm
13 mm FD = 26 = 2
5 mm 10 mm CA 13 1

B
12 mm
A FE
CB = 10
5 =
2
1
E 24 mm D
original triangle new triangle The scale factor for length is 2 to 1.

Example 2

Figures A and B at right are similar. Assuming 10

that Figure A is the original figure, find the scale factor and
find the lengths of the missing sides of Figure B. 12
A 3
18 B
The scale factor is 3
12 = 1
4 . The lengths of the missing sides
of Figure B are: 1
4 (10) = 2.5 , 1
4 (18) = 4.5 , and 1
4 (20) = 5 . 20

42 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Determine the scale factor for each pair of similar figures in problems 1 through 4.

1. Original New 2. Original New

D C
H G
6 3
E 4 F
A 8 B

3. Original New 4. Original New

9 4

12

5. A triangle has sides 5, 12, and 13. The triangle was enlarged by a scale factor of 300%.
a. What are the lengths of the sides of the new triangle?
b. What is the ratio of the perimeter of the new triangle to the perimeter of the original
triangle?

6. A rectangle has a length of 60 cm and a width of 40 cm. The rectangle was reduced by a
scale factor of 25%.
a. What are the dimensions of the new rectangle?
b. What is the ratio of the perimeter of the new rectangle to the perimeter of the original
rectangle?

Answers

1. 4
8
= 1
2
2. 2
8
= 1
4
3. 2 4. 1
1 3
3 1
5. a. 15, 36, 39 b. 1
6. a. 15 cm and 10 cm b. 4

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 43
PROPORTIONAL RELATIONSHIPS 4.2.1, 4.2.2, and 4.2.4

A proportion is an equation stating the two ratios (fractions) are equal. Two values are in a
proportional relationship if a proportion may be set up to relate the values.

For more information, see the Math Notes boxes in Lessons 4.2.3, 4.2.4, and 7.2.2 of the Core
Connections, Course 2 text. For additional examples and practice, see the Core Connections,
Course 2 Checkpoint 9 materials.

Example 1

The average cost of a pair of designer jeans has increased $15 in 4 years. What is the unit
growth rate (dollars per year)?

Solution: The growth rate is 15 dollars  . To create a unit rate we need a denominator of “one.”
4  years
15 dollars 
4 years = x dollars 
1 year
. Using a Giant One: 15 dollars 
4 years
= 4
4
⋅ x dollars
1 year
 ⇒ 3.75 dollars
year
.

Example 2

Ryan’s famous chili recipe uses 3 tablespoons of chili powder for 5 servings. How many
tablespoons are needed for the family reunion needing 40 servings?

3  tablespoons
Solution: The rate is 5 servings
so the problem may be written as a proportion: 3
5
= t
40
.

One method of solving the Another method is to use

proportion is to use the Giant One: cross multiplication:

3
5 = t
40 ⇒ 5⋅ 8
3 8 = 24
40 ⇒ t = 24 3
5 = t
40
3
5 = t
40
5 ⋅t = 3⋅ 40
5t = 120
t = 24

Finally, since the unit rate is 53 tablespoon per serving, the equation t = 53 s represents the
general proportional situation and one could substitute the number of servings needed into the
equation: t = 53 ⋅ 40 = 24 . Using any method the answer is 24 tablespoons.

44 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 3

Based on the table at right, what is the unit growth rate +2

(meters per year)?
height (m) 15 17
years 75 85
Solution:
+10

Problems

For problems 1 through 10 find the unit rate. For problems 11 through 25, solve each problem.

1. Typing 731 words in 17 minutes (words per minute)

2. Reading 258 pages in 86 minutes (pages per minute)

3. Buying 15 boxes of cereal for $43.35 (cost per box)

4. Scoring 98 points in a 40 minute game (points per minute)

5. Buying 2 14 pounds of bananas cost $1.89 (cost per pound)

6. Buying 2 pounds of peanuts for $2.25 (cost per pound)

3

7. Mowing 1 12 acres of lawn in 3

4 of a hour (acres per hour)

8. Paying $3.89 for 1.7 pounds of chicken (cost per pound)

9. weight (g) 6 8 12 20
length (cm) 15 20 30 50
Distance (miles)

What is the weight per cm?

movedw

10. For the graph at right, what is the rate in miles 40

per hour? 30
20
11. If a box of 100 pencils costs $4.75, what should 10
you expect to pay for 225 pencils?
0.5 1.0 1.5
12. When Amber does her math homework, she
Time (hours)
finishes 10 problems every 7 minutes. How long
will it take for her to complete 35 problems?

13. Ben and his friends are having a TV marathon, and after 4 hours they have watched
5 episodes of the show. About how long will it take to complete the season, which has
24 episodes?

14. The tax on a $600 vase is $54. What should be the tax on a $1700 vase?

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 45
15. Use the table at right to determine how long it
cars waxed 8 16 32
will take the Spirit club to wax 60 cars.

16. While baking, Evan discovered a recipe that hours 3 6 12

required 12 cups of walnuts for every 2 14 cups

of flour. How many cups of walnuts will he 40
need for 4 cups of flour? 35
30
17. Based on the graph, what would the cost to refill

Cost ($)
50 bottles? 25
20
3 1
18. Sam grew 1 inches in 4 months. How much
4 2 15
should he grow in one year? 10
19. On his afternoon jog, Chris took 42 minutes to 5
run 3 43 miles. How many miles can he run in
2 4 6 8 10 12
60 minutes? bottles refilled
20. If Caitlin needs 1 13 cans of paint for each room in her house, how many cans of paint will
she need to paint the 7-room house?

21. Stephen receives 20 minutes of video game time every 45 minutes of dog walking he does.
If he wants 90 minutes of game time, how many hours will he need to work?

22. Sarah’s grape vine grew 15 inches in 6 weeks, write an equation to represent its growth
after t weeks.

23. On average Max makes 45 out of 60 shots with the basketball, write an equation to
represent the average number of shots made out of x attempts.

24. Write an equation to represent the situation in problem 14.

25. Write an equation to represent the situation in problem 17.

Answers
words pages $ points
1. 43 minute 2. 3  minute 3. 2.89  box 4. 2.45  minute
$ $ $
5. 0.84  pound 6. 3.38  pound 7. 2  acres
hour 8. 2.29  pound

9. 2   grams 10. ≈ 27  miles 11. $10.69 12. 24.5 min.

5 centimeter hour

13. 19.2 hours 14. $153 15. 22.5 hours 16. 8 cup
9

17. $175 18. 4 2 inches 19. ≈ 5.36 miles 20. 9 13 cans

3

21. 3 83 hours 22. g = 52 t 23. s= 3

4 x 24. t = 0.09c
25. C = 3.5b

46 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
RATES AND UNIT RATES 4.2.3 and 4.2.4

Rate of change is a ratio that describes how one quantity is changing with respect to another.
Unit rate is a rate that compares the change in one quantity to a one-unit change in another
quantity. Some examples of rates are miles per hour and price per pound. If 16 ounces of flour
cost $0.80 then the unit cost, that is the cost per one ounce, is $0.80
16 = $0.05.

For additional information see the Math Notes box in Lesson 4.2.4 of the Core Connections,
Course 2 text. For additional examples and practice, see the Core Connections, Course 2
Checkpoint 9 materials.

Example 1
A rice recipe uses 6 cups of rice for 15 people. At the same rate, how much rice is needed for
40 people?
6 cups
The rate is: 15 people
so we need to solve 6
15
= x
40
.
40
The multiplier needed for the Giant One is 15
 or 2 23 .
22
6 ⋅ 3
Using that multiplier yields 15 2 2
= 16
40
so 16 cups of rice is needed.
3
Note that the equation 6
15
= x
40
can also be solved using proportions.

Example 2
Arrange these rates from least to greatest:

30 miles in 25 minutes 60 miles in one hour 70 miles in 1 23 hour

Changing each rate to a common denominator of 60 minutes yields:

30 mi
25 min = x
60 ⇒ 25 ⋅ 2.4
30 2.4 = 72 mi
60 min
60 mi = 60 mi 70 mi = 100
70 mi = x ⇒ 100
70 ⋅ 0.6 = 42 mi
1 hr 60 min 1 2 hr min 60 0.6 60 min
3

So the order from least to greatest is: 70 miles in 1 23 hr < 60 miles in one hour < 30 miles in
25 minutes. Note that by using 60 minutes (one hour) for the common unit to compare speeds,
we can express each rate as a unit rate: 42 mph, 60 mph, and 72 mph.

Example 3
A train in France traveled 932 miles in 5 hours. What is the unit rate in miles per hour?
mi = x
Unit rate means the denominator needs to be 1 hour so: 9325 hr 1 hr
. Solving by using a Giant
0.2
One of 0.2 or simple division yields x = 186.4 miles per hour.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 47
Problems

Solve each rate problem below. Explain your method.

1. Balvina knows that 6 cups of rice will make enough Spanish rice to feed 15 people.
She needs to know how many cups of rice are needed to feed 135 people.

2. Elaine can plant 6 flowers in 15 minutes. How long will it take her to plant 30 flowers at
the same rate?

3. A plane travels 3400 miles in 8 hours. How far would it travel in 6 hours at this rate?

4. Shane rode his bike for 2 hours and traveled 12 miles. At this rate, how long would it take
him to travel 22 miles?

5. Selina’s car used 15.6 gallons of gas to go 234 miles. At this rate, how many gallons
would it take her to go 480 miles?

6. Arrange these readers from fastest to slowest: Abel read 50 pages in 45 minutes, Brian read
90 pages in 75 minutes, and Charlie read 175 pages in 2 hours.

7. Arrange these lunch buyers from greatest to least assuming they buy lunch 5 days per
week: Alice spends $3 per day, Betty spends $25 every two weeks, and Cindy spends
$75 per month.

8. A train in Japan can travel 813.5 miles in 5 hours. Find the unit rate in miles per hour.

9. An ice skater covered 1500 meters in 106 seconds. Find his unit rate in meters per second.

10. A cellular company offers a price of $19.95 for 200 minutes. Find the unit rate in cost
per minute.

11. A car traveled 200 miles on 8 gallons of gas. Find the unit rate of miles per gallon and the
unit rate of gallons per mile.

12. Lee’s paper clip chain is 32 feet long. He is going to add paper clips continually for the
next eight hours. At the end of eight hours the chain is 80 feet long. Find the unit rate of
growth in feet per hour.

Answers
1. 54 cups 2. 75 min 3. 2550 miles 4. 3 23 hours

5. 32 gallons 6. C, B, A 7. C, A, B 8. 162.7 mi/hour

1
9. ≈ 14.15 m/s 10. ≈ $0.10/min 11. 25 m/g; 25
g/m 12. 6 ft/hour

48 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
ALGEBRA TILES AND PERIMETER 4.3.1

x 1
Algebraic expressions can be represented by the perimeters of
algebra tiles (rectangles and squares) and combinations of
x2 x x x
algebra tiles. The dimensions of each tile are shown along its
sides and the tile is named by its area as shown on the tile itself
in the figures at right. When using the tiles, perimeter is the
distance around the exterior of a figure. 1
1

Example 1 Example 2
x x 1 x x 1 1 1 1
1
1
x x2 x2 x x x xx22 x2 x x x 1
x–2

1 x 1 x 1 x x 1 1 1
x
P = 6x + 4 units P = 6x + 8 units

Problems
Determine the perimeter of each figure.
1. 2. 3. x
x
x2 x x x2 x

4. 5. 6.

x2 x2 x x2

7. 8.

x2 x x

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 49
Answers

1. 4x + 4 un. 2. 4x + 4 un. 3. 2x + 8 un. 4. 4x + 6 un.

5. 4x + 4 un. 6. 4x + 2 un. 7. 4x + 4 un. 8. 2x + 4 un.

50 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
COMBINING LIKE TERMS 4.3.1

Algebraic expressions can also be simplified by combining (adding or subtracting) terms that
have the same variable(s) raised to the same powers, into one term. The skill of combining like
terms is necessary for solving equations. For additional information, see the Math Notes box
in Lesson 4.3.2 of the Core Connections, Course 2 text. For additional examples and practice,
see the Core Connections, Course 2 Checkpoint 7A materials.

Example 1

Combine like terms to simplify the expression 3x + 5x + 7x.

All these terms have x as the variable, so they are combined into one term, 15x.

Example 2

Simplify the expression 3x + 12 + 7x + 5.

The terms with x can be combined. The terms without variables (the constants) can also be
combined.

3x + 12 + 7x + 5
3x + 7x + 12 + 5 Note that in the simplified form the term with the variable is listed
before the constant term.
10x + 17

Example 3

Simplify the expression 5x + 4x2 + 10 + 2x2 + 2x – 6 + x – 1.

5x + 4x2 + 10 + 2x2 + 2x – 6 + x – 1 Note that terms with the same variable but
2 2 with different exponents are not combined and
4x + 2x + 5x + 2x + x + 10 – 6 – 1
are listed in order of decreasing power of the
6x2 + 8x + 3 variable, in simplified form, with the constant
term last.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 51
Example 4

The algebra tiles, as shown in the Algebra Tiles and Perimeter section, are used to model how to
combine like terms.

The large square represents x2, the rectangle represents x, and the small square represents one.
We can only combine tiles that are alike: large squares with large squares, rectangles with
rectangles, and small squares with small squares. If we want to combine:
2x2 + 3x + 4 and 3x2 + 5x + 7, visualize the tiles to help combine the like terms:
2x2 (2 large squares) + 3x (3 rectangles) + 4 (4 small squares)
+ 3x2 (3 large squares) + 5x (5 rectangles) + 7 (7 small squares)

The combination of the two sets of tiles, written algebraically, is: 5x2 + 8x + 11.

Example 5

Sometimes it is helpful to take an expression that is written horizontally, circle the terms with
their signs, and rewrite like terms in vertical columns before you combine them:
(2x2 – 5x + 6) + (3x2 + 4x – 9)
2x2 – 5x + 6 + 3x2 + 4x – 9
2x 2 − 5x + 6 This procedure may make it easier to
+ 3x 2 + 4x − 9 identify the terms as well as the sign of
each term.
5x 2 − x −3

Problems

Combine the following sets of terms.

1. (2x2 + 6x + 10) + (4x2 + 2x + 3) 2. (3x2 + x + 4) + (x2 + 4x + 7)
3. (8x2 + 3) + (4x2 + 5x + 4) 4. (4x2 + 6x + 5) – (3x2 + 2x + 4)
5. (4x2 – 7x + 3) + (2x2 – 2x – 5) 6. (3x2 – 7x) – (x2 + 3x – 9)
7. (5x + 6) + (–5x2 + 6x – 2) 8. 2x2 + 3x + x2 + 4x – 3x2 + 2
9. 3c2 + 4c + 7x – 12 + (–4c2) + 9 – 6x 10. 2a2 + 3a3 – 4a2 + 6a + 12 – 4a + 2

Answers
1. 6x2 + 8x + 13 2. 4x2 + 5x + 11 3. 12x2 + 5x + 7 4. x2 + 4x + 1
5. 6x2 – 9x –2 6. 2x2 – 10x + 9 7. –5x2 + 11x + 4 8. 7x + 2

9. –c2 + 4c + x – 3 10. 3a3 – 2a2 + 2a + 14

52 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
DISTRIBUTIVE PROPERTY 4.3.2

The Distributive Property shows how to express sums and products in two ways:
a(b + c) = ab + ac. This can also be written (b + c)a = ab + ac.

Factored form Distributed form Simplified form

a(b + c) a(b) + a(c) ab + ac

To simplify: Multiply each term on the inside of the parentheses by the term on the outside.
Combine terms if possible.
For additional information, see the Math Notes box in Lesson 4.3.3 of the Core Connections,
Course 2 text.

Example 1 Example 2 Example 3

2(47) = 2(40 + 7) 3(x + 4) = (3 ⋅ x) + (3 ⋅ 4) 4(x + 3y + 1) = (4 ⋅ x) + (4 ⋅ 3y) + 4(1)
= (2 ⋅ 40) + (2 ⋅ 7) = 3x + 12 = 4x + 12y + 4
= 80 + 14 = 94

Problems

Simplify each expression below by applying the Distributive Property.

1. 6(9 + 4) 2. 4(9 + 8) 3. 7(8 + 6) 4. 5(7 + 4)

5. 3(27) = 3(20 + 7) 6. 6(46) = 6(40 + 6) 7. 8(43) 8. 6(78)

9. 3(x + 6) 10. 5(x + 7) 11. 8(x – 4) 12. 6(x – 10)

13. (8 + x)4 14. (2 + x)5 15. –7(x + 1) 16. –4(y + 3)

17. –3(y – 5) 18. –5(b – 4) 19. –(x + 6) 20. –(x + 7)

21. –(x – 4) 22. –(–x – 3) 23. x(x + 3) 24. 4x(x + 2)

25. –x(5x – 7) 26. –x(2x – 6)

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 53
Answers
1. (6 ⋅ 9) + (6 ⋅ 4) = 54 + 24 = 78 2. (4 ⋅ 9) + (4 ⋅ 8) = 36 + 32 = 68

3. 56 + 42 = 98 4. 35 + 20 = 55 3. 56 + 42 = 98 4. 35 + 20 = 55

7. 320 + 24 = 344 8. 420 + 48 = 468 7. 320 + 24 = 344 8. 420 + 48 = 468

11. 8x – 32 12. 6x – 60 11. 8x – 32 12. 6x – 60

15. –7x – 7 16. –4y – 12 15. –7x – 7 16. –4y – 12

19. –x – 6 20. –x – 7 19. –x – 6 20. –x – 7

23. x2 + 3x 24. 4x2 + 8x 23. x2 + 3x 24. 4x2 + 8x

25. –5x2 + 7x 26. –2x2 + 6x

When the Distributive Property is used to reverse, it is called factoring. Factoring changes a
sum of terms (no parentheses) to a product (with parentheses).
ab + ac = a(b + c)
To factor: Write the common factor of all the terms outside of the parentheses. Place the
remaining factors of each of the original terms inside of the parentheses.

Example 4 Example 5 Example 6

4x + 8 = 4 ⋅ x + 4 ⋅ 2 6x 2 − 9x = 3x ⋅ 2x − 3x ⋅ 3 6x + 12y + 3 = 3⋅ 2x + 3⋅ 4y + 3⋅1
= 4(x + 2) = 3x(2x − 3) = 3(2x + 4y + 1)

Problems

Factor each expression below by using the Distributive Property in reverse.

1. 6x + 12 2. 5y – 10 3. 8x + 20z 4. x2 + xy
5. 8m + 24 6. 16y + 40 7. 8m – 2 8. 25y – 10
9. 2x2 – 10x 10. 21x2 – 63 11. 21x2 – 63x 12. 15y + 35
13. 4x + 4y + 4z 14. 6x + 12y + 6 15. 14x2 – 49x + 28 16. x2 – x + xy

54 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. 6(x + 2) 2. 5(y – 2) 3. 4(2x + 5z) 4. x(x + y)

5. 8(m + 3) 6. 8(2y + 5) 7. 2(4m – 1) 8. 5(5y – 2)
9. 2x(x – 5) 10. 21(x2 – 3) 11. 21x(x – 3) 12. 5(3y + 7)
13. 4(x + y + z) 14. 6(x + 2y + 1) 15. 7(2x2 – 7x + 4) 16. x(x – 1 + y)

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 55
SIMPLIFYING EXPRESSIONS (ON AN EXPRESSION MAT) 4.3.3

Single Region Expression Mats

Algebra tiles and Expression Mats are concrete organizational tools used to represent
algebraic expressions. Pairs of Expression Mats can be modified to make Expression
Comparison Mats and Equation Mats. Positive tiles are shaded and negative tiles are blank.
A matching pair of tiles with one tile shaded and the other one blank represents zero (0).

Example 1 Example 2

Represent x2 – 2x + 3. Represent 3(x – 2).

= +1 = +1
= –1 x = –1
x2 x
x
x
x

Note that 3(x – 2) = 3x – 6.

Example 3 Example 4

This expression makes zero. Simplify 2x2 + 2x + 2 + (–2x) + (–3).

= +1 = +1
= –1 = –1
x x2 x2
x
x x
x x
x
x

After removing zeros, 2x2 – 1 remains.

56 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems
= +1
Simplify each expression. = –1

1. 2. 3.
x
x x2 x2
x
x
x x
x x

4. 5. 6.
x
x2 x x2 x2 x2 x2
x
x x x
x2 x x
x x

7. 2x – 3 + x + 1 8. –3x + 2x + 4 9. x2 – 2x + 3 + 3x – 1

10. x + (–3) + 5 – 2x 11. –3 + 2x + (–1) – 4x 12. 3(x + 3) – 2x

13. x2 – 2x + 3 – 2x2 + 1 14. 2(x – 2) + 3 – x 15. 2(x2 + 3) + 2x – 1

Answers

1. 3 2. 2x – 2 3. 2x2 – 2x

4. –x2 + 3x – 4 5. x2 – x + 4 6. –2x

7. 3x – 2 8. –x + 4 9. x2 + x + 2

10. –x + 2 11. –2x – 4 12. x+9

13. –x2 – 2x + 4 14. x–1 15. 2x2 + 2x + 5

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 57
PERCENT PROBLEMS USING DIAGRAMS 5.1.1 and 5.1.2

A variety of percent problems described in words

involve the relationship between “the percent,” “the
part” and “the whole.” When this is represented using a
number line, solutions may be found using logical
reasoning or equivalent fractions (proportions). These
linear models might look like the diagram at right.

For additional information, see the Math Notes box in

Lesson 5.1.2 of the Core Connections, Course 2 text.

Example 1

Sam’s Discount Tires advertises a tire that originally cost $50 on sale for $35.
What is the percent discount?

A possible diagram for this situation is shown

at right:

In this situation it is easy to reason that since

the percent number total (100%) is twice the
cost number total ($50), the percent number
saved is twice the cost number saved and is
therefore a 30% discount. The problem could also be solved using a proportion 15
50
= 100
?
.

Example 2

Martin received 808 votes for mayor of Smallville. If this was 32% of the total votes cast, how
many people voted for mayor of Smallville?

A possible diagram for this situation is shown

at right:

In this case it is better to write a pair of

equivalent fractions as a proportion: 808 32 = 100 .
x

If using the Giant One, the multiplier is 100

32
= 3.125 so 808
32
⋅ 3.125
3.125
= 2525
100
. A total of 2525 people
voted for mayor of Smallville.
Note that the proportion in this problem could also be solved using cross-multiplication.
58 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems
Use a diagram to solve each of the problems below.
1. Sarah’s English test had 90 questions and she got 18 questions wrong. What percent of
the questions did she get correct?
2. Cargo pants that regularly sell for $36 are now on sale for 30% off. How much is the
discount?
3. The bill for a stay in a hotel was $188 including $15 tax. What percent of the bill was the
tax?
4. Alicia got 60 questions correct on her science test. If she received a score of 75%, how
many questions were on the test?
5. Basketball shoes are on sale for 22% off. What is the regular price if the sale price is $42?
6. Sergio got 80% on his math test. If he answered 24 questions correctly, how many
questions were on the test?
7. A $65 coat is now on sale for $52. What percent discount is given?
8. Ellen bought soccer shorts on sale for $6 off the regular price of $40. What percent did
she save?
9. According to school rules, Carol has to convince 60% of her classmates to vote for her in
order to be elected class president. There are 32 students in her class. How many students
must she convince?
10. A sweater that regularly sold for $52 is now on sale at 30% off. What is the sale price?
11. Jody found an $88 pair of sandals marked 20% off. What is the dollar value of the
discount?
12. Ly scored 90% on a test. If he answered 135 questions correctly, how many questions
were on the test?
13. By the end of wrestling season, Mighty Max had lost seven pounds and now weighs
128 pounds. What was the percent decrease from his starting weight?
14. George has 245 cards in his baseball card collection. Of these, 85 of the cards are
pitchers. What percent of the cards are pitchers?
15. Julio bought soccer shoes at a 35% off sale and saved $42. What was the regular price of
the shoes?

Answers
1. 80% 2. $10.80 3. about 8%
4. 80 questions 5. $53.85 6. 30 questions
7. 20% 8. 15% 9. 20 students
10. $36.40 11. $17.60 12. 150 questions
13. about 5% 14. about 35% 15. $120

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 59
RATIOS 5.1.1 and 5.1.2

A ratio is a comparison of two quantities by division. It can be written in several ways:

65 miles , 65 miles: 1 hour, or 65 miles to 1 hour
1 hour

For additional information see the Math Notes box in Lesson 5.1.1 of the Core Connections,
Course 2 text.

Example

A bag contains the following marbles: 7 clear, 8 red, and 5 blue. The following ratios may be
stated:
5 = 1
a. Ratio of blue to total number of marbles ⇒ 20 4
.
b. Ratio of red to clear ⇒ 8
7
.
c. Ratio of red to blue ⇒ 8
5
.
d. Ratio of blue to red ⇒ 5
8
.

Problems

1. Molly’s favorite juice drink is made by mixing 3 cups of apple juice, 5 cups of cranberry
juice, and 2 cups of ginger ale. State the following ratios:
a. Ratio of cranberry juice to apple juice.
b. Ratio of ginger ale to apple juice.
c. Ratio of ginger ale to finished juice drink (the mixture).

2. A 40-passenger bus is carrying 20 girls, 16 boys, and 2 teachers on a field trip to the state
capital. State the following ratios:
a. Ratio of girls to boys. b. Ratio of boys to girls.
c. Ratio of teachers to students. d. Ratio of teachers to passengers.

3. It is important for Molly (from problem one) to keep the ratios the same when she mixes
larger or smaller amounts of the drink. Otherwise, the drink does not taste right. If she
needs a total of 30 cups of juice drink, how many cups of each liquid should be used?

4. If Molly (from problem one) needs 25 cups of juice drink, how many cups of each liquid
should be used? Remember that the ratios must stay the same.

60 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. a. 5
3
b. 2
3
c. 2
10
= 1
5
2. a. 20
16
= 5
4
b. 16
20
= 4
5
c. 2
36
d. 2
38

3. 9 cups apple juice, 15 cups 4. 7 12 cups apple, 12 12 cups cranberry juice,

cranberry juice, 6 cups ginger ale 5 cups ginger ale

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 61
INDEPENDENT AND DEPENDENT EVENTS 5.2.3

Two events are independent if the outcome of one event does not affect the outcome of the
other event. For example, if you draw a card from a standard deck of playing cards but
replace it before you draw again, the outcomes of the two draws are independent.

Two events are dependent if the outcome of one event affects the outcome of the other event.
For example, if you draw a card from a standard deck of playing cards and do not replace it
for the next draw, the outcomes of the two draws are dependent.

Example 1
Juan pulled a red card from the deck of regular playing cards. This probability is 26
52
or 12 . He
puts the card back into the deck. Will his chance of pulling a red card next time change?
No, his chance of pulling a red card next time will not change, because he replaced the card.
There are still 26 red cards out of 52. This is an example of an independent event; his pulling out
and replacing a red card does not affect any subsequent selections from the deck.

Example 2
Brett has a bag of 30 multi-colored candies. 15 are red, 6 are blue, 5 are green, 2 are yellow, and
2 are brown. If he pulls out a yellow candy and eats it, does this change his probability of
pulling any other candy from the bag?
Yes, this changes the probability, because he now has only 29 candies in the bag and only
2 1 1
1 yellow candy. Originally, his probability of yellow was 30 or 15 ; it is now 29 . Similarly, red
15 1 15 1
was 30 or 2 and now is 29 , better than 2 . This is an example of a dependent event.

Problems
Decide whether these events are independent or dependent events.

1. Flipping a coin, and then flipping it again.

2. Taking a black 7 out of a deck of cards and not returning it, then taking out another card.

3. Taking a red licorice from a bag and eating it, then taking out another piece of licorice.

Answers
1. independent 2. dependent 3. dependent
62 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
COMPOUND EVENTS AND COUNTING METHODS 5.2.3 – 5.2.6

PROBABILITY OF COMPOUND EVENTS

Sometimes when you are finding a probability, you are interested in either of two outcomes
taking place, but not both. For example, you may be interested in drawing a king or a queen
from a deck of cards. At other times, you might be interested in one event followed by
another event. For example, you might want to roll a one on a number cube and then roll
a six. The probabilities of combinations of simple events are called compound events.

To find the probability of either one event or another event that has nothing in common with
the first, you can find the probability of each event separately and then add their probabilities.
Using the example of drawing a king or a queen from a deck of cards:
P(king) = 4 and P(queen) = 4 so P(king or queen) = 4 + 52
4 = 8 = 13
2
52 52 52 52

For two independent events, to find the probability of both one and the other event occurring,
you can find the probability of each event separately and then multiply their probabilities.
Using the example of rolling a one followed by a six on a number cube:
P(1) = 1
6 and P(6) = 1
6 so P(1 then 6) = 16 ⋅ 16 = 1
36

Note that you would carry out the same computation if you wanted to know the probability of
rolling a one on a green cube, and a six on a red cube, if you rolled both of them at the same
time.

Example 1

A spinner is divided into five equal sections numbered 1, 2, 3, 4, and 5. What is the probability
of spinning either a 2 or a 5?

Step 1: Determine both probabilities: P(2) = 15 and P(5) = 15

Step 2: Since these are either-or compound events, add the fractions describing each
probability: 15 + 15 = 25
The probability of spinning a 2 or a 5 is 2
5 : P(2 or 5) = 2
5

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 63
Example 2

If each of the regions in each spinner white red

sweater t-shirt
at right is the same size, what is the
probability of spinning each spinner and green blue
getting a green t-shirt? sweatshirt

Step 1: Determine both possibilities:

P(green) = 14 and P(t-shirt) = 1
3

Step 2: Since you are interested in the compound event of both green and a t-shirt, multiply
both probabilities: 14 ⋅ 13 = 12
1

1 1
The probability of spinning a green t-shirt is 12
: P(green t-shirt) = 12

Problems

Assume in each of the problems below that events are independent of each other.

1. One die, numbered 1, 2, 3, 4, 5, and 6, is rolled. What is the probability of rolling either a
1 or a 6?

2. Mary is playing a game in which she rolls one die and spins
• •
a spinner. What is the probability she will get both the 3 •• blue red
• •
and black she needs to win the game?
black

3. A spinner is divided into eight equal sections. The sections are numbered 1, 2, 3, 4, 5, 6, 7,
and 8. What is the probability of spinning a 2, 3, or a 4?

4. Patty has a box of 12 colored pencils. There are 2 blue, 1 black, 1 gray, 3 red, 2 green,
1 orange, 1 purple, and 1 yellow in the box. Patty closes her eyes and chooses one pencil.
She is hoping to choose a green or a red. What is the probability she will get her wish?

5. Use the spinners at right to tell Paul what his chances are
of getting the silver truck he wants. scooter car
blue

black silver
truck

6. On the way to school, the school bus must go through two traffic signals. The first light is
green for 25 seconds out of each minute, and the second light is green for 35 seconds out of
each minute. What is the probability that both lights will be green on the way to school?

64 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
7. There are 250 students at South Lake Middle School. 125 enjoy swimming, 50 enjoy
skateboarding, and 75 enjoy playing softball. Assuming that enjoyment of these activities
is independent, what is the probability a student enjoys all three sports?

8. John has a bag of jellybeans. There are 100 beans in the bag. 14 of the beans are cherry,
1
4
of the beans are orange, 14 of the beans are licorice, and 14 of the beans are lemon.
What is the probability that John will chose one of his favorite flavors, orange, or cherry?

9. A nationwide survey showed that only 4% of children liked eating lima beans. What is the
probability that any two children will both like lima beans?

Answers

1. 2 or 1 2. 1 3. 3
6 3 18 8

4. 5 5. 1 6. 25 ⋅ 35 ≈ 0.243
12 12 60 60

7. 125 ⋅ 50 ⋅ 75 = 100
3 8. 2 or 1 9. 1 = 0.0016
250 250 250 4 2 625

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 65
COUNTING METHODS

There are several different models you can use to determine all possible outcomes for
compound events when both one event and the other occur: a systematic list, a probability table,
and a probability tree. See the Math Notes box in Lesson 5.2.5 of the Core Connections,
Course 2 text for details on these three methods.

Not only can you use a probability table to help list all the outcomes, but you can also use it to
help you determine probabilities of independent compound events when both one event and the
other occur. For example, the following probability table (sometimes called an area model)
helps determine the probabilities from Example 2 in the previous section:

1 1 1 1
4 4 4 4
white red blue green
1
3 sweater
1
3 sweatshirt
1
3 t-shirt

Each box in the rectangle represents the compound event of both a color and the type of
clothing (sweater, sweatshirt, or t-shirt). The area of each box represents the probability of
getting each combination. For example, the shaded region represents the probability of getting a
green t-shirt: 14 ⋅ 13 = 12
1
.

Example 3 H T
Make
At a class picnic Will and Jeff were playing a game where they Miss
would shoot a free throw and then flip a coin. Each boy only
makes one free throw out of three attempts. Use a probability table Miss
(area model) to find the probability that one of the boys makes a
free throw, and then flips a head. What is the probability that they
miss the free throw and then flip tails?

By finding the area of the small rectangles, the probabilities are:

P(make and heads) = 13 ⋅ 12 = 16 , and P(miss and tails) = 23 ⋅ 12 = 26

66 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 4

Chris owns a coffee cart that he parks outside the downtown courthouse each morning. 65% of
his customers are lawyers; the rest are jury members. 60% of Chris’s sales include a muffin,
10% include cereal, and the rest are coffee only. What is the probability a lawyer purchases a
muffin or cereal?
lawyer 0.65 jury 0.35
The probabilities could be represented muffin 0.60
in an area model as follows: cereal 0.10
coffee only 0.30

Probabilities can then be calculated: lawyer 0.65 jury 0.35

muffin 0.60 0.39 0.21
cereal 0.10 0.065 0.035
The probability a lawyer purchases a coffee only 0.30 0.195 0.105
muffin or cereal is
0.39 + 0.065 = 0.455 or 45.5%.

Example 5 sprinkles
plain chocolate pieces
chopped nuts
The local ice cream store has choices of plain, sprinkles
sugar, or waffle cones. Their ice cream choices Vanilla sugar chocolate pieces
chopped nuts
are vanilla, chocolate, bubble gum, or frozen sprinkles
strawberry yogurt. The following toppings are waffle chocolate pieces
chopped nuts
available for the ice cream cones: sprinkles,
sprinkles
chocolate pieces, and chopped nuts. plain chocolate pieces
chopped nuts
What are all the possible outcomes for a cone sprinkles
Chocolate sugar chocolate pieces
and one scoop of ice cream and a topping? chopped nuts
How many outcomes are possible? sprinkles
waffle chocolate pieces
chopped nuts
Probability tables are useful only when there are sprinkles
two events. In this situation there are three plain chocolate pieces
events (cone, flavor, topping), so we will use a chopped nuts
Bubble sprinkles
probability tree. sugar chocolate pieces
Gum chopped nuts
There are four possible flavors, each with three sprinkles
possible cones. Then each of those 12 outcomes waffle chocolate pieces
chopped nuts
can have three possible toppings. There are sprinkles
36 outcomes for the compound event of plain chocolate pieces
chopped nuts
choosing a flavor, cone, and topping. sprinkles
Frozen sugar chocolate pieces
Note that the list of outcomes, and the total Yogurt chopped nuts
sprinkles
number of outcomes, does not change if we waffle chocolate pieces
change the order of events. We could just as chopped nuts
easily have chosen the cone first.
Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 67
Problems
Use probability tables or tree diagrams to solve these problems.

1. How many different combinations are possible when buying a new bike if the following
options are available:
• mountain bike or road bike
• black, red, yellow, or blue paint
• 3-speed, 5-speed, or 10-speed

2. A new truck is available with:

• standard or automatic transmission
• 2-wheel or 4-wheel drive
• regular or king cab
• long or short bed
How many combinations are possible?

3. A tax assessor categorizes 25% of the homes in how city as having a large backyard, 65%
as having a small backyard, and 10% as having no backyard. 30% of the homes have a
tile roof, the rest have some other kind of roof. What is the probability a home with a tile
roof has a backyard?

4. There is space for only 96 students at University High School to enroll in a shop class:
25 students in woodworking, 25 students in metalworking, and the rest in print shop.
Three fourths of the spaces are reserved for seniors, and one fourth are for juniors. What
is the probability that a student enrolled in shop class is a senior in print shop? What is
the probability that a student enrolled in shop class is a junior in wood or metal shop?

5. Insurance companies use probabilities to determine the rate they will charge for an
insurance policy. In a study of 3000 people that had life insurance policies, an insurance
company collected the following data of how old people were when they died, compared to
how tall they were. In this study, what was the probability of being tall (over 6 ft) and
dying under 50 years old? What was the probability of being tall and dying under 70 years
old? What was the probability of dying between 50 and 69 years old?

Age (years)
Under 50 50 to 59 60 to 69 70 to 79 80 or over
over 6 ft tall 30 25 52 82 111
under 6 ft tall 270 225 468 738 999

68 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. There are 24 possible combinations as shown below.

3 speed
black 5 speed
10 speed
3 speed
red 5 speed
Mountain 10 speed
3 speed
yellow 5 speed
10 speed
3 speed
blue 5 speed
10 speed
3 speed
black 5 speed
10 speed
3 speed
red 5 speed
Road 10 speed
3 speed
yellow 5 speed
10 speed
3 speed
blue 5 speed
10 speed

2. There are 16 possible combinations as shown below.

long bed
2-wheel regular cab short bed
drive long bed
Standard king cab
short bed
4-wheel regular cab long bed
short bed
drive
king cab long bed
short bed
regular cab long bed
2-wheel short bed
drive long bed
king cab
Automatic short bed
regular cab long bed
4-wheel short bed
drive long bed
king cab
short bed

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 69
3. The probability is 0.075 + 0.195 = 0.27 or 27%.
large yard 25% small yard 65% no yard 10%
tile roof 30% 0.075 0.195
other roof 70%

4. The probability of a senior in print shop is about 0.359%. The probability of a junior in
wood or metal shop is 0.065 + 0.065 ≈ 0.13.
seniors 3 juniors 1
4 4
woodworking 25
96 ≈ 0.065
metalworking 25
96 ≈ 0.065
print shop 46
96 ≈ 0.359

5. The probability of being tall (over 6 ft) and dying young (under 50 years old) is 30
3000 = 0.01 .
The probability of being tall and dying under 70 years old is 30+25+52 ≈ 0.036 .
3000
The probability of dying between 50 and 69 years old is 25+52+225+468 ≈ 0.257 .
3000

70 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
WRITING EQUATIONS FOR WORD PROBLEMS
(THE 5-D PROCESS) 5.3.4 and 5.3.5

At first students used the 5-D Process to solve problems. However, solving complicated
problems with the 5-D Process can be time consuming and it may be difficult to find the
correct solution if it is not an integer. The patterns developed in the 5-D Process can be
generalized by using a variable to write an equation. Once you have an equation for the
problem, it is often more efficient to solve the equation than to continue to use the 5-D
Process. Most of the problems here will not be complex so that you can practice writing
equations using the 5-D Process. The same example problems previously used are used here
except they are now extended to writing and solving equations.

Example 1

A box of fruit has three times as many nectarines as grapefruit. Together there are 36 pieces of
fruit. How many pieces of each type of fruit are there?

Describe: Number of nectarines is three times the number of grapefruit.

Number of nectarines plus number of grapefruit equals 36.

Define Do Decide
# of Grapefruit # of Nectarines Total Pieces of Fruit 36?
Trial 1: 11 33 44 too high
Trial 2: 10 30 40 too high

After several trials to establish a pattern in the problem, you can generalize it using a variable.
Since we could try any number of grapefruit, use x to represent it. The pattern for the number of
nectarines is three times the number of grapefruit, or 3x. The total pieces of fruit is the sum of
column one and column two, so our table becomes:

Define Do Decide
# of Grapefruit # of Nectarines Total Pieces of Fruit 36?
x 3x x + 3x = 36

Since we want the total to agree with the check, our equation is x + 3x = 36. Simplifying this
yields 4x = 36, so x = 9 (grapefruit) and then 3x = 27 (nectarines).

Declare: There are 9 grapefruit and 27 nectarines.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 71
Example 2

The perimeter of a rectangle is 120 feet. If the length of the rectangle is 10 feet more than the
width, what are the dimensions (length and width) of the rectangle?

Describe/Draw: width

width + 10
Define Do Decide
Width Length Perimeter 120?
Trial 1: 10 25 (10 + 25) · 2 = 70 too low
Trial 2: 20 30 100 too low

Again, since we could guess any width, we labeled this column x. The pattern for the second
column is that it is 10 more than the first: x + 10. The perimeter is found by multiplying the sum
of the width and length by 2. Our table now becomes:

Define Do Decide
Width Length Perimeter 120?
x x + 10 (x + x + 10) · 2 = 120

Solving the equation: (x + x + 10) · 2 = 120

2x + 2x + 20 = 120
4x + 20 = 120
4x = 100 So x = 25 (width) and x + 10 = 35 (length).

Declare: The width is 25 feet and the length is 35 feet.

72 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 3

Jorge has some dimes and quarters. He has 10 more dimes than quarters and the collection of
coins is worth $2.40. How many dimes and quarters does Jorge have?

Describe: The number of quarters plus 10 equals the number of dimes.

The total value of the coins is $2.40.

Define Do Decide
Value of Value of
Quarters Dimes Total Value $2.40?
Quarters Dimes
Trial 1: 10 20 2.50 2.00 4.50 too high
Trial 2: 8 18 2.00 1.80 3.80 too high
x x + 10 0.25x 0.10(x + 10) 0.25x + 0.10(x + 10)

Since you need to know both the number of coins and their value, the equation is more
complicated. The number of quarters becomes x, but then in the table the Value of Quarters
column is 0.25x. Thus the number of dimes is x + 10, but the value of dimes is 0.10(x + 10).
Finally, to find the numbers, the equation becomes 0.25x + 0.10(x + 10) = 2.40.

Solving the equation: 0.25x + 0.10x + 1.00 = 2.40

0.35x + 1.00 = 2.40
0.35x = 1.40
x = 4.00

Declare: There are 4 quarters worth $1.00 and 14 dimes worth $1.40 for a total value of $2.40.

Problems

Start the problems using the 5-D Process. Then write an equation. Solve the equation.

1. A wood board 100 centimeters long is cut into two pieces. One piece is 26 centimeters
longer than the other. What are the lengths of the two pieces?

2. Thu is five years older than her brother Tuan. The sum of their ages is 51. What are
their ages?

3. Tomás is thinking of a number. If he triples his number and subtracts 13, the result is 305.
Of what number is Tomás thinking?

4. Two consecutive numbers have a sum of 123. What are the two numbers?

5. Two consecutive even numbers have a sum of 246. What are the numbers?

6. Joe’s age is three times Aaron’s age and Aaron is six years older than Christina. If the sum
of their ages is 149, what is Christina’s age? Joe’s age? Aaron’s age?
Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 73
7. Farmer Fran has 38 barnyard animals, consisting of only chickens and goats. If these
animals have 116 legs, how many of each type of animal are there?

8. A wood board 156 centimeters long is cut into three parts. The two longer parts are the
same length and are 15 centimeters longer than the shortest part. How long are the three
parts?

9. Juan has 15 coins, all nickels and dimes. This collection of coins is worth 90¢. How many
nickels and dimes are there? (Hint: Create separate column titles for, “Number of
Nickels,” “Value of Nickels,” “Number of Dimes,” and “Value of Dimes.”)

10. Tickets to the school play are $5.00 for adults and $3.50 for students. If the total value of
all the tickets sold was $2517.50 and 100 more students bought tickets than adults, how
many adults and students bought tickets?

11. A wood board 250 centimeters long is cut into five pieces: three short ones of equal length
and two that are both 15 centimeters longer than the shorter ones. What are the lengths of
the boards?

12. Conrad has a collection of three types of coins: nickels, dimes, and quarters. There is an
equal amount of nickels and quarters but three times as many dimes. If the entire collection
is worth $9.60, how many nickels, dimes, and quarters are there?

Answers (Equations may vary.)

1. x + (x + 26) = 100 2. x + (x + 5) = 51
The lengths of the boards are 37 cm and Thu is 28 years old and her brother is
63 cm. 23 years old.
3. 3x – 13 = 305 4. x + (x + 1) = 123
Tomás is thinking of the number 106. The two consecutive numbers are 61
and 62.
5. x + (x + 2) = 246 6. x + (x + 6) + 3(x + 6) = 149
The two consecutive even numbers are Christine is 25, Aaron is 31, and Joe is
142 and 144. 93 years old.
7. 2x + 4(38 – x) = 116 8. x + (x + 15) + (x + 15) = 156
Farmer Fran has 20 goats and The lengths of the boards are 42, 57, and
18 chickens. 57 cm.
9. 0.05x + 0.10(15 – x) = 0.90 10. $5x + $3.50(x + 100) = 2517.50
Juan has 12 nickels and 3 dimes. There were 255 adult and 355 student
tickets purchased for the play.
11. 3x + 2(x + 15) = 250 12. 0.05x + 0.25x + 0.10(3x) = 9.60
The lengths of the boards are 44 and Conrad has 16 quarters, 16 nickels, and
59 cm. 48 dimes.

74 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
COMPARING QUANTITIES (ON AN EXPRESSION MAT) 6.1.1 – 6.1.2

Combining two Expression Mats into an Expression Comparison Mat creates a concrete
model for simplifying (and later solving) inequalities and equations.

Tiles may be removed or moved on the mat in the following ways:

(1) Removing the same number of opposite tiles (zeros) on the same side;
(2) Removing an equal number of identical tiles (balanced set) from both the left and right
sides;
(3) Adding the same number of opposite tiles (zeros) on the same side; and
(4) Adding an equal number of identical tiles (balanced set) to both the left and right sides.

These strategies are called “legal moves.”

After moving and simplifying the Expression Comparison Mat, students are asked to tell
which side is greater. Sometimes it is only possible to tell which side is greater if you know
possible values of the variable.

Example 1
Determine which side is greater by using legal moves to simplify. = +1
= –1
Step 1 Step 2 Step 3
Remove balanced set Remove zeros Remove balanced set
Mat A Mat B Mat A Mat B Mat A Mat B

x x
? x x ? ?
The left side is greater because after Step 3: 4 > 0. Also, after Step 2: 6 > 2. Note that this
example shows only one of several possible strategies.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 75
Example 2

Use legal moves so that all the x-variables are on one side and all the unit tiles are on the other.

Step 1 Step 2 Step 3

Add balanced set Add balanced set Remove zeros

Mat A Mat B Mat A Mat B Mat A Mat B

x
? x x
? x
x x
? x x

x x

What remains is 2x on Mat A and 4 on Mat B. There are Mat A Mat B

other possible arrangements. Whatever the arrangement, it is
not possible to tell which side is greater because we do not x−2 −x + 2
know the value of “x.” Students are expected to record the x−2+2 −x + 2 + 2
results algebraically as directed by the teacher. One possible
recording is shown at right. x+x−2+2 −x + x + 2 + 2
2x 4

76 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems = +1
= –1
For each of the problems below, use the strategies of removing zeros or simplifying
by removing balanced sets to determine which side is greater, if possible. Record your steps.

1. Mat A Mat B 2. 3.
Mat A Mat B Mat A Mat B
x x x x
x x x x x
x
x x ? x x
x
? x
x x x
? x
x x
x

4. Mat A: 5 + (–8) 5. Mat A: 2(x + 3) – 2 6. Mat A: 4 + (–2x) + 4x

Mat B: –7 + 6 Mat B: 4x – 2 – x + 4 Mat B: x2 + 2x + 3 – x2

For each of the problems below, use the strategies of removing zeros or adding/removing
balanced sets so that all the x-variables are on one side and the unit tiles are on the other.
Record your steps.

7. 8. 9.
Mat A Mat B Mat A Mat B Mat A Mat B
x x x

x x
? x x
? x x
x ?
x

10. Mat A: 3x – 2 11. Mat A: 4x + 2 + (–5) 12. Mat A: 2x + 3

Mat B: 2x + 1 Mat B: 2x + 3 + (–8) Mat B: –x – 3

Answers (Answers to problems 7 through 12 may vary.)

1. A is greater 2. B is greater 3. not possible to tell

4. B is greater 5. not possible to tell 6. A is greater
7. A: x; B: 3 8. A: 3x; B: 1 9. A: 1; B: x
10. A: x; B: 3 11. A: 2x; B: –2 12. A: 3x; B: –6

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 77
GRAPHING AND SOLVING INEQUALITIES 6.1.3 – 6.1.4

GRAPHING INEQUALITIES

The solutions to an equation can be represented as a point (or points) on the number line. If
the expression comparison mat has a range of solutions, the solution is expressed as an
inequality represented by a ray or segment with solid or open endpoints. Solid endpoints
indicate that the endpoint is included in the solution (≤ or ≥), while the open dot indicates that
it is not part of the solution (< or >).

Example 1 Example 2
x x
x>6 0 6
x ≤ –1 –1 0

Example 3 Example 4
y y
–1 ≤ y < 6 –1 0 6 y ≥ –2 –2 0

Problems
Graph each inequality on a number line.

1. m<2 2. x ≤ –1 3. y≥3

4. –1 ≤ x ≤ 3 5. –6 < x < –2 6. –1 < x ≤ 2

7. m > –9 8. x≠1 9. x≤3

Answers
1. 2. 3.
m x 3 y
2 –1

4. 5. 6.
x x x
–1 3 –6 –2 –1 2

7. 8. 9.
m 1 x 3 x
–9

78 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
SOLVING INEQUALITIES

To solve an inequality, examine both of the expressions on an expression comparison mat.

Use the result as a dividing point on the number line. Then test a value from each side of the
dividing point on the number line in the inequality. If the test number is true, then that part of
the number line is part of the solution. In addition, if the inequality is ≥ or ≤, then the dividing
point is part of the solution and is indicated by a solid dot. If the inequality is > or <, then the
dividing point is not part of the solution, indicated by an open dot.

For additional information, see the Math Notes box in Lesson 6.1.4 of the Core Connections,
Course 2 text.

Example 1 Example 2

9≥m+2 –2x – 3 < x + 6

Solve the equation: 9 = m + 2 Solve the equation: –2x – 3 = x+6

7 = m –2x = x+9
–3x = 9
Draw a number line. Put a solid dot at 7. x = –3

m Draw a number line. Put an open dot at –3.

7
Test a number on each side of 7 in the x
original inequality. We use 10 and 0. –3
Test 0 and –4 in the original inequality.
TRUE FALSE
m FALSE TRUE
7
x
m=0 m = 10 –3

9>0+2 9 > 10 + 2 x = –4 x=0

9>2 9 > 12 –2(–4) – 3 < –4 + 6 –2(0) – 3 < 0 + 6

TRUE FALSE 8–3<2 –3 < 6
5<2 TRUE
The solution is m ≤ 7. FALSE

m
7 The solution is x > –3.

x
–3

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 79
Problems

Solve each inequality.

1. x + 3 > –1 2. y–3≤5 3. –3x ≤ –6

4. 2m + 1 ≥ –7 5. –7 < –2y + 3 6. 8 ≥ –2m + 2

7. 2x – 1 < –x + 8 8. 2(m + 1) ≥ m – 3 9. 3m + 1 ≤ m + 7

Answers

1. x > –4 2. y≤8 3. x≥2 4. m ≥ –4 5. y<5

6. m ≥ –3 7. x<3 8. m ≥ –5 9. m≤3

80 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
SOLVING EQUATIONS 6.2.1 – 6.2.3

Using a Two-Region Equation Mat

Students combined two Expression Mats to figure out what value(s) of the variable make(s)
one expression greater than the other. Now two Expression Mats are combined into an
Equation Mat as a concrete model for solving equations. Practicing solving equations using
this model will help students transition to solving equations abstractly with better accuracy and
understanding.
In general, and as shown in the example below, start by simplifying the Expression Mat. Next,
isolate the variables on one side of the Equation Mat and the non-variables (unit tiles) on the
other by adding/removing balanced sets and zeros. Then determine the value of the variable.
Students are expected to be able to record and explain their steps.
For additional information, see the Math Notes box in Lesson 6.2.1 of the Core Connections,
Course 2 text. For additional examples and practice, see the Core Connections, Course 2
Checkpoint 8 materials.

Procedure and Example = +1

= –1
x x
Solve: x + (–4) + 3x = 2x – 1 + 3

x x x x
First build the equation on the Equation Mat.

Second, simplify by removing zeros

(–1 and +1 on the right side of the mat).
x x

Third, remove a balanced set (2x) from x x x x

both sides.
4x – 4 = 2x + 2
Isolate the variable by adding a balanced set
(+4) to both sides and remove the zeros on the
x
left side.

2x – 4 = 2
Example continues on next page →

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 81
Example continued from previous page.

Finally, since both sides of the equation are x

equal, determine the value of x by dividing.

2x = 6
x=3

Once the students understand how to solve equations using an Equation Mat, they may use the
visual experience of moving the tiles to solve equations with variables and numbers. The
procedures for moving variables and numbers in the solving process follow the same rules.

Note: When the process of solving an equation ends with different numbers on each side of the
equal sign (for example 2 = 4), there is no solution to the problem. When the result is the same
expression or number on each side of the equation (for example, x + 2 = x + 2 ) it means that all
numbers are solutions. For more information about these special cases, see the Math Notes box
in Lesson 6.2.6 of the Core Connections, Course 2 text.

Example 1

Solve: 3x + 3x – 1 = 4x + 9

Solution: 3x + 3x – 1 = 4x + 9 problem
6x – 1 = 4x + 9 simplify by combining like terms
2x = 10 add 1, subtract 4x on each side
x=5 divide by 2

Example 2

Solve: –2x + 1 + 3(x – 1) = –4 + –x – 2

Solution: –2x + 1 + 3(x – 1) = –4 + –x – 2 problem

–2x + 1 + 3x – 3 = –x – 6 distribute the 3 on the left side
x – 2 = –x – 6 simplify by combining like terms
2x = –4 add x, add 2 to each side
x = –2 divide by 2

82 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Solve each equation.

1. 3x + 2 + x = x + 5 2. 4x − 2 − 2x = x − 5
3. 2x − 3 = −x + 3 4. 1 + 3x − x = x − 4 + 2x
5. 4 − 3x = 2x − 6 6. 3 + 3x − x + 2 = 3x + 4
7. −x − 3 = 2x − 6 8. −4 + 3x − 1 = 2x + 1 + 2x

9. −x + 3 = 6 10. 5x − 3 + 2x = x + 2 + x
11. 2x − 7 = −x − 1 12. −2 + 3x = x − 2 − 4x
13. −3x + 7 = x − 1 14. 1 + 2x − 4 = −3 + x
15. 3(x + 2) = x + 2 16. 2(x − 2) + x = 5

17. 10 = x + 5 + x 18. −x + 2 = x − 5 − 3x
19. 3(4 + x) = x + 6 20. 6 − x − 3 = 4(x − 2)

Answers
1. 1 2. –3 3. 2 4. 5 5. 2
6. 1 7. 1 8. –6 9. –3 10. 1
11. 2 12. 0 13. 2 14. 0 15. –2
16. 3 17. 2 12 18. –7 19. –3 20. 2 15

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 83
SOLVING EQUATIONS IN CONTEXT 6.2.4 – 6.2.7

Initially, equations are solved either by applying math facts (for example, 4x = 12, since
4 ⋅ 3 = 12, x = 3) or by matching equal quantities, simplifying the equation, and using math
facts as shown in the examples below. Equations are often written in the context of a
geometric situation.

Write an equation that represents each situation and find the value of the variable.

Example 1 Example 2
x 10 x 2x 8

32 44
x + 10 = 32 x + 2x + 8 = 44
x = 22 x + 2x = 36
3x = 36
x = 12

Example 3 Example 4
y y y 2x

25 y 3x 40º

3y = 25 + y
2y = 25 2x + 3x + 40º = 180º
y = 12.5 2x + 3x = 140º
5x = 140º
x = 28º

84 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Write an equation that represents each situation and then find the value of the variable.

1. 2.
x x 3 x x 4

25 x 16

3. 4.
2x x 7 n n n n 12

25 2n 28

5. 6.
x
x
122º x
40º

Solve each equation.

7. x + 7 = –9 8. y – 2 = –3

9. –3y = 24 10. m = –6
2

11. 3x + 2 = 11 12. 4x + x + 5 = 25

13. m + 2m + 7 = m + 11 14. x + 9 + x + x = 30

15. 3–y=9 16. 4k + 1 = –7

17. x + 3x + x + 7 = 52 18. 3m + 7 = m + 11

19. 2(y + 3) = –12 20. 3(c + 2) + c + 1 = 57

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 85
Answers

1. 2x + 3 = 25; x = 11 2. 2x + 4 = x + 16; x = 12

3. 3x + 7 = 25; x = 6 4. 4n + 12 = 2n + 28; n = 8

5. 122 + x = 180; x = 58º 6. 2x + 40 = 180; x = 70º

7. x = –16 8. y = –1

9. y = –8 10. m = –12

11. x=3 12. x = 4

13. m=2 14. x = 7

15. y = –6 16. k = –2

17. x=9 18. m = 2

19. y = –9 20. c = 12.5

86 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
DISTANCE, RATE, AND TIME 7.1.1

Distance (d) equals the product of the rate of speed (r) and the time (t). This relationship is
shown below in three forms:
d = r ⋅ t          r = dt          t = dr
It is important that the units of measure are consistent.

Example 1

Find the rate of speed of a passenger car if the distance traveled is 572 miles and the time elapsed
is 11 hours.
miles = r
572 miles = r ⋅ 11 hours ⇒ 572 11 hours
⇒ 52 miles/hour = rate

Example 2

Find the distance traveled by a train at 135 miles per hour for 40 minutes.

The units of time are not the same so we need to change 40 minutes into hours. 40
60
= 2
3
hour.
d = (135 miles/hour)( 23 hour) ⇒ d = 90 miles

Example 3

The Central Middle School hamster race is fast approaching. Fred said that his hamster traveled
60 feet in 90 seconds and Wilma said she timed for one minute and her hamster traveled
12 yards. Which hamster has the fastest rate?

rate = distance
time
but all the measurements need to be in the same units. In this example, we use feet
and minutes.

Fred’s hamster: rate = 60 feet

1.5 minutes
⇒ rate = 40 feet/minute
Wilma’s hamster: rate = 36 feet
1 minute
⇒ rate = 36 feet/minute

Fred’s hamster is faster.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 87
Problems
Solve the following problems.

1. Find the time if the distance is 157.5 miles and the speed is 63 mph.

2. Find the distance if the speed is 67 mph and the time is 3.5 hours.

3. Find the rate if the distance is 247 miles and the time is 3.8 hours.

4. Find the distance if the speed is 60 mph and the time is 1 hour and 45 minutes.

5. Find the rate in mph if the distance is 3.5 miles and the time is 20 minutes.

6. Find the time in minutes if the distance is 2 miles and the rate is 30 mph.

7. Which rate is faster? A: 60 feet in 90 seconds or B: 60 inches in 5 seconds

8. Which distance is longer? A: 4 feet/second for a minute or B: 3 inches/min for an hour

9. Which time is shorter? A: 4 miles at 60 mph or B: 6 miles at 80 mph

Answers

1. 2.5 hours 2. 234.5 miles 3. 65 mph 4. 105 miles

5. 10.5 mph 6. 4 minutes 7. B 8. A

9. A

88 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
SCALING TO SOLVE PERCENT AND OTHER PROBLEMS 7.1.2 – 7.1.3

Students used scale factors (multipliers) to enlarge and reduce figures as well as increase and
decrease quantities. All of the original quantities or lengths were multiplied by the scale
factor to get the new quantities or lengths. To reverse this process and scale from the new
situation back to the original, we divide by the scale factor. Division by a scale factor is the
same as multiplying by a reciprocal. This same concept is useful in solving equations with
fractional coefficients. To remove a fractional coefficient you may divide each term in the
equation by the coefficient or multiply each term by the reciprocal of the coefficient. Recall
that a reciprocal is the multiplicative inverse of a number, that is, the product of the two
numbers is 1. For example, the reciprocal of 23 is 23 , 12 is 21 , and 5 is 15 .

Scaling may also be used with percentage problems where a quantity is increased or
decreased by a certain percent. Scaling by a factor of 1 does not change the quantity.
Increasing by a certain percent may be found by multiplying by (1 + the percent) and
decreasing by a certain percent may be found by multiplying by (1 – the percent).

For additional information, see the Math Notes box in Lesson 7.1.4 of the Core Connections,
Course 2 text.

Example 1
The large triangle at right was reduced by a scale factor
of 25 to create a similar triangle. If the side labeled x now x
has a length of 80' in the new figure, what was the original length?

To undo the reduction, multiply 80' by the reciprocal of 2

, 80'
5
namely 52 , or divide 80' by 25 .
80 '÷ 25  is the same as 80 '⋅ 52 , so x = 200'.

Example 2
Solve: 23 x = 12
Method 1: Use division and a Giant One Method 2: Use reciprocals
2 x
3 = 12 2
3
x = 12
2x
3
2 = 12
2
3
2 ( 23 x ) = 23 (12 )
3 3 x = 18
x= 12
2 = 12 ÷ =
2
3
36
3 ÷ =
2
3
36
2 = 18
3

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 89
Example 3

Samantha wants to leave a 15% tip on her lunch bill of $12.50. What scale factor should be used
and how much money should she leave?

Since tipping increases the total, the scale factor is (1 + 15%) = 1.15.
She should leave (1.15)(12.50) = $14.38 or about $14.50.

Example 4

Carlos sees that all DVDs are on sales at 40% off. If the regular price of a DVD is $24.95, what
is the scale factor and how much is the sale price?

If items are reduced 40%, the scale factor is (1 – 40%) = 0.60.

The sale price is (0.60)(24.95) = $14.97.

Problems
5
1. A rectangle was enlarged by a scale factor of 2
and the new width is 40 cm. What was the
original width?
2
2. A side of a triangle was reduced by a scale factor of 3
. If the new side is now 18 inches,
what was the original side?
2
3. The scale factor used to create the design for a backyard is 2 inches for every 75 feet ( 75 ).
If on the design, the fire pit is 6 inches away from the house, how far from the house, in
feet, should the fire pit be dug?
11
4. After a very successful year, Cheap-Rentals raised salaries by a scale factor of 10
. If Luan
now makes $14.30 per hour, what did she earn before?

5. Solve: 3
4
x = 60 6. Solve: 2
5
x = 42

7. Solve: 3
5
y = 40 8. Solve: − 8
3
m=6

9. What is the total cost of a $39.50 family dinner after you add a 20% tip?

10. If the current cost to attend Magicland Park is now $29.50 per person, what will be the cost
after a 8% increase?

11. Winter coats are on clearance at 60% off. If the regular price is $79, what is the sale price?

12. The company president has offered to reduce her salary 10% to cut expenses. If she now
earns $175,000, what will be her new salary?
90 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. 16 cm 2. 27 inches 3. 225 feet 4. $13.00

5. 80 6. 105 7. 66 23 8. –2 14

9. $47.40 10. $31.86 11. $31.60 12. $157,500

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 91
EQUATIONS WITH FRACTIONAL COEFFICIENTS 7.1.4 – 7.1.6

Students used scale factors (multipliers) to enlarge and reduce figures as well as increase and
decrease quantities. All of the original quantities or lengths were multiplied by the scale
factor to get the new quantities or lengths. To reverse this process and scale from the new
situation back to the original, we divide by the scale factor. Division by a scale factor is the
same as multiplying by a reciprocal. This same concept is useful in solving one-step
equations with fractional coefficients. To remove a fractional coefficient you may divide each
term in the equation by the coefficient or multiply each term by the reciprocal of the
coefficient.

To remove fractions in more complicated equations students use “Fraction Busters.”

Multiplying all of the terms of an equation by the common denominator will remove all of the
fractions from the equation. Then the equation can be solved in the usual way.

For additional information, see the Math Notes box in Lesson 7.1.6 of the Core Connections,
Course 2 text.

Example of a One-Step Equation

Solve: 2
3
x = 12
Method 1: Use division and common denominators Method 2: Use reciprocals
2 x
3 = 12 2
3
x = 12
2x
3
2 = 12
2
3
2 ( 23 x ) = 23 (12 )
3 3 x = 18
x= 12
2 = 12 ÷ =
2
3
36
3 ÷ =
2
3
36
2 = 18
3

Example of Fraction Busters

Solve: x
2 + 5x = 6

Multiplying by 10 (the common denominator) will eliminate the fractions.

10( 2x + 5x ) = 10(6)
10( 2x ) + 10( 5x ) = 10(6)
5x + 2x = 60
7x = 60 ⇒ x = 60
7 ≈ 8.57

92 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Solve each equation.

1. 3
4
x = 60 2. 2
5
x = 42

3. 3
5
y = 40 4. − 83 m = 6

5. 3x+1
2 =5 6. x
3 − 5x = 3

y+7 y
7. 3 = 5 8. m
3 − 2m
5 =
1
5

9. − 53 x = 2
3 10. x
2 + x−3
5 =3

11. 1
3 x + 14 x = 4 12. 2x
5 + x−1
3 =4

Answers

1. x = 80 2. x = 105 3. y = 66 23 4. m = – 94

5. y=3 6. x = 22.5 7. y = –17 12 8. m = –3

9. x = – 10
9 10. x= 36
7 11. x= 48
7 12. x= 65
11

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 93
PERCENT INCREASE OR DECREASE 7.1.7

A percent increase is the amount that a quantity has increased based on a percent of the
original amount. A percent decrease is the amount that a quantity has decreased based on a
percent of the original amount. An equation that represents either situation is:

amount of increase or decrease = (% change)(original amount)

For additional information see the Math Notes box in Lesson 7.1.1 of the Core Connections,
Course 2 text.

Example 1 Example 2

A town’s population grew from 1879 to A sumo wrestler retired from sumo wrestling
7426 over five years. What was the and went on a diet. When he retired he
percent increase in the population? weighed 385 pounds. After two years he
weighed 238 pounds. What was the percent
• Subtract to find the change: decrease in his weight?
7426 – 1879 = 5547 • Subtract to find the change:
• Put the known numbers in the equation: 385 – 238 = 147
5547 = (x)(1879) • Put the known numbers in the equation:
• The scale factor becomes x, the unknown: 147 = (x)(385)
5547
1879 =x • The scale factor becomes x, the unknown:
• Divide: x = 5547 ≈ 2.952
147
385
=x
1879

• Change to percent: x = 295.2% • Divide: x = 147

385 ≈ 0.382

• Change to percent: x ≈ 38.2%

The population increased by 295.2%.
His weight decreased by about 38.2%.

94 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Solve the following problems.

1. Forty years ago gasoline cost $0.30 per gallon on average. Ten years ago gasoline
averaged about $1.50 per gallon. What is the percent increase in the cost of gasoline?

2. When Spencer was 5, he was 28 inches tall. Today he is 5 feet 3 inches tall. What is the
percent increase in Spencer’s height?

3. The cars of the early 1900s cost $500. Today a new car costs an average of $27,000.
What is the percent increase of the cost of an automobile?

4. The population of the U.S. at the first census in 1790 was 3929 people. By 2000 the
population had increased to 284,000,000! What is the percent increase in the population?

5. In 2000 the rate for a first class U.S. postage stamp increased to $0.34. This represents a
$0.31 increase since 1917. What is the percent increase in cost since 1917?

6. In 1906 Americans consumed an average of 26.85 gallons of whole milk per year. By
1998 the average consumption was 8.32 gallons. What is the percent decrease in
consumption of whole milk?

7. In 1984 there were 125 students for each computer in U.S. public schools. By 1998 there
were 6.1 students for each computer. What is the percent decrease in the ratio of students
to computers?

8. Sara bought a dress on sale for $30. She saved 45%. What was the original cost?

9. Pat was shopping and found a jacket with the original price of $120 on sale for $9.99.
What was the percent decrease in the cost?

10. The price of a pair of pants decreased from $49.99 to $19.95. What was the percent
decrease in the price?

Answers

1. 400% 1. 125% 3. 5300% 4. 7,228,202.4%

5. ≈ 1033.33% 6. 69.01% 7. 95.12% 8. $55

9. 91.7% 10. 60.1%

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 95
SIMPLE INTEREST 7.1.8

Simple interest is paid only on the original amount invested. The formula for simple interest is
I = Prt and the total amount including interest would be A = P + I.

For additional information, see the Math Notes box in Lesson 7.1.8 of the Core Connections,
Course 2 text.

Example

Wayne earns 5.3% simple interest for 5 years on $3000. How much interest does he earn and
what is the total amount in the account?

Put the numbers in the formula I = Prt. I = 3000(5.3%)5

Change the percent to a decimal. = 3000(0.053)5
Multiply. = 795 Wayne would earn $795 interest.
Add principal and interest. $3000 + $795 = $3795 in the account

Problems

Solve the following problems.

1. Tong loaned Jody $50 for a month. He charged 5% simple interest for the month. How
much did Jody have to pay Tong?

2. Jessica’s grandparents gave her $2000 for college to put in a savings account until she
starts college in four years. Her grandparents agreed to pay her an additional 7.5% simple
interest on the $2000 for every year. How much extra money will her grandparents give
her at the end of four years?

3. David read an ad offering 8 43 % simple interest on accounts over $500 left for a minimum
of 5 years. He has $500 and thinks this sounds like a great deal. How much money will he
earn in the 5 years?

4. Javier’s parents set an amount of money aside when he was born. They earned 4.5%
simple interest on that money each year. When Javier was 15, the account had a total of
$1012.50 interest paid on it. How much did Javier’s parents set aside when he was born?

5. Kristina received $125 for her birthday. Her parents offered to pay her 3.5% simple
interest per year if she would save it for at least one year. How much interest could
Kristina earn?

96 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. I = 50(0.05)1 = $2.50; Jody paid back $52.50.

2. I = 2000(0.075)4 = $600

3. I = $500(0.0875)5 = $218.75

4. $1012.50 = x(0.045)15; x = $1500

5. I = 125(0.035)1 = $4.38

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 97
GRAPHICAL REPRESENTATIONS OF DATA Math Notes in 7.1

Students represent distributions of single-variable data numerical data using dot plots, stem-
and-leaf plots, box plots, and histograms. They represent categorical one-variable data on bar
graphs. Each representation communicates information in a slightly different way.

STEM-AND-LEAF PLOTS

A stem-and-leaf plot is a way to display data that shows the individual values from a set of
data and how the values are distributed. The “stem” part on the graph represents all of the
digits except the last one. The “leaf” part of the graph represents the last digit of each
number.

Read more about stem-and-leaf plots, and how they compare to dot plots and histograms, in
the Math Notes box in Lesson 7.1.1 of the Core Connections, Course 2 text.

Example 1 Example 2

Make a stem-and-leaf plot of this set of data: Make a stem-and-leaf plot of this set of data:
34, 31, 37, 44, 38, 29, 34, 42, 43, 34, 52, and 392, 382, 380, 392, 378, 375, 395, 377, and
41. 377.

2 9 37 5 7 7 8
3 1 4 4 4 7 8 38 0 2
4 1 2 3 4 39 2 2 5
5 2

Problems

Make a stem-and-leaf plot of each set of data.

1. 29, 28, 34, 30, 33, 26, 18, and 34. 2. 25, 34, 27, 25, 19, 31, 42, and 30.

3. 80, 89, 79, 84, 95, 79, 89, 67, 82, 76, 92, 4. 116, 104, 101, 111, 100, 107, 113, 118,
89, 81, and 123. 113, 101, 108, 109, 105, 103, and 91.

98 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. 2. 3. 4.
1 8 1 9 6 7 9 1
2 689 2 557 7 699 10 011345789
3 0344 3 0145 8 0124999 11 13368
4 2 9 25
10
11
12 3

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 99
NAMING QUADRILATERALS AND ANGLES 8.3.1 – 8.3.4

A quadrilateral is any four-sided polygon. There are six special cases of quadrilaterals with
which students should be familiar.

• Trapezoid – A quadrilateral with at least one pair of parallel sides.

• Parallelogram – A quadrilateral with both pairs of opposite sides

parallel.

• Rectangle – A quadrilateral with four right angles.

• Rhombus – A quadrilateral with four sides of equal length.

• Square – A quadrilateral with four right angles and four sides of equal length.

• Kite – A quadrilateral with two distinct pairs of consecutive sides of equal

length.

Names of Basic Angles

Acute angles are angles with measures between (but not including) 0º and 90º, right angles
measure 90º, and obtuse angles measure between (but not including) 90º and 180º. A straight
angle measures 180º.

90° 130°
37° 180°

acute right obtuse straight

Students use protractors to measure the size of angles.

For more information see the Math Notes box in Lesson 8.3.1 of the Core Connections,
Course 2 text.

100 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Example 1

For the figure at right, describe the quadrilateral using all terms
that are appropriate.

It is a rectangle since it has four right angles.

It is a parallelogram since it has two pairs of parallel sides.
It is also a trapezoid since it has at least one pair of parallel sides.

Example 2

Describe the angle at right as right, obtuse or acute. Estimate the

size of the angle and then use a protractor to measure the angle. It
may be necessary to trace the angle and extend the sides.

This angle opens narrower than a right angle so it is acute. Using a

protractor shows that the angle measures 60º.

Problems

For each figure, describe the quadrilateral using all terms that are appropriate. Assume that sides
that look parallel are parallel.

1. 2. 3.

4. 5. 6.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 101
Describe the angles below as right, obtuse or acute. Estimate the size of the angle and then use a
protractor to measure the angle.

7. 8. 9.

10. 11. 12.

Answers

1. parallelogram, 2. rhombus, 3. trapezoid

trapezoid parallelogram,
trapezoid

4. rectangle, 5. square, rhombus, 6. not a quadrilateral

parallelogram, rectangle,
trapezoid parallelogram,
trapezoid

7. acute, 25 8. obtuse, 110 9. obtuse, 153

10. right, 90 11. acute, 80 12. acute, 82

102 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
ANGLE PAIR RELATIONSHIPS 8.3.2

Properties of Angle Pairs

Intersecting lines form four angles. The pairs of angles across from each other are called
vertical angles. The measures of vertical angles are equal.

x
w ∠x and ∠y are vertical angles
y
z ∠w and ∠z are vertical angles

If the sum of the measures of two angles is exactly 180º, then the angles are called
supplementary angles.

∠c and ∠d are
c d c = 110º d = 70º supplementary angles

If the sum of the measures of two angles is exactly 90º, then the angles are called
complementary angles.

∠a and ∠b are
a complementary
b a = 30º b = 60º angles

Angles that share a vertex and one side but have no common interior points (that is, do not
overlap each other) are called adjacent angles.

∠m and ∠n are
m adjacent angles
n

For additional information, see the Math Notes box in Lesson 8.3.2 of the Core Connections,
Course 2 text.

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 103
Example 1 Example 2

Find the measure of the missing angles if Classify each pair of angles below as vertical,
m∠3 = 50º. supplementary, complementary, or adjacent.

2
1 3 1 2 3 5
4
4

• m∠1 = m∠3 (vertical angles) a. ∠1 and ∠2 are adjacent and

⇒ m∠1 = 50º supplementary

• ∠2 and ∠3 (supplementary angles) b. ∠2 and ∠3 are complementary

⇒ m∠2 = 180º – 50º = 130º
c. ∠3 and ∠5 are adjacent
• m∠2 = m∠4 (vertical angles)
d. ∠1 and ∠4 are adjacent and
⇒ m∠4 = 130º
supplementary

e. ∠2 and ∠4 are vertical

Problems

Find the measure of each angle labeled with a variable.

1. 2. 3. c
a 80º d 75º
b e
35º

75º
4. 5. 6.
h n p
f j
120º g i 110º
40º m l k 115º

Answers

1. m∠a = 100º 2. m∠b = 55º 3. m∠c = 105º

m∠d = 75º
m∠e = 105º

4. m∠f = 50º 5. m∠g = 60º 6. m∠j = 75º m∠k = 65º

m∠h = 50º m∠l = 40º m∠m = 140º
m∠i = 70º m∠n = 105º m∠p = 105º
104 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
CIRCLES – CIRCUMFERENCE AND AREA 9.1.1 and 9.1.2

AREA OF A CIRCLE

In class, students have done explorations with circles and circular objects to discover the
relationship between circumference, diameter, and pi (π). To read more about the in-class
exploration of area, see problems 9-22 through 9-26 (especially 9-26) in the Core Connections,
Course 2 text.

In order to find the area of a circle, students need to identify the radius of the circle. The radius
is half the diameter. Next they will square the radius and multiply the result by π. Depending
on the teacher’s or book’s preference, students may use 22 7
for π when the radius or diameter is
a fraction, 3.14 for π as an approximation, or the π button on a calculator. When using the π
button, most teachers will want students to round to the nearest tenth or hundredth.

The formula for the area of a circle is: A = r2π.

Example 1 Example 2
Find the area of a circle with r = 17 feet. Find the area of a circle with d = 84 cm.

A = (17)2 π r = 42 cm
A ≈ (17 ⋅17)(3.14) A = (42)2 π
A ≈ 907.46 square feet A ≈ (42 ⋅ 42)(3.14)
A ≈ 5538.96 square cm

Problems
Find the areas of the circles with the following radii or diameter lengths. Use 3.14 for the value
of π. Round to the nearest hundredth.
1
1. r = 6 cm 2. r = 3.2 in. 3. d = 16 ft 4. r= 2
m
5. d= 4 cm 6. r = 5 in. 7. r = 3.6 cm 8. r = 2 14 in.
5

9. d = 14.5 ft 10. r = 12.02 m

Answers

1. 113.04 cm2 2. 32.15 in.2 3. 200.96 ft2 4. 11

14
m2
5. 88
175
cm2 6. 78.5 in.2 7. 40.69 cm2 8. 51
15 56 or 15.90 in.2
9. 165.05 ft2 10. 453.67 m2
Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 105
CIRCUMFERENCE

radius
The radius of a circle is a line segment from its center to any point on
the circle. The term is also used for the length of these segments.
More than one radius are called radii. A chord of a circle is a line
segment joining any two points on a circle. A diameter of a circle is a
chord that goes through its center. The term is also used for the length
of these chords. The length of a diameter is twice the length of a
radius.

The circumference of a circle is similar to the perimeter of a polygon.

The circumference is the length of a circle. The circumference would diameter
tell you how much string it would take to go around a circle once. chord

Circumference is explored by investigating the ratio of the circumference to the diameter of a

circle. This ratio is a constant number, pi (π). Circumference is then found by multiplying π
by the diameter. Students may use 22 7
, 3.14, or the π button on their calculator, depending on
the teacher’s or the book’s directions.
C = 2πr or C = πd

For additional information, see the Math Notes boxes in Lessons 8.3.3 and 9.1.2 of the Core
Connections, Course 2 text.

Example 1 Example 2 Example 3

Find the circumference Find the circumference of a Find the diameter of a circle
of a circle with a circle with a radius of 10 units. with a circumference of
diameter of 5 inches. 163.28 inches.

d = 5 inches r = 10, so d = 2(10) = 20 C = πd

163.28 = π d
C = πd C = πd
163.28 ≈ 3.14d
C = π (5) C ≈ 3.14(20)
d ≈ 163.28
C ≈ 3.14(5) C ≈ 62.8 units 3.14
d ≈ 52 inches
C ≈ 15.7 inches

106 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Find the circumference of each circle given the following radius or diameter lengths. Round
your answer to the nearest hundredth.

1. d = 12 in. 2. d = 3.4 cm 3. r = 2.1 ft 4. d = 25 m

5. r = 1.54 mi

Find the circumference of each circle shown below. Round your answer to the nearest
hundredth.

6. 7.

Find the diameter of each circle given the circumference. Round your answer to the nearest tenth.

8. C = 48.36 yards 9. C = 35.6 ft

10. C = 194.68 mm

Answers

1. 37.68 in. 2. 10.68 cm 3. 13.19 ft 4. 78.5 m

5. 9.67 mi 6. 25.12 ft 7. 31.40 cm 8. 15.4 yards

9. 11.3 ft 10. 62 mm

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 107
AREA OF POLYGONS AND COMPLEX FIGURES 9.1.3

Area is the number of non-overlapping square units needed to cover the interior region of a
two-dimensional figure or the surface area of a three-dimensional figure. For example, area is
the region that is covered by floor tile (two-dimensional) or paint on a box or a ball (three-
dimensional).

For additional information about specific shapes, see the boxes below. For additional general
information, see the Math Notes box in Lesson 1.1.2 of the Core Connections, Course 2 text.
For additional examples and practice, see the Core Connections, Course 2 Checkpoint 1
materials.

AREA OF A RECTANGLE

To find the area of a rectangle, follow the steps below.

1. Identify the base.

2. Identify the height.
3. Multiply the base times the height to find the area in square units: A = bh.

A square is a rectangle in which the base and height are of equal length. Find the area of a
square by multiplying the base times itself: A = b2.

Example

base = 8 units
4 32 square units
height = 4 units
8 A = 8 · 4 = 32 square units

108 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Find the areas of the rectangles (figures 1 to 8) and squares (figures 9 to 12) below.

1. 2. 3. 4.

2 mi
5 cm 7 in. 8m
4 mi

6 cm 3 in.
2m

5. 6. 7. 8.
5.5 miles

3 units

6.8 cm 7.25
2 miles 8.7 units miles

3.5 cm
2.2 miles

9. 10. 11. 12.

8.61 feet

1.5 feet

8 cm 2.2 cm

Answers

1. 8 sq. miles 2. 30 sq. cm 3. 21 sq. in. 4. 16 sq. m

5. 11 sq. miles 6. 26.1 sq. feet 7. 23.8 sq. cm 8. 15.95 sq. miles

9. 64 sq. cm 10. 4.84 sq. cm 11. 2.25 sq. feet 12. 73.96 sq. feet

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 109
AREA OF A PARALLELOGRAM

A parallelogram is easily changed to a rectangle by separating a triangle from one end of the
parallelogram and moving it to the other end as shown in the three figures below.

base base base

height

height
height
base base base

parallelogram move triangle rectangle

Step 1 Step 2 Step 3

To find the area of a parallelogram, multiply the base times the height as you did with the
rectangle: A = bh.

Example

base = 9 cm
6 cm height = 6 cm

9 cm A = 9 · 6 = 54 square cm

Problems

Find the area of each parallelogram below.

1. 2. 3.
6 feet 8 cm 4m

8 feet 10 cm 11 m

4. 5. 6.
3 cm
7.5 in. 11.2 ft
13 cm
12 in.
15 ft
7. 8.
9.8 cm 8.4 cm

11.3 cm 15.7 cm

110 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Answers

1. 48 sq. ft 2. 80 sq. cm 3. 44 sq. m 4. 39 sq. cm

5. 90 sq. in. 6. 168 sq. ft 7. 110.74 sq. cm 8. 131.88 sq. cm

AREA OF A TRAPEZOID

A trapezoid is another shape that can be transformed into a parallelogram. Change a trapezoid
into a parallelogram by following the three steps below.
top (t) top (t) base (b) top (t) base (b)
height

height
height

height
height
base (b) base (b) top (t) base (b) top (t)

Trapezoid duplicate the trapezoid and rotate put the two trapezoids together to
form a parallelogram
Step 1 Step 2 Step 3

To find the area of a trapezoid, multiply the base of the large parallelogram in Step 3 (base and
top) times the height and then take half of the total area. Remember to add the lengths of the
base and the top of the trapezoid before multiplying by the height. Note that some texts call the
top length the upper base and the base the lower base.
A = 12 (b + t)h or A = b+t 2 ⋅h

Example
8 in. top = 8 in.
base = 12 in.
4 in.
height = 4 in.
12 in. A= 8+12
2
⋅ 4 =  20
2
⋅ 4 = 10 ⋅ 4 = 40 in.2

Parent Guide with Extra Practice © 2011, 2013, 2015 CPM Educational Program. All rights reserved. 111
Problems

Find the areas of the trapezoids below.

1. 2. 10 in. 3.
3 cm 2 feet
1 cm
4 feet
5 cm 8 in.

5 feet
15 in.

4. 5. 6. 11 m
11 cm 7 in.
8 cm
5 in.
15 cm 8m
10 in.
8m

7. 7 cm 8.
8.4 cm

4 cm 3 cm

10.5 cm
6.5 cm

Answers

1. 4 sq. cm 2. 100 sq. in. 3. 14 sq. ft 4. 104 sq. cm

5. 42.5 sq. in. 6. 76 sq. m 7. 35 sq. cm 8. 22.35 sq. cm

112 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
AREA OF A TRIANGLE

The area of a triangle is equal to one-half the area of a parallelogram. This fact can easily be
shown by cutting a parallelogram in half along a diagonal (see below).

base

height
height
height

height

base base
base
parallelogram draw a diagonal match triangles by cutting apart
or by folding
Step 1 Step 2
Step 3

As you match the triangles by either cutting the parallelogram apart or by folding along the
diagonal, the result is two congruent (same size and shape) triangles. Thus, the area of a
triangle has half the area of the parallelogram that can be created from two copies of the
triangle.

To find the area of a triangle, follow the steps below.

1. Identify the base.
2. Identify the height.
3. Multiply the base times the height.
4. Divide the product of the base times the height by 2: A = bh
2
or A = 12 bh

Example 1 Example 2

8 cm 4 cm
base = 16 cm base = 7 cm
height = 8 cm 16 cm height = 4 cm 7 cm

A = 16 ⋅ 8
2 = 2 = 64 cm
128 2 A= 7 ⋅  4
2 = 28
2 = 14 cm 2

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Problems
1. 2. 3.
6 cm
12 ft
13 cm
8 cm 14 feet
6 cm

4. 5. 6. 1.5 m
8 in. 5 feet
5m
17 in.
7 feet

7. 8.
9 cm 2.5 feet

21 cm 7 feet

Answers
1. 24 sq. cm 2. 84 sq. ft 3. 39 sq. cm 4. 68 sq. in.
5. 17.5 sq. ft 6. 3.75 sq. m 7. 94.5 sq. cm 8. 8.75 sq. ft

114 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
CALCULATING COMPLEX AREAS USING SUBPROBLEMS

Students can use their knowledge of areas of polygons to find the areas of more complicated
figures. The use of subproblems (that is, solving smaller problems in order to solve a larger
problem) is one way to find the areas of complicated figures.

Example 1

Find the area of the figure at right.

Method #1 Method #2 Method #3

Subproblems: Subproblems: Subproblems:

1. Find the area of rectangle 1. Find the area of rectangle 1. Make a large rectangle
A: A: by enclosing the upper
right corner.
8 ⋅ 9 = 72 square inches 9 ⋅ (8 – 4) = 9 ⋅ 4 = 36
square inches 2. Find the area of the new,
2. Find the area of rectangle larger rectangle:
B: 2. Find the area of rectangle
B: 8 ⋅ 11 = 88 square inches
4 ⋅ (11 – 9) = 4 ⋅ 2 = 8
square inches 11 ⋅ 4 = 44 square inches 3. Find the area of the
shaded rectangle:
3. Add the area of rectangle 3. Add the area of rectangle
A to the area of rectangle A to the area of rectangle (8 – 4) ⋅ (11 – 9)
B: B: = 4 ⋅ 2 = 8 square inches
72 + 8 = 80 square inches 36 + 44 = 80 square inches
4. Subtract the shaded
rectangle from the larger
rectangle:
88 – 8 = 80 square inches

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Example 2

Find the area of the figure at right. 10 cm 10 cm

6 cm

Subproblems: 8 cm

1. Make a rectangle out of the figure by enclosing the top.

2. Find the area of the entire rectangle: 8 ⋅ 10 = 80 square cm
10 cm
6 cm
3. Find the area of the shaded triangle. Use the formula A = 12 bh .
b = 8 and h = 10 – 6 = 4, so A = 12 (8 ⋅ 4) = 32
2
= 16 square cm.
8 cm 4. Subtract the area of the triangle from the area of the rectangle:
80 – 16 = 64 square cm.

Problems

Find the areas of the figures below.

1. 2. 3.

4. 5. 6.
6 yards 8m
2 yards
5m
10 m
3 yards

10 yards 14 m

7. 8. 9.

116 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
10. 11. Find the area of the 12. Find the area of the
shaded region. shaded region.
14'

9"
7'
12"
12' 8'

7"
15"

Answers

1. 158 sq. ft 2. 225 sq. m 3. 303 sq. in. 4. 42 sq. yards

5. 95 sq. m 6. 172.5 sq. m 7. 252 sq. cm 8. 310 sq. ft
9. 56 sq. cm 10. 264 sq. m 11. 148.5 sq. in. 12. 112 sq. ft

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PRISMS – VOLUME AND SURFACE AREA 9.2.1 to 9.2.4

SURFACE AREA OF A PRISM

The surface area of a prism is the sum of the areas of all of the faces, including the bases.
Surface area is expressed in square units.

For additional information, see Lesson 9.2.1 of the Core Connections, Course 2 text.

Example
10 cm
Find the surface area of the triangular prism at right.
7 cm
Step 1: Area of the 2 bases: 2 ⎡⎣ 12 (6 cm)(8 cm) ⎤⎦ = 48 cm2

Step 2: Area of the 3 lateral faces

6 cm 8 cm
2
Area of face 1: (6 cm)(7 cm) = 42 cm
Area of face 2: (8 cm)(7 cm) = 56 cm2
Area of face 3: (10 cm)(7 cm) = 70 cm2

Step 3: Surface Area of Prism = sum of area of bases and area of the lateral faces:

SA = 48 cm2 + 42 cm2 + 56 cm2 + 70 cm2 = 216 cm2

118 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Find the surface area of each prism.

1. 2. 3.

4. 5. The pentagon is 6.
equilateral.

Answers

1. 314 mm2 2. 192 cm2 3. 210 ft2

4. 192 cm2 5. 352 ft2 6. 408 cm2

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VOLUME OF A PRISM

Volume is a three-dimensional concept. It measures the amount of interior space of a three-

dimensional figure based on a cubic unit, that is, the number of 1 by 1 by 1 cubes that will fit
inside a figure.

The volume of a prism is the area of either base (B) multiplied by the height (h) of the prism.

V = (Area of base) · (height) or V = Bh

For additional information, see the Math Notes box in Lesson 9.2.4 of the Core Connections,
Course 2 text.

Example 1 Example 2
Find the volume of the square prism below. Find the volume of the triangular prism
below.

The base is a square with area (B)

The base is a right triangle with area
8 · 8 = 64 units2. 1 (5)(7) = 17.5 units2.
2
Volume = B(h) Volume = B(h)
= 64(5) = 17.5(9)
= 320 units3 = 157.5 units3

Example 3 Example 4
Find the volume of the trapezoidal prism Find the height of a right prism with a
below. volume of 132.5 cm3 and base area of
25 cm2.

Volume = B(h)
132.5 = 25(h)
h = 132.5
25
h = 5.3 cm
The base is a trapezoid with Volume
area 12 (7 + 15)⋅ 8 = 88 units2. = B(h)
= 88(10)
= 880 units3
120 © 2011, 2013, 2015 CPM Educational Program. All rights reserved. Core Connections, Course 2
Problems

Calculate the volume of each prism. The base of each figure is shaded.

1. Rectangular Prism 2. Right Triangular Prism 3. Rectangular Prism

4. Right Triangular Prism 5. Trapezoidal Prism 6. Triangular Prism with

B = 15 12 cm2

7. Find the volume of a right prism with base area 32 cm2 and height 1.5 cm.

8. Find the height of a right prism with base area 32 cm2 and volume 176 cm3.

9. Find the base area of a right prism with volume 47.01 cm3 and height 3.2 cm.

Answers

1. 12 ft3 2. 168 cm3 3. 255 in.3 4. 64.8 cm3 5. 324 ft3

6. 127 87 cm3 7. 48 cm3 8. 5.5 cm 9. 14.7 cm2

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