Frontmatter Gr.

8 SE 9/19/08 11:02 AM Page i

Practice and Homework Book

Author Team
Robert Berglind
Jim Mennie
Elizabeth Milne
Susan Ludwig
David Sufrin
Frontmatter Gr.8 SE 9/19/08 11:02 AM Page ii

Publisher
Mike Czukar

Publishing Team Research and Communications Manager

Enid Haley Barbara Vogt
Julia Cochrane
Lynne Gulliver
Alison Dale
Ellen Davidson
Judy Wilson

Design
Word & Image Design Studio Inc.

Typesetting
Computer Composition of Canada Inc.

Copyright © 2009 Pearson Education Canada, a division of Pearson Canada Inc.

All Rights Reserved. This publication is protected by

copyright, and permission should be obtained from
the publisher prior to any prohibited reproduction,
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information regarding permission, write to the
Permissions Department.

ISBN-13: 978-0-321-49643-0
ISBN-10: 0-321-49643-4

Printed and bound in Canada.

1 2 3 4 5 -- WC -- 12 11 10 09 08
Frontmatter Gr.8 SE 9/19/08 11:02 AM Page iii

Contents

UNIT
Square Roots and the Pythagorean Theorem

1 Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Activating Prior Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1 Square Numbers and Area Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2 Squares and Square Roots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.3 Measuring Line Segments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.4 Estimating Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.5 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.6 Exploring the Pythagorean Theorem. . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.7 Applying the Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
In Your Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

UNIT Integers
Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.1 Using Models to Multiply Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.2 Developing Rules to Multiply Integers . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.3 Using Models to Divide Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.4 Developing Rules to Divide Integers. . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.5 Order of Operations with Integers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
In Your Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

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UNIT Operations with Fractions

3 Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.1 Using Models to Multiply Fractions and Whole Numbers . . . . . . . . 50
3.2 Using Models to Multiply Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
3.3 Multiplying Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
3.4 Multiplying Mixed Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
3.5 Dividing Whole Numbers and Fractions . . . . . . . . . . . . . . . . . . . . . . . 58
3.6 Dividing Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
3.7 Dividing Mixed Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3.8 Solving Problems with Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
3.9 Order of Operations with Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
In Your Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

UNIT Measuring Prisms and Cylinders

Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
4 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
4.1 Exploring Nets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
4.2 Creating Objects from Nets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
4.3 Surface Area of a Right Rectangular Prism. . . . . . . . . . . . . . . . . . . . . 81
4.4 Surface Area of a Right Triangular Prism . . . . . . . . . . . . . . . . . . . . . . 83
4.5 Volume of a Right Rectangular Prism . . . . . . . . . . . . . . . . . . . . . . . . . . 85
4.6 Volume of a Right Triangular Prism. . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
4.7 Surface Area of a Right Cylinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
4.8 Volume of a Right Cylinder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
In Your Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

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UNIT Percent, Ratio, and Rate

Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
5 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
5.1 Relating Fractions, Decimals, and Percents. . . . . . . . . . . . . . . . . . . 102
5.2 Calculating Percents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
5.3 Solving Percent Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
5.4 Sales Tax and Discounts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
5.5 Exploring Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
5.6 Equivalent Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
5.7 Comparing Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
5.8 Solving Ratio Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
5.9 Exploring Rates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
5.10 Comparing Rates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
In Your Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

UNIT Linear Equations and Graphing

Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
6 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
6.1 Solving Equations Using Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
6.2 Solving Equations Using Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
6.3 Solving Equations Involving Fractions. . . . . . . . . . . . . . . . . . . . . . . . 144
6.4 The Distributive Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
6.5 Solving Equations Using the Distributive Property . . . . . . . . . . . . . 150
6.6 Creating a Table of Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
6.7 Graphing Linear Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
In Your Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

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UNIT Data Analysis and Probability

Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
7 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
7.1 Choosing an Appropriate Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
7.2 Misinterpreting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
7.3 Probability of Independent Events . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
7.4 Solving Problems Involving Independent Events. . . . . . . . . . . . . . . 179
In Your Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

UNIT Geometry
Just for Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
8 Activating Prior Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
8.1 Sketching Views of Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
8.2 Drawing Views of Rotated Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . 195
8.3 Building Objects from Their Views. . . . . . . . . . . . . . . . . . . . . . . . . . . 199
8.4 Identifying Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
8.5 Constructing Tessellations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
8.6 Identifying Transformations in Tessellations . . . . . . . . . . . . . . . . . . 208
In Your Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

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ut
Abo
Addison Wesley
Math
Makes Sense 7 Practice and Homework Book

Welcome to Pearson Math Makes Sense 8. These pages describe how this
Practice and Homework Book can support your progress through the year.

Each unit offers the following features.

Activating Prior Knowledge

provides a brief introduction and
Examples to refresh your skills, and
Check questions to let you reinforce
these prerequisite skills.

Just for Fun presents puzzles,

games, and activities to help you
warm up for the content to come.
You may work with key words,
numeracy skills, and creative and
critical thinking skills.

Key to Success highlights ways

you can develop your study skills,
test-taking skills, and overall
independence as a grade 8 student.

vii
Frontmatter Gr.8 SE 9/19/08 11:02 AM Page viii

For each lesson of the Student Book, the workbook Practice questions
provides 2 to 4 pages of support. provide a structure
for your work,
gradually leaving
more steps for you
to complete on your
own.

Quick Review covers the core concepts

from the lesson. If used for homework, this
Quick Review lets you take just the Practice
and Homework Book home,

In Your Words helps to close each unit.

This page identifies essential mathematical
vocabulary from the unit, gives one definition
as an example, and allows you to record
your understanding of other terms
in your own words.

Unit Review pages

provide the same level of
support as lesson Practice.
Each Unit Review question is
referenced to the relevant
lesson where related
concepts are developed.

Tips and Hints point you in the

right direction for success.
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UNIT

1 Square Roots and the

Pythagorean Theorem
Just for Fun
What Do You Notice?
Follow the steps. An example is given.
Example
1. Pick a 4-digit number with different digits. 3078
2. Find the greatest number that can be made with these digits. 8730
3. Find the least number that can be made with these digits. 0378
4. Subtract the least from the greatest. 8730 – 0378 = 8352
5. Repeat steps 2, 3, and 4 with the result. 8532 – 2358 = 6174
6. Continue to repeat steps 2, 3, and 4 until you notice
something interesting. 7641 – 1476 = 6174

What do you notice?

____________________________________________________________________
Try these steps with the number 2395. What do you notice? Pick any 4-digit number.
What do you notice?
____________________________________________________________________

Letter Symmetry
A letter has mirror symmetry if a straight line can be drawn through
the letter so that one half of the letter is a mirror image of the other half. A
The straight lines can be vertical, horizontal, or slanted.
For example, the letter A has mirror symmetry, but the letter F does not. F
Which letters have mirror symmetry?

Which letters have more than one line of symmetry?

__________________________________________

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Activating Prior Knowledge

Areas of Rectangles and Triangles

Area is the amount of surface a figure covers. It is measured in square units.

➤ To find the area of a rectangle, use the formula A = bh, where b is the base length and
h the height of the rectangle.
1
➤ To find the area of a triangle use the formula A = 2 bh, where b is the base length and
h is the height of the triangle.

Example 1
Find the area of each figure.
a) b) c)

3 cm
3 cm
4 units
5 cm
5 cm
Solution 6 units

a) The figure is a rectangle with base b) The figure is a triangle with base
5 cm and height 3 cm. 6 units and height 4 units.
Substitute b = 5 cm and Substitute b = 6 units and
h = 3 cm into A = bh. h = 4 units into A = 21 bh.
1
A = 5 cm  3 cm A = 2 (6 units  4 units)
= 15 cm2 = 12 square units
The area is 15 cm2. The abbreviation The area is 12 square units.
cm2 stands for “square centimetres.”

c) The figure is a triangle with base 5 cm and height 3 cm.

1
Substitute b = 5 cm and h = 3 cm into A = 2 bh.
1
A= 2 (5 cm  3 cm)
= 21 (15 cm2)
= 7.5 cm2
The area is 7.5 cm2.

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✓
1. Find the area of each figure.

a) b)

2.5
3 cm

3.4
6 cm

The area is ____ cm  ____ cm = ____ The area is _______________

c) d)

5 cm

6 cm

5 cm

5 cm

The area is _______________ The area is 1

2 (____ cm  ____ cm) = _____

e) f)

5 cm

8.5 m
7 cm
The area is
The area is _______________ _______________

5.4 m 3
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1.1 Square Numbers and Area Models

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Quick Review
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➤ When you multiply a number by itself, you square the number.
The square of 5 is 5  5 = 25
We write: 52 = 5  5 = 25
We say: Five squared is twenty five.
25 is a square number, or a perfect square.

➤ You can model a square number by drawing a

square whose area is equal to the square
number.
You can model 25 using a square with side
25 square
length 5 units. units 5 units

5 units

Find the perimeter of a square with area 9 cm2.

First, find the side length of the square.
Since 3  3 = 9, the side length is 3 cm. So, the 9 cm2
perimeter is 3 cm + 3 cm + 3 cm + 3 cm = 12 cm

16 is a perfect square because you can 20 is not a perfect square because you
create a square with area 16 square cannot create a square with area
units using square tiles. 20 square units using square tiles. The
4  5 rectangle is the closest to a
square that you can get.

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1. Match each diagram to the correct square number.

a) i) 36

b) ii) 81

c) iii) 16

2. Complete the statement for each square number.

a) 64 is a square number because 64 = ______  ______ = ______

b) 49 is a square number because 49 = ______  ______ = ______

3. Complete the table. The first row has been done for you.
a) 42 44 16
b) 32 ______  ______
c) ______2 77
d) 112 ______  ______

4. Match the area of the square with the correct side length.
a) 25 cm2 i) 2 cm
b) 64 cm2 ii) 10 cm
c) 4 cm2 iii) 5 cm
d) 100 cm2 iv) 8 cm

5. Use square tiles to decide whether 32 is a square number.

________________________________________________________________________

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6. Use graph paper to decide whether 64 is a square number.

________________________________________________________________________

7. Which of the numbers are perfect squares? How do you know?

a) 81 81 is a perfect square because 81 = ______  ______ = ______

b) 18 18 ______ a perfect square because I ______ draw a square with area

18 square units on grid paper.

c) 20 _______________________________________________________
_______________________________________________________

d) 25 _______________________________________________________

8. Find the side length of the square with each area. Give the unit.

a) 49 cm2 _____  _____ = 49, so the length of the side is 7 cm.

b) 900 mm2 ______________

c) 121 cm2 ______________

d) 169 m2 ______________

9. Find the perimeter of each square.

a) side length 6 cm Perimeter = ____ cm + ____ cm + ____ cm + ____ cm = ____ cm

b) area 25 m2 Side length is _____ m, because _____  _____ = 25. So,

Perimeter = ___________________ = _________________

c) area 144 m2 ______________

10. If you multiply a perfect square by a different perfect square, is the answer also a perfect
square? Give examples to explain your answer.

______________________________________________________________________

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1.2 Squares and Square Roots

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Quick Review
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➤ When a number is multiplied by itself, the result is a square number.
For example, 9 is a square number because 3  3 = 9.

➤ A number is a square number if it has an odd number of factors.

For example, to check if 36 is a square number, first create a list of the factors of 36 in
pairs as shown:
1  36
2  18
3  12
49
66

Write these factors in ascending order, starting at 1:

Tip
1, 2, 3, 4, 6 , 9, 12, 18, 36 A number with an
even number of
factors is not a
There are nine factors of 36. This is an odd number,
square number.
so 36 is a square number.

In the ordered list of factors, notice that 6 is the middle number, and that 6  6 = 36.
6 is called the square root of 36.
We write the square root of 36 as √36 H I N T
➤ Squaring and taking the square root are inverse To find the square of
operations. a number, multiply the
number by itself.
So, √36 = 6 because 62 = 6  6 = 36.
This means √62 = 6

➤ You can find a square root using a diagram of

square. The area is the square number. 36 square √36 = 6 units
units
➤ The side length of the square is the square root
of the area. I N
H T
To find the
square root of a
number, model with a √36 = 6 units
square, or make a list
of factors.

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1. List the factors of each number in ascending order. Which numbers are square numbers?
For each of the square numbers, find the square root.

a) 196: ___________________________ ______________________________

b) 200: ___________________________ ______________________________

c) 441: ___________________________ ______________________________

2. For each square, state the square number and the square root.

a) b)

16 square 49 square
units units

square number ______________ square number ______________

square root ______________ square root ______________

3. Complete the sentence for each square root. The first one has been done for you.
a) √25 = 5 because 52 = 25 b) √49 = ______ because ______ = ______
c) √100 = ______ because ______ = ______ d) √144 = ______ because ______ = ______

4. Complete each sentence. The first one has been done for you.
a) √16 = 4 because 42 = 16 b) ______ = 8 because 82 = ______
c) ______ = 9 because ______ = ______ d) ______ = 11 because ______ = ______

5. Match each number in column 1 to the number that is equal to it in column 2.

a) √9 i) 9
b) 81 ii) 92
c) 32 iii) √ 81
d) 9 iv) 3

6. Find each square root.

a) √64 = ________ b) √400 = ________ c) √ 225 = ________ d) √ 324 = ________

7. Find the square root of each number:

a) 52 = ________ b) 82 = ________ c) 162 = ________ d) 542 = ________

8. Find the number whose square root is

a) 17 ________ = ________ b) 22 ________ c) 30 ________

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1.3 Measuring Line Segments

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➤ This is true for all squares.
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64 square units A
8 units = √ 64 units square l = √A units
= 82 square units
units

l = √A units

➤ In the square: ➤ In the square:

• the side length is 8 units and the • the side length is l units and the
area is 82 square units area is l 2 square units
• the area is 64 square units and the • the area is A square units and the
side length is √64 units side length is √A units

➤ Squares can have areas that are not square numbers.

The side length of this square is √8 cm and the area
8 cm2 l = √ 8 cm
is (√8)2 = 8 cm2
The area is 8 cm2 and the side length is √8 cm.

➤ You can find the length of a line segment AB on a grid by Tip

constructing a square on the segment. The length AB is the The square of the
square root of a
square root of the area of the square. number is that
B number. For
Draw an enclosing square example, ( √2)2 = 2.
around the square √8 is not a whole
A number. It is
containing AB. called an
Then find the area of the 4 units irrational
number.
enclosing square, and
subtract the sum of the
areas of the triangles.
4 units
The area of the enclosing square is 4 square units = 16 square units
2

Each triangle has area 1

2  1 unit  3 units = 1.5 square units
H I N T
4 triangles have area 4  1.5 square units = 6 square units Use the formulas
The area of the square with AB as a side is A = s for the area of 2

16 square units – 6 square units = 10 square units a square and A = 21 bh

So, the length of AB is √10 units. for the area of
a triangle.

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1. Circle the correct answer for each question.

a) 162 = ? 4 256 b) √100 = ? 50 10 c) 252 = ? 5 625

2. The area of a square is given. Find its side length. Which of the side lengths are whole
numbers?
a) A = 81 cm2, l = _____________________ b) A = 30 cm2, l = __________________
c) A = 144 mm2, l = ___________________ d) A = 58 m2, l = ___________________

3. The side length of a square is given. Find its area.

a) l = 7 cm, A = _______ b) l = 15 m, A = _______ c) l = √36 cm, A = ________
d) l = √50 mm, A = _______ e) l = √24 cm, A = ______ f) l = √121 mm, A = _______

4. Find the area of each shaded square. Then write the side length of the square.

a) Area of large square = ____ square units

Area of each triangle = ____ square units
Area of shaded square = area of large square – ____  area of each triangle
= _______________________________
= _______________________________
Side length = _______________________________

b) Area of square c) Area of square

_____________ ______________

Side length Side length

_____________ ______________

5. Copy each line segment and square onto grid paper. Draw a square on each line segment.
Find the area of the square and the length of the line segment.

a) b) c)

Area of square Area of square Area of square

___________________ ___________________ ___________________
Length of line segment Length of line segment Length of line segment
___________________ ___________________ ___________________

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1.4 Estimating Square Roots

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➤ To estimate the square root of a number that is not a perfect square, you can
use a number line.
1 4 9 16 25

1 2 3 4 5

To estimate √10: Note that √10 lies between √9 and √16. So, √10 must have a value
between 3 and 4, but closer to 3. Use trial and error and a calculator to get a closer
approximation. Round to 2 decimal places.

Try 3.3: 3.3  3.3 = 10.89 too big

Try 3.2: 3.2  3.2 = 10.24 too big
Try 3.1: 3.1  3.1 = 9.61 too small
Try 3.16: 3.16  3.16 = 9.99 very close
√10 is approximately 3.16.

1. Use the number lines to complete each statement with whole numbers. The first one is
done for you.

1 4 9 16 25 36 49 64 81 100

1 2 3 4 5 6 7 8 9 10

a) √5 lies between _____ and _____ H I N T

b) √20 lies between _____ and _____ Find perfect

squares close to the
number inside the
c) √55 lies between _____ and _____
square root symbol.

d) √2 lies between _____ and _____

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2. Place the letter of the question on the number line below. The first one is done for you.

a) √135

10 11 12 13 14 15

a) √135 b) √ 201 c) √108 d) √167 e) √188

3. Which statements are true, and which are false?

a) √20 is between 19 and 21. _________ b) √20 is between 4 and 5. _________

c) √20 is closer to 4 than 5. _________ d) √20 is between √19 and √21. _________

4. Which are good estimates of the square roots?

a) √19 = 4.75 _________________ b) √220 = 14.83 _________________

5. Use a calculator and the trial and error method to approximate each square root to
1 decimal place. Record each trial.

a) √20 = ______ b) √57 = ______ c) √115 = ______ d) √175 = ______

6. Find the approximate side length of the square with each area.
Answer to 1 decimal place.

a) A = 50 cm2 b) A = 125 cm2 c) A = 18 cm2

s = ________ s = _________ s = ________

7. Which is the closest estimate of √99 : 9.94 or 9.95 or 9.96? How did you find out?

8. What length of fencing is required to surround a square field with area 250 m2? Answer to
2 decimal places.

Side length = ______ = _______

Perimeter = _______ + _______ + _______ + _______ = _______

_________________________________________________________________________

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1.5 The Pythagorean Theorem

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➤ A right triangle has two legs that form the hypotenuse
leg
right angle. The side opposite the right
angle is called the hypotenuse.
leg
➤ The three sides of a right triangle form a relationship known as the Pythagorean
Theorem.
Pythagorean Theorem: The area of the square on the hypotenuse is equal to the
sum of the areas of the squares on the legs. 2 2
10 cm
➤ In the diagram:
Area of square on hypotenuse:
102 cm2 = 100 cm2
Areas of squares on legs: 10 cm
6 cm
62 cm2 + 82 cm2 = 36 cm2 + 64 cm2 62 cm2
= 100 cm2
8 cm
Notice that 102 = 62 + 82.
82 cm2
This theorem is true for all right triangles.

➤ You can use the Pythagorean Theorem to find the length of any side of a right
triangle when you know the lengths of the other two sides.

12
l
10 h

9
7 To calculate the leg with length
To calculate the hypotenuse h, l, solve for l in this equation:
solve for h in this equation: 122 = l 2 + 92
h2 = 72 + 102 144 = l 2 + 81
h2 = 49 + 100 144 – 81 = l 2 + 81 – 81
h2 = 149 63 = l 2
h = √149 √63 = l
Use a calculator: h  12.2 Use a calculator: l  7.9 cm

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1. Identify the legs and the hypotenuse of each right triangle.

a) ____________ b) ____________ ____________

g n r

j p
d
____________ ____________
____________

2. Circle the length of the unknown side in each right triangle.

a) b) ? c) 15

? 3 ?
8 4 8

√13 √ 89 √7 5 17 √161

3. Find the length of the unknown side in each right triangle. Use a calculator to
approximate each length to 2 decimal places, if necessary.

a) b) 6 c) d) 13
12 10
l
7 h 8 12
l
h
3
h2 = _____ + _____ _____ = _____ + _____

= =

4. Find the length of the unknown side in each triangle. Use a calculator to approximate each
answer to 1 decimal place. 10
25
a) b) c)
9 12
6 ? 22 ?

_______________ _________________ _________________

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1.6 Exploring the Pythagorean Theorem

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➤ The Pythagorean Theorem is true for right triangles only.
➤ To see which triangle is a right triangle, check to see if the area of the square on the
longest side is equal to the sum of the areas of the squares on the other two sides.

144 cm2 169 cm2 225 cm2

100 cm2

13 cm
12 cm
P 15 cm
10 cm Q
5 cm
25 cm2 7 cm

49 cm2

25 cm2 + 144 cm2 = 169 cm2 49 cm2 + 100 cm2  225 cm2

The Pythagorean Theorem applies to triangle P, but not to triangle Q.

➤ A set of three whole numbers that satisfy the Pythagorean Theorem is called a
Pythagorean triple. For example, 5-12-13 is a Pythagorean triple because 52 + 122 = 132

➤ For a right triangle:

area of square on the longest side (square C) = area of square A + area of square B

B c
b

a
A

➤ For a Pythagorean triple a-b-c:

c 2 = a2 + b2

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1. Fill in the blanks from the list of choices to make the sentence true.

a)
36 m2
6m Triangle X _______ a right triangle because
100 m2 ______________
X 64 m2
10 m
8m is is not 6 + 8  10 100 = 64 + 36

b)

17 cm2
Triangle Y _______ a right triangle because
_____________
8 cm2
is is not 82 + 152 = 172 8 + 15  17

15 cm2

2. Which of the following triangles are right triangles? Explain.

a) b) c)

40 cm2 8 m2
68 m2

20 m2
42 cm2 6 m2
2
72 cm 10 m2
2
48 m

__________________ __________________ ___________________

__________________ __________________ ___________________

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3. Determine whether the triangle with each set of side lengths is a right triangle. Justify
your answer.

a) 20 cm, 30 cm, 40 cm b) 30 mm, 40 mm, 50 mm

_____ cm + _____ cm = ______ cm
2 2 2
________________________________
_____ cm2 = ______ cm2 ________________________________
The triangle _______ a right triangle
because _______________________

c) 20 m, 21 m, 29 m d) 60 cm, 11 cm, 62 cm
___________________________ _____________________________
___________________________ ______________________________

4. Fill in the blanks to make the sentence true.

The set of numbers 7, 24, 25 is a Pythagorean triple because ______ + ______ = ______

5. Which of these sets of numbers are Pythagorean triples? Explain.

a) 10, 50, 60 b) 12, 35, 37

This __________ a Pythagorean triple ______________________________
because 102 + 502 ______ 602 ______________________________

6. Two numbers of a Pythagorean triple are given. Find the missing number. The numbers are
listed in ascending order.
a) 7, 24, _______
The missing number is the __________ of the sum of the ________ of the first two
numbers.
__________________

= _____

= _____

b) 16, 30, ________ c) 10, ________, 26

7. Doug wants to check that a lawn he is planting is a rectangle. He measures the width of the
lawn to be 10 m, the length to be 24 m, and the diagonal to be 26 m. Is the lawn a
rectangle? Explain.
If the lawn is a rectangle, then the width, length, and diagonal form a __________ triangle.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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1.7 Applying the Pythagorean Theorem

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➤ The Pythagorean Theorem applies to right triangles.
➤ An algebraic equation for the Pythagorean Theorem is h2 = a2 + b2, where h is the
length of the hypotenuse and a and b are the lengths of the legs.

h2 square units

a2 square h
units a

b2 square
units

➤ You can apply the Pythagorean Theorem to problems involving right triangles.

You can calculate how high up the wall the ladder in the diagram reaches
using the formula h2 = a2 + b2
Since the length of the ladder is the hypotenuse of the right triangle,
we label it h. The lengths of the two legs of this triangle are
labelled a and b.
h = 10 m a=?
Substitute b = 4 and h = 10 into h2 = a2 + b2

102 = a2 + 42
100 = a2 + 16
100 – 16 = a2 + 16 – 16 b=4m
84 = a2
Tip
√84 = a
It does not matter
9.2  a which leg is labelled a
a is approximately 9.2 m. The ladder reaches and which leg is
approximately 9.2 m up the wall. labelled b, so long
as a and b label
the legs and h labels
the hypotenuse.

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1. Use the Pythagorean Theorem to check if this is a right triangle.

4 cm
Substitute a = ____, b = ____, and h = ____
into the formula h2 = a2 + b2
6 cm
h2 = ______ a2 + b2 = ______ 8 cm

Circle the choices that make the sentence true.

Since h2 equals / does not equal a2 + b2, the triangle is / is not a right triangle.

For questions 2 to 5, give each length to 1 decimal place.

2. Use the equation h2 = a2 + b2 to find the length of the unknown side.

5 cm
a) b)
h=?
6 mm

h=? 9 cm

10 mm
h  ________
h
11 mm
c) d) 9 cm

b=? a=?
23 mm 7 cm

b  ________ a  _______

3. An 8-m ladder leans against a wall. How far up the wall does the ladder reach if the foot
of the ladder is 3 m from the base of the wall? Show your work.

H I N T
Identify which is the
hypotenuse before 8m
you substitute. ?

b  ________ 3m
The ladder can reach a height of ______, to 1 decimal place.

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4. A ship leaves port and travels 12 km due north. It then changes direction and travels due
east for 10 km. How far must it travel to go directly back to port?
10 km
Sketch a diagram to explain.

12 km
The ship must travel _________, to 1 decimal place, to go h = ? km
directly back to port.
weather
5. A weather balloon is anchored by a cable 800 m long. balloon

The balloon is flying directly above a point that

is 100 m from the anchor. How high is the balloon
flying? Give your answer to
the nearest metre.

The balloon is flying at a height of __________,

to the nearest metre. 800 m
b=?

ANCHOR

100 m

6. A rectangular field is 40 m long and 30 m wide. Carl walks from one corner of the field to
the opposite corner, along the edge of the field. Jade walks across the field diagonally to
arrive at the same corner. How much shorter is Jade’s shortcut?
Tip
Sketch a diagram
first.

The diagonal of the field measures ______.

Jade walks ______.
Carl walks ______ + ______ = ______
Jade’s shortcut is ______ – ______ = ______ shorter.

7. What is the length of a diagonal of a square with area 100 cm2? Give your answer to
1 decimal place.

The side length of the square is the square root of _______, or ______ cm.

The diagonal of the square is the __________ of the right triangle with sides ______ and
______.

The length of the diagonal of the square is _______, to 1 decimal place.

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

perfect square (square number)____ square root ____________________

the product of a whole number multiplied
__________________________________________ __________________________________________
by itself
__________________________________________ __________________________________________
For example, 25 is 5  5, so 25 is a
__________________________________________ __________________________________________
perfect square.
__________________________________________ __________________________________________

__________________________________________ __________________________________________

_______________________________________ _______________________________________

legs of a right triangle ___________ hypotenuse ____________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

_______________________________________ _______________________________________

_____________________________________ ______________________________________

Pythagorean Theorem ___________ Pythagorean triple _____________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

________________________________________ ________________________________________

______________________________________ ______________________________________

List other mathematical words you need to know.

____________________________________________________________________________

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Unit Review
LESSON

1.1 1. Circle the perfect squares. Use a diagram to support your answer.

a) 36 b) 63 c) 121 d) 99

1.2 2. Simplify without using a calculator.

a) 82 = _____________ b) √49 = _____________

c) 122 = ____________ d)√ 121 = ____________

3. List the factors of each number in ascending order. Circle the numbers that are
perfect squares.

a) 50 b) 196
______________________________ ______________________________

c) 84 d) 225
______________________________ ______________________________
1.3 4. The area of a square is given. Find its side length. Circle the side lengths that are
whole numbers.

a) 18 cm2 b) 169 cm2 c) 200 cm2

________ ________ ________

5. Find the area of the square. Then write the side length of the square.

Area = ________________
Side length = ___________

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LESSON

6. Construct a square on the line segment.

Find the length of the line segment.

Length = _______________

1.4 7. Evaluate.
a) √8  8 = _____ b) √ 54  54 = ______ c) √ 153  153 = ______

8. Between which two whole numbers is each square root?

a) √45 b) √18 c) √55 d) √135
__________ __________ __________ __________

9. Estimate each root in question 8 to 1 decimal place.

a) __________ b) __________ c) __________ d) __________

10. Circle the better estimate.

a) √ 75  8.65 or 8.66? b) √90  9.49 or 9.50?

1.5 11. Find the area of each indicated square.

?
a) b)
?
22 m2 150 cm2
250 cm2
10 m2

________________________ ________________________

12. Find the length of each side labelled with a variable. Give answers to 1 decimal place,
if necessary. √40
8
a) b) c)

20 h
l √60
12 h

15
_________________ _________________ _________________

1.6 13. Which of the following are right triangles? Justify your answer.

a) b)
15 mm2

82 cm2

52 cm2 20 mm2
35 mm2

31 cm2

_______________________ _______________________
_______________________ _______________________
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LESSON

14. Circle the sets of numbers that are Pythagorean triples.

a) 10, 24, 26 b) 12, 15, 20

c) 7, 24, 26 d) 11, 60, 61

1.7 15. A ship travels for 14 km toward the south. It then changes Tip
direction and travels for 9 km toward the east. How far does Draw a diagram.
the ship have to travel to return directly to its starting point?
Answer correct to 2 decimal places.

The ship must travel _________

16. How high up the wall does the ladder reach? Answer correct to 2 decimal places.

________
11 m ?

2m

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UNIT

2 Integers
Just for Fun
Modified Sudoku Cube Count
This is a modified version of a Sudoku How many cubes are in this figure?
puzzle, which originated in Japan. Look for a pattern to find the answer.

Complete this grid so that every row,

column, and 2  3 box contains every
digit from 1 to 6.

1 6
5
1 5 4
6 3 2 5
4
1 3

There are ____________ cubes.

Add 'Em Up
Find the value of this expression without using a calculator. Explain your work.

1 – 2 + 3 – 4 + 5 – 6 + . . . + 99 – 100 = ____________

________________________________________________________________________

________________________________________________________________________

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Activating Prior Knowledge

Using Models to Add Integers
➤ You can use coloured tiles to model integers.
A black tile models –1. A white tile models +1.
–1 +1

A black tile and a white tile combine to model 0.

They form a zero pair: (+1) + (–1) = 0 +1
–1

To add: (–4) + (–2) To add: (+5) + (–2)

Model –4 with 4 black tiles. Model +5 with 5 white tiles.
Model –2 with 2 black tiles. Model –2 with 2 black tiles.
–4: +5:
–2: –2:

There are 6 black tiles altogether. Circle zero pairs.

They model –6. 3 white tiles remain.
So, (–4) + (–2) = –6 They model +3.
So, (+5) + (–2) = +3

➤ You can also use a number line to add integers.

Find the first integer on the number line.

• To add a positive integer, move right on the number line.

• To add a negative integer, move left on the number line.
To add: (–4) + (+2) To add: (+5) + (–4)
Start at –4. Start at +5.
Move 2 units right to add +2. Move 4 units left to add –4.

+2 –4

–5 –4 –3 –2 –1 0 0 +1 +2 +3 +4 +5 +6

The arrow ends at –2. The arrow ends at +1.

So, (–4) + (+2) = –2 So, (+5) + (–4) = +1

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✓
1. Use tiles to add.

a) (+1) + (+3) = _________ b) (–2) + (–3) = _________

c) (–4) + (+3) = _________ d) (+4) + (–2) = _________

2. Use a number line to add.

a) (+2) + (–2) = ________ b) (+11) + (–5) = ________ c) (+9) + (+7) = ________

d) (–2) + (–9) = ________ e) (–12) + (+7) = ________ f) (+7) + (–15) = ________

Using Models to Subtract Integers

➤ To subtract, you take away tiles.
If there are not enough tiles to remove, add zero pairs.
To subtract: (–3) – (+2)
Model –3 with 3 black tiles.
H I N T
To take away +2, 2 white tiles are needed.
Add 2 zero pairs of tiles to provide 2 white tiles. Adding a zero pair is
equivalent to adding 0.
It does not change the
value represented by the
tiles.

5 black tiles remain. They model –5.

So, (–3) – (+2) = –5

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➤ To subtract an integer on a number line, move in the opposite direction of adding the same
integer.
To subtract a positive integer, move left.
To subtract a negative integer, move right.
To subtract: (+5) – (–4)
Start at +5.
Move 4 units right to subtract –4.

+4 +5 +6 +7 +8 +9 +10

The arrow ends at +9.

So, (+5) – (–4) = +9

✓
3. Subtract using a model of your choice

a) (+2) – (–7) = ________ b) (–3) – (–4) = ________ c) (–5) – (–5) = ________

d) (+10) – (–4) = ________ e) (–5) – (+6) = _______ f) (–3) – (–5) = ________

4. Match each description with the correct subtraction expression and answer.

Temperature Change Expression Answer

From 8C to 3C (–3) – (–8) –11

From 8C to –3C (–3) – (+8) –5

From –8C to 3C (+3) – (+8) +5

From –8C to –3C (+3) – (–8) +11

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2.1 Using Models to Multiply Integers

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➤ You can think of multiplication as repeated addition.
4  (–3) is the same as adding –3 four times.
As a sum: (–3) + (–3) + (–3) + (–3) = –12
As a product: 4  (–3) = –12
On a number line:
–3 –3 –3 –3

–13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5

➤ You can use tiles to multiply integers.

Let a circle represent the bank. The bank has zero value at the start.
Multiply: (+2)  (–3)
+2 is a positive integer.
–3 is modelled with 3 black tiles.
So, put 2 sets of 3 black tiles into the circle.

The 6 black tiles in the circle represent –6.

So, (+2)  (–3) = –6
➤ Multiply: (–2)  (–3)
–2 is a negative integer.
–3 is modelled with 3 black tiles.
So, we need to take 2 sets of 3 black tiles from the circle.
Add zero pairs until there are enough black tiles to remove.
Take out 2 sets of 3 black tiles.
There now are 6 white tiles left in the circle.
So, (–2)  (–3) = 6

1. Write a multiplication expression for each repeated addition.

a) (–2) + (–2) + (–2) + (–2) + (–2) = 5  ________

b) (+11) + (+11) + (+11) = ______________

c) (–5) + (–5) + (–5) = ______________

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2. Write each multiplication expression as a repeated addition. Then use a number line to find
each sum.

a) (+2)  (–4) = (–4) + (–4)

= _________

b) (+5)  (+4) = _____________________________

= _________

c) (–3)  (+2) = (+2)  (–3)

= _____________________________

=_________

3. Write a multiplication equation for each model. Find the product.

a) Deposit 3 sets of 2 black tiles.

3  (–2) = _________

b) Deposit 5 sets of 2 white tiles.

_________  (+2) = _________

c) Withdraw 2 sets of 3 black tiles.

_________  _________ = _________

d) Withdraw 9 sets of 2 black tiles.

________________________________

e) Deposit 4 sets of 3 black tiles.

________________________________

4. Use a tile model to find each product.

a) (+7)  (–2) = ________ b) (+3)  (+5) = ________

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c) (+2)  (–3) = ________ d) (–4)  (+5) = ________

H I N T
Add enough zero pairs
to take away the
appropriate number
of white tiles.

5. Use a model to represent each product. Draw the model you used each time.

a) (–3)  (–4) = _________ b) (+2)  (–5) = _________

c) (+7)  (+2) = _________ d) (–3)  (+6) = _________

6. The temperature dropped 2°C each hour for 4 h. Use integers to find the total change in
temperature.
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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2.2 Developing Rules to Multiply Integers

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➤ Integers have these properties of whole numbers.

• Multiplying by 0: 4  0 = 0 and 0  4 = 0
So, (–4)  0 = 0 and 0  (–4) = 0

• Multiplying by 1: 4  1 = 4 and 1  4 = 4
So, (–4)  (+1) = –4 and (+1)  (–4) = –4

• Commutative Property: 4  2 = 8 and 2  4 = 8

So, (–4)  (+2) = –8 and (+2)  (–4) = –8

• Distributive Property: 4  (2 + 3) = 4  2 + 4  3 = 20
So, (–4)  [(+2) + (+3)] = (–4)  (+2) + (–4)  (+3) = –20

➤ You can write the product of integers without the use of the  sign.
(–4)  (+2) can simply be written as: (–4)(+2)

➤ When 2 integers with the same sign are multiplied, their product is positive.
(+2)(+3) = +6 (–2)(–3) = +6

When 2 integers with different signs are multiplied, their product is negative.
(+2)(–3) = –6 (–2)(+3) = –6

1. Find a pattern rule for each multiplication pattern. H I N T

Extend the pattern for 3 more rows.
To find a pattern rule,
look for a pattern in the
a) (+3)(+3) = +9 b) (–3)(+3) = –9
integer factors and in
the products.
(+2)(+3) = +6 (–3)(+2) = –6

(+1)(+3) = +3 (–3)(+1) = –3

(0)(+3) = ___________ (–3)(0) = ___________

(______)(+3) = ______ _____________________

_____________________ _____________________

_____________________ _____________________
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2. In this chart, write the sign of each product of multiplying 2 integers.

 positive integer negative integer

positive integer

negative integer

• When 2 integer factors have the same sign, their product is _________________.

• When 2 integer factors have different signs, their product is _________________.

3. Find each product.

a) (+7)(–2) = _________ b) (–4)(–3) = _________ c) (–8)(+9) = _________

d) (+10)(–5) = _________ e) (+5)(–7) = _________ f) (–9)(–4) = _________

i) (–7)(–1) = _________ j) (+5)(0) = _________ k) (+20)(–20) = _________

4. Fill in the blank to make each equation true.

a) (+7)  _________ = –35 b) _________  (–9) = +99 c) (–10)  _________ = –320

d) _________  (–5) = +20 e) (+7)  _________ = –49 f) _________  (+13) = –65

g) _________  (–15) = –180 h) (+14)  _________ = –140 i) _________  (–7) = 56

5. Match each pattern rule with the corresponding pattern.

Complete each pattern and pattern rule.

Number Pattern Pattern Rule

–3, +9, –27, + 81, . . . Start at 2. Multiply by _________ each time.

+2, –10, +50, –250, . . . Start at 1. Multiply by –10 each time.

+3, –3, _________, _________, . . . Start at _________. Multiply by –3 each time.

+1, –10, _________, _________, . . . Start at 3. Multiply by –1 each time.

–1, –2, –4, –8, –16, . . . Start at –1. Multiply by _________ each time.

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2.3 Using Models to Divide Integers

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Division is the inverse of multiplication.
So, 10 ÷ 5 = ? is the same as ?  5 = 10.
The product means, “how many sets of 5 produce 10?”
You can “walk” a number line to model the division of two integers.
If the step size is positive, walk forward. If the step size is negative, walk backward.
The number of steps is the quotient and the direction you are facing at the end
determines its sign.
➤ Positive ÷ Positive
Divide: (+8) ÷ (+4)
Start at 0. Take steps of size 4 forward to end up at +8.
+4 +4

–1 0 1 2 3 4 5 6 7 8 9 10
You took 2 steps and are facing the positive end of the line. So, (+8) ÷ (+4) = +2
➤ Negative ÷ Negative:
Divide: (–8) ÷ (–4)
Start at 0. Take steps of size 4 backward to end up at –8.
–4 –4

–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2
You took 2 steps and are facing the positive end of the line. So, (–8) ÷ (–4) = +2.
➤ Negative ÷ Positive:
Divide: (–8) ÷ (+4)
Start at 0. Take steps of size 4 forward to end up at –8.
–4 –4

–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2
You took 2 steps and are facing the negative end of the line. So, (–8) ÷ (+4) = –2.
➤ Positive ÷ Negative:
Divide: (+8) ÷ (–4)
Start at 0. Take steps of size 4 backward to end up at +8.
+4 +4

–1 0 1 2 3 4 5 6 7 8 9 10
You took 2 steps. You are facing the negative end of the line. So, (–8) ÷ (+4) = –2.
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1. Write 2 related multiplication equations for each division equation.

a) (+60) ÷ (+10) = +6 ________________________, _____________________________

b) (+36) ÷ (–9) = –4 ________________________, _____________________________

c) (–45) ÷ (–9) = +5 ________________________, _____________________________

d) (–16) ÷ (+2) = –8 ________________________, _____________________________

2. Suzanne wanted to model division using a number line. She started at zero and took steps
backward of size 3. She ended up at –21.

a) Illustrate this problem using a number line.

b) Model this problem using a division equation. _________________________________

c) How many steps did Suzanne take? __________________________________________

3. Use a number line. Find each quotient.

a) (+24) ÷ (–8) = _________

b) (–20) ÷ (–5) = _________

c) (+25) ÷ (+5) = _________

d) (–18) ÷ (–9)= _________

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4. Find each quotient.

a) (–12) ÷ (+4) =_________ b) (–12) ÷ (–6) = _________ c) (–8) ÷ (+4) = _________

5. The water level in a well dropped 4 cm each hour. The total drop in the water level was
28 cm. Use an integer model to find out how long it took for the water level to change.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6. Use coloured tiles, a number line, or another model to clearly show your thinking. Find each
quotient.

a) (+10) ÷ (+2) = _________ b) (–10) ÷ (–2) = _________

c) (+10) ÷ (–2) = _________ d) (–10) ÷ (+2) = _________

Compare the quotients. What do you notice? ________________________________

7. The temperature dropped a total of 12°C over a 4-h period. The temperature dropped the
same amount each hour. Using a model, show the hourly drop in temperature.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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2.4 Developing Rules to Divide Integers

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➤ For any multiplication of 2 different factors, there are 2 related division facts:
For 4  3 = 12, the related division facts are: 12  3 = 4 and 12  4 = 3
The same rules apply to the product of 2 integers.
For (–2)(+5) = –10, the related division facts are:
(–10)  (–2) = +5 and (–10)  (+5) = –2

dividend divisor quotient

➤ The quotient of 2 integers with the same sign is positive.

(+10)  (+2) = +5 (–10) (–2) = +5
➤ The quotient of 2 integers with different signs is negative.
(+10) (–2) = –5 (–10) (+2) = –5
➤ A division expression can be written using a division sign, (–24) ÷ (–6), or it can be
written as a fraction, (–24)
(–6)
.

1. For each product, complete the 2 related division facts and name the sign of the quotient.

Multiplication Fact Related Division Facts Sign of Quotient

(+2)(+3) = +6 (+6)  (+2) = _________ __________________

(+6)  (+3) = _________ __________________

(–2)(–3) = +6 (+6)  (–2) = _________ __________________

(+6)  (–3) = _________ __________________

(+2)(–3) = –6 (–6)  (+2) = _________ __________________

(–6)  (–3) = _________ __________________

(–2)(+3) = –6 (–6)  (–2) = _________ __________________

(–6)  (+3) = _________ __________________

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2. Use your results in question 1. Complete these 2 statements.

When 2 integers have the same sign, their quotient is _________________.

When 2 integers have different signs, their quotient is _________________.

3. Find a pattern rule for each division pattern. H I N T

Extend the pattern 3 more rows.
To find a pattern rule,
look for a pattern in the
a) (+6)  (–2) = –3 b) (–12)  (–4) = +3
dividends and in the
quotients.
(+4)  (–2) = –2 (–8)  (–4) = +2

(+2)  (–2) = –1 (–4)  (–4) = +1

(0)  (–2) = ________ (0)  (–4) = ________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

Use the last 3 rows of each pattern. Complete these statements.

When both the dividend and divisor are negative, the quotient is ____________.

When the dividend is positive and the divisor is negative, the quotient is ____________.

4. Find each quotient.

a) (+15) ÷ (–3) = _________ b) (–32) ÷ (+4) = _________ c) (+72) ÷ (–8) = _________

d) (–54) ÷ (–9) = _________ e) (–72) ÷ (+6) = _________ f) (+88) ÷ (+11) = _________

g) (–42) ÷ (–6) = _________ h) (+108) ÷ (+9) = _________ i) (–56) ÷ (+7) = _________

5. Use 2 of these 5 integers. Write a division fact with each quotient.

–2 +3 +12 –1 +4
a) a quotient of –2 ________________________

b) the greatest quotient ________________________

c) the least quotient ________________________

d) a quotient between –5 and –10 ________________________

Tip
6. Use a calculator to divide. Look for the (–) or
+/– key on your
a) (+247)  (–13) = _________ b) (–851)  (–37) = _________ calculator to key
in negative
(–748) (–1485) numbers.
c) (–68)
= __________ d) (+33) = _________
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2.5 Order of Operations with Integers

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➤ The order of operations with whole numbers also applies to integers.

1 Perform operations in brackets first. Tip

➁ Divide and multiply, in order, from left to right. The letters BDMAS can
help you remember the
➂ Add and subtract, in order, from left to right. order of operations.
B–Brackets
1 ➂ ➁ DM–Divide, Multiply
(1 + 2) – 3  4 AS–Add, Subtract
1 B =3–34
➁ DM = 3 – 12
➂ AS = –9

➤ A fraction bar indicates division.

It also acts like brackets.
Evaluate the numerator and denominator separately before dividing.
12 + 8
For example,   20
2 – 6 = –4 = –5

➤ If an integer does not have a sign, it is assumed to be positive: 2 = +2

1. Simplify.

a) 5 – 2 – 6 b) 3(8 – 12) Tip

Brackets symbolize
= ______ – 6 = 3  ______ multiplication as
well as grouping.
= _________ = _________ 3(8 – 12) means
3  (8 – 12).

c) –4 + 2  3 d) 21  (–7)  5

= –4 + ______ = ____________

= _________ = ____________

e) 10 – [(5 – 3) + 9] f) –8 + 15  (–3) + 7 g) (–3)(–8) + 24  (–2)

_______________ _______________ _______________

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2. Match each expression with its answer.

Expression Answer

30  (5 – 10)  2 –14

30  (5 – 10  2) –12

(30  5 – 10)  2 –8

30  5 – 10  2 –2

3. Simplify.
(–4)(–2) (–6)(4) + 8
a) 3(5 2– 9) b) –8 c) (–2)  4
3( )
= 2

= ____________

= ____________ _______________ _______________

4. Evaluate each expression. Write the letter for the answer in the corresponding blank at the
bottom to find out what one wall said to the other.

2(–7 + 3) –8 + 12  4 3(10  2) – (–4)

= 2_________ = –8 + _______ = 3______ + ______
= __________ = __________ = __________
A C E
= __________
(–6)(–6)  (–4) 4  (–3) + 24  2 –5 + 12  4  (– 2)

H M N

19 – 3  4  (–6) 6(–
 8) 10 – 2(
 –3)
–12 –1 232–
41

O R T

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
0 19 19 2 0 19 –8 2 2 –9 19 –5 21 3 –11 19 3
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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

the numbers …, –3, –2,

integer________________________ quotient ______________________
–1, 0, 1, 2, 3, …
__________________________________________ __________________________________________
For example, 1, 2, 3, … are positive
__________________________________________ __________________________________________
integers and –1, –2, –3, … are negative
__________________________________________ __________________________________________
integers. 0 is neither positive nor
__________________________________________ __________________________________________
negative.
__________________________________________ __________________________________________

zero pair ______________________ commutative property __________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

zero property __________________ order of operations _____________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________

List other mathematical words you need

to know.

____________________________________________________________________________

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Unit Review
LESSON

2.1 1. Write each multiplication as a repeated addition. Then illustrate using coloured tiles
to find each sum.

a) (+5)  (–2) = ______________________________

= __________________

b) (+3)  (+5) = ______________________________

= __________________

c) (+3)  (–3) = ______________________________

= __________________

d) (–4)  (+2) = (+2)  _________

= ______________________________

= __________________

2. Use a number line. Find each product.

a) (+5)  (–1) = _________

b) (+3)  (+4) = _________

c) (–2) (+6) = _________

d) (+4)  (–5) = _________

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LESSON

3. a) The temperature rose 2°C each hour for 6 h. Use integers to find the total change in
temperature.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

b) If the starting temperature was –4°C, what was the temperature after 6 h?

______________________________________________________________________

______________________________________________________________________

4. Show how to model (–2)  (–5). Explain why you chose that model.

2.2 5. Complete each statement using positive, negative, or zero.

a) The product of a positive integer and a negative integer is ________________________.

b) The product of a negative integer and zero is __________________________________.

c) The product of an two negative integers is ____________________________________.

6. Find each product.

a) (+2)(+3) = ______________ b) (–6)(+4) = ______________

c) (–22)(–10) = ______________ d) (+24)(–30) = ______________

e) (–36)(–5) = ______________ f) (+42)(+3) = ______________

g) (–81)(+2) = ______________ h) (–237)(0) = ______________

7. Fill in the blank to make each equation true.

a) (–6)  _______ = –24 b) (–9)  _______ = +27

c) _______  (–3) = (–21) d) (–4)  _______ = +24

e) (+20)  _______ = +300 f) (–32)  _______ = –160

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LESSON

2.3 8. Write a related multiplication equation for each division equation.

a) (+100) ÷ (–25) = –4

___________________________________________________________________

b) (–28) ÷ (–7) = +4

___________________________________________________________________
(– 15)
c) (– 5) = +3
___________________________________________________________________
(+ 48)
d) (+ 12) = +4

___________________________________________________________________

9. Show how to model (–12) ÷ 4.

2.4 10. Decide whether each quotient will be positive, negative, or zero. Then evaluate each quotient.

a) (–25) ÷ (–5) ___________ c) (+ 42) ___________

(– 7)

b) (–36) ÷ (+9) ___________ d) 0 ÷ (–5) ___________

11. Evaluate each quotient and order the results from least to greatest.

a) (–20)  (+4) = _______ b) (–18)  (–6) = _______ c) (+48)  (–8) = _______

The quotients from least to greatest are: _______________________________________

12. Find all of the divisors of –16. Write a division equation each time. The first one has been
done for you.

Divisor Division Equation

–1 (–16) ÷ (–1) = +16

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LESSON

13. Write the next 3 terms in each pattern. Then write the pattern rule.

a) +1, –4, +16, –64, ______, ______, ______, …

Pattern rule: Start at ___. __________________ each time.

b) –128, +64, –32, 16, ______, ______, ______, …

Pattern rule: Start at _____. __________________ each time.

c) –3125, +625, –125, ______, ______, ______, …

Pattern rule: Start at ______. __________________ each time.

2.5 14. State which operation you would do first. Do not evaluate.

a) (+8) + (–2)  (–3) b) (–20) ÷ (–4) – (–2)

__________________ __________________

c) (–2)(4 – 5) d) 5 – 3 + (–4)  (–2)

__________________ __________________

15. Evaluate each expression in question 14. Show all your steps.
a)

b)

c)

d)

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LESSON

16. Evaluate using the order of operations.

a) 17 – 4  4 =

b) –48 ÷ 4 – 2(3 – 4) =

c) –2 – 4  9 =

d) (–6)(8
–4
– 2)
=

e) (–3)  (–3) + (–4)  (–4) =

21 + 2(3)
f) =
(–3)  (–3)

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UNIT

3 Operations with
Fractions
Just for Fun

Fraction Word Search

Can you find this list of words K V W W X J J O S E
in the word search table at the right?
F Q P U K M P P Q W
Words can be horizontal, vertical, or R O T A R E M U N V
diagonal. A E T W W F I U Z X
SIMPLIFY FRACTION C D P H P V X Y A M
T K H O A Q E N N L
IMPROPER MIXED
I E Z L R E D W F G
NUMERATOR PART O M E E T P U Z M Q
N N E W F O M H W I
EQUIVALENT WHOLE
T C S I M P L I F Y

A Game for 2 or more

Compose It
Make as many words as you can from the letters of the word “fraction.” Words must
contain at least four letters. The person with the most words after 3 minutes wins!

______________________________________________________

A Game for 2 or more

Winfrac
Play with one or more classmates.
You will need two 8- or 10-sided dice, a pencil, and paper.
Take turns to roll the two dice. Use the 2 numbers to create a proper fraction.
The player with the larger fraction wins a point.
The first player to reach 10 points wins the game.
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Activating Prior Knowledge

Equivalent Fractions
1 2 3 4
➤ 3 , 6 , 9 , and 12 are equivalent fractions. To find equivalent fractions, multiply or divide
the numerator and denominator by the same number.

✓
1. Write 3 equivalent fractions for each fraction.

6 21 30
a) 24 b) 14
________________ ________________ c) 72 ________________

Relating Mixed Numbers and Improper Fractions

5 17
➤ To convert 3 8 to an improper fraction: ➤ To convert 5 to a mixed number:
5
3 85 = 3 + 8
17
5
= 15
5
+ 2
5
24 5
= 8 + 8 = 3 52
29
= 8

✓
2. Convert each mixed number to an improper fraction.
4 7 1
a) 3 5 = ___________ b) 5 94 = _________ c) 3 20 = _________ d) 2 24 = _________

= 5 + _________

= _________

3. Convert each improper fraction to a mixed number.

41 41 29
a) 27
8 = 8 + 8 b) 18 = _________ c) 15 = _________ d) 12 = _________

= _________

Adding and Subtracting Fractions

➤ To add or subtract fractions with the same denominator, add or subtract the numerators.
1 9
5 + 52 = 53 13 – 3
13
6
= 13

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➤ To add or subtract fractions with different denominators:

• Use the least common multiple of the denominators as the common denominator.
• Write equivalent fractions with this common denominator.

To add 1
4 + 65 , find the least common To subtract 5
8
– 1,
12
find the least common
multiple of 4 and 6. multiple of 8 and 12.
The least common multiple of 4 and The least common multiple of 8 and 12 is 24.
6 is 12.
1 5 3 10 5 1 15 2
4 + 6 = 12 + 12 8 – 12 = 24 – 24
13 13
= 12 = 24

➤ To add or subtract mixed numbers, add or subtract the fractions and then add or
subtract the whole numbers. Sometimes, you need to regroup a whole number to
subtract the fractions. Simplify if necessary.
2 41 + 3 65 = 2 12
3 10
+ 3 12 5 81 – 3 21 = 5 81 – 3 84
13
= 5 12 = 4 89 – 3 84
1
= 5 + 1 12 = 1 85
1
= 6 12

✓
4. Add. Write the answer in simplest form. Write improper fractions as mixed numbers.
7
a) 10 + 61 = ________ + ________ b) 21 + 73 = ________

= ________

= ________
1 1 3
c) 3 3 + 4 2 = ________________ d) 2 65 + 1 8 = ________

= _______

5. Subtract. Write the answer in simplest form. Write improper fractions as mixed numbers.

a) 43 – 10
3
= ________ b) 85 – 61 = ________

= ________
1
c) 4 91 – 2 32 = 4 91 – 2 9 d) 7 4 – 3 65 = ________

=3 9 – ________
= ________
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Using Models to Multiply Fractions and

3.1 Whole Numbers

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➤ Repeated addition can be written as multiplication.
1
1
3 + 3 + 1
3 + 31 + 31 = 5  31 4
5 + 4
5 + 4
5 + 4
5 + 54 = 6  54
5 24
= 3 = 5
3
= 3 + 32 = 20
5 + 54

= 1 32 = 4 54

6  54 = 4 54 can also be shown on a number line or using a rectangle.

4 4 4 4 4 4
5 5 5 5 5 5

1 2 3 4 5
0

4
1 5

1
5
1 1 1 1 1 1

1. Write each addition statement as a multiplication statement and determine the product.

5 5 5 5 5
a) 7 + 7 + 7 + 7 = _______  7

= 7

= 7

7 2
b) 8 + 87 + 87 + 87 + 87 = ______ c) 32 + 32 + 32 + 3 = ______ d) 12
7 7
+ 12 7
+ 12 7
+ 12 7
+ 12 7
+ 12 = ______

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2. Write the multiplication sentence represented by each number line.

5 5 5 5
6 6 6 6 2 2 2 2 2 2 2
5 5 5 5 5 5 5
a) 0
b) 0
1 2 3 4 1 2 3

___________________ ___________________

2 2 2 2 2
3 3 3 3 3
c)
0
1 2 3 4 ___________________

3. Multiply. Use a model to help.

7
a) 3  12 = ___________ b) 20  43 = ___________ c) 32  18 = ___________

d) 94  10 = ___________ e) 6  43 = ___________ f) 85  9 = ___________

4. Match each multiplication to the correct product.

a) 2  54 i) 7 21

b) 83 of 13 ii) 4 32

c) 5  43 iii) 1 53

d) 9  65 iv) 3 43

e) 32  7 v) 4 87

3
5. It takes 4 h to frame a picture. How long will it take to frame 13 pictures?

It will take __________ h to frame 13 pictures.

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3.2 Using Models to Multiply Fractions

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Area models are useful for visualizing multiplication.
5
➤ The area of a rectangle is length multiplied by width.

{
A 5 by 3 rectangle covers 15 unit squares.
So, 5  3 = 15.

➤ To model 1  1,
draw a 5 by 3 rectangle.
5 3
3
{
The rectangle has 15 equal parts. 1 1 1 1 1
5 5 5 5 5
A horizontal row of 5 squares represents 31 of the rectangle. 1
3
1 1 1
5 of this row of 3 covers 1 of the 15 parts. 3
1
1 1 1 3
So, 53 = 15 .
4
2 5 1
➤ 2 horizontal rows of 5 squares represent of the rectangle.

{
3 5
4
5 of these 2 horizontal rows of 5 covers 8 of the 15 parts.
4 2 8
2
3 {
So, 5 3 = 15 . 1
3

1. Write the multiplication sentence modelled by the shaded region in each rectangle.

a) b) Tip
Write all fractions
in simplest form.
2
3  _________ = _________ 1
4  _________ = _________

c) d)

_________________________ ________________________

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2. Draw an area model for each product. Then find the product.
Write all fractions in simplest form.
Models may vary.
1 3 1 2
a) 4  4 = _____________ b) 2  3 = _____________

H I N T
3 1
3. Tom took of a pie. He could only eat of what he took. 1
4 2 
2 of 34 is 12  34.
What fraction of the pie did Tom eat?

_____________________________________________________

4. Use the area model below to calculate each product.

1 1 2 3 3 1 1 1 3 1
5  4 = _______ 5 4 = _______ 5  4 = _______ 5  2 =_______ 5 2 = _______

Look for a pattern in the numbers. Describe a relationship between the numerator and
the denominator of each answer fraction and those of the fractions being multiplied.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

5. Determine each product.

a) 43  52 = ________ b) 85  32 = ________ c) 74  32 = ________ d) 32  10

7
= ________

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3.3 Multiplying Fractions

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➤ To multiply fractions without using a model, multiply the numerators and
multiply the denominators.
32 3
3
4
 52 = 45
= 6
20 = 10

➤ If the numerators and denominators have common factors, divide by the common
factors before multiplying.
5 8 58
12  12 = 12  15
1 2
5÷5=1 8÷4=2
58
= 123 15 3 12 ÷ 4 = 3 15 ÷ 5 = 3
12
= 3 3

2
= 9

1. Multiply.
3 4
a) 83  15
4
= 8  15

_____ is the greatest common factor for 3 and 15.

_____ is the greatest common factor for 4 and 8.
3  4
=
8  15
= ________
3 5
b) 5  6 = ________ c) 43  97 = ________ d) 98  10
3
= ________ d) 13
9
3
 26 = ________

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2. Simplify before multiplying. Express products as proper fractions.

7 15
a) 9
3  14 = _______ b) 15 10
8  9 = _______ c) 4  92 = _______ d) 12 10
5  9 = _______

3. Multiply.

15 3 6 5 3 7 10
a) 8  5 = _______ b) 7  32 = _______ c) 6  10 = _______ d) 15  21 = _______

4. Multiply. Estimate to check that each product is reasonable.

7 34
a) 44
35  33 = _______ b) 33 22
 17 = _______ 57
c) 91 14 39 24
 19 = _______ d) 64  13 = _______

5. Match each multiplication to the correct product.

5 2 1
a) 6  7 i) 4

b) 23  61 ii) 61

8 9 5
c) 9  8 iii) 21

d) 43  92 iv) 1

3 1
6. In the school band, 5 of the students play the trumpet. Of these, 6 also play the

trombone. What fraction of the students in the band play both trumpet and trombone?

_____ of the students in the band play both trumpet and trombone.
1 1
7. Jeremy ate 3 of an apple pie. Sara ate 4 of the remainder. What fraction of the pie did Sara eat?

_____ of the pie was left after Jeremy had his share. So, Sara ate ________ = ____ of the pie.
5 2
8. Leona spent 8 of 3 of her allowance on magazines. What fraction of her total allowance did
she spend on magazines? What fraction did she have left?

Leona spent ____ of her allowance on magazines. She had 1 –____= ____ of her allowance left.

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3.4 Multiplying Mixed Numbers

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➤ An area model is often useful for visualizing a multiplication.
3 1
2 21  14 = (21) 1
2
1  2  34  12  43 2 2

= 2  12  32  38 1 2x1=2 1x1 = 1
2 2

3
= 168  4
8
 12
8
8
3 2 x3 = 3 1x3= 3
4 4 2 2 4 8
= 35
8

= 4 83

➤ Another way to multiply mixed numbers is to first convert to improper fractions.

1
Multiply: 1 51 38
25
1 51  3 81 = 56  8
3
6  25
5 6÷2=3 25 ÷ 5 = 5
= 1
58
4
5÷5=1 8÷2=4
15
= 4

= 3 43

1. Write each mixed number as an improper fraction.

3 3 1 7
a) 2 5 = _________ b) 4 4 = _________ c) 3 6 = _________ d) 1 12 = _________

2. Write each improper fraction as a mixed number.

19 17
a) 43
8
= _________ b) 6 = _________ c) 3 = _________ d) 27
4 = _________

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1 1
3. a) Show the product 1 6  1 2 on the rectangle. State the product.
1
2 2
1 61  2 21 = (_____)   
_____ _____ _____
= 2 __________ 1

= 1
____________ 6

b) Draw an area model to show the product 2 41  1 31 . Determine the product.

2 41 1
13  ________

4. Multiply. Express answers as proper fractions.

a) 2 85  1 75 = _________ 1
b) 2 10 2
 2 3 = _________ c) 1 81  3 31 = _________

= _________

= _________

d) 2 41  2 32 = _________ e) 4 52  2 71 = _________ f) 4 45  2 14 = _________

1
5. George practises his guitar for 15 h per day on school days. On Saturdays, he increases his
practice time to 2 21 times his normal time. How many hours does he practise on Saturdays?

_________________________________________________________________________

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3.5 Dividing Whole Numbers and Fractions

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A number line can be used to help divide a whole number by a fraction.

➤ To determine how many three-quarters there are in 6, divide 6 into quarters.

Arrange 24 quarters into groups of three.
There are 8 groups of three-quarters. 0
1 2 3 4 5 6
3
6 4 8

➤ To determine how many two-thirds there are in 3, divide 6 into thirds.

Arrange 18 thirds into groups of two-thirds.
0
There are 4 groups of two-thirds and one-third left over. 1 2 3
1 1 2
3 is 2 of 3.

2
So, 3  3  4 21
4 4
To find 5 3, think of sharing 5 into 3 equal parts.
1 4 1
Each part is 3 of 5 , or 3  54  15
4

So, 54 3  15
4

1. Use the number line to determine each quotient.

1 1 1 1 1 1 1 1 1 1 1 1 1 1
a) 2  3  ____ 3 3 3 3 3 3 b) 3  2  ____ 2 2 2 2 2 2

0 0
1 2 3 1 2 3
3 3
2 2 2 2 3 2 2
c) 2  3  ____ 3 3 3 d) 3  2  ____
0
1 2 3
0
1 2 3

2. Use the number line to determine each quotient. 0

1 1 3 1 5 3 7 1
8 4 8 2 8 4 8

1 1 3 7
a) 2  4____ b) 4 2____ c) 4 2 ____ d) 8  2____

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3. Use fraction circles, a number line, or a picture to determine each quotient.

1 1 5 3
a) 2  7  _____ b) 3 3 _____ c) 5  6 _____ d) 6  5 ____

4. Determine each quotient.

3 2 3 3
a) 2  4  _____ b) 3 3  _____ c) 2  8  _____ d) 2  5  ____

3 3 5 1
e) 5  2  _____ f) 4  5  _____ g) 6  2  _____ h) 2  2 ____

6. a) Two-thirds of a bag of candies is shared equally among 6 people. What fraction of the
candies does each person receive?

Each person receives of the bag of candies.

____
b) How many two-thirds cup servings are in 12 cups of fruit?

There are _____ two-thirds cup servings in 12 cups of fruit.

7. a) Write the digits 3, 4, and 12 in the boxes to obtain the greatest quotient. Is there more
than one answer?

 
_______

b) Write the digits 3, 4, and 12 in the boxes to obtain the least quotient. Is there more than
one answer?

 
_______

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3.6 Dividing Fractions

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There are at least two ways to divide fractions.
➤ Use common denominators
3 1
To divide: 4 ÷ 6

Write the fractions with common denominator 12:

3 1 9 2
4 ÷ 6 = 12 ÷ 12

How many two-twelfths are in nine-twelfths?

9 ÷ 2 = 4 21

So, 3
4 ÷ 1
6
= 4 21

➤ You can also divide by a fraction by multiplying by the reciprocal.

4 2
To divide: 5 ÷ 3
2 3
The reciprocal of 3 is 2 .
4
5 ÷ 2
3 = 4
5  23
6
= 5

= 1 51

1. Write the reciprocal of each fraction.

a) 4 b) 3 c) 11 d) 7
7 _____ 8 _____ 15 _____ 8 _____

2. Use the number line to determine each quotient.

9
a) 10 ÷ 52 = 0
1 1 3 2 1 3 7 4 9 1
_____ 10 5 10 5 2 5 10 5 10

b) 32 ÷ 41 = 0
1 1 1 1 5 1 7 2 3 5 11 1
_____ 12 6 4 3 12 2 12 3 4 6 12

4
c) 32 ÷ 9 = 0
1 2 1 4 5 2 7 8 1
_____ 9 9 3 9 9 3 9 9

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3. Divide. Estimate to check that each quotient is reasonable.

6
3
a) 76  7 There are ______ three-sevenths in six-sevenths. So, 7  73  ______

5 4 3 7 3
b) 98  9 ______ c) 5  5 ______ d) 8  8 ______

4. Use common denominators to determine each quotient.

1 7
a) 87  4  8  8 There are _________-eighths in seven-eighths. So, 87  41 _______

4 1 3 2 6 1
b) 5  10  ______ c) 4  5  ______ d) 7  3  ______

5. Divide by multiplying by the reciprocal.

9 2 9 7 4 5 3 3 9
a) 4  3  4 _____ b) 3  5  ______ c) 2  8  ______ d) 4  2 _____

 _____

 _____

3
6. Suppose you have 4 of a cake. How many servings of each size can you make?
1 1
a) 4 f the cake ________________ b) 6 of the cake ________________

1 1
c) 3 of the cake _________________ d) 2 of the cake _______________

7. How many pieces of ribbon, each 61 m long, can be cut from a ribbon 87 m long?

______ pieces of ribbon can be cut. That is 5 whole pieces of ribbon with ______ of a piece,

or ______ m, left over.

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3.7 Dividing Mixed Numbers

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To divide mixed numbers without using a model, use either of the following methods.
Divide: 2 65 1 41
➤ Write each mixed number as an ➤ Use multiplication.
improper fraction and then use 5
2 65  1 41 = 17
6 4
common denominators.
17 5 5
2 65  1 41 = 6  4 Dividing by 4 is the same as
4
34 15
multiplying by 5 .
= 12  12 17 5 17 4
So, 6  4 = 6 5
= 34  15
2
34 4 = 17  4
= 15 , or 2 15 3
65
34 4
= 15 , or 2 15

1. Write each mixed number as an improper fraction.

a) 4 85 = ______ b) 3 5 = c) 2 5 = d) 3 49 =
7 ______ 12 ______ ______

2. Write each pair of mixed numbers as improper fractions with the same denominator.
1
a) 2 3 , 4 16

Write the fraction part of each mixed number with the same denominator, ____:
2 31 = 2____ 4 61 = 4____

Write each mixed number as an improper fraction: _______________________

3 1 1
b) 3 5 , 2 10 c) 4 5 , 2 12 1 2
__________ ____________ d) 2 4 , 1 3 ____________

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3. Use common denominators to determine each quotient. Estimate to check that the
quotients are reasonable.
3 1
a) 4 4  2 2 = 4  2

= 4  4

= _______ _______
= , or
_______ _______

1 2 1 1 4 1
b) 5 3  2 9 = c) 3 2 2 3 = d) 4 5  1 2 =
________ ________ ________

4. Divide by multiplying by the reciprocal. Estimate to check that the quotients are reasonable.
1 1
a) 3 2  2 4 = 2  4

7
= 2  __________

= ___________, or _________

5 7 1 5 4 2
b) 5 6  2 9 = ________ c) 4 4 1 12 = ________ d) 4 5 2 3 = ________

5. Divide. Estimate to check that the quotients are reasonable.

3 1 3 2 1 1 1 1
a) 2 4  1 8 = _______ b) 3 4  2 5 = _______ c) 5 2 2 3 = _______ d) 5 5 2 10 = _______

6. Paula ran 3 13 laps in 13 13 min. If she ran at a steady pace, how long did it take her to run one lap?

It took Paula _________ min to run one lap.

7. Jonathon took 7 21 h to complete his project. He worked on the project for 112 h each evening.

How many evenings did Jonathon take to complete the project?

Jonathon took _________ evenings to complete the project.

8. Which of the following quotients is the greatest? What is its value?

2 5 3 3 1 2
A 6 7 1 7 = ___________ B 6 10  1 4 = C 7 5  2 15 =
___________ ___________

The product in part ___________ is the greatest. Its value is _____________.

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3.8 Solving Problems with Fractions

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➤ When solving word problems, it is important to understand the problem. This is
best done by explaining in your own words, drawing diagrams, or listing the steps
required to obtain a solution. It also helps if you identify key words and related
mathematical operations.
Parent-teacher interviews were held on Tuesday. Mr. Smith had 3 interviews that each
lasted 34 h, 5 interviews that lasted 14 h each, and 4 that lasted 13 h each. How long
did Mr. Smith spend on interviews?
The question is asking for the total time.
3 interviews at 3
4 h each suggests multiplying: 3  43 h = 94 h
1 1 5
5 interviews at 4 h each suggests multiplying: 5  4 h=4 h
1 1 4
4 interviews at 3 h each suggests multiplying: 4  3 h = 3 h
Total time suggests adding:

9 5 27 15 16
44  43 h  12  12  12 h
58
 12 h
29
 6 h
 4 65 h

Mr. Smith spent 4 65 h in interviews.

1. Which operation (addition, subtraction, multiplication, division) would you use to solve
each problem?

a) Jon ate one-third of a bag of candies and Monika ate one-quarter of the bag. What
fraction of the bag of candies did they eat? ___________

b) How many three-quarter cups of milk can be poured from a 6-cup jug of milk? ___________

c) There are 186 students in grade 8. Two thirds of them have brown eyes. How many
students have brown eyes? ___________
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2. Solve each problem in question 1.

a) Jon and Monika ate __________ of the bag of candies.

__________  _____ _____

 _____

Jon and Monika ate ____________ of the bag of candies.

b) ___________ three-quarter cups of milk can be poured from a 6-cup jug of milk

c) ___________ students have brown eyes.

3. Maribeth works in a dog rescue centre. At feeding time, 5 of the dogs each get 34 kg of food
and 3 dogs each get 3 kg of food. How much food does Maribeth feed to the dogs?
5

Maribeth feeds ___________ kg of food to the dogs.

3 1
4. A recipe calls for 3 4 cups of flour and 2 cups of sugar. Teri wants to make 3 of the recipe.
How much flour and sugar does she need?

Teri needs ___________ cups of flour and ___________ cups of sugar.

5. Fiona has 2 47 kg of rice that she wants to share equally among 6 people. How much rice
does each person get?

Each person gets ___________ kg of rice.

6. Vonnie works in an engine repair shop where she replaces the oil after the engines have
been repaired. She has 11 23 L of oil and each engine requires 116 L of oil. How many engines
can she fill with oil?

Vonnie can fill _________ engines with oil.

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7. A jug contains 3 43 cups of juice. Halla pours 85 cups of juice into each of three glasses.

a) How much juice does she pour into the glasses? ___________cups

b) How much juice is left in the jug? ___________cups

8. How many 1 58 -m pieces of ribbon can be cut from a ribbon 9 34 m long?

__________ pieces of ribbon

2
9. Sara spends 5 of her salary on rent and 13 of the remainder on food.

a) What fraction of her salary is left after Sara pays the rent?

__________ of her salary is left after she pays the rent.

b) What fraction of her salary is left after she pays for rent and food?

__________of her salary is left after she pays for rent and food.

10. Justin spent 13 of his money on clothes and 14 on music videos. He then spent 3 of the
5
remainder on food.
a) What fraction of his money did Justin spend on clothes and videos?

__________ of his money

b) What fraction of his money did Justin spend on food?

__________ of his money

c) What fraction of his money did Justin spend altogether?

__________ of his money

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3.9 Order of Operations with Fractions

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➤ The order of operations for fractions is the same as for whole numbers.
Do the operations in brackets first.
Then divide and multiply, in order, from left to right.
Then add and subtract, in order, from left to right.
3 5 1 5 2
14  8  4  27  143  8  8  27 Write the fractions in the brackets with
common denominators.

3 3 2
 14  8  7 Do the operation in the brackets first.

 143  83  27 Divide by multiplying by the reciprocal.

1 4
 143 7
3
8
1 
2
7

 47  27
6 Add.
 7

1. Which operation would you do first?

7 3 3 7 5
a) 8  4  8 _______________________ b) 9  9  14 _______________________

9 3 5
c) 16  4  8 _______________________

3 3 1 1
d) 4  4  4  2 _______________________

1 3
2. Elise was asked to evaluate 1 3  4  3 . Her work is shown below. Is her answer correct?
2

Explain.
1 3 2 4
13  4  3  3  12
4 2 Her answer is/is not correct.
 3 1
8 ______________________________________________
 3

 2 23
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3. Evaluate. Show all steps.

a)
1
2  32  1
7  b) 1  14  1  43 

1 5 1 1
c) 3  6  4  d)
4
7  35  5 

4. Evaluate.
7 3 1 5 1 3 5 4
a) 9  5  6  2  __________________ b) 8 4 8  5  __________________

3
c)
6
7
3
 22  117  89  __________________ d) 11
12  56  4  56  __________________

5. Evaluate.
1 1 1 4 5 5 3
a) 3 3  4 6  2 4  ______ b) 5  8  8  4 _____

3 3 9 1 1 1
5
c) 12  8  4  10  ______ d) 3 2  5 3 1 3 1 16  _____
H I N T
Convert mixed
6. Evaluate. numbers to improper
fractions first.
5 2 3 5 9 3 2 3
a) 93  4 8  _____ b) 16  4  3  4 _____

3 5 3 5 9 5 2 7
c) 15  8  4  6  d) 16  12  5 8 _____
_____

1 3 3 1
2
e) 2 3  18  2 4 1 8 _____ f) 4 85  2 43  2 3 116 _____

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

proper and improper fractions simplest form of a fraction

proper fractions have numerator less
__________________________________________ __________________________________________
than denominator; improper fractions
__________________________________________ __________________________________________
have numerator greater than
__________________________________________ __________________________________________
denominator
__________________________________________ __________________________________________

__________________________________________ __________________________________________

reciprocal of a fraction mixed number

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

quotient order of operations

__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________

List other mathematical words you need to know.

____________________________________________________________________________

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Unit Review
LESSON

3.1 1. Write the multiplication sentence represented by each number line.

a)
___________________ 0
1 2 3 4

b)
___________________ 0
1 2 3 4 5 6

3.2 2. Shade each rectangle to show the product.

3 2 1 5
a) 4  5 b) 3  6

3.3 3. Multiply. Estimate to check that the solutions are reasonable.

3 8 5 4 7
a) 4  9 __________ b) 16  15  __________ c) 6  21
8
__________

1 2
4. Claude mowed 4 of the lawn before lunch. After lunch he mowed 3 of the uncut lawn.

What fraction of the lawn did Claude mow altogether?

Before he started mowing after lunch, Claude had _______ of the lawn left to mow.
Claude mowed _______ of the lawn altogether.

3.4 5. Write each mixed number as an improper fraction.

3 7 11
a) 3 5 __________ b) 4 8 __________ c) 1 16  __________

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LESSON

6. Multiply.

3 1 2 2 5 5
a) 3 8  3 3  ________ b) 2 5  6 3  ________ c) 112  2 8  ________

3.5 7. Use a model to determine each quotient.

2 3 3 3
a) 4  3  ________ b) 5  4  ________ c) 5  4  ________

3.6 8. Divide.
5 10 3 9 3 5
a) 12  11 ________ b) 7  14 ________ c) 5  6 ________

3.7 9. Divide. Estimate to check that the quotients are reasonable.

1 7 3 4 1
a) 2 4  1 8 ________ b) 1 4 2 5 ________ c) 3 43  2 12  ________

10. A recipe for chocolate cake calls for 1 41 cups of chocolate chips. Hasim has 7 12 cups of

chocolate chips. How many cakes can he make?

Hasim can make _________ cakes.

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LESSON
5 3
3.8 11. On Tuesday, 12 of the grade 8 students attended the computer club meeting and 8 of
the grade 8 students attended the science club meeting. The meetings were at the same
time. What fraction of the grade 8 students attended one of the meetings? What
fraction did not attend either of the meetings?

________ of the grade 8 students attended one of the meetings.

________ of the grade 8 students did not attend either of the meetings.

3
12. Grace has 6 4 L of maple syrup that she wants to pour into 43 -L containers. How
many containers can she fill?

Grace can fill ________ containers.

3.9 13. Evaluate.

3 7 9 3 7 9
a) 5  15  14  b) 5  15  14 ________
________

4 9 3
14. Evaluate: 7  5  4  8 
3
________

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UNIT

4 Measuring Prisms and

Cylinders
Just for Fun
Handshakes
People are standing in a circle. Number of Number of
Each person shakes hands with every People Handshakes
other person in the circle.
1 0
Draw a circle.
Then draw dots to represent the people. 2 1
Join any 2 dots to represent a handshake. 3 3

6
Record your results in the table.
7
Write a pattern for the number of handshakes.

__________________________________________________________________

__________________________________________________________________

Word Search
C U B E E M S A T
1. Find the list of words in the word search table on the R U O F L H T D I
right. Words can be horizontal, vertical, or diagonal.
N S X G G G E I H
ANGLE, AREA, BASE, BOX, CAPACITY, CUBE, O N E R N S N M E
DECAGON, FOUR, HEXAGON, METRE, NETS, ONE,
G S Q U A R E A X
PRISM, PYRAMID, RECTANGLE, SQUARE, TWO
A E A B T A E R A
2. Write all unused letters in order, row by row, from left C A P A C I T Y G
to right. Separate the letters to form a phrase.
E E R T E M W P O
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ D M S I R P O T N

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Activating Prior Knowledge

Area of Two-Dimensional Shapes
To calculate the area of this triangle,
use the formula Area = 21  base  height
1.8 cm
or A = 21 bh.

Substitute b = 7.8 and h = 1.8. 7.8 cm

1 1
A= 2 bh = 2 (7.8  1.8) = 7.02

The area is about 7 cm2, to the nearest square centimetre.

✓
1. Calculate the area of each triangle. 12 m

bh
a) A = 2 = 2 = ___________ 7m

The area is _______________ m2.

bh
b) A = 2
5.6 cm

The area is __________________.

3.4 cm

2. Calculate the area of each triangle.

a) b)
4.2 cm
3.5 cm 8.6 cm

6.4 cm
b = ________ h = ________ b = ________ h = ________
A = ________ A = ________
To calculate the area of a circle with diameter 14 cm, use the
formula Area =   radius2 or A = r2. The diameter of the circle Tip
is 14 cm, so the radius is 7 cm.
For ,
Substitute r = 7 cm. use the  key on
a calculator.
A = r2 =   72  153.938
The area is about 154 cm2, to the nearest square centimetre.
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✓
3. Calculate the area of each circle, to the nearest square unit.

a) diameter = 24 cm
d
r= 2 = 2 = ______

A = r 2  ________ The area of the circle is ______, to the nearest square __________.
b) radius = 9 m

A = r 2  ________ The area of the circle is ______, to the nearest square _________.
c) diameter = 11 mm The area of the circle is ______, to the nearest square _________.
d) radius = 8 km The area of the circle is ______, to the nearest square _________.

Circumference of a Circle
To calculate the circumference of a circle with diameter 4.8 cm, use the formula
Circumference = pi  diameter, or C = d.
Substitute d = 4.8.
C =   d =   4.8  15.080
The circumference of the circle is about 15.1 cm, to one decimal place.

To calculate the circumference of a circle with radius 5.2 cm, use the formula
Circumference = 2  pi  radius or C = 2r.
Substitute r = 5.2.
C = 2    r = 2    5.2  32.673
The circumference of the circle is about 32.7 cm, to one decimal place.

✓
4. Calculate the circumference of each circle, to one decimal place.

a) d = 12 cm C =   d =   __________  __________
The circumference of the circle is _________, to one decimal place.

b) r = 8 m C = 2    r = 2    __________  __________
The circumference of the circle is ________, to one decimal place.

c) d = 5.6 mm The circumference of the circle is __________, to one decimal place.

d) r = 3.8 m The circumference of the circle is __________, to one decimal place.

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4.1 Exploring Nets

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➤ A prism has two congruent bases and is named for its bases.
A pyramid has one base and the other faces are congruent triangles.
➤ A net is a diagram that can be folded to make an object.
The diagram shows a triangular The diagram shows a square
prism and its net. pyramid and its net.

1. Sketch a net for the right rectangular prism. Identify and name each face.

2 cm

3 cm
6 cm

2. Sketch a net for the right triangular prism.

Identify and name each face.

7m
5m

5m 6m

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3. Which of the following diagrams is not the net of a cube?

A B C

Diagram _____ is not the net of a cube.

4. a) Match each object to its net.

A B C

D E F

b) Identify and name each face of each object.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________

5. Use the descriptions to identify the object that has each set of faces.

a) six congruent triangles and one hexagon __________________

b) four congruent equilateral triangles __________________
c) two congruent squares and four congruent rectangles __________________
d) two congruent triangles and three rectangles __________________

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4.2 Creating Objects from Nets

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➤ To determine if a diagram is a net for an object, look at each shape
and at how the shapes are arranged.

This is the net of a square pyramid.

This is not the net of a square pyramid. If the design is cut out and folded, triangles
A and B will coincide.
B
A

1. Which of the following diagrams is not the net of a right cylinder?

A B C

5 cm 5 cm 5 cm
11 cm 11 cm
11 cm

The figure in part ____ is not the net of a right cylinder.

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2. Is each diagram the net of an object?

If your answer is yes, name and describe the object.
If your answer is no, what changes could you make so it could be a net?

a)

The diagram _________ the net of an object. __________________________________

b)

The diagram _________ the net of an object. __________________________________

c)

The diagram _________ the net of an object. __________________________________

_______________________________________________________________________

3. Name and describe the object that can be made from the net.

The object is a _____________________________________________________________

_________________________________________________________________________

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4. Identify the object that each net folds to form.

a) b)

____________________________ ___________________________

c)

___________________________

5. Describe the changes that have to be made to each diagram to make it a net. Name the
object that can be made from the new net.

a) m
13 c 5 cm

12 cm
5 cm ____________________________________

____________________________________

b) 12 cm
5 cm

____________________________________
5 cm
____________________________________

c) 5m

12 m

____________________________________

____________________________________

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4.3 Surface Area of a Right Rectangular Prism

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➤ The surface area of a rectangular prism is the sum of the areas of its
rectangular faces. The surface area is the same as the area of the prism’s net.

To determine the surface area of this rectangular prism:

5 cm

3 cm
4 cm

Identify each rectangle with a letter.

B
Rectangle A has area 3 cm  5 cm = 15 cm2
A 5 cm
C Rectangle B has area 4 cm  3 cm = 12 cm2

Rectangle C has area 4 cm  5 cm = 20 cm2

3 cm
4 cm
Surface area = 2  15 cm2 + 2  12 cm2 + 2  20 cm2
= 30 cm2 + 24 cm2 + 40 cm2
= 94 cm2
The surface area of the rectangular prism is 94 cm2.

1. The diagram shows the net of a right

rectangular prism. The area of each 32 cm2
face is given. Calculate the surface area
of the prism. 12 cm2 24 cm2 12 cm2 24 cm2

32 cm2

Area = ______ + ______ + ______+ ______ + ______ + ______ = ___ cm2

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2. Determine the surface area of the rectangular prism.

Rectangle A has area _______  _______ = ________
C 1m Rectangle B has area _______  _______ = ________
B
A 5m Rectangle C has area _______  _______ = ________
8m
Surface area = 2  _____ + 2  _____ + 2  ______
= ________

3. Glenda and Louis each design a rectangular package.

Whose package has the greater surface area? Show your work.
Glenda’s package:
SA = _________ +_________ + _________

20 cm
= _______________________________

= _______________________________

8 cm ___________________________________
12 cm

Louis’s package:
SA = _________ +_________ + _________
10 cm = _______________________________
6 cm = _______________________________
24 cm
____________________________________

______ > ______ So, ______________ package has the greater surface area.

4. The surface area of a cube is 294 cm2.

a) What is the area of each face of the cube?

Area of each face = __________  ____ = __________

b) What is the length of one edge of the cube?

Edge length = _________

5. An office building is in the shape of a right rectangular prism with height 200 m, length
60 m, and width 40 m. The top quarter of each vertical face of the building is to be covered
with a large banner advertising a major sporting event. What is the total surface area to be
covered with banners?
1
4  _________ = ________
Total area to be covered = 2  ______  ______ + 2  ______  ______ = __________
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4.4 Surface Area of a Right Triangular Prism

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➤ To calculate the surface area of this right triangular prism, calculate
the area of each face, and then sum the results.
cm
14
Rectangle A has area 8 cm  7 cm = 56 cm 2 7 cm
4 cm
Rectangle B has area 14 cm  7 cm = 98 cm2
Rectangle C has area 8 cm  7 cm = 56 cm2
8 cm
Triangle D has area = 1
2  14 cm  4 cm = 28 cm2
8 cm E 4 cm 8 cm
Triangle E has area = 1
2  14 cm  4 cm = 28 cm2 14 cm
7 cm A B C
Surface area = 56 cm2 + 98 cm2 + 56 cm2 + 28 cm2
+ 28 cm2 D 4 cm
= 266 cm2
The surface area of the triangular prism is 266 cm2.

1. The diagram shows the net of a right triangular prism.

5m
D
3m 5m
4m
A B C 2m

3m E

Calculate the area of the net.

Rectangle A has area _________________  _________________ = _________________
Rectangle B has area _________________  _________________ = _________________
Rectangle C has area _________________  _________________ = _________________

Triangle D has area 1

2  ________________  ________________ = ________________
1
Triangle E has area 2  ________________  ________________ = ________________

Area = _________ + _________ + __________ + _________ + _________ = __________

The area of the net is _________ m2.

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2. Calculate the surface area of each prism.

a) b) 13 m

4 cm
5 cm 5m
10 m
11 cm
12 m
6 cm

The surface area is ________ cm2. The surface area is ________ m2.
4m
c) d) 5.7 m
5m
5m 9m

8m
7m
7m
The surface area is ________ cm . 2
The surface area is _________ m2.

3. Calculate the total surface area of the right triangular prism.

10 cm
The surface area is ________ cm2.

6 cm
28 cm
16 cm

4. Calculate the area of the net of a prism.

5 cm
The area of the net is _____________.
12 cm

13 cm

13 cm
5. Calculate the surface area of the prism.

5 mm 8 mm The surface area is _______________.

4 mm

3 mm 7 mm 18 mm

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4.5 Volume of a Right Rectangular Prism

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➤ To find the volume of this rectangular prism:
Let the base be one of the rectangles with
length 10 cm and width 4 cm.
A = 10  4
= 40 8 cm
The area of the base is 40 cm . 2

The height of the prism is 8 cm.

Use the formula V = Ah. 4 cm
V = 40  8 10 cm
= 320
The volume of the prism is 320 cm3.

1. The area of the base and the height are shown on each rectangular prism. Determine the
volume of each prism.

a) V = Ah

8 cm
= ________________
= ________________

The volume is _______ cm3.

A = 60 cm2

b) c)

6 cm 9m

A = 36 cm2 A = 12 m2

The volume is ________ cm3. The volume is _______ m3.

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2. Determine the volume of each prism.

a) A = _______  ______
= _______
6 cm V = Ah
= _______  ______
= _______
7 cm
8.5 m The volume is ____________ m3.

b) c)

10.5 cm 4 mm

4.8 cm 3.5 mm
3 cm 3.5 mm
The volume is ____________ cm3. The volume is ____________ mm3.

3. A right rectangular prism has length 16 cm, width 12 cm, and height 5 cm.
a) What is the volume of the prism?
The volume is ______________.
b) If the length is halved and the height is doubled, what is the new volume?
The new length is _________ and the new height is ____________.
The new volume is ____________.

4. Which right rectangular prism has the greater volume?

A length 6 m, width 4.5 m, height 3.6 m

The volume is ___________________.
B a cube with edge 4.6 m
The volume is ___________________.
The volume of prism _____ is greater.

5. A fish pond in the shape of a rectangular prism is 4 m long, 3 m wide, and 2 m deep.
a) What is the volume of the empty pond?
The volume is ___________________.
b) If the pond is filled to a depth of 1.5 m, what is the volume of water in the pond, in
litres? Remember that 1000 cm3 = 1 L.
The height for this calculation is ____________.
Convert the dimensions to centimetres. The length is _______, the width is _______,
and the height is _________.
The volume is ____________________. This is the same as ____________ L.

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4.6 Volume of a Right Triangular Prism

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➤ To determine the volume of this triangular prism:

The base of the triangle is b = 9.

The height of the triangle is h = 5.
The length of the prism is l = 12. 5m
Use the formula V = A l.
First find A.
12 cm
1
A= 2 bh 9 cm

Substitute b = 9 and h = 5.
A= 1
2 95
= 22.5
Now find V.
Substitute A = 22.5 and l = 12 into V = A l.
V = 22.5  12
= 270
The volume of the prism is 270 cm3.

1. The area of the base and the length of each prism are shown. Calculate the volume of each
prism.

a) b) A = 14 cm2

12 m
A = 5 m2
20 cm
V = Al
= __________  __________
= __________

The volume is _______________. The volume is _________________.

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2. Determine the volume of each prism.

a) A = bh
4 cm 7 cm
=  _______  _______
= _______

V = Al 12 cm
= _______  _______
= _______

The volume is _____________.

3.8 mm
b) c)

2m
1.5 mm
2.0 m
6m m
5m

The volume is ____________. The volume is ______________.

3. The volume of a right triangular prism is 27.8 cm3. The length of the prism is 5 cm.
What is the area of each triangular face?

V = A l, so A = .

The area of each triangular face is _______________.

4. The volume of a right triangular prism is 6 cm3. Determine the possible whole-number
values for A and l. How many different solutions can you find? Use a table to organize your
solutions.

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5. Determine the volume of the prism.

10 cm

9 cm

6 cm

The volume is _________________.

6. a) Determine the volume of the prism.

10 cm

20 cm

15 cm

The volume is ________________.

b) Suppose the prism contains 1200 mL of water. What is the depth of the water?

Let l represent the depth. Remember that 1 cm3 = 1 mL.

V = 1200 mL = _________ cm3

1
A= 2  ______  ______

= _______

V = Al
_________ = __________  l
l = _________

The depth of the water is _____________.

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4.7 Surface Area of a Right Cylinder

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➤ To find the surface area of this cylinder:
6 cm

5 cm

Sketch the net. 6 cm

5 cm

6 cm

Surface area = 2  area of one circle + area of the rectangle

The area of the circle is A = r 2
Substitute r = 6.
A =   62
 113.10
The area of the rectangle = circumference  height
= 2r  h
Substitute r = 6 and h = 5.
The area of the rectangle = 2  6  5
 188.50
Surface area  2  113.10 + 188.50
= 414.70
The surface area of the cylinder is about 415 cm2.

1. Determine the area of each net, to the nearest square centimetre.

a) 4 cm Area of net = 2  area of one circle

+ area of the rectangle
12 cm = 2  r2 + 2r  h
= 2    _____ + 2    ____  _____
4 cm  ____________
The area of the net is ______________, to the nearest square centimetre.
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b)
8 cm
The area of the net is __________, to the
20 cm nearest square centimetre.

8 cm
c)
16 cm

2 cm 2 cm
The diameter of each circle is ________, so the radius of each circle is ________.
The area of the net is ________________, to the nearest square centimetre.

2. Calculate the surface area of each cylinder, to the nearest square unit.

a) radius 8 cm, height 12 cm

Surface area of cylinder = 2  area of one circle + area of the rectangle
= 2  r 2 + 2r  h
= 2    _____2 + 2    _____  _____
 ___________
The surface area is ______________, to the nearest square _______________.

b) diameter 9 m, height 6.8 m

The diameter of each circle is ______, so the radius of each circle is ________.
The surface area is __________, to the nearest square ___________.

c) diameter 7.2 cm, height 9.3 cm

The surface area is ___________, to the nearest square _______________.

3. Calculate the outside surface area each cylinder, to one decimal place. The cylinders are
open at one end.

a)
7m

15 m
The diameter is _________, so the radius is __________.
Surface area of cylinder = area of circle + area of the rectangle
= r2 + 2r  h
=   ______2 + 2    ______  ______
 _________
The surface area of the cylinder is _______________, to one decimal place.
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b)
4.8 cm

23 cm

The diameter is __________, so the radius is __________.

The surface area of the cylinder is ________________, to one decimal place.

4. Cylindrical rollers are used in a steel mill. One roller has diameter 1.8 m and length 2.6 m.
What is the area of the curved surface of the roller?

The diameter is __________, so the radius is __________

Curved surface area of roller = area of the rectangle
= 2r  h
= 2    _______  _______
 __________
The area of the curved surface of the roller is _____________, to one decimal place.

5. A cylinder with no top and no bottom has an outside surface area of 377 cm2. The height
of the cylinder is 10 cm.

a) What is the circumference of the base of the cylinder?

Curved surface area of cylinder = circumference  height
______ = circumference  ______
______ = circumference

The circumference of the base is _____________.

b) What is the radius of the base of the cylinder?

Circumference of base = 2  r
________ = 2  r

r = ______

r  ______

The radius of the base is _________.

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4.8 Volume of a Right Cylinder

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➤ Calculate the volume of a cylinder with base area 312 m2 and height 9 m.

Volume of a cylinder = base area  height

= 312  9
= 2808

The volume of the cylinder is 2808 m3.

➤ Calculate the volume of a cylinder with diameter 18 cm and height 15 cm.

Use the formula for the volume of a cylinder:

V = r 2h
The diameter is 18 cm, so the radius is 9 cm.
Substitute r = 9 and h = 15.
V =   92  15
 3817

The volume of the cylinder is 3817 cm3.

1. The base area and height of each cylinder are given. Calculate the volume, to the nearest
cubic unit.
a) A = 27.6 cm2 Volume of a cylinder = base area  height
4 cm = _______  _______
= _______
The volume of the cylinder is ____________, to the nearest cubic ______________.
A = 423 cm2
b)
9 cm

The volume of the cylinder is _____________, to the nearest cubic ______________.

c)

75.8 m
63 m
The volume of the cylinder is ___________, to the nearest cubic ________________.
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2. Calculate the volume of each cylinder, to the nearest cubic unit.

6 cm
a) V = r 2h
9 cm =   _____  _____
 __________
The volume of the cylinder is _____________, to the nearest cubic ________________.

b) 18 mm

The diameter is _________, so the radius is _________

35 mm
The volume of the cylinder is _______________, to the
nearest cubic _________________.

c) 48 m

The diameter is ______, so the radius is ______.

9m
The volume of the cylinder is ___________, to
the nearest cubic __________________.

3. Calculate the volume of each cylinder, to one decimal place.

a) radius 12 cm, height 12 cm

The volume of the cylinder is _________________, to one decimal place.

b) diameter 16.8 m, height 5.4 m

The diameter is _____________, so the radius is ____________.
The volume of the cylinder is _________________, to one decimal place.

4. Which of the following cylinders has the greater volume? By how much?
A a cylinder with radius 6.4 cm, height 3.2 cm
B a cylinder with radius 4.3 cm, height 7.2 cm
Cylinder A has volume _________ cm3 and cylinder B has volume _________ cm3, so
cylinder _____ has the greater volume by _______ cm3.

5. a) Calculate the volume of a cylinder with radius 5 cm and height 10 cm, to one decimal
place.
The volume is _______________.

b) What happens to the volume of the cylinder in part a) if the radius is doubled?
Double the radius is ____________.
The new volume is _______________, which is _____ times the original volume.

c) What happens to the volume of the cylinder in part a) if the height is doubled?
Double the height is ______________.
The new volume is _________________, which is _____ times the original volume.
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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

a pattern that can

net __________________________ polyhedron ___________________
be folded to make a solid
__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

regular prism _________________ regular pyramid _______________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

surface area __________________ volume ______________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

List other mathematical words you need to know.

____________________________________________________________________________

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Unit Review
LESSON

4.1 1. Sketch a net of the square pyramid.

6 cm 6 cm
10 cm

2. Which of the following is not the net of a cube?

A B C

Figure ______ is not the net of a cube.

4.2 3. Match each net with the corresponding object.

Net B

Net A
Net C

Object 3 Object 2
Object 1

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LESSON

4.3 4. Calculate the area of the net of the right rectangular prism.

6 cm

4 cm

6 cm 8 cm
6 cm

The area of the net is _________________.

4.3 5. A cube has a surface area of 384 cm2.
4.5
a) What is the length of one edge of the cube?

The area of one face of the cube is 384 cm2  _________ = _____________.

Thus, the length of one edge of the cube is _______________.

b) What is the volume of the cube?

The volume of the cube is ___________________.

6. a) Sketch all possible right rectangular prisms with volume 8 cm3, where each edge length
must be a whole number of centimetres. State the dimensions of each.

Record your results in this table.

Length Width Height Sketch

b) Calculate the surface area of each prism in the table.

____________, ____________, ____________

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LESSON

4.4 7. Calculate the surface area of the prism.

8.5 m

8m
6m

The surface area is __________________.

4.5
8. Calculate the volume of the object.
4.6

12.5 m
10 m

24 m
15 m

The volume of the triangular prism is ________________.

The volume of the rectangular prism is _______________.

The total volume is _______________.

4.7
4.8 9. A cylindrical water tank is open at the top.
16 m

a) Calculate the volume of the tank, to the nearest

3m
cubic metre.

The diameter is ________, so the radius is ________.

The volume of the tank is _____________, to the nearest cubic metre.

b) If the inside of the tank is to be painted, including the floor, what is the area to be
painted, to the nearest square metre?

The area to be painted is _____________, to the nearest square metre.

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UNIT

5 Percent, Ratio, and Rate

Just for Fun
One at a Time Decimal
Change TWO into T W O Make as many words as you can from the
TEN by changing letters of the word DECIMAL.
one letter at a time.
Each step must be 2-letter words: _____________________
a real word. T E N
R A T I O 3-letter words: _____________________
This one might
look easy. But, _____________________
can it be done? 4-letter words: _____________________
If you say no,
_____________________
show why not.
R A T E S _____________________
__________________________________ 5-letter words: _____________________
__________________________________ 6-letter words: _____________________

__________________________________ 7-letter words: _____________________

_____________________
__________________________________

A Game for 2 to 4
Make a Pair
Get a deck of playing cards and remove the face cards.
Deal each player 6 cards. Put the remaining cards face down in a stack.
The first player turns over one card. If she holds a number that divides evenly into the
number showing, that is a “pair.” She takes the card and puts the pair face down.
The next player can take the card showing if the previous player could not make a pair, but
he can. Then he turns over one more card from the stack for an extra turn.
Continue until one player is out of cards. The player who made the most pairs wins.
Variation: Use the face cards as well. A jack represents 12, a queen represents 15, and a
king represents 20.

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Activating Prior Knowledge

Relating Fractions, Decimals, and Percents
4
To write a fraction as a decimal, divide: 5 = 4 ÷ 5 = 0.8

To write a decimal as a percent, multiply by 100%: 0.8  100% = 80%

To write a percent as a decimal, divide by 100%: 80% ÷ 100% = 0.8

✓
1. Write each fraction as a decimal and a percent.
3 7
a) 50 = 3 ÷ _________ b) 25 = ______________ c) 35 = _____________

= _____________ = _____________ = _____________

= _________% = _________% = _________%

2. Write each percent as a decimal and as a fraction.

a) 36% = ____________ = _________ b) 5% = ____________ = _________

c) 44% = ____________ = _________ d) 86% = ___________ = _________

Finding Common Multiples

➤ To find the common multiples of 2, 4 and 5:
List the multiples of each number.
The multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, …
The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, …
The multiples of 5 are 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, …

The common multiples of 2, 4, and 5 are 20, 40, 60, …

✓
3. Find the first 5 multiples of each number.

a) 6: 6, 12, ____________________________________________________

b) 9: 9, _______________________________________________________

c) 15: _________________________________________________________
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4. Find two common multiples for each set of numbers.

a) 15, 25

Multiples of 15 are __________________________________

Multiples of 25 are __________________________________

Two common multiples of 15 and 25 are ______ and ______.

When I multiply a number by

b) 6, 10 ____________ c) 4, 10, 15 ____________
100, the decimal point
moves 2 places to the right.
When I divide by 1000, the
decimal point moves 3
places to the left.
Converting between Metric Units
1 m = 100 cm 1 km = 1000 m
1 kg = 1000 g 1 L = 1000 mL
➤ To convert to a smaller unit, multiply.
➤ To convert to a larger unit, divide.

 100  1000
2450
m cm 2.75 m = 2.75  100 cm km m 2450 m = 1000 km

 100 = 275 cm  1000 = 2.45 km

 1000  1000
425
kg g 425 g = 1000 kg L mL 3.4 L = 3.4  1000 mL
= 0.425 kg = 3400 mL
 1000  1000

✓
5. Convert. Show your work.
a) 3650 cm to metres b) 5260 mL to litres

3650 cm = _________ m 5260 mL = _________ L

= _________ m = _________ L

c) 17 kg to grams d) 75 km to metres

17 kg = ____________ g 75 km = ____________ m

= ____________ g = ____________ m

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5.1 Relating Fractions, Decimals, and Percents

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➤ Sophia and Jacob are in a basketball free-throw competition. Sophia makes 11
out of her 20 free throws and Jacob makes 10 out of 16 of his free throws. Who has the
best free-throw percentage?
11
Sophia makes 11 out of 20 free throws, which can be expressed as the fraction 20 .
Percent means per hundred. To write the fraction as a percent, write the fraction with a
5
denominator of 100: 11
20  5
 55
100
55
100 can be expressed as the decimal 0.55 or as the percent 55%.
10
Jacob made 10 out of 16 free throws, which can be expressed as the fraction 16 , or 85 .
5
Express 8 with a denominator of 1000.
5  125 625
8  125  1000
625  10
 1000  10
62.5
 100

 62.5%
Shade hundred charts to represent Sophia’s and Jacob’s percentage of successful free throws.
Sophia made 55% of her free throws, so 55 squares on the hundred chart are shaded.
Jacob made 62.5% of his free throws, so 62 21 squares on the hundred chart are shaded.
Jacob had the better free throw percentage.

One small square on a hundred chart can be enlarged to show 100 squares. This is
called a hundredths chart.

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1 1
Each small square of a hundredths chart represents 100 of 1%, or 100 %, or 0.01%.

1 1 1
4 of 1% or 4 % can be represented on the hundredths chart by shading 4 of the
hundredths chart, which is 25 squares.
1
4% = 0.25%

1
4 % can be written as a decimal.

1%
4
= 0.25
100
= 1025000 = 0.0025

1. Each hundred chart represents 100%. Shade the chart to represent the given percent.

a) 30% b) 7% c) 86%

2. Write each percent as a fraction and as a decimal.

a) 6% = 100 = ________

b) 87% = = ________

c) 48% = = ________

3. Each hundred chart represents 100%. What fraction is shaded? Write each fraction as a
decimal and as a percent.
a) b)

100 = 10 000 = _______ = _______ = = _______ = _______

4. Write each percent as a fraction and as a decimal.

a) 48.5% = 100 = 1000 = _________

b) 10.75% = 100 = 1000 = 10 000 = _________

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5. Use a hundred chart to represent 1%. Shade the chart to represent each percent.
a) 0.5% b) 0.95%

6. Write each percent as a fraction and as a decimal.

a) 0.75% = 100 = 10 000 = __________ b) 0.4% = 100 = 1000 = __________

7. Write each fraction as a decimal and as a percent. Use a calculator if necessary.

10 15 17
a) 500 = _______ = _______ b) 200 = _______ = _______ c) 400 = _______ = _______

8. Use coloured pencils to shade the hundred chart.

3
Shade 8 of the grid squares in the rectangle red.
Shade 25% of the grid squares green.
Shade 0.315 of the grid squares blue.

a) Explain how you decided on the number of squares to shade each colour.

b) What fraction of the hundred chart is not shaded?

c) Write the fraction that is not shaded as a decimal and as a percent.

_________________________________________________________

9. In a parking lot, 19 out of 40 cars are hybrids. Express the number of cars in the parking lot
as a fraction and as a percent.

In the parking lot, or _______ of the cars are hybrids.

10. Milo will pay 8 41 % on a loan from a bank. Express the interest rate as a fraction and as a decimal.

8 41 % is the same as 8.________%.

The interest rate is or ________.

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5.2 Calculating Percents

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To calculate a percent of a quantity, first write the percent as a decimal.
Then calculate the decimal value of the quantity.
140
To find 140% of $850, write 140% as a decimal. 140% =  
100 = 1.40
Then, 140% of $850 = 1.40  $850
= $1190 0 $850 $1190
This answer can be illustrated on a number line. 0% 100% 140%

Percents that are less than 1% can also be illustrated on a number line.
1
1% = 100 = 0.01 H I N T
Use this pattern: To change a percent
100% = 1.0 10% = 0.10 1% = 0.01 to a decimal, move the
decimal point 2 places
0 0.0025 0.01
0.25% = 0.0025 to the left.
0 0.25% 1%

1. One hundred chart represents 100%. Shade hundred charts to show each percent.

a) 125% b) 150% c) 200%

2 . a) Write 175% as a decimal and draw a number line to show this percent.
175% = ____________

b) Write 0.5% as a decimal and draw a number line to show this percent.
0.5% = ____________

3. Write each percent as a decimal.

a) 230% ____________ b) 185% ____________ c) 324% ____________

d) 0.74% ____________ e) 0.7% ____________ f) 0.09% ____________

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4. Write each fraction as a percent.

a) 1 ____________ b) 3 ____________ c) 5 ____________

2 2 2

d) 1 ____________ e) 1 ____________ f) 3 ____________

100 200 200

5. a) Draw a square with sides 1 cm long.

b) Redraw the square so the sides are 200% of the original length.
The new square has sides of length _________ cm.

6. a) Find the percent of each number. Draw number line to illustrate each answer.

i) 200% of 40

ii) 20% of 40

iii) 2% of 40

b) Describe the pattern in the answers to part a).

Tip
________________________________________________
Extend the pattern
both ways—
c) Use the pattern in part a) to find each percent of 40.
increase and
decrease by a
i) 2000% of 40 = __________ ii) 0.2% of 40 = __________ factor of 10.

7. A total of 45 412 runners participated in the Vancouver Sun Run.

Of these runners, 0.85% completed the run in under 40 min.

How many runners completed the run in under 40 min? __________________________

In fact, 0.13% of the runners completed the run in less than 34 min.

How many runners were in this group? ________________________________________

8. Which is the greater amount of money, 120% of 0.3% of $1000 or 120.3% of $1000?
Explain.

________________________________________________________________________

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5.3 Solving Percent Problems

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Several hundred students were surveyed. 160 students were from one school.
These students represent 40% of those surveyed.

To find how many students were surveyed, follow these steps:

40% of those surveyed is 160.
16
0
1% of those surveyed is 40 = 4
100% of those surveyed is 4  100 = 400

In the next survey, 15% more students were surveyed from the same school.
To find the number of students surveyed, use the original number, 160, as 1 whole.

Method 1: The increase was 15%. Tip

The new number is: 100% + 15% = 115% Choose the

method you feel
115% of 160 = 1.15  160 = 184 comfortable
using.
Method 2: The increase was 15%. 160 is 100%.
15% of 160 = 0.15  160 = 24
The new number is: 160 + 24 = 184

Both methods show that the new number of students surveyed is 184.
This result can be illustrated on a number line.

0 160 184
0% 100% 115%

1. Use a number line to find each number.

0 20
a) 50% of a number is 20
0% 50% 100%

0 30
b) 25% of a number is 30
0% 25% 50% 75% 100%

0 7.5 90
c) 120% of a number is 90
0%10% 100% 120%

0 20 350
d) 175% of a number is 350
0% 10% 100% 175%
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2. Find the number in each case.

a) 6% of a number is 9. b) 28% of a number is 56. c) 150% of a number is 36.

6% = 9 28% = ____________ 150% = ____________

1% = ____________ 1% = ____________ 1% = ____________

100% = ____________ 100% = ____________ 100% = ____________

3. Write each increase as a percent. Illustrate each answer on a number line.

a) The width of the rectangle increased from 8 cm to 12 cm.

Increase = 12 cm – 8 cm = _______

Increase as a fraction of the original = _______ = _______

Percent increase =  100% = _______.

b) The price of a hotel room increased from $90.00 to $120.00.

Percent increase = _______

4. Write each decrease as a percent. Illustrate each answer on a number line.

a) The volume of water in the tank decreased from 40 L to 32 L.

Decrease = 40 L – 32 L = _______

Decrease as a fraction of the original = =

Percent decrease =  100% = _______.

b) The number of students in the class decreased from 30 to 27.

Percent decrease = _______

Tip
5. In a batch of eggs, 3% were broken. There were 18 broken eggs. Identify which
number represents
How many eggs were there in the batch? 1 whole, or
100%.

____________________________________________________

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6. The prices for a day pass for skiing are:

Low Season: $52 High Season: $64 Spring Season: $58

a) Write the increase in cost from Low Season to High Season. _____________
Illustrate the percent increase on a number line.

b) Write the decrease in cost from High Season to Spring Season. _____________
Illustrate the percent decrease on a number line.

7. a) The rural population of Quebec is about 1 650 000.

This represents 22% of the population of Quebec. Estimate the population of Quebec.

__________________________________________________________________

b) The population of Yukon Territory is about 31 400. Of these, 18 840 live in urban areas.
What percent of the population of Yukon Territory lives in rural areas?

__________________________________________________________________

8. A fish tank contains 24 L of water. Water is added to increase the volume by 12.5%.
What is the new volume of water in the tank?

____________________________________________________________________

9. Thirty-six percent of a number is 63. Find 124% of the number.

____________________________________________________________________

10. A factory produces 900 items per week at a unit cost of $75. New equipment is installed
that increases the productivity by 12% and reduces the unit cost by 16%.

a) What is the new production rate?

Key tO Success
__________________________________________
Problems can always be solved
b) What is the new unit cost? in more than one way. If you
cannot solve a problem by one
__________________________________________ method, look at the problem
from another view for an
alternative method.

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5.4 Sales Tax and Discount

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When an item is sold at a reduced price, we say there is a discount.
In many provinces, taxes are added to the selling price.

Corey works in a shoe store. She has to calculate the cost of a pair of running shoes
priced at $129 that is on sale at 20% off.

A discount of 20% means the sale price is:

100% – 20% = 80% of the regular price
Tip
80% of $129 = 0.8  $129 = $103.20
Always round
The total sales tax in Corey’s province is 13%. The tax is: money amounts
13% of $103.20 = 0.13  $103.20 = $13.42 to the nearest
hundredth of a
So, the cost of the running shoes is: dollar.
$103.20 + $13.42 = $116.62

This can be calculated directly as: 113% of $103.20 = 1.13  $103.20 = $116.62

1. Calculate a 14% tax on each item.

a) $288 b) $36.50 c) $149.99

_________  $288 _________  _________ _________  _________

= ____________ = ____________ = ____________

2. Calculate the cost, including 15% total sales tax, for each item.

a) $2.40 b) $3428 c) $128.79

_________  $2.40 _________  _________ _________  _________

= ____________ = ____________ = ____________

3. Calculate each discount and the sale price before tax.

a) $92 watch, 30% off b) $476 TV, 15% off

Discount: _______________________ Discount: _______________________

Sale price: ______________________ Sale price: ______________________

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4. Calculate the discount, sale price before taxes, and sale price including 13% total tax.

a) $28.95 book at 10% off b) $239 coat at 25% off

Discount: ____________ Discount: ____________

Sale price: ____________ Sale price: ____________
13% tax: _____________ 13% tax: _____________
Total cost: ___________ Total cost: ____________
5. The cost of a ticket for a CFL game 3 years ago was $36.00. The cost of the ticket has
increased by 25%. Calculate the new cost of the ticket.

Increase in price: ________________________ Total cost: ________________________

6. Store A offers successive discounts of 10% one week and 20% the second week.
Store B offers a one-time discount of 25% the second week.

Which store offers the greater discount?

Store _____ offers the greater discount.

H I N T
7. At a discount of 25%, skateboards are on sale for $135.
To find 100%, first
What is the original price? find 1%.

The original price is ________________________.

8. A TV set, regularly priced at $256, is offered for sale at 25% off. Sales tax is 15%.
a) Calculate the sale price at a 25% discount and then add 15% sales tax to it.

b) Add 15% tax to the original price and then calculate the sale price at a 25% discount.

Which calculation results in the greater discount? _____________________________

9. The sales tax in Ontario is 13%.

Janis pays a total of $32.77 for a fishing pole.
Find the cost of the fishing pole before sales tax. I N T
H
The cost is 100%.

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5.5 Exploring Ratios

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The picture shows 4 circles, 6 squares, and 10 triangles.

Here are some ways you can use ratios, fractions, and percents to compare the shapes.

➤ Part-to-Whole Ratios
The ratio of circles to all of the shapes is 4 to 20 or 4:20.
This part-to-whole ratio can be written as the fraction 4
20 or 51 .
4 20
It can also be written as a percent. 20 = 100 = 20%
20% of the shapes are circles.
➤ Part-to-Part Ratios
The ratio of circles to squares is 4 to 6 or 4:6. 4 and 6 are the terms of the ratio.

The ratio of circles to squares to triangles is 4 to 6 to 10 or 4:6:10.

This is called a three-term ratio.

A part-to-part ratio cannot be written in fraction or percent form, as it is not

comparing one part to the whole.

1. Write each ratio.

a) cars to vans b) footballs to baseballs c) bananas to fruit

:
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2. Write each part-to-whole ratio as a ratio, a fraction, and a percent. Round percents to 2
decimal places.

H I N T
a) turtles to total animals ___ : ___, , ________ What is the total
number of rabbits?
b) rabbits to total animals ___ : ___, , ________ of turtles? of animals?

3. Franny has only dimes and quarters in her pocket.

The ratio of dimes to total coins is 8 to 11.
H I N T

Sketch the coins. Use

10¢ for a dime and 25¢
for a quarter.

a) How many quarters might be in Franny’s pocket? __________

b) What is the ratio of dimes to quarters? ___________________

c) What is the ratio of quarters to the total number of coins? ___________________

4. Make a sketch to show that the ratio of triangles to circles is 6:13.

Write 3 ratios to compare the figures.

a) circles to triangles ________________________

b) circles to total figures _____________________

c) triangles to total figures ___________________

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5. Write each ratio.

a) hexagons to pentagons ________________

b) pentagons to hexagons ________________

c) hexagons to total shapes ________________

d) pentagons to total shapes ________________

e) black figures to white shapes ________________

f) white hexagons to black hexagons to white pentagons ________________

6. What objects are being compared in each ratio?

a) 7:15 ____________ to total vegetables

b) 2:7 tomatoes to ____________

c) 2:7:6 ____________ to carrots to ____________

d) 6:7 ____________ to ____________

2
e) 15 ____________ to ____________
6
f) 15 ____________ to ____________

7. A pencil case contains 7 yellow, 3 red, 1 black, and 5 green pencil crayons.
a) Write each ratio.

• red:green ___________ • yellow:red ___________

• black:total pencil crayons ___________ • yellow:total pencil crayons ___________

• yellow:red:green ___________

b) What is the ratio of yellow and red pencil crayons to total pencil crayons? ___________

What percent of all the pencil crayons are red or yellow? ___________

c) What is the ratio of green pencil crayons to black and red pencil crayons? ___________

d) Suppose 2 yellow and 2 green pencil crayons are lost.

Rewrite the ratios in part a).
• red:green ___________ • yellow:red ___________

• black:total pencil crayons ___________ • yellow:total pencil crayons ___________

• yellow:red:green __________
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5.6 Equivalent Ratios

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➤ You can find equivalent ratios by multiplying.
Multiply the terms by the same number.
4 5
3
2

1st term 2 4 6 8 10

2nd term 3 6 9 12 15
2
3
4
5

Four equivalent ratios of 2:3 are: 4:6, 6:9, 8:12, and 10:15.
Picture it.
冦
冦
2:3
4:6

冦
6:9

➤ You can also find equivalent ratios by dividing.

Divide the terms by the same number.
÷ 10
÷5
÷2

1st term 20 10 4 2

2nd term 30 15 6 3
÷2
÷5
÷ 10

Three equivalent ratios of 20:30 are: 10:15, 4:6, and 2:3.

➤ To write a ratio in its simplest form, divide the terms by their GCF.
21:14 = (21 ÷ 7):(14 ÷ 7)
= 3:2 H I N T
The GCF of 21 and
14 is 7. Divide by 7.

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1. Write three ratios that are equivalent to each ratio.

3
a) 4:5 2

1st term 4 8

2nd term 5 10
2
3

Three ratios equivalent to 4:5 are 8:10, _____________, and _____________.

b) 32:24
÷2

1st term 32

2nd term 24

÷2

Three ratios equivalent to 32:24 are ____________, ____________, and ____________.

c) 16:28

1st term

2nd term

H I N T
____________________________________________ Multiply or divide
the terms by the
____________________________________________ same number.

2. Write two ratios that are equivalent to each ratio.

a) 8:5:2 b) 24:16:12

_______________________________ _______________________________

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3. Write each ratio in simplest form.

a) 10:4 b) 6:15

GCF of 10 and 4 is 2. GCF of 6 and 15 is _____.

10:4 = (10 ÷ 2):(4 ÷ 2) 6:15 = (6 ÷ _____):(15 ÷ _____)
= 5: _____ = _____ : _____
Tip
c) 14:28 d) 25:10
Divide the terms
_________________ _________________ by the GCF.

4. a) Match the pairs of equivalent ratios.

i) 5:6 1:2 ii) 1:8 1:9
18:3 15:18 3:27 1:3
9:18 8:40 12:36 9:1
4:20 6:1 18:2 2:16

b) How do you know that 12:36 and 1:3 are equivalent?

_____________________________________________________________________

_____________________________________________________________________

5. The ratio of cats to dogs at the animal shelter is 4 to 5.

How many cats could there be? How many dogs?
Write six different answers.

4 cats and 5 dogs 8 cats and _____ dogs Tip

Multiply each term
_____ cats and _____ dogs ________________________ by the same
number.
______________________ ________________________

6. The length-to-width ratio of Colby’s poster is 3:2.

The poster is 90 cm long. How wide is it?
H I N T
Find a ratio equivalent
to 3:2 in which the
first term is 90.

 30
3 : 2 = 90 : _____
 30

The poster is _____ cm wide.

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5.7 Comparing Ratios

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You can use equivalent ratios to compare ratios.
Joe and Petra make orange punch with different ratios of crystals to water.

Joe makes orange punch with 4 scoops Petra makes orange punch with 3 scoops
of crystals and 6 cups of water. of crystals and 5 cups of water.

➤ Method 1
Draw a picture. Find out how much water for 1 scoop of orange crystals.
Joe Petra

Orange crystals to water: 1:1 21 Orange crystals to water: 1:1 32

➤ Method 2
Equivalent Ratios
H I N T
To find out whose orange punch is stronger:
•
Write each mixture as a ratio. A quick way to do this
•
Write each ratio with the same second term. is to find the LCM of
the second terms.
•
Compare the first terms.
Joe Petra
4:6 3:5

The LCM of 6 and 5 is 30.

Use equivalent ratios.

4:6 = (4  5):(6  5) 3:5 = (3  6):(5  6)

= 20:30 = 18:30
Joe uses 20 scoops of crystals Petra uses 18 scoops of crystals
with 30 cups of water. with 30 cups of water.
20 > 18, so Joe’s orange punch is stronger.

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➤ Method 3
Write each ratio with a second term of 1.
For each ratio, divide each term by the second term.
Joe Petra
4 6
4:6 = 6 : 6 3:5 = 53 : 55
= 0.6 :1 = 0.6 : 1
Since 0.6 > 0.6, Joe’s orange punch is stronger.
➤ Method 4
Compare the part-to-whole ratios and change both ratios to percents.
Joe Petra
Ratio (part to whole) 4:10 3:8
Ratio expressed as a fraction 4 3
10 8
Percent 40% 37.5%

Joe has a higher percent of orange crystals in his punch, so his orange punch is stronger.

1.

A B

Which mixture is stronger, A or B?

a) Draw a picture to show how much water is used for each scoop of powder in
Mixture A and Mixture B.

A B

b) Which mixture is stronger? Explain how you know.

Mixture _____ is stronger because ______________________________________.

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H I N T
2. Two cages contain white mice and brown mice.
In one cage, the ratio of white mice to brown Multiply to find
equivalent ratios. Add to
mice is 2:3. find the total numbers of
In the other cage, the ratio is 3:1. mice. Keep going until you
The cages contain the same number of mice. get two totals that match.

a) What could the total number of mice be?

Cage A Cage B

White Brown Total White Brown Total

2 3 5 3 1

4 6 10 6

The number of mice in each cage could be _______________.

The total number of mice could be _______________.

b) Which cage contains more white mice?

Number of white mice in A: __________ Number of white mice in B: __________

Cage __________ contains more white mice.

3.

red red red red red red red red red red red

white white white white white white white white

A B

The red paint and white paint in each picture will be mixed.
Tip
Write the ratio of red paint to white paint. A _______ B _______ Use the LCM of the
second terms to
Write each ratio with the same second term. A _______ B _______ write equivalent
ratios.
Compare the first terms. ___________________________________

Which mixture will give a darker shade of red? _________________

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4. The ratio of computers to students at Jan’s school is 3:5.

The ratio of computers to students at Karl’s school is 2:3.
Both schools have the same number of students.
Which school has more computers? Show your work.

Jan’s School Karl’s School

3:5 2:3

= (3  3):(5  _____) = (2  5):(3  _____)

= _____ : _____ = _____ : _____

_____ computers to _____ students _____ computers to _____ students

__________ school has more computers.

5. Hamid jogs 5 laps in 6 min.

Amelia jogs 8 laps in 11 min.
Which person jogs faster? Show your work.

_________________________________________________________________________

6. The Rebels hockey team has won 9 of its first 15 games. No game was tied. The Sabres’
record is 7 wins and 5 losses.

Which team has the better record? Show your work.

_________________________________________________________________________
_________________________________________________________________________

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5.8 Solving Ratio Problems

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You can often solve a problem involving ratios by setting up a proportion.
A proportion is a statement that two ratios are equal.

In a box of red and blue marbles, the ratio of red marbles to blue marbles is 3:4.
If there are 48 blue marbles, you can find the number of red marbles using a proportion.

Let r represent the number of red marbles.

Then: r:48 = 3:4
In fraction form: r = 3
48 4
To find the value of r, first isolate r by multiplying each side of the proportion by 48.

48  4r8 = 48  34
144
r= 4
= 36

There are 36 red marbles.

1. State the number you would multiply each side of the proportion by to isolate the variable.

a) r = 56 ____________ b) t = 25 ____________ c) v = 56 ____________

6 15 3

2. Find each missing term.

a) p:4 = 9:12 H I N T
p
4 = _______________ Write each ratio in
fraction form.
p
______ 4 = _______________

p = _______________

b) c:12 = 5:6 _______________ c) 3:14 = t:70 _______________

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3. Find each missing term.

a) f = 45 ____________ b) h = 132 ____________ c) w = 363 ____________

10 8 11

d) x:6 = 12:9 ____________ e) m:4 = 9:6 ____________ f) x:16 = 5:4 ____________

4. In a bag of coloured cubes, the ratio of green cubes to purple cubes is 5:7.
If there are 70 green cubes, how many purple cubes are there?

Let p represent the number of purple cubes. Write a proportion: Tip

Writing the
p: _________ = _________:_________ variable as the first
term in the ratio
makes it easier to
There are ____________ purple cubes. solve the
proportion.
5. Rectangles ABCD and PQRS have the same length-to-width ratio.
Calculate the length of rectangle PQRS.

The length of rectangle PQRS is __________________.

6. The length of a bug is 6.4 cm in a drawing. The drawing was made using a scale of 4:1.
What is the actual length of the bug?
Let the actual length of the bug be l centimetres.
Length of bug:length of drawing = 1:4

l
 = _______________
6.4

_________  6l.4 = _______________

l = _______________

The actual length of the bug is _________ cm.

7. On a school trip, the ratio of teachers to students is 2:21. The ratio of boys to girls is 4:3.

If there are 18 girls on the trip, how many boys are there? ____________

How many teachers? ___________

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5.9 Exploring Rates

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Quick Review
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➤ A rate is a comparison of two quantities measured in different units.
Leo types 180 words in 3 min.
180 words in 3 min is a rate.
This means Leo types 60 words in 1 min.
Leo’s rate of typing is 60 words per minute.
You can write this as 60 words/min.
60 words/min is a unit rate.
It compares a quantity (60 words) to 1 unit (1 min).
➤ To find a unit rate, you can use a diagram, a table, or a graph.
In 3 min, Leo types 180 words.
In 1 min, Leo types 60 words.
A Diagram A Table
3

180 words
________ Minutes 3 2 1
________
________ in 3 min
________ Words 180 120 60
________
________
3

3 3
A Graph
60 words
________
________ Leo’s Rate of Typing
in 1 min
180
Number of words

120

60

0 1 2 3
Time (min)

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1. Express as a unit rate.

a) Serena walks 4 km in 1 h. ______________

b) Sanjit reads 3 books in 1 week. ______________

c) The tap drips 25 drops in 1 min. ______________

2. Express as a unit rate. Show your work. Tip

a) Betty drives her car 150 km in 2 h. Express each rate
in kilometres per
150 km ÷ 2 = __________ km hour (km/h).

Betty’s average driving speed is __________ km/h.

b) The helicopter travels 180 km in 3 h.

_____________________________________________________________________

_____________________________________________________________________

c) Gerald walks 1 km in 15 min.

Tip
Distance (km) 1 2 1 h = 60 min

Time (min) 15 30

Gerald’s rate of walking is __________ km/h.

3. Determine whether the sentence expresses a ratio or a rate. Write the rate or ratio for each.

a) The cost of pecans is $10.89 for each kilogram. ratio/rate ______ per kg
b) Three out of every seven people are wearing glasses. ratio/rate ___________________

c) Mr. Thompson travelled 620 km in 6 h. ratio/rate ___________________

d) Each block of a quilt has 5 red patches, 4 yellow patches, and 6 blue patches.
ratio/rate ___________________
e) In 7 games, the team scored a total of 23 points. ratio/rate ___________________

4. Maria charges $15 for 3 h of babysitting.

a) What is Maria’s rate per hour? _____________________________________________

b) How much does Maria charge for 5 h of babysitting? ___________________________

c) How many hours does Maria have to babysit to earn $50?

Maria has to babysit ________ to earn $50.

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5. The graph shows the distance a freight train How a Freight Train Travels
travels in 3 h.
250
a) How far does the train travel in 1 h?
200

Distance (km)
_________________________________
150

100
b) What is the average speed of the train?
50
_________________________________

0 1 2 3
Time (h)

6. Frozen fruit bars cost $3.95 for 5 bars.

Find how many you can buy with $12. Show your work.

__________________________________________________________________________

7. Terence came to Canada shopping on a long weekend.

The exchange rate for his US money was $1.00 US to $1.05 Canadian.
a) How many Canadian dollars would Terence get for $500.00 US?

_______________________________________________________________________

b) Terence spent $504.90 Canadian altogether during his 3-day stay in Canada.
What was his average spending per day?

_______________________________________________________________________

c) A jacket he purchased cost $39.95 Canadian.

What is this value in US dollars?

_______________________________________________________________________

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5.10 Comparing Rates

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Quick Review
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➤ To compare different rates, you need to calculate their unit rates.
A case of 12 cartons of juice costs $11.76.
A packet of 3 cartons of the same juice costs $2.88.
To find which juice is the better buy, compare the unit costs of the 2 packages.
The unit cost of the case of 12 cartons is: $11.76 ÷ 12 = $0.98
The unit cost of the packet of 3 cartons is: $2.88 ÷ 3 = $0.96
So, the packet of 3 cartons is the better buy.

The unit cost can be written as a unit rate:

The unit rate of the better-buy juice is $0.96/carton.

To find the unit rate of a 450-g packet of cereal that costs $3.96,
use the cost of 100 g as the unit cost.
$3.9 6
The cost of 100 g of the 450-g packet is:  
450  100 = $0.88
So, the unit rate of the 450-g packet of cereal is $0.88/100 g.

1. Write a unit rate for each.

a) 6 bottles of juice for $3.96 b) 840 words typed in 12 min

$3.96
 = ______________ ______________________
00006000
Tip
c) $564 earned in 4 weeks d) 130 mL of toothpaste for $1.69 A unit rate can
be a rate for a
quantity greater
________________________ _____________________ than 1.

2. Which is the better buy? Explain.

a) 475 g of cereal for $3.80 or 750 g for $6.30

__________________________________________________________________

b) 385 mL of shampoo for $5.39 or 400 mL for $5.72

__________________________________________________________________

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3. Find the average speed of each.

a) 242 km in 4 h b) 372 km in 6 h c) 309 km in 5 h

__________________ __________________ __________________

Which is the greatest average speed? ________________________________________

4. Shamar types 279 words in 4.5 min, Tasha types 320 words in 5 min, and Cody types
341 words in 5.5 min. Who has the greatest average typing speed?

____________ has the greatest average typing speed.

5. In the first 6 games of the basketball season, Lucinda scored 87 points.

a) What was her average number of points scored per game? _____________________

b) At this rate, how many points will Lucinda score in 26 games? __________________

6. Which is the better buy?

Twelve 710-mL bottles of water for $6.60 or twenty-four 500-mL bottles for $9.18

_______________________________________________________________________

7. Population density is defined as the average number of people per square kilometre.
The population density of Canada is approximately 3.5 people/km2.
Use the data in the table. Name a province or territory that has:

a) A population density closest to that of Canada _______________________________

b) A population density about half of that of Canada ____________________________

c) A population density about 4 times that of Canada ____________________________

d) A population density about 300 times that of Nunavut _________________________

Province/Territory Population Area (km2)

Ontario 12 393 000 917 700

Saskatchewan 995 000 591 700

British Columbia 4 196 000 925 200

Nunavut 29 600 1 939 000

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

the amount that a

discount ______________________ sales tax ____________________
price is reduced due to a sale
__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

ratio _________________________ equivalent ratios _______________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

rate _________________________ proportion ____________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

List other mathematical words you need to know:

____________________________________________________________________________
____________________________________________________________________________
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Unit Review
LESSON

5.1 1. Write each decimal as a fraction and as a percent.

a) 0.15 = 100 = ______ b) 0.4 = = ______

c) 0.875 = 1000 = 100 = ______ d) 0.003 = = ______

2. In Carmela’s class, 61% of the students are girls, while in Analise’s class, 20 out of 32
students are girls. Which class has a greater ratio of girls to students? Explain how
you found out.

___________________________________________________________________

5.2 3. Write each percent as a fraction and as a decimal.

a) 85% = = ______ b) 0.7% = = = ______

c) 139% = = ______ d) 412% = = ______

4. Write each fraction as a decimal and as a percent.

a) 4 = ____________ b) 8 = ____________ I N T

5 5 H
= ____________ = ____________ To convert a decimal to a
percent, move the decimal
3 15
point 2 places to the
c)  = ____________ d)  = ____________ right or multiply by 100.
1000 6000

= ____________ = ____________

5. In 1895, the population of a small town was 2120.

By 1905, the population increased to 115% of the 1895 figure.

a) What was the population in 1905?

_________________________________________________________________

b) Find the increase in population from 1895 to 1905.

_________________________________________________________________

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LESSON

5.3 6. Find the amount in each case.

a) 8% is 56 kg. b) 125% is 85 cm. c) 0.48% is 84 L.

________________ ________________ ________________

7. In a sponsored walk for charity, 560 students participated.

Of these, 0.72% completed the 15-km walk. How many students completed this distance?

_________________________________________________________________________

8. Write each increase or decrease as a percent.

a) The price of gasoline rose from 132.5¢/L to 137.8¢/L.

Percent increase = _________________

b) The number of trucks crossing the border fell from 3240 to 2673.

Percent decrease = _________________

9. A water tank is filled with 1500 L of water. In 1 h, the tank loses 5.4% of the water due to
leakage. What is the volume of water in the tank after 1 h?

_________________________________________________________________________

5.4 10. The tax rate is 12%. Calculate the selling price of each item before and after tax.

a) $125 item at 10% off b) $1820 item at 25% off c) $6.80 item at 15% off

Before: ___________ Before: ___________ Before: ___________

After: ____________ After: ____________ After: ____________

11. The sale price of a computer at 15% off is $746.30. What is the regular price?

_________________________________________________________________________

12. A store owner buys coats for $56 each. She adds 30% to the cost and sells the coats at 15%
off. Find the selling price of each coat.

_________________________________________________________________________

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LESSON

5.5 13. Write each ratio.

a) squares to circles __________

b) rectangles and circles to squares __________

c) circles to total figures __________

5.6 14. a) Write three ratios equivalent to 2:5. Show your work.
H I N T
Multiply or divide each
term by the same number.

2:5 = (2  ____):(5  ____) 2:5 = _____________ 2:5 = ______________

= ____ : ____ = _____________ = ______________

b) Write three ratios equivalent to 36:18. Show your work.

36:18 = ______________________________________

______________________________________

36:18 = ______________________________________

______________________________________

36:18 = ______________________________________

______________________________________

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LESSON

15. Write each ratio in simplest form.

a) 25:15 = (25 ÷ _____):(15 ÷ _____)

= _____ : _____

b) 28:35 = ____________________________________________

= ____________________________________________

c) 45:72 = ____________________________________________

= ____________________________________________

Tip
5.7 16. Class 8B has 3 globes for every 7 students.
Write each ratio
Class 8D has 2 globes for every 5 students. with the same
Each class has the same number of students. second term.
Which class has more globes? Explain.

____________________________________________________

____________________________________________________

5.8 17. At a summer camp, for every 3 students who sailed, 5 kayaked. Tip
Forty-five students kayaked. How many students sailed? Writing the
variable as the first
term in the ratio
Let s be the number of students who sailed. Write a proportion. makes it easier to
solve the
proportion.
s : _________ = _________:_________

____________ students sailed.

18. In a bag of coloured cubes, the ratio of red cubes to total number of cubes is 5:7.
If there are 105 cubes in the bag, how many cubes are red?

____________ cubes are red.

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LESSON

19. The scale of a map is 1:6 000 000. H I N T

1 km = 1000 m
a) The distance between 2 towns on the map 1 m = 100 cm
is 8.7 cm. What is the actual distance?

1 cm on the map represents __________________ cm of actual distance.

The actual distance between the 2 towns is:

______  _______________ cm = _______________ cm = ____________ km

b) The distance between 2 other towns is 1248 km. What is the distance on the map?

_________________________________________________________________

5.9 20. Express as a unit rate.

Tip
a) The van travels 280 km in 4 h. Express in
kilometres per
__________________________________________________ hour (km/h).

b) Mikki jogs 2 km in 20 min.

_________________________________________________________________

5.10 21. Which is the better buy?

2.9 L of detergent for $4.56 or 3.8 L for $5.78

___________________________________________________________________

22. A cruise ship travelled 84 km in 3.5 h.

At this rate, how long will it take to travel 1050 km?

___________________________________________________________________

23. Which country has the greater population density? Write its population density.
The United Kingdom has about 60 million people and an area of 244 800 km2,
and China has about 1806 million people and an area of 9 590 000 km2.

____________________________________________________________________

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UNIT

6 Linear Equations and

Graphing
Just for Fun
Date Palindrome Word Scramble
A number palindrome is a number that Unscramble the letters in each row to form
reads the same backward as forward. a word in mathematics.
13631 is a number palindrome.
ILLTUMPY _____________________
In this century, February 20, 2002 is a
date palindrome when it is written in BRATTCUS _____________________
the day/month/year short form RAILBAVE _____________________
without slashes (DDMMYYYY).
Write this date palindrome. NERPECT _____________________

_______________________________ COFTRAIN _____________________

Write two other date palindromes for LOVES _____________________

this century.
GREENTI _____________________
________________________________
Make up your own scrambled words in
________________________________ mathematics for your friends to
unscramble.
Will you have a birthday that is a date
palindrome? If so, what is it?

________________________________

Four Fours
Use exactly four 4s and any mathematical symbols you know to make up as many
expressions as you can with whole-number values between 1 and 20.
You may use symbols such as (), +, –, , ÷, and the decimal point. For example: 44 ÷ 44 = 1

_______________________________________________________________________

Variation: Work with a friend. Make this activity more challenging by trying whole
number values between 1 and 100.

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Activating Prior Knowledge

Graphing Ordered Pairs
An ordered pair, such as (5, 3), tells you the position of a point on a grid.
The first number is the horizontal distance from the origin, O.
The second number is the vertical distance from the origin, O.
The numbers of an ordered pair are also called the coordinates of a point.
➤ To graph the points A(5, 3), B(2, 0), and C(0, 4) on a grid:
To plot point A, start at 5 on the
horizontal axis, then move up 3.
Vertical axis

To plot point B, start at 2 on the

C
horizontal axis, then move up 0. A
Point B is on the horizontal axis.
To plot point C, start at 0 on the
B
horizontal axis, then move up 4.
Point C is on the vertical axis. Horizontal axis

✓
1. Write the ordered pair for 2. Plot and label these points:
each point on the grid. A(0, 5), B(2, 4), E(4, 3), R(5, 0)
G( , 5)
Vertical axis

Vertical axis

E( , )
I(2, )

T( , )
R( , )

Horizontal axis Horizontal axis

3. The graph shows the number Bracelets Made

of bracelets Jan can make over time.
a) How many bracelets can Jan make
Number

in 3 h? _____________________

b) How long will it take to make

10 bracelets? ________________

Time (h)
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Preserving Equality
When you perform the same operation on both sides of an equation, the solution to the
equation does not change. This is how the algebraic method of solving equations works.

x 1g 3g
Consider the equation 2x + 1 = 3.

x 1g
Subtract 1 from both sides. 2x + 1 – 1 = 3 – 1
x 1g 1g 1g
2x = 2

Divide both sides by 2. 2x  2 = 2  2 x 1g

x=1 x 1g

To show that the solution did not change, check it in the original equation.
Substitute x = 1 into 2x + 1 = 3.
Left side = 2x + 1 Right side = 3
= 2(1) + 1
=2+1
=3
Since the left side equals the right side, x = 1 is the correct solution to 2x + 1 = 3.

✓
4. Write the operations you can perform, in the correct order, so that the solution to the
equation does not change.

a) 3a – 2 = 4 b) 2c + 3 = –2

________________________________ ________________________________

________________________________ ________________________________

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6.1 Solving Equations Using Models

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Quick Review
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Algebra tiles and balance scales can both be used to model and solve equations.
To solve the equation 2x + 3 = 5:

x x 3g 5g

What you do to one side of the Replace 5 g in the right pan with
equation, you also do to the other 3 g and 2 g. Then remove 3 g from
side. each pan.
Isolate the x-tiles by adding 3 black
x x 3g 3g 2g
tiles to make zero pairs. Then
remove the zero pairs.

The unknown masses are isolated

in the left pan, and 2 g is left in the
right pan.
Arrange the tiles on each side into
x x 2g
2 equal groups. Compare groups.

The two unknown masses balance

2 g. So, each unknown mass is 1 g.
One x-tile equals 1 white tile.
x 1g
So, x = 1.

Tip
A white square tile So, x = 1.
models +1 and a black
square tile models –1.
These are called unit tiles.
White rectangular tiles
model variable tiles, or
x-tiles. One white unit
tile and one black
unit tile form a
zero pair.

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1. Write the equation modelled by each of the following.

Tip
a) x 2g 3g
To isolate the x-tile
or mass, make
zero pairs.

_______________________

b)

______________________

c)

_______________________

2. Construct a model to represent each equation. Then solve the equation using your model.
Verify the solution.

a) x + 3 = 9 ___________ b) 3 = 2x – 5 ___________

c) 4x + 3 = 11 ___________ d) 14 = 5x + 4 ___________

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3. Draw a model for each equation and the steps of its solution. Verify the solution.

a) a + 4 = 5 b) 6 = c – 4

___________ __________

c) y – 2 = 4 d) 5 = x + 3

___________ __________

4. Draw a model for each equation and the steps of its solution.
Verify the solution. H I N T
Line up each
variable tile or mass
with the same quantity
a) 2v = 6 b) 4n = –8 of number tiles or
masses in your model.

___________ __________

c) 5 = 5y d) –6 = 3r

___________ __________
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5. Draw a model to represent the steps you took to solve each equation. Verify the solution.

a) 3x + 2 = 11 b) –5 = 5 + 2y

_______________ ______________

6. Five more than twice a number is seven. Let n represent the number.

a) Write an equation you can use to solve for n.

________________

b) Represent the equation for this problem with a model. Use the model to solve the
equation.

_______________________________________________________________________

c) Verify the solution and write a concluding statement.

_______________________________________________________________________

7. One less than three times a number is eleven. Write an equation and use a model to solve
the problem. Verify the solution and write a concluding statement.

_________________________________________________________________________

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6.2 Solving Equations Using Algebra

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Quick Review
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In Section 6.1, you solved the equation There are two
2x – 3 = 1 using algebra tiles. You are going main ideas:
to solve the same equation using algebra and 1. Do opposite operations.
2. Do them to both sides.
compare it to the algebra tile model.

Algebra tile model Algebra steps

2x – 3 = 1

Isolate the x-tiles by adding +3 to both sides 2x – 3 + 3 = 1 + 3

Remove zero pairs. 2x = 4

Arrange the tiles on each side into 2 equal groups. Divide both sides by 2 to isolate
the x-variable:
2x 4
2 = 2

x=2 x=2

1. Write the equation modelled by each set of algebra tiles. Then solve the equation using both
the algebra tile method and the algebra method.

a) b)

________________________ _________________________

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2. Sketch algebra tiles to represent each equation. Then solve the equation using both the
algebra tile method and the algebra method.

a) 2y – 1 = 7 b) –4 = 2 + 3a

___________ ___________

3. Use algebra to solve each equation. Verify the solution.

a) 6m + 5 = –7 b) 3c – 2 = 2

The solution is ___________. The solution is ___________.

c) 2 + 5y = 2 d) 4 – 3x = –5

The solution is ___________. The solution is ___________.

4. Each solution has an error. Check the solution and show that it is incorrect. Then show a
correct solution.

a) 3y – 4 = 8 b) 9 = 6 – 2x
3y – 4 + 4 = 8 + 4 9 + – 6 = 6 – 6 – 2x
3y = 12 15 = –2x
15 –2x
3y – 3 = 12 – 3 –2 = –2
y=9 – 7 21 =x
The solution is _______. The solution is __________.

5. For each part below, let the number be n. Write an equation and solve it algebraically, verify
the solution, and then write a concluding statement.

a) Four less than three times a b) The sum of twelve and twice a number
number is fourteen. is forty-four.

_______________________ _______________________

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6.3 Solving Equations Involving Fractions

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Quick Review
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Remember the two basic concepts in solving an equation:

1. Isolate the variable by using opposite operations.

2. Do operations to both sides to keep the equations in balance.

The opposite operation of addition is subtraction.

The opposite operation of multiplication is division.
The opposite operation of division is multiplication.

You can solve 2x = 10 by dividing both You can solve 3a = 6 by multiplying both
sides by 2 because dividing is the opposite sides by 3 because multiplication is the
operation of multiplication. opposite operation of division.

The solution looks like this: The solution looks like this:
a
2x = 10 3 =6
10 a
2x
2 = 2 3 3=63

x=5 a = 18
m
Solve the equation –10 + 5 = –14

Remember, first you isolate the variable by doing opposite operations.

–10 + m5 = –14
m
–10 + 5 + 10 = –14 + 10
m
5 = –4
m
5  5 = –4  5

m = –20

To verify the solution, substitute m = –20 into 10 + m5 = –14.

m
Left side = –10 + 5 Right side = –14
(–20)
= –10 + 5
= –10 + (–4)
= –14
Since the left side equals the right side, m = –20 is correct.

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1. For each equation, describe the opposite operation required to isolate the variable.
y
a) 2x = 14 b) 3 = 20

_________________________________ _________________________________
a
c) m – 3 = 15 d) 21 = 7

_________________________________ _________________________________

2. Solve each equation and verify the results.

a) 6c = –3 b) n2 = 14

_________________________________ _________________________________
a
c) 16 = –5y d) 9 = 4

_________________________________ _________________________________

3. The senior girls basketball team took one-third of the basketballs to their game. They took
7 balls to their game. How many basketballs were there altogether?
H I N T
a) Let b be the total number of balls. Write an equation you
can use to solve this problem. Finding one-third of
a quantity is the
same as dividing by
three.
_________________________

b) Solve the equation.

_______________________________________________________________________

c) Verify the solution and write a concluding statement.

_______________________________________________________________________

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4. Bob ate 22 jellybeans. His mom says that he ate one-quarter of the bag. How many
jellybeans were in the bag to start with?

a) Set up an equation to solve this problem. Let j be the number of jellybeans in the bag.

_____________________

b) Solve the equation and verify the result.

_______________________________________________________________________

c) Write a concluding statement.

_______________________________________________________________________

5. Solve each equation. Verify the results.

y
a) w3 + 6 = 2 b) –1 = 4 + 3

________________________________ ________________________________

c
c) x – 2 = –10 d) 4 + 10 =8
5

________________________________ ________________________________

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6. The solution to this problem has an error it. Find the error, and then show a correct
solution and verify your answer.
w
6+ 3 =2
w
6–6+ 3 =2–6
w
3
= –4
w
3 3 = –4 3
4
w=– 3

7. Maya took one-fifth of the cookies out of the cookie jar and ate them. She took out an
additional 4 to give to her brother. If 9 cookies in total were taken out of the jar, how many
were in the jar at the start?

a) Write an equation to solve this problem.

Let j represent __________________________________________.

b) Solve your equation and verify the solution.

______________________________________________________________________

c) Write a concluding statement to the problem.

______________________________________________________________________.

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6.4 The Distributive Property

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Quick Review
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To multiply 3(x + 4): To multiply 2(x – 3):

Draw a diagram. Use algebra tiles.

x 4

3 3x 12

3(x + 4) = 3x + 12 2(x – 3) = 2x – 6

The distributive property says that a(b + c) = ab + ac

b c

a ab ac

1. Write the equation represented by each model.

a) c 5 b)

4 4c 20

_______________________________ ____________________________

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2. Use algebra tiles to model each equation.

a) 2(y + 5) = 2y + 10 b) 3(w – 1) = 3w – 3

3. Use the distributive property to expand each expression.

a) 3(u – 6) = ______________________ b) 2(5 + q) = ______________________

c) 5(r + 1) = ______________________ d) 7(3 – p) = ______________________

4. Expand.

a) –6(a – 7) = ______________________ b) 4(–5 – w) = _____________________

c) –2(x – 20) = ______________________ d) –1(b + 8) = _____________________

5. Vanessa expanded 3(y – 2) below. Did she make an error? YES/NO

3(y – 2) = 3y – 5

If so, write the correct solution.

_________________________________________________________________________

6. Hazar is having 4 friends over to play video games. Each person will spend $6 on game
rental and $4 on drinks and snacks.

a) Write two expressions for the total cost for Hazar and his friends.

_______________________________________________________________________

b) Evaluate each of the expressions.

_______________________________________________________________________

c) Show how the distributive property is being illustrated in this question.

_______________________________________________________________________

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6.5 Solving Equations Involving the

Distributive Property

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Quick Review
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Francis thought of his favourite number.
He subtracted 9.
Then he multiplied the difference by –2.
The product was 10.
What is Francis’s favourite number?

Let n represent Francis’s favourite number. Write an equation to solve for n.

Start with n. n
Subtract 9. n–9
Multiply the difference by –2. –2(n – 9)
The product is 10. –2(n – 9) = 10

Solve the equation.

–2(n – 9) = 10
–2n + 18 = 10
–2n + 18 – 18 = 10 – 18
–2n = –8
–2n –8
–2 = –2

n=4

Francis’s favourite number is 4.

1. Solve each equation using the distributive property. Verify the results.

a) 4(r + 3) = –8 b) 15 = 3(p – 7)

___________________ ___________________

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c) –3(m – 2) = 21 d) 3 = 5(x + 7)

___________________ ___________________

e) –6(7 + r) = 30 f) 0 = 2(–2 + h)

___________________ ___________________

2. Brittany has some cookies. She gave four of them to friends. If she doubles the number that
she has left, she will have 12 cookies.

a) Choose a variable to represent the number of cookies Brittany had at the start.

___________________

b) Write an algebraic expression to represent how many she would have if she gave four of
them away to friends.

______________________________________________________________________

c) Now write an expression to double what you wrote in part b).

______________________________________________________________________

d) Write an equation for this problem and solve it.

______________________________________________________________________

e) Verify your answer and write a concluding statement.

______________________________________________________________________

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6.6 Creating a Table of Values

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Quick Review
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If a relation is represented by the equation y = 2x + 1, you can write a table of
values as:
x 1 2 3 4 5 6 7
y 3 5 7 9 11 13 15

A related pair of x and y values is called an ordered pair. Tip

Some ordered pairs for this relation are: $0.50 is the same as
(1, 3), (2, 5), (3, 7), (4, 9), (5, 11), (6, 13), (7, 15), (x, y) 1 of $1, so t
2 2
represents the
A one-scoop ice-cream cone costs $3.00 plus $0.50 for each topping. cost of the
An equation for this relation is c = 3 + 2t , where t represents the toppings.
number of toppings and c represents the cost of the ice-cream cone in
dollars.

Use different values of t to complete a table of values.

t=0 t=1 t=2 t=3
c=3+ 2 t
c=3+ 2 t c = 3 + 2t c=3+ t
2
0 1 2 3
=3+ 2
=3+ 2 =3+ 2 =3+ 2
=3+0 = 3 + 0.5 =3+1 = 3 + 1.5
=3 = 3.5 =4 = 4.5
A table of values is:
t c
0 3
1 3.5
2 4
3 4.5
To find the cost of an ice-cream cone with 5 toppings, substitute t = 5 into the equation.
c = 3 + 2t
5
=3+ 2
= 3 + 2.5
= 5.5
An ice-cream cone with 5 toppings costs $5.50.

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To find how many toppings are on a crazy ice-cream cone that costs $7.50, substitute
c = 7.5 into the equation.
t
7.5 = 3 + 2
t
7.5 – 3 = 3 + 2 –3
t
4.5 = 2

4.5  2 = t
2 2
9=t

A crazy ice-cream cone that costs $7.50 has 9 toppings!

1. Copy and complete each table of values.

a) y = x – 7 b) y = –x + 14 c) y = –3x
x y x y x y
–3 –3 –3
–2 –2 –2
–1 –1 –1
0 0 0
1 1 1
2 2 2
3 3 3

2. Make a table of values for each relation.

a) y = x + 4 b) y = –2x + 2 c) y = 5 – x

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3. The equation of a linear relation is: w = 6r + 3

a) Substitute 33 for w in the equation.

______________________________

b) Solve the equation to complete the ordered pair (_____, 33) for this relation.

4. Repeat the steps of question 3 to complete the following ordered pairs for the relation
w = 6r + 3.

a) (_____, 15) b) (_____, –21)

5. The equation of a linear relation is: d = 4t + 6

Find the missing number in each ordered pair.

a) (2, _____) b) (_____, 18)

c) (12, _____) d) (–4, _____)

6. Bergy’s Hamburger Emporium sells its famous double-cheese mushroom burger for $4.
The relation c = 4n represents the cost, c, of n hamburgers.

a) Use the relation to complete the table of values.

n 1 2 3 4 5
c

b) How many hamburgers would have to be sold to have a cost of $28?

_____ hamburgers would have to be sold.

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6.7 Graphing Linear Relations

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Quick Review
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Daniel works at the local gas bar. He is paid $5 per shift plus $10 per hour for each
hour that he works. David is only paid for whole hours. An equation that relates his
earnings to the number of hours he works is e = 5 + 10n, where e represents his earnings
for a shift that lasts n hours.
Graph of e = 5 + 10 n
Substitute values for n to find corresponding values of e.
When n = 0, e = 5 + 10(0) When n = 1, e = 5 + 10(1)
90
=5+0 = 5 + 10
=5 = 15 80
A table of values is:
70
n 0 1 2 3 4 5 6 7 8
e 5 14 25 35 45 55 65 75 85 60
To graph the relation, plot n along the horizontal axis and e along
50
the vertical axis.
Label the axes and write the equation of the relation on the graph. 40
The points lie on a straight line, so the relation is linear.
Since Daniel only gets paid for whole numbers of hours, do not 30 10
join the points. These data are discrete. This means that there are 1
numbers between those given that are not meaningful in the 20
context of the problem.
10
The graph shows that for every hour Daniel works, his pay
0
increases by $10. As the number of hours increases, so does his pay. 1 2 3 4 5 6 7 8

You will need grid paper.

1. a) Graph the table of values. y

10
x y
8
0 2
1 4 6
2 6
4
3 8
4 10 2

x
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b) Describe the relationship between the variables in the graph.

____________________________________________________
6 y
2. a) Graph the table of values.
4
x y
–3 5 2

–1 1 x
–4 –2 0 2 4 6
1 –3
–2
3 –7
5 –11 –4

–6

–8

–10

–12

b) Describe the relationship between the variables in the graph.

_____________________________________________________

3. a) Complete the table of b) Graph the ordered pairs.

values for the relation
with equation y = –3x + 2. y
4
x y 2
x
–1 5 –2 –1 0 1 2 3 4 5 6
–2
0 2 –4
1 –6
–8
2 –4 –10
–7 –12

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4. For y = 3x – 4:

a) Make a table of values b) Graph the relation.

using values of x from 0 to 5. 12 y
10
x 8
y 6
4
2
x
0
1 2 3 4 5 6
–2
–4
–6

5. Graph each relation for integer values from 0 to 5.

a) y = x + 6 b) y = 2x – 3 c) y = –4 + 2x
12 y 8 y 8 y
10 6 6
8 4 4
6 2 2
x x
4 0 0
1 2 3 4 5 6 1 2 3 4 5 6
2 –2 –2
x
0 –4 –4
1 2 3 4 5 6

6. The snowboard club is planning a trip to a local hill. A bus company will charge them using
the formula C = 50 + 40n, where C is the total cost for n people.

a) Make a table of values and draw a graph for the 400

C
cost for 1 to 7 people. 350
300
n 250
C 200
150
100
50
0 n
1 2 3 4 5 6 7 8

b) A parent group is willing to give the club $410. How many people could go on the trip
with that amount of money?

Substitute _____ for C in the equation and solve.

_____ people could go on the trip with $410.

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

multiplying
distributive property ____________ opposite operation ______________
a number by a sum of two numbers is
__________________________________________ __________________________________________
the same as multiplying the first number
__________________________________________ __________________________________________
by each number in the sum and then
__________________________________________ __________________________________________
finding the sum of the products
__________________________________________ __________________________________________
For example, 5(a + b) = 5a + 5b
__________________________________________ __________________________________________

algebra tiles __________________ ordered pair __________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

table of values _________________________ linear relation _________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

List other mathematical words you need to know.

____________________________________________________________________________
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Unit Review
LESSON

6.1 1. Write the equation represented by the model. Then solve the equation using the model,
showing your steps.

___________________________________

________________________________________________________________________

2. Use a model to solve 4 + 3c = –5.

________________________________________________________________________

6.2 3. Solve each equation algebraically and verify the result.

a) 4y – 7 = 13 b) –9 = 5 + 2m

_____________________________ _____________________________

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LESSON

4. Maria solved the equation 4 – 2p = 6 using the steps below. Did Maria make an error?
YES/NO
If Maria made an error, correct it.
4 – 2p = 6
4 – 4 – 2p = 6 – 4
–2p = 2
–2p 2
2 = 2
p =1
5. Rajinder collects hockey cards. He currently has 75. He has a plan to collect
12 more each week. After how many weeks will he have a total of 147?

a) Write an equation that you can use to solve this problem.

Let w represent the __________________________________________________.

__________________________________________________________________

b) Solve the equation.

c) Verify your result and write a concluding statement.

__________________________________________________________________

6.3 6. Solve each of the following equations and verify the results.

a) 2t = 4 b) w3 + 4 = –2 c) 6 = 3 + 5x

__________________ __________________ __________________

6.4 7. Expand using the distributive property.

a) 6(v – 3) b) –9(3 + p) c) –1(–2 + w)

__________________ __________________ __________________

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LESSON

8. Match each expression in Column 1 with an equivalent expression in Column 2.

Column 1 Column 2

a) 3(t – 4) i) 3t + 12
b) –3(t + 4) ii) –3t – 12
c) 3(t + 4) iii) –3t + 12
d) –3(t – 4) iv) 3t – 12

6.5 9. Solve each equation and verify the results.

a) 5(a – 3) = 20 b) –2(n + 3) = –10

H I N T

Use the distributive

property first.

__________________ __________________

c) 7 = 4(2 + y) d) –2(x + 3) = –6

__________________ __________________
6.6 10. Complete the table of values for each relation.

a) y = x – 4 b) y = –2x + 5

x –2 –1 0 1 2 x –2 –1 0 1 2
y y

11. The equation of a linear relation is y = 4x – 3. Find the missing number in each ordered
pair.

a) (2, _____) b) (_____, –11) c) (_____, 13)

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LESSON

6.7 12. The graph below represents the relation of the percent score, p, on a math test and
the number of questions, n, correct out of 10.
The equation for the relation is p = 10n.
100 p
90
80
70
60
50
40
30
20
10
n
0
1 2 3 4 5 6 7 8 9 10
a) State the ordered pair that represents the highest score.

________________

b) Describe the relationship between the variables on the graph.

________________________________________________________________

13. a) Draw a graph of the relation represented by the table of values.

x y 12 y
10
–2 10 8
6
–1 6
4
0 2 2
x
1 –2 –3 –2 –1 0 1 2 3
–2
2 –6 –4
–6
–8
b) Describe how you know that this is a linear relation.

________________________________________________________________

14. On grid paper, draw the graph of each relation for integer x values from –2 to 2.

a) y = 2x – 1 b) y = 10 – x

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UNIT

7 Data Analysis and

Probability
Just for Fun
Dartboard Design
The diagram shows a dartboard design drawn on grid paper.
The side length of each square is 1 unit.

Use the formula for finding the area of a circle: 4

A = r2, where r is the radius of the circle 3
Find the area of each region on the dartboard. 2
Leave  in your answers. 1

Region 1: ___________________ square units

Region 2: ___________________ square units

Region 3: ___________________ square units

Region 4: ___________________ square units

Do the 4 areas form a number pattern? If so, write a pattern rule.

___________________________________________________________

Determine the probabilities that a dart thrown at random will land on the 4 regions.

Region 1: _______________ Region 2: ______________

Region 3: _______________ Region 4: ______________

A 5th concentric circle with radius 5 units is added to the design.

Use your pattern rule to find the area of the 5th region. ______________ square units

Find the new probabilities that a dart thrown at random will land on the 5 regions.

________________________________________________________________________

________________________________________________________________________

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Activating Prior Knowledge

Drawing Circle Graphs
A circle graph is used to graph data that represent parts of one whole.
Each piece of data is written as a fraction of the whole.

To find the angle of the sector in the circle that represents each piece of data, multiply the
fraction by 360.

To find the percent of the circle that represents the piece of data, multiply the fraction by
100%.

Example 1
The students of a Grade 8 class took a test. Test Results
This table shows their marks. Mark Number of Students
Draw a circle graph to display the data. A 5
B 15
C 3
D 2
Solution
Add the numbers in the table: 5 + 15 + 3 + 2 = 25
There are 25 students in the class.

Write each number as a fraction, then a percent.

5 20 15 60
A: 25 = 100 = 0.2 = 20% B: 25 = 100 = 0.6 = 60%
3 12 2 8
C: 25 = 100 = 0.12 = 12% D: 25 = 100 = 0.08 = 8%

A circle has central angle 360. The angle of the sector representing each grade is:

A: 0.2  360 = 72 B: 0.6  360 = 216

C: 0.12  360 = 43.2 ⬟ 43 D: 0.08  360 = 28.8 ⬟ 29

Test Results
Draw a circle.
D
Use a protractor to measure each angle. C 8% A
Label each sector. 12% 20%
Write a title for the graph.
B
60%

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✓
1. The table shows how Carl spends his earnings for this month.
a) Complete the table for each item.

Item Amount (5) Sector Angle Percent

100 100
Clothing 100 200  360° = 180° 200  100° = 50%

Books 30 200  360° = ______°  100° = ______%

Sports
Equipment
50  360° = ______°  100° = ______%

Moview 20  360° = ______°  100° = ______%

Total _______ ______° ______%

b) Draw a circle graph for the data.

How Carl Spends His Earnings Tip
To make a sector,
draw a radius,
measure the angle
with a protractor,
and draw another
radius.

Finding Probabilities Using Tables or Tree Diagrams

The probability of an event = Number of favourable outcomes
Number of possible outcomes
You can use a table or a tree diagram to show the outcomes of two independent events.

Example 2
The table shows the outcomes of tossing two coins.
Find the probability of tossing 1 head and 1 tail.

Solution
There are 4 possible outcomes.
Two outcomes have 1 head and 1 tail.
2 1
Probability of tossing 1 head and 1 tail = 4 , or 2

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Example 3
The tree diagram shows the possible outcomes of an experiment with spinning the
pointers on these two spinners.
Spinner 1 Spinner 2 Spinner 1 Spinner 2 Outcomes
2 1, 2
1 3 1, 3
2 3 4 1, 4
1 5
2 5, 2
4 5 3 5, 3
4 5, 4
Find the probability of each event:
a) 5 on Spinner 1 and 3 on Spinner 2
b) a sum greater than 7

Solution
a) There are 6 possible outcomes. b) Two outcomes have a sum greater than 7:
One outcome is 5, 3. 5, 3 and 5, 4
2 1
The probability is: 16 The probability is: 6 = 3

✓
2. a) Complete this table for the outcomes of the experiment in Example 3.

2 3 4
1
5

b) What is the probability of the pointers landing on two odd numbers?

_____________________________________________________________________

3. a) Complete this tree diagram for

tossing a coin and rolling a tetrahedron Coin Tetrahedron Outcomes
labelled 1 to 4. 1 H1
H 2
b) What is the probability of tossing tails 3
and rolling an even number? 4

________________________________ T

________________________________

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7.1 Choosing an Appropriate Graph

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➤ Different types of graphs have different characteristics. It is important to choose
an appropriate graph that best represents a set of data.

This table shows the strengths and limitations of five common types of graphs.

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1. Rebecca’s family hosted a party to gather opinions on the choice of flavour for her sister’s
wedding cakes. The guests’ votes are displayed in these two graphs.
Favourite Cake Flavour Favourite Cake Flavour
Vanilla
Vanilla
Flavour

Lemon
Lemon
Chocolate
Strawberry Chocolate

0 2 4 6 8 10 12 14 16 Strawberry
Number of Votes
Key: = 4 votes
a) Which flavour is the most popular? ______________ the least popular? ______________

b) How many people voted at the party? 6 + 14 + ______ + ______ = ______

c) From which graph is it easier to gather the information? Explain.

_______________________________________________________________________

_______________________________________________________________________
2. This table shows the favourite types
of music of the students in a Grade 8 class.

a) Use a bar graph to display the data. b) Use a pictograph to display the data.

c) Which graph was easier to draw? Justify your choice.

_______________________________________________________________________

_______________________________________________________________________
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3. The graph shows the number of wins Victories by Boys’ Basketball Team
for the Boys’ Basketball Team. 18
a) In what year did the team have 16
14
the most wins? ________________ 12
10

Wins
b) In what year did the team have 8
6
the least wins? ________________
4
2
c) How well do you predict the team will do in 0
the next year? Explain. 1996 1998 2000 2002 2004 2006
Year
_______________________________________________________________________

_______________________________________________________________________

d) Could you use a circle graph to display these data? Justify your answer.

_______________________________________________________________________

_______________________________________________________________________

4. The circle graph shows the percents of time Enrico Enrico’s Time
spends on different activities during an average day. Other
6%
a) Why is a circle graph used? School
TV/Video 29%
______________________________________ 16%
Eating
8%
______________________________________
Sleeping
Homework 33%
______________________________________ 8%

b) What percent of Enrico’s time is spent at school

and on sleeping?

_____________________________________________

c) Could a bar graph be used to display the data? Would it more appropriate? Explain.

_______________________________________________________________________

_______________________________________________________________________

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5. Match the most appropriate graph with the data.

Graph Data

a) Circle graph i. Change in your height over time

b) Line graph ii. Number of shots by each starting player of

the girls’ and boys’ basketball teams

c) Double bar graph iii. Percent of each math topic on the final exam

d) Pictograph iv. Number of students in a Grade 8 class from

5 different areas of origin

e) Bar graph v. Number of food items donated by 4 Grade

8 classes

6. Suyama surveyed the clothes in her closet and counted these items:
Blue jeans: 6
Pants (not jeans): 2
Shorts: 5
Skirts: 4
Dresses: 3

a) List two graph types in question 5 you can use to display these data.
Explain your choice.

_______________________________________________________________________

_______________________________________________________________________

b) List two graph types that may not be good choices. Justify your answer.

_______________________________________________________________________

_______________________________________________________________________

c) Pick one of your choices in part a) and draw the graph.

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7.2 Misrepresenting Data

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➤ Graphs are a visual way of representing data. However, they can create false
impressions by the way they are drawn.

There are many different ways in which graphs can be drawn to misrepresent data.
Misinterpretation of the data may lead to incorrect conclusions or assumptions.

A wise consumer needs to become aware of the ways in which graphs can be
misleading.

This table shows Tamara’s math marks in the

4 report cards she has received for this year.

Tamara’s brother wants to show that

Tamara’s performance in math is not steady.

Tamara wants to show that this is not true.

They drew these graphs.

Tamara’s Graph Tamara’s Brother’s Graph

Report Card Marks Report Card Marks
100% 80%

80% 76%

60% 72%
Marks
Marks

40% 68%

20% 64%

0 60%
1 2 3 4
Report 1 2 3 4
Report
➤ These are some ways in which a graph can be drawn to misrepresent data.
•
Start the scale on the vertical axis of a bar graph at a number other than 0, as in
Tamara’s brother’s graph.
•
Use different size symbols in a pictograph or bars of different widths in a bar
graph to make one piece of data appear greater than another.
•
Treat a part of a graph differently to draw people’s attention to that piece of data.

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1. This bar graph is drawn in a way to misrepresent the data.

a) Which part of the graph draws your attention most? Why?

____________________________________ Children Who Eat Breakfast

16
____________________________________
14
____________________________________ 12
10

Number
b) What changes can you make to the graph to 8
eliminate the false impression? 6
4
____________________________________ 2
0
____________________________________ Girls Boys
____________________________________

2. This circle graph is drawn in a way to misrepresent the data.

a) Which part of the graph draws your attention most? Why?

____________________________________
Popular Snowboard Manufacturer
____________________________________

____________________________________ Ride
25% Burton
35%
b) What changes can you make to the graph to
K2
eliminate the false impression? 18%
Bob’s Rossignol
8%
____________________________________ 14%

____________________________________ I N T
H
____________________________________ Think about how
you compare the
sizes of two
c) Which snowboard manufacturer is the most popular?
sectors of a circle.
How do you know?

_______________________________________________________________________

_______________________________________________________________________

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3. These line graphs display the math marks over 4 terms for 2 students, Vanessa and Hayden.

Vanessa’s Math Marks Hayden’s Math Marks

100% 88%

80% 80%

60% 72%
Marks

Marks
40% 64%

20% 56%

0 48%
1 2 3 4
Term 1 2 3 4
Term

a) Which line graph appears to show a greater increase in marks from Term 3 to Term 4?

_______________________________________________________________________

b) Read the marks represented by the points on the line graph for Term 3 and Term 4.
What is the actual increase in marks for each student?

Vanessa: _________________ Hayden: _________________

c) How are the graphs misleading?

_______________________________________________________________________

_______________________________________________________________________

d) How can you change the graphs so that they do not misrepresent the data?

_______________________________________________________________________

_______________________________________________________________________

e) If an award were to be given to the student with the most consistent marks over time,
who would win the award? Explain your answer.

_______________________________________________________________________

_______________________________________________________________________

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4. Refer to the 2 graphs in question 3.

a) Which graph would you choose to show the most dramatic improvement? Explain.

_______________________________________________________________________

_______________________________________________________________________

b) What is the overall increase in marks for each student for the 4 terms?

Vanessa: _________________ Hayden: _________________

c) Does the result in part b) agree with the choice you made in part a)? Explain.

_______________________________________________________________________

_______________________________________________________________________

5. The graph shows the number of cities visited by students surveyed.

Cities Visited by Students

0–1

2–3

3–6

7–10

10 or more
Key: = 2 students

a) What is the number of cities visited by the most students? _________________

b) Jean-Pierre estimates from the pictograph that about 8 students visited 10 or more cities.
Why do you think Jean-Pierre made this estimate?

_______________________________________________________________________

_______________________________________________________________________

c) Marie says that only 2 students visited 10 or more cities. Explain who you agree with.

_______________________________________________________________________

_______________________________________________________________________

d) How could the pictograph be changed to represent the data more accurately?

_______________________________________________________________________

_______________________________________________________________________

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7.3 Probability of Independent Events

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Quick Review
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➤ Two events are independent events when one event does not affect the other
event.
A coin is tossed and a regular die labelled 1 to 6 is rolled.

The table shows the possible outcomes.

Die
1 2 3 4 5 6
H H/1 H/2 H/3 H/4 H/5 H/6
Coin
T T/1 T/2 T/3 T/4 T/5 T/6

Whether the coin lands heads or tails has no effect on the outcome of rolling the die.
So, the two events are independent.

➤ There are 12 possible outcomes.

1
Half of the outcomes have heads. The probability of tossing heads is 2 .
1
Two outcomes have a 4. The probability of rolling a 4 is 6 .
1
Only one outcome is H/4. The probability of tossing heads and rolling a 4 is 12 .
1 1
Note that 1
12 = 2  6

The above example illustrates the probability rule for two independent events:
P(A) and P(B) are the individual probabilities of the two events A and B.
P(A and B) is the probability of both A and B occurring.
If A and B are two independent events, P(A and B) = P(A)  P(B)

1. A quarter and a dime are both tossed. The table shows the possible outcomes.
Quarter
H T
H HH HT
Dime
T TH TT
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a) For a quarter, P(heads) = ____________

b) For a dime, P(heads) = _____________

c) How many outcomes in the table have 2 heads? ______________

Write the probability of tossing 2 heads. P(2 heads) = _____________

d) Find the product of the answers from parts a) and b). ______  ______ = ______

e) Why do parts c) and d) have the same answer?

____________________________________________________________________

____________________________________________________________________

2. The pointer of a spinner with 3 congruent sectors is spun once and a tetrahedron labelled
1 to 4 is rolled.

B R
1 2
4

The table shows the possible outcomes.

Tetrahedron
1 2 3 4
R R/1 R/2 R/3 R/4
Spinner G G/1 G/2 G/3 G/4
B B/1 B/2 B/3 B/4

Find the probability of each event:

a) the pointer landing on red

H I N T
P(red) = 12 = How many
____________ outcomes are red?
b) rolling a 3 How many
outcomes have a 3?
P(3) = 12 =
____________
c) red and a 3
P(R/3) =
____________
Compare the probability in part c) with the product of the probabilities in parts a) and b).
What do you notice?

________________________________________________________________________

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3. The pointer of the spinner in question 2 is spun and a regular die labelled 1 to 6 is rolled.

Find the probability of each event:

a) the pointer landing on green: _____________________________________________

b) rolling a 1 ____________________________________________________________

c) green and a 1

P(green and 1) =  =
________ _________ _________
4. Monica writes each letter of her name on one of the equal sectors of this spinner.

A M
C O
I N

She spins the pointer of the spinner and rolls the tetrahedron in question 2.

Find the probability of each event:

a) rolling an odd number _______________________________________

b) an I and a 4 _______________________________________________

c) a vowel and a 2 _____________________________________________

5. Consider an experiment of rolling a red and a white regular die labelled 1 to 6.

a) What is the probability of rolling a 4 on the red die and a 5 on the white die?

____________________________________________________________________

b) What is the probability of rolling a 5 on the red die and an even number on the white
die?

____________________________________________________________________

c) What is the probability of rolling a 3 on both dice?

____________________________________________________________________

d) What is the probability of rolling a square number on the red die and a non-square
number on the white die?

____________________________________________________________________

____________________________________________________________________
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6. The pointer of this spinner with 10 equal sectors is spun twice.

Find the probability of each event:

a) The pointer lands on a dotted sector and then a solid sector.

_____________________________________________________________________

_____________________________________________________________________

b) The pointer lands on a solid sector each time.

_____________________________________________________________________

_____________________________________________________________________

c) The pointer does not land on a solid sector each time.

_____________________________________________________________________

_____________________________________________________________________

7. A bag contains 5 yellow balls, 3 red balls, and 2 green balls. A ball is removed from the bag
without looking, the colour recorded, and then returned the bag. A second ball is drawn
and its colour is also recorded.

a) What is the probability of a red ball followed by a green ball?

_____________________________________________________________________

_____________________________________________________________________

b) What is the probability of both balls being yellow?

_____________________________________________________________________

_____________________________________________________________________
1
c) What would be the outcome of the 2 balls if it has a probability of 10 ?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
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7.4 Solving Problems Involving

Independent Events

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Quick Review
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➤ The rule for the probability of two independent events can be extended to three
or more independent events.

Consider a case where there are more than two events.

You toss a dime and a quarter, and spin the pointer of a spinner with 4 equal sectors
coloured blue, green, red, and yellow.

This tree diagram shows all possible outcomes:

Dime Quarter Spinner Possible Outcomes

B H/H/B
G H/H/G
H
R H/H/R
Y H/H/Y
H
B H/T/B
T G H/T/G
R H/T/R
Y H/T/Y
B T/H/B
G T/H/G
H T/H/R
R
Y T/H/Y
T
B T/T/B
T G T/T/G
R T/T/R
Y T/T/Y

There are 16 outcomes. One outcome is H/T/R.

So, the probability of tossing a head on the dime, tossing a tail on the quarter, and the
1
pointer landing on red is 16 .
1 1
The probability of tossing a head on a dime is 2 and tossing a tail on a quarter is 2 .

The probability of the pointer landing on red is 14 .

Note that 1
16 = 1
2  1
2  1
4

The rule for the probabilities of independent events can be extended to:
The probability of 3 events A, B, and C occurring is P(A and B and C).
If A, B, and C are two independent events, P(A and B and C) = P(A)  P(B)  P(C)

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1. Use the experiment in Quick Review.

a) Find the probability of each event:

i) a head on the dime ______________ ii) a head on the quarter ______________

iii) the spinner landing on blue _______________

b) How many outcomes have 2 heads and a blue? __________

c) The probability of 2 heads and a blue is:

P(H/H/B) =   =
______ _______ _______ ______
d) How many outcomes have a head on the dime, a tail on the H I N T
quarter, and a primary colour? ___________ The primary
colours are red,
e) Use the extended rule for the probabilities of blue, and yellow.
independent events. Find the probability of a head
on the dime, a tail on the quarter, and a primary colour.

___________________________________________________________________

2. Three coins—a penny, a dime, and a quarter—are tossed.

Draw a tree diagram to show the possible outcomes.

Penny Dime Quarter Possible

Outcomes a) How many outcomes have 3 heads?

H _____________________________
H
T What is the probability of 3 heads?

_____________________________

_____________________________

b) Use the individual probabilities for each coin and the probability of independent
events.

What is the probability of all 3 coins showing heads?

___________________________________________________________________

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3. Diane, Claud, and Norma are playing a memory game.

They lay out 12 cards numbered 2 to 13 face down on a table.
Each player turns over a card and puts it back to its original position face down.
Find the probability of each event:

a) Each draws a prime. ____________________________________________________

b) Each draws a square number. ____________________________________________

c) Diane turns over a prime, Claud turns over a square number, and Norma turns over a
number that is a factor of 17.

_____________________________________________________________________

_____________________________________________________________________

4. Robert has 25 songs in his MP3 player.

Ten of them are classic rock, 12 are country, and 3 are classical.
Robert sets the MP3 player to play the songs randomly.
Find the probability of each event:

a) The first song is classical, the second is country, and the third is classic rock.

_____________________________________________________________________

_____________________________________________________________________

b) The first 2 songs are classic rock and the third is country.

_____________________________________________________________________

5. To start a game of cards, each of 3 players cuts a card from a standard deck of 52 playing
cards. Each time, the card is returned to the deck before the next player cuts.
Find the probability of each event:

a) Player 1 cuts a red card, player 2 cuts a jack, and player 3 cuts a spade.

_____________________________________________________________________

b) Player 1 cuts a red ace, player 2 cuts a black card, and player 3 cuts the ace of clubs.

_____________________________________________________________________

c) Player 1 cuts an ace, player 2 cuts a heart, and

player 3 cuts a card that is not a diamond.
Tip
______________________________________________ What are the suits
that are not
______________________________________________ diamonds?

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

graph with
appropriate graph ______________ misrepresentation of data ________
certain features that enables questions
__________________________________________ __________________________________________
to be answered or information to be
__________________________________________ __________________________________________
drawn easily from the displayed data
__________________________________________ __________________________________________
For example, a circle graph shows the
__________________________________________ __________________________________________
parts of a whole better than a line
__________________________________________ __________________________________________
graph does.
____________ ___________________________________

discrete data __________________ possible outcomes ______________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

____________________

probability of an event __________ independent events _____________

_________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________
____________________________________
____________________________

List other mathematical words you need to know.

____________________________________________________________________________
____________________________________________________________________________
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Unit Review
LESSON

7.1 1. Each year, the Grade 8 classes collect food Food Drive Collection
items for a charity. The table shows the number Year Number of Items
of items the classes collected for 6 years. 2003 120
Nicolas wants to display the data on a line graph. 2004 155
Martina wants to use a circle graph, and 2005 161
Nicole is pushing for a bar graph. 2006 180
2007 196
Which graph do you think is a good choice?
2008 210
Explain your answer.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. These 2 graphs show the marks of students in Ms. Papas’s class.

Marks in Ms. Papas’s Class
Marks in Ms. Papas’s Class 12
10
D A 8
Number

15% 20%
6
C 4
25%
B 2
40% 0
A B C D
Mark

a) The principal asks Ms. Papas: “What fraction of your class got an A?”
Which graph is easier to use to respond to this question? Explain.
_____________________________________________________________________

_____________________________________________________________________

b) “How many students got a D?” Which graph can provide the answer? Explain.

_____________________________________________________________________

_____________________________________________________________________

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LESSON

7.2 3. Some Grade 8 students were asked to name their favourite major league baseball
team. The graph shows the results. Favourite MLB Team

Toronto Blue Jays

a) How many students named the
Toronto Blue Jays? ____________
New York Yankees
b) How many students named the Seattle Mariners
Boston Red Sox? _____________ Atlanta Braves

c) What aspect of the graph is misleading? Boston Red Sox

Explain. Key: = 4 students

_________________________________________________________________

__________________________________________________________________

4. These graphs show the penalty minutes in hockey for three players.
Total Penalty Minutes Total Penalty Minutes
350 55
300 50
250 45
Minutes
Minutes

200 40
150 35
100 30
50 25
0 20
Hartley Brandon Wesley
Player Hartley Brandon Wesley
Player
a) In the first graph, how do the total penalty minutes of the 3 players compare?

__________________________________________________________________

b) In the second graph, how do the total penalty minutes of the three players
compare?

__________________________________________________________________

__________________________________________________________________

c) The data in the two graphs are the same. What features of the graphs create the
dramatic difference in their appearance?

__________________________________________________________________

__________________________________________________________________

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LESSON

5. The table shows the average salary of employees Average Employee Salary
of a company over 8 years. Year Salary
The employees are asking for a raise in salary 2002 $26 000
for the next year. 2003 $26 500
2004 $27 500
The manager wants to show that the raise should be lower.
2005 $28 500
The employees want to show that the raise should be higher.
2006 $30 000
Construct two appropriate graphs for the manager and 2007 $30 500
the employees. 2008 $32 000

7.3 6. Identify which pair of events is a pair that are not independent. Explain your answer.

a) Roll two regular 6-sided dice.

b) Toss a penny and a nickel one after the other.

c) Remove 1 card from a standard deck of 52 cards and then remove a second card.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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LESSON

7. The pointer on the spinner

R R
with 8 congruent Y R
sectors is spun twice. Y B
Y Y
Find the probability of each event:

a) a red and then a blue

_____________________________________________________________

b) a yellow and then a red

_____________________________________________________________

c) a blue on both spins

_____________________________________________________________

8. A regular die labelled 1 to 6 is rolled and a quarter is tossed.

Find the probability of each event:

a) an odd number and a tail _________________________________________

b) a number greater than 4 and a head _________________________________

7.4 9. a) A quarter, a penny, and a dime are tossed. Find the probability of each event:

i) heads on the quarter and the penny and a tail on the dime

_____________________________________________________________

ii) all 3 tails _____________________________________________________

b) Explain why the probability of “all 3 tails” is the same as that of “all 3 heads.”

______________________________________________________________

______________________________________________________________

10. A box contains 26 cards, each with a letter of the alphabet on it. Tip
Consider Y to be a
Stephanie draws a card from the box and puts it back in the box. consonant for this
She repeats this procedure 2 more times for a total of 3 draws. experiment.

Find the probability of each event:

a) an A, then an F, then a G __________________________________________

b) a vowel, then 2 consonants ________________________________________

c) all vowels ______________________________________________________

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UNIT

8 Geometry
Just for Fun
Penny Patterns
This is a pattern of pennies.
Set 1 Set 2 Set 3 Set 4

Complete the pattern for Set 5. Set 5

How many pennies do you need? __________
How many pennies do you need for
Set n? ________________________________
Test out your rule for Set 5.

Mental Squares
Here is a method for squaring 2-digit numbers ending in 5.
Impress your friends by squaring their 2-digit numbers ending in 5 by mental math.

Follow these steps:

Start with a 2-digit number ending in 5. _____________
Multiply the first digit by the next higher digit. _______________
This product forms the first part of the square number. The last 2 digits are always 25.
Combine the 2 parts to get the square number. _______________
Try this method with 3-digit numbers ending in 5. Multiply the first 2 digits by the next
higher number. Can you use the method to mentally square 3-digit numbers ending in 5?
_______________________________________________________________________

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Activating Prior Knowledge

Using Isometric Dot Paper
You can use isometric dot paper to represent a 3-dimensional object on a 2-dimensional
drawing. Draw the parallel edges as parallel line segments on the isometric dot paper.

Example 1
Draw this rectangular prism
on isometric dot paper.

i) Start with one vertical edge. ii) Draw the adjacent horizontal edges
that slant up to the left and to the right.

iii) Draw other vertical edges. iv) Complete all edges and shade the
visible faces to get a 3-D look.

H I N T

✓ In an isometric drawing,
the line segments
joining adjacent dots are
equal in length.
1. Complete the drawing of each object
on isometric dot paper.

a)

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b)

c)

Transformations
In this translation, the shaded shape In this reflection, the shaded shape
is moved 4 units right and 1 unit up. is reflected in a vertical line
1 unit to the right of the shape.

In this rotation, the shaded shape You get the same image if you
is rotated 270⬚ clockwise about point P. rotate the shaded shape 90⬚
counterclockwise about point P.

P
P

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✓
2. Each drawing shows a transformation. Match the transformation to the drawing.

i) ii) iii)

a) translation _______________________

b) reflection _________________________

c) rotation __________________________

3. Identify each transformation.

a) Shape B is an image of Shape A.

_________________________________

b) Shape C is an image of Shape B.

_________________________________

c) Shape D is an image of Shape C.

_________________________________

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8.1 Sketching Views of Objects

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Quick Review
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➤ The front, top, and side views of an object can be drawn by looking at a model
or an isometric drawing of the object.
Top
The front, top, and side views of this model
can be drawn by rotating the model in order
to look at the views directly.

When you draw the different views of the

object, draw the front view first. Right side
Front
Place the top view above the front view, and
the side views beside the front view.
Top
Broken lines show how the views align.

Internal line segments are used to show

changes in depth or thickness.

Notice the internal line segments on the front

and top views that show the changes in depth.
Left side Front Right side
Since there are no changes in depth on the two
side views, there are no internal line segments.

➤ When an isometric drawing of an object is given, you can build a model, and then
draw the different views.

For example, the object with this isometric drawing has the front, top, and side
views shown.

Top Top

Front Right side Left side Front Right side

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1. Figures 1 to 6 are views of objects A and B. Match each view (1 to 6) to each object A or B.
A numbered view may be used more than once.
H I N T
A Use linking cubes to
B build a model for each
object. Then rotate the
model to see the
Front Front different views.

3 4 5
1 2 6

Object Front View Top View Left Side View Right Side View

2. The front view of this object is given. Sketch the top and side views.

Front

Front

3. Sketch the front, top, and side views of this object.

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4. Sketch the front, top, and side views of this object.

Top

Front Right side

5. Use linking cubes to build a model of the object in the isometric drawing.
Then draw the front, top, and side views of the object.

Top

Front

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6. Use linking cubes to build a model of the object in the isometric drawing.
Then draw the front, top, and side views of the object. The left side is done for you.

Left side

7. Many signs have views of objects.

Identify the view (front, top, or side) of the object on each sign.

a) construction worker

____________________________

b) school children

____________________________

c) curved road

____________________________

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8.2 Drawing Views of Rotated Objects

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Quick Review
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➤ An object can be rotated horizontally about a vertical axis of rotation.
The rotation can be clockwise or counterclockwise.

➤ An object can also be rotated vertically about a horizontal axis of rotation.

The rotation can be toward you or away from you.

Object X has these views.

Top Vertical axis
of rotation

Object X

Front
Left side Front Right side Horizontal axis
of rotation

Object X is rotated horizontally 90⬚ clockwise

about a vertical axis. Here are the object’s
new orientation and views. Top
Top

Right side Left side Front Right side

Front

Object X is rotated vertically 180⬚ about

a horizontal axis away from you. Here are
the object’s new orientation and views.
Top Top

Front Right side Left side Front Right side

➤ A 180⬚ clockwise rotation is the same as a 180⬚ counterclockwise rotation.

A 90⬚ clockwise rotation is the same as a 270⬚ counterclockwise rotation.
A 270⬚ clockwise rotation is the same as a 90⬚ counterclockwise rotation.

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1. a) Build each object. Rotate each object horizontally 90⬚ clockwise about the axis of
rotation shown. Match each view (A to G) to the front, top, and side views of each
rotated object. A lettered view may be used more than once.
Axis of rotation Axis of rotation

Front
Right side Front Right side
Object P Object Q

A B C D E F G

Object Front View Top View Left Side View Right Side View

b) Which object, P or Q, has the left side view the same as the right side view after
the rotation? ___________________

2. The objects P and Q in question 1 are rotated horizontally 270⬚ counterclockwise

about the axis of rotation shown.

a) Which view (A to G) is the top view of the rotated Object P? ____________________

b) Which view (A to G) is the front view of the rotated Object Q? __________________

c) Explain your answers to parts a) and b).

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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3. Use linking cubes to build Object Y. Match each rotation description i) to iv) to the
drawing of the rotated Object Y in a) to d).
Top
H I N T
You rotate an
object horizontally about
a vertical axis of rotation.
You rotate an object vertically
about a horizontal axis
Front of rotation.
Right side
Object Y

a) Top b) Top

Front Front
Right side Right side

Rotation: _____________________ Rotation: _____________________

c) Top d) Top

Front Right side

Front Right side

Rotation: _____________________ Rotation: _____________________

i) a rotation of 270⬚ counterclockwise about a vertical axis

ii) a rotation of 180⬚ about a horizontal axis
iii) a rotation of 180⬚ about a vertical axis
iv) a rotation of 90⬚ about a horizontal axis away from you

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4. Use linking cubes to build this object.

Draw the front, top, and side views after Top
each horizontal rotation about the vertical
axis shown.
Front
Horizontal axis
Vertical axis of rotation
of rotation
Right side

a) 90⬚ clockwise b) 180⬚

5. Draw the front, top, and side views of the object in question 4 after each vertical rotation
about the horizontal axis shown.

a) 90⬚ toward you b) 180⬚

6. Use linking cubes to build an object that has the same front, top, and side views after each
of the horizontal or vertical rotations in this lesson.
Sketch or describe the object you built.

_______________________________________________________________________

_______________________________________________________________________

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8.3 Building Objects from Their Views

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Quick Review
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➤ You can often build an object given the front, top, and side views.
Note that internal line segments in these views show changes in depth.
The views of an object are shown. Top

Left side Front Right side

The object can be built using linking cubes:

The front view shows that you need 2 cubes

in a vertical column and 2 cubes in a
horizontal row. A B

The top view shows that you need to add

a cube onto B to make an L-shape C.
A C

The top view also shows that A must be

attached to C with a change in depth.

A C
The resulting object looks like this:

Top

Front
Right side

Then check the side views of the object to see if they match the given views.
If they do, the object is correct.

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1. Match each set of views i) to iii) to the object (A to C).

A: __________________ i) Top

Top

Left side Front Right side

Front
Right side

B: __________________ ii) Top

Top

Left side Front Right side

Front Right side

C: __________________ iii) Top

Top

Left side Front Right side

Front Right side

2. Which object, P, Q, or R, has these views? __________________

Top
P
Q

Left side Front Right side

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3. Use these views to build an object.

Top

Left side Front Right side

4. Use these views to build an object.

Top

Left side Front Right side

5. Use these views to build an object.

Top

Left side Front Right side

6. Use these views to build an object.

Top

Left side Front Right side

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8.4 Identifying Transformations

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Quick Review
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➤ The 3 different transformations—translation, reflection, and rotation—have
been used to create a design.

Here are some transformations that can be identified in this design.

D A

X B

Square A is the image of Square X after Square B is the image of Square X

a translation 4 units right and 4 units up. after a reflection in the broken line.

A A

X X B

Square C is the image of Square X after

a rotation of 90⬚ clockwise about point P.
Square C is also the image of Square X after D A
a rotation of 90⬚ counterclockwise about point Q.
Q C
Square D is the image of Square X after
a rotation of 180⬚ about point Q. X B
You can make a tracing of square X and rotate it P
about points P and Q to check these results.

➤ A rotation of 180⬚ clockwise about a point gives the same image as a rotation of
180⬚ counterclockwise about the same point.

➤ Under any transformation, the original shape and its image are always congruent.

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1. Match each translation of the shaded triangle to its image.

a) 3 units right ____________________

P
b) 1 unit left and 2 units down ____________________
Q
c) 1 unit left and 2 units up ____________________
R

2. Match each reflection of the shaded octagon to its image.

a) reflection in Line 1
Line 1 Line 3
_________________

b) reflection in Line 2
X Y Z
_________________ Line 2
W
c) reflection in Line 3

_________________

3. Match each rotation of the shaded hexagon to its image.

a) 90⬚ counterclockwise about point P

_________________ X
Q
b) 180⬚ about point P W
P
_________________ Y
Z
c) 90⬚ clockwise about point Q

_________________

d) 180⬚ about point Q H I N T

This is clockwise:
_________________
This is
counterclockwise:

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4. Match each transformation of the shaded polygon with its image.

a) a rotation of 180⬚ about point P _______________

b) a translation 3 units up _______________

A
c) a reflection in Line x _______________ B
Line x
d) a reflection in Line y _______________
C
e) a rotation of 90⬚ counterclockwise about point P P
E
_______________
D
f) a translation 2 units right and 2 units up
_______________
Line y
5. Identify each transformation of the shaded Shape X.
Describe each transformation in as many ways as you can.

a) Shape A is an image of Shape X.

_______________________________

_______________________________
F
b) Shape B is an image of Shape X. Q
A B
___________________________________ E X
P
c) Shape C is an image of Shape X. C
D
___________________________________

d) Shape D is an image of Shape X.

________________________________________________________

e) Shape E is an image of Shape X.

Tip
______________________________________________ Make a tracing
of Shape X.
f) Shape F is an image of Shape X. Translate, reflect,
or rotate the
_____________________________________________ shape to check
your results.
_____________________________________________

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8.5 Constructing Tessellations

At Ho

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Quick Review
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➤ When you can cover a page using congruent copies of a shape with no overlaps
and gaps, the shape tessellates, creating a design called a tessellation.

All triangles and all quadrilaterals tessellate.

360° 70° 95°

75° 120°

At any point where the vertices meet,

the angles add up to 360⬚.

➤ There are some shapes that do not tessellate

because they cover a page with overlap or gaps.
For example, this heptagon does not tessellate.

➤ You can combine shapes to tessellate.

These combined shapes are called composite shapes.

For example, Shape A combines with Shape B to form a quadrilateral that tessellates.

Shape A Shape B

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1. Which of these designs are tessellations? Justify your answer.

a) b)

c) d)

______________________________________________________________________

______________________________________________________________________

2. Which of these shapes tessellate? Use a drawing to justify your answer.

a) L-shape ____________________________________________________________

b) T-shape ____________________________________________________________

c) U-shape ____________________________________________________________

a)

c)

b)

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3. Which of the polygons can be used to create a tessellation?

Justify your answer by checking if copies of the polygon can surround a point.

a) 150° 150° b)
80°

60° 60°
120° 120°

150° 150°
110° 110°

______________________________________________________________

4. Create a composite shape that

tessellates using a regular hexagon
and one or more equilateral triangles.
Show your tessellation on the
isometric dot paper.

5. Arlene is planning to create a tessellating quilt

pattern using one of these shapes.
135°

square

regular octagon

a) Which shape can Arlene use? Why?

__________________________________________________________________

b) Can Arlene use a combination of these shapes to create a tessellating quilt pattern?
Explain.

__________________________________________________________________

__________________________________________________________________

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8.6 Identifying Transformations in Tessellations

At Ho

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Quick Review
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➤ A tessellation can be described using transformations of shapes.
➤ Under each transformation, the area of the shape does not change.
This is known as conservation of area.
➤ A tessellation may be described by one or more than one type of transformation.

This tessellation can be described by translations or by rotations.

Start with the shaded shape.

To get Shape A, translate the shaded shape

2 units right and 1 unit up.
A
To get Shape B, translate the shaded shape P
3 units right and 1 unit down. B
C
To get Shape C, translate the shaded shape
1 unit right and 2 units down.

Alternatively:

To get Shape A, rotate the shaded shape 90⬚ clockwise about point P.

To get Shape B, rotate the shaded shape 180⬚ about point P.

To get Shape C, rotate the shaded shape 90⬚ counterclockwise about point P.

You can make a tracing of the shaded shape and translate it or rotate it
about point P to check these results.

To complete the tessellation, repeat these translations or rotations on the shaded

shape.

1. Identify the transformation in this tessellation.

Circle your answer.

translation

reflection

rotation
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2. Identify the two transformations in this tessellation.

Circle your answer.

translation and reflection

translation and rotation

rotation and reflection

3. Identify the transformations in this tessellation.

Use these words or phrases to complete

each sentence. B

translation, reflection, rotation, vertical line, X A C

horizontal line, 4 units up, 4 units right,
90⬚ , 180⬚, clockwise, counterclockwise

a) Shape A is a _______________ of Shape X _______________.

b) Shape B is a _______________ of Shape X _______________ about a point.

c) Shape C is a _______________ of Shape X in a _______________.

4. In the tessellation, Shape Y is the starting shape.

B C
Y D
A

Describe the transformation needed to get to each of the lettered shapes.

A: _______________________________________________________________

B: _______________________________________________________________

C: _______________________________________________________________

D: _______________________________________________________________

_______________________________________________________________

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5. In the tessellation, Shape Z is the starting shape.

P B
Z

Line m

Line n
Describe as many different transformations
as you can to get to each lettered shape.

A: __________________________________________________________________

__________________________________________________________________

B: __________________________________________________________________

__________________________________________________________________

6. Use this shape, or one of your own shapes, to create a tessellation on square dot paper.
Identify the transformations you used.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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In Your Words
Here are some of the important mathematical words of this unit.
Build your own glossary by recording definitions and examples here. The first one is done for you.

the straight line

axis of rotation _________________ isometric drawing ________________
about which an object or a shape is
__________________________________________ __________________________________________
rotated
__________________________________________ __________________________________________
For example, the broken line is an axis of
__________________________________________ __________________________________________
rotation.
__________________________________________ __________________________________________

__________________________________________ __________________________________________

_______________________________________ _______________________________________

transformation _________________ tessellation ____________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

_______________________________________ _______________________________________

composite shape _______________ conservation of area ____________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

__________________________________________ __________________________________________

_______________________________________ _______________________________________

List other mathematical words you need to know.

____________________________________________________________________________

____________________________________________________________________________
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Unit Review
LESSON

8.1 1. Match each of the front, top, and side views Top
of this object to the correct figure.

Front: _____________ Top: _____________

Left side: _____________ Right side: _____________ Front

Right side

A B E F
C D

2. Sketch the front, top, and side views of this object.

Top

Front Right side

8.2 3. This object is rotated horizontally.

The two new views are shown.
Top

a) b)

Front
Right side

Describe the rotation that produced each view.

a) This is the front view after a rotation of _____________________________

b) This is the top view after a rotation of _______________________________

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LESSON

4. Use linking cubes to build the object in question 3.

Draw the views of the object after each rotation.

a) a vertical rotation of 90⬚ toward you b) a vertical rotation of 180⬚

8.3 5. Use these views to build an object. How can you check that the object is correct?

Top

Left side Front Right side

8.4 6. Match each transformation of the shaded shape to its image.

Line of reflection
a) a translation 1 unit right and 3 units up _________

b) a translation 2 units left and 3 units down ________

A B
c) a reflection in the vertical line _________________ C
Line of reflection
d) a reflection in the horizontal line _______________ G
D
e) a rotation of 180⬚ about point Q _______________ Q P
F E
f) a rotation of 90⬚ clockwise about point P ________

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LESSON

8.5 7. Which of these shapes tessellate? Justify your answer.

a) a triangle with angles 58⬚, 102⬚, and 20⬚

________________________________________________________________

b) a square

________________________________________________________________

c) a regular 12-sided polygon with each angle 150⬚ ________________________

________________________________________________________________

8. The shaded shape does not tessellate.

Combine it with another shape to form
a composite shape that tessellates.
Show your tessellation.

8.6 9. a) Use the shaded shape to create a tessellation on isometric dot paper.

b) Use as many different transformations as you can, and describe the transformations
you used.

______________________________________________________________

______________________________________________________________

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