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0% found this document useful (0 votes)

848 views194 pages

Math 7 Course Book Unit 3 - 1.0

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sheylaningles

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LESSONS

61–90

UNIT
3
UNIT
3

Created by the Simply Good and Beautiful Math Team

Reviewed by
Alia Criddle Brittany Hopper Nicki Savinda
MS in Mathematics MS in Mathematics Education BS in Mathematics with
Deanna Dreher Bailee Neering Secondary Education
PhD in Mathematics BS in Mathematics Education Certification
MS in Mathematics, Minor in Shallin Squire
Electrical Engineering MA in Mathematics Education

© 2024 The Good and the Beautiful, LLC | goodandbeautiful.com

All rights reserved. This book may be printed or copied for use within your home or
immediate family once it has been downloaded directly from goodandbeautiful.com by
the person who will be using it. This file may not be shared electronically or posted on the
internet. Copies that have been printed at home or at a printing company may not be resold.
COURSE BOOK 3

TABLE OF CONTENTS

UNIT 3 OVERVIEW..........................................................................................................................................................................1
Lesson 61: Scale Drawings..........................................................................................................................................................2
Lesson 62: Direct Proportions.....................................................................................................................................................8
Lesson 63: Inverse Proportions................................................................................................................................................. 13
Lesson 64: Graphs of Direct Proportions............................................................................................................................... 19
Lesson 65: Graphing Using a T-Chart..................................................................................................................................... 25
Lesson 66: Slope of a Line......................................................................................................................................................... 31
Lesson 67: Slope-Intercept Form............................................................................................................................................ 39
Lesson 68: Graphing Linear Equations.................................................................................................................................. 45
Lesson 69: Functions.................................................................................................................................................................. 52
Lesson 70: Graphing Functions............................................................................................................................................... 57
Lesson 71: Triangles................................................................................................................................................................... 63
Lesson 72: Transformations...................................................................................................................................................... 69
Lesson 73: Constructing Angles.............................................................................................................................................. 76
Lesson 74: Constructing Triangles.......................................................................................................................................... 83
Lesson 75: Logic Lesson 3........................................................................................................................................................ 89
Lesson 76: Polygon Diagonals and Angles.......................................................................................................................... 92
Lesson 77: Finding Polygon Angle Measures...................................................................................................................... 98
Lesson 78: Angle Relationships..............................................................................................................................................104
Lesson 79: Parallel Lines and Transversals............................................................................................................................111
Lesson 80: Missing Angles in a Circle.................................................................................................................................... 117
Lesson 81: Pythagorean Theorem.........................................................................................................................................123
Lesson 82: Perimeter of Polygons..........................................................................................................................................129
Lesson 83: Area of Polygons...................................................................................................................................................136
Lesson 84: Area and Circumference of Circles..................................................................................................................143
Lesson 85: Composite Figures................................................................................................................................................149
Lesson 86: Inscribed Shapes...................................................................................................................................................156
Lesson 87: Mixed Review.........................................................................................................................................................162
Lesson 88: Unit 3 Review..........................................................................................................................................................166
Lesson 89: Unit 3 Assessment................................................................................................................................................172
Lesson 90: Enrichment: Circumference and Diameter.....................................................................................................178

Reference Chart...........................................................................................................................................................................185

© GOOD AND BEAUTIFUL

iii
UNIT 3 OVERVIEW
LESSONS 61–90

CONCEPTS COVERED

Alternate exterior angles Interior angle sums

Alternate interior angles Inverse proportions
Angles in a circle Isosceles trapezoid angle properties
Area around inscribed shapes Lines of symmetry
Area of circles Measuring angles with a protractor
Area of composite figures Missing angles in a quadrilateral
Area of triangles, parallelograms, and Missing interior angles of triangles
trapezoids Missing sides in composite figures
Calculating slope from a graph Nonlinear functions
Circumference of circles Parallel lines cut by a transversal
Classifying triangles by angles Parallelogram angle properties
Classifying triangles by sides Perimeter and area of semicircles
Complementary angles Perimeter of composite figures
Constructing triangles given three angles Perimeter of polygons
Constructing triangles given three sides Polygon diagonals
Corresponding angles Polygons with expressions as side lengths
Degrees of rotational symmetry Properties of triangle angles
Direct proportions Properties of triangle sides
Drawing angles with a protractor Proportionality constants
Expressions within angle pairs Pythagorean Theorem
Finding angle bisectors with a compass Pythagorean triples
Finding missing side lengths in right triangles Relationships of angles in a circle
Finding missing side lengths of polygons Rotational symmetry
given area
Scales and scale drawings
Finding perpendicular bisectors with a
Slope of a line
compass
Supplementary angles
Finding proportionality constants on graphs
Transformations on the coordinate plane
Functions
Transformations (rotations, reflections,
Graphing functions from tables
translations)
Graphing linear equations using slope-
Using a compass
intercept form
Vertical angles
Graphing linear equations using T-charts
Vertical line test
Graphs of direct proportions
Writing equations of graphs in slope-intercept
Identifying and using scale factors
form
Identifying equations of functions
x- and y-intercepts
Identifying function rules
Inscribed shapes

© GOOD AND BEAUTIFUL

1
UNIT 3 | LESSON 61

Scale Drawings

SUPPLIES: ruler

WA R M - U P
Find the missing values needed to make the following statements true.
12 132
a. = b. y ft = 609.6 cm
33 f

f = ________ y = ________

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Scale: a ratio of the ________________
distance on the drawing to the
____________ distance

Scale Drawing: a drawing that

has been ____________
or ____________ from its
actual size according
to a scale
Perth 1 cm : 330 km

Sydney

Map distance between Perth and Sydney: _____ cm

330 km • = •

=
_______ = _______

© GOOD AND BEAUTIFUL

2
LESSON 61

L E S S O N OV E RV I E W
Scaling in One Dimension
Below is a simplified map of a neighborhood. The places on the map represent places in the
neighborhood. The scale is 1 cm : 40 ft. This means 1 centimeter on the map represents 40
actual feet in the neighborhood.
A scale on a drawing is a ratio of the measured distance on the drawing to the actual distance.
A map is an example of a scale drawing, which is a drawing that has been reduced or
enlarged from its actual size according to a scale.

Scale:
1 cm : 40 ft

The scale can be used to determine how far it is from the park to the library. Suppose the
library is 5 cm away from the park on the map. A proportion can be written and solved to
find the actual distance from the park to the library. Look at the proportions below. In each
proportion the scale (written as a ratio) is equal to a ratio relating the given measurement on
the map and the actual distance.

1 cm 5 cm 40 ft x ft
= =
40 ft x ft 1 cm 5 cm

Either proportion can be used to find the actual distance. Be sure to set up proportions
with corresponding measurements in the numerators and denominators. For example, if a
measurement from the map is in one numerator, a map measurement (not an actual distance)
must be in the other numerator. The first proportion is solved below.
1 5
=
40 x
40 • 5 = 1 • x
200 = x
The park and library are 200 ft apart.

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3
Suppose the school and the bakery are 340 ft apart. How many centimeters should be between
the school and the bakery on the map? Either proportion below can be used to answer this
question.
1 cm x cm 40 ft 340 ft
= =
40 ft 340 ft 1 cm x cm

In each proportion, notice that the distance on the map (cm) is in the same position in both
fractions, and the actual distance (ft) is in the same position in both fractions.
The first proportion is solved below.
1 x
=
40 340
40 • x = 1 • 340
40x = 340
40 x = 340
40 40
x = 8.5
The school and the bakery should be 8.5 cm apart on the map.

Scaling in Two Dimensions and Three Dimensions

Scaling can be used for area and volume as well. When scaling something in two dimensions
(2D) or three dimensions (3D), multiply the scale factor by each of the dimensions. A scale
factor is the number multiplied by the original measurement to enlarge or reduce something.
• If a dimension is being enlarged, the scale factor is a number greater than 1. For
example, if the scale factor is 3, the new dimension will be three times its original
size.
• If a dimension is being reduced, the scale factor is a fraction between 0 and 1. For
example, if the scale factor is 1 , the new dimension will be one-third of its original
3
size.

Example 1: Marcus works at a banner-making shop. When a customer wants a picture on

a banner, Marcus must resize the image to make it fit on the banner. A picture
Marcus received is a 3-inch by 4-inch rectangle. What size will the picture be if
he enlarges each dimension by a factor of 5?
Multiply each dimension by the scale factor.
width: 3 in • 5 = 15 in length: 4 in • 5 = 20 in
The new dimensions of the photo will be 15 inches by 20 inches. The new
photo’s dimensions will each be five times its original size.
Note: This does not mean the area will be five times greater. Scaling and area will be discussed in
future math lessons.

© GOOD AND BEAUTIFUL

4
LESSON 61

Example 2: A skyscraper is going to be 400 ft tall, 50 ft wide, and 75 ft in length. A

3D-printed model will be 4 ft tall. What is the scale factor needed to reduce the
skyscraper to the model’s dimensions? What is the model’s width and length?
The original measurements are being reduced, so the scale factor will be a
fraction between 0 and 1. To find the scale factor, divide the model’s height by
the actual height.
1 1
4 ft ÷ 400 ft = The scale factor is 100 . The model’s dimensions will be
100
one one-hundredth the size of the building’s dimensions.

Multiply the original width and length by the scale factor to find the new
dimensions.
1 1
width: 50 ft • 0.5 ft
= length: 75 ft • 0.75 ft
=
100 100
The model will be 0.5 ft wide and 0.75 ft long.

PRACTICE
A calculator may be used for this entire practice section.

1. A town map uses a scale of 1 in : 500 yd.

a. What actual distance does 4 inches on the b. If an actual distance is 3,200 yd, what is the
map represent? distance on the map?

_______________ _______________

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5
2. A map of France uses a scale of 1 cm : 100 km. 3. A street vendor near the Eiffel Tower sells
a. Charlotte measures the distance between key chains with a model Eiffel Tower on them
Paris and Bordeaux as 5 cm. What is using a scale of 1 cm : 66 m.
the actual distance between Paris and a. How tall is the Eiffel Tower if the key chain
Bordeaux? measures approximately 5 cm tall?
_______________ _______________

b. Andre measures the distance between

Strasbourg and Marseille as 6.15 cm. What is
the actual distance between Strasbourg and
Marseille? b. How wide is the key chain if the width of
the Eiffel Tower is approximately 125 m?
_______________ Round to the nearest tenth of a centimeter.

_______________

c. The actual distance from Lyon to Cannes is

300 km. What distance does this correspond
to on the map?

_______________ 4. Draw a line to match the scenario on the left

with the scale factor needed to create the
model or reprint.

An object is 2 cm long, 4
and a model of it is
20 cm long.

A picture is 4 ft wide, 1
and a reprint of it is 10
1 ft wide.

A tree is 20 ft tall, and 10

a model of it is 2 ft tall.

A photo of a leaf is 5 cm 1
wide, and a reprint of it 4
is 20 cm wide.

© GOOD AND BEAUTIFUL

6
LESSON 61

REVIEW
1. At a track meet, Bree’s longest long jump was 4. Solve the inequality and graph the solution on
19 ft 3 in. Her shortest jump was 1 ft 7 in less the number line. L38
than her longest jump. How long was her
shortest jump? L56 15 ≥ x + 24 __________

________________________

5. Evaluate. Write each answer as a fraction. L14

c. ( −2 )
−4
a. –10 –4 b. 7 –3
2. Michelle is making 3 gallons of apple cider for
a family party. A serving of cider is 1 cup. How
many servings of cider is Michelle making? _________ _________ _________
L54

________________________

6. Miranda weighed 3.3 kg at birth. Convert this

weight to grams. L54
3. Treven earned $360 shoveling snow last
month. He plans to buy a snowblower that
costs $500. What fraction of the cost of the ____________
snowblower did Treven earn? L40

_____________

© GOOD AND BEAUTIFUL

7
UNIT 3 | LESSON 62

Direct Proportions

WA R M - U P
Use the table below to answer the questions.

Loaves 3 4 6 8
Slices of Bread 12 16 m 32

a. Write the unit rate of slices per loaf. _________________

b. Find the missing value in the table. m = ______

VIDEO NOTES
A direct proportion is a ____________________ between two numbers where, as one value
increases or decreases, the other value increases or decreases, respectively. The ________ of
the numbers is always a ____________ amount.

x
0.25 0.5 0.75 1 1.25 1.5 1.75 2 2.25
(petrol cost)
y
1.2 1.8 4.2
(bread cost)

÷ = __

Is this data directly proportional? yes no

© GOOD AND BEAUTIFUL

8
LESSON 62

L E S S O N OV E RV I E W
Direct Proportionality in Tables
A direct proportion is a relationship between two numbers in which, as one value increases
or decreases, the other value increases or decreases, respectively. The ratio of the numbers is
always a constant amount.
In other words, y is directly proportional to x if the quotient of y and x is a constant value and
• as the value of x increases, the value of y increases, or
• as the value of x decreases, the value of y decreases.
The table below shows a directly proportional relationship between x and y.

x 2 3 4 5
y 14 21 28 35

As the value of x increases, the value of y increases. The quotient of y and x is always the same
value (constant):
14 ÷ 2 = 7 21 ÷ 3 = 7 28 ÷ 4 = 7 35 ÷ 5 = 7

The number 7 is called the proportionality constant or constant of proportionality. The

proportionality constant for a direct proportion is the quotient of corresponding y and x
values and can be represented with the equation below.
y
Proportionality constant for direct proportion: =k
x
This equation can be rewritten by multiplying both sides by x, which results in y = kx.
The above table can be represented with the equation y = 7x, where 7 is the proportionality
constant.
Key InformatIon
A directly proportional relationship can be written with an equation
of the form y = kx, where k is the proportionality constant.

Using Proportionality Constants in Direct Proportions

When a proportionality constant is known, missing y-values can be found by multiplying x by
the proportionality constant k.
Example: Ellen’s mom pays her a few dollars an hour to babysit her younger siblings. The
table below shows how much Ellen was paid for babysitting after 1 hour, 5 hours,
and 11 hours. Find out how much Ellen’s mom pays her per hour for babysitting
and fill in the rest of the table. Then write an equation to represent the directly
proportional relationship.

x (hours) 1 3 5 7 9 11 13
y (pay) 3 15 33

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9
The amount Ellen gets paid per hour is the proportionality constant. Divide any y-value by
the corresponding x-value. Since the pay rate is constant, any y divided by the corresponding
x will result in the same value.
3÷1= 3 15 ÷ 5 = 3 33 ÷ 11 = 3
y
Since = k , the proportionality constant is k = 3.
x
To find the missing y-values in the table, multiply the x-values by 3.

x (hours) 1 3 5 7 9 11 13
y (pay) 3 9 15 21 27 33 39

The amount Ellen earns per hour for babysitting can be represented with the equation y = 3x.

Checking for Direct Proportions

For x and y to be directly proportional, the ratio y : x for all pairs of data must be equal, and as
one variable increases (or decreases), the other must increase (or decrease). In the table below,
both variables are increasing. Check to see if x and y are directly proportional by finding the
quotient of the variables.

x 15 18 24 30
y 30 35 48 62

Quotients of y and x:
30 ÷ 15 = 2 35 ÷ 18 ≈ 1.94 48 ÷ 24 = 2 62 ÷ 30 ≈ 2.067
In the table above, not all ratios of y to x are equal. There is no proportionality constant.
Therefore, x and y are not directly proportional.
Note: Math 7 only includes direct proportions with positive proportionality constants, and this lesson applies
specifically to those types of direct proportions.

© GOOD AND BEAUTIFUL

10
LESSON 62

PRACTICE

1. Determine if the following tables represent 2. In each of the following problems, x and y
direct proportions. Write yes or no on the line. are directly proportional. Find the constant
of proportionality. Then write an equation to
Hint: Check ALL ratios (quotients) of y to x.
represent the proportional relationship and fill
a. in the missing values.
x 4 6 8
Hint: For a direct proportion, the equation is y = kx. Find
y 6 9 12 the value of k and substitute it into the equation.

a.
x 2 4 6 12
__________
y 6 18 36 42
b. k = ________ Equation: ________________
x 20 16 8
y 6 4 2

b.
__________ x 28 20 12 8
y 9 5 3 2
c.
x 10 15 20 Hint: The proportionality constant is a fraction.
y 5 10 15
k = ________ Equation: ________________
__________

c.
x 3 5 10 15
y 12 40 44 60

k = Equation: ________

3. Each of the following tables has ONE pair of values that makes the relationship between x and y NOT
directly proportional. Find that pair and cross it out.
a. b.
x 5 10 15 19 25 x 1 2 4 6 8
y 2 4 6 8 10 y 8 16 35 48 64

© GOOD AND BEAUTIFUL

11
REVIEW
1. The scale on a map is 1 in : 50 mi. If the 5. The Beale family is recarpeting a room that
distance between two cities on the map is measures 18 ft by 24 ft. Carpet is typically sold
2.5 in, what is the actual distance between the by the square yard.
two cities? L61
a. Find the area of the room in square yards.
______________________ L55

_________ square yards

2. Six-sevenths of the students in a speech club

have memorized part of Dr. Martin Luther
King Jr.’s “I Have a Dream” speech. If 24
students have memorized part of the speech,
how many students are in the club? L40

______________________ b. If the carpet the Beales chose costs $32 per

square yard, how much will they pay to
recarpet the room?

___________

3. How many yards are in 1 mile? L53

Hint: There are 5,280 feet in 1 mile.

___________

4. Seventy-three out of 120 archers at an archery

competition are female. What percent of the
archers are female? Round to the nearest
percent. L46

___________

© GOOD AND BEAUTIFUL

12
UNIT 3 | LESSON 63

Inverse Proportions

SUPPLIES: colored pencils

WA R M - U P
Use the table below to answer the questions.
a 3 8 12
b 15 f 60

a. As a increases, b increases / decreases. (Circle one.)

b. The variables a and b are directly proportional. What is the proportionality constant? k = ____
c. Find f. f = ____

VIDEO NOTES
An inverse proportion is a relationship between two numbers where, as one value increases,
the other value ______________. The ____________ of the numbers is always a ____________
amount.

q 1 2 6 12 15

r 30 15 10 5 2

Proportionality constant: ________

Inverse proportion equations:

q = ________

r = ________

© GOOD AND BEAUTIFUL

13
Note: Math 7 only includes
L E S S O N OV E RV I E W inverse proportions with positive
proportionality constants. This
lesson applies specifically to those
types of inverse proportions.
Inverse Proportions in Tables
Inverse proportions can be thought of as the opposite of direct proportions. Recall that in a
direct proportion, as one variable increases, so does the other, and as one variable decreases, so
does the other. Also, the ratio of the numbers is always a constant amount.
An inverse proportion is a relationship between two numbers where, as one value increases,
the other value decreases. The product of the numbers is always a constant amount.
In other words, y is inversely proportional to x if the product of x and y is a constant value and
• as the value of x increases, the value of y decreases, or
• as the value of x decreases, the value of y increases.
The table below shows an inversely proportional relationship between x and y.

x 1 2 3 4
y 24 12 8 6

As the value of x increases, the value of y decreases. The product of x and y is always the same
value (constant):
1 • 24 = 24 2 • 12 = 24 3 • 8 = 24 4 • 6 = 24

The number 24 is called the proportionality constant. The proportionality constant for an
inverse proportion is the product of corresponding x- and y-values and can be represented
with this equation:
Proportionality constant for an inverse proportion: xy = k

k
This equation can be rewritten by dividing both sides by x, which results in y = .
x
24
The above table can be represented with the equation y = , where 24 is the proportionality
constant. x
Key InformatIon
k
An inversely proportional relationship can be written with an equation of the form y = ,
where k is the proportionality constant. x

Using Proportionality Constants in Inverse Proportions

When finding missing values or equations that represent relationships between variables in
tables, first determine whether the table represents a direct proportion, an inverse proportion,
or neither.

© GOOD AND BEAUTIFUL

14
LESSON 63

Example: The following table lists the possible ways to enclose a rectangle with an area
of 16 square meters. The last row of the table gives the area of the fenced region
for the given arrangement. Determine whether the relationship between the
length and width is directly or inversely proportional. Then write an equation to
represent the relationship.

Length 1 2 4 8 16
Width 16 8 4 2 1
Area 16 16 16 16 16

As the length increases, the width decreases. The products (area) of the corresponding
lengths and widths are all the same (constant). Therefore, the length and width are inversely
proportional.
The constant of proportionality is 16 since lw = 16.
Either the width or the length can be represented by an equation that demonstrates the
inversely proportional relationship:
16 16
w= or l=
l w

Checking for Inverse Proportions

To determine if two variables are inversely proportional, first check whether one variable
decreases as the other increases. Then find the product of each corresponding pair. If the
product is constant, the variables are inversely proportional.

s 1 2 3
t 18 9 5

As s increases, t decreases.
Products of s and t:
1 • 18 = 18 2 • 9 = 18 3 • 5 = 15
In the table above, not all products of s and t are equal. There is no proportionality constant.
Therefore, s and t are not inversely proportional.

© GOOD AND BEAUTIFUL

15
PRACTICE
1. Circle the correct answer for inverse 3. In each of the following problems, x and y
proportions. are inversely proportional. Find the constant
a. As x increases, y increases / decreases. of proportionality. Then write an equation to
represent the proportional relationship.
b. As x decreases, y increases / decreases. k
Hint: For an inverse proportion, y = .
x
2. For each table, determine whether x and y are a.
increasing or decreasing. Then fill in the last x 2 4 12
row of each table and answer the questions y 6 3 1
to determine if the tables represent inversely
proportional relationships.
k = _______ Equation: __________________
a.
x 24 16 8
y 2 3 6
x•y
x increases / decreases. (Circle one.)
y increases / decreases. (Circle one.)
b. x 18 9 6
Is x • y constant? ______
Are x and y inversely proportional? ______ y 2 4 6

k = _ Equation: ____________

b.
x 10 15 20
y 5 10 15
x•y

x increases / decreases. (Circle one.)

y increases / decreases. (Circle one.) c.
x 2 4 5
Is x • y constant? ______
y 10 5 4
Are x and y inversely proportional? ______
k = _______ Equation: __________________

© GOOD AND BEAUTIFUL

16
LESSON 63

4. Color in the boxes that show an inversely proportional relationship to find your way through the
maze! You may move horizontally or vertically but not diagonally.

x 5 10 x 3 4 x 3 6 x 8 4
START
y 8 4 y 5 6 y 8 18 y 6 24

x 5 15 x 6 4 x 3 4 x 26 13 x 6 3
y 10 20 y 2 3 y 12 9 y 2 4 y 9 18

x 2 4 x 11 20 x 4 32 x 6 12 x 2 7
y 8 16 y 3 5 y 8 64 y 5 9 y 14 4

x 4 3 x 22 7 x 31 8 x 12 36
y 5 6 y 4 12 y 2 8 y 2 6
FINISH

© GOOD AND BEAUTIFUL

17
REVIEW
1. Evaluate each cube root. L34 5. A carton containing a dozen eggs costs $1.56,
and a carton containing 18 eggs costs $2.52.
a. 3
−1 = _____ b. 3
−343 = _____
a. Find the unit price (cost per egg) for each
carton of eggs. L51
2. Solve for x. L33
9 Dozen: ________ per egg
x + 16 =−2 _________
5
18-pack: ________ per egg

3. Hope, Gracie, and Mercy ran a relay race.

Hope ran her leg of the race in 33 minutes 45
seconds. Gracie ran her leg of the race in 29
minutes 18 seconds, and Mercy ran her leg in b. Which carton of eggs is the better deal?
27 minutes 36 seconds. How much time did it
Hint: A lower cost per egg is a better deal.
take the runners to complete all three legs of
the race? L56 ____________________

hour(s) minutes __ seconds

4. Sasha has increased the amount of time

she spends practicing martial arts from 180
minutes per week to 225 minutes per week.
What is the percent increase in the amount of
time she spends practicing martial arts each
week? L47

___________

© GOOD AND BEAUTIFUL

18
UNIT 3 | LESSON 64

Graphs of Direct
Proportions

WA R M - U P
Use the table below to answer the questions.
x 6 8 9 12
y 48 64 72 96
a. Are x and y directly proportional? ________
b. Find the proportionality constant. k = ____
c. Write an equation for the relationship. __________________

VIDEO NOTES
y y y
A B C
10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

yes no k = yes no k = yes no k = __

y y y
D E F
10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

yes no k = yes no k = yes no k = __

© GOOD AND BEAUTIFUL

19
L E S S O N OV E RV I E W
Direct Proportionality in Graphs
Relationships between variables can be represented in tables. They can also be shown in
graphs. The shape of a graph can communicate a lot of information about the relationship
between the variables.

y A graph representing a directly proportional

35 relationship is always a straight line that passes
through the origin. Remember, the origin is the
30 ordered pair ( 0,0 ) .
For example, the graph to the left shows the
Number of Legs

number of crab legs per crab on the beach.

20
As x increases, so does y.
15 Notice that the points on the graph form a line.
Graphs are read from left to right. As the value
10 of x increases (reading the graph from left to
right), the value of y increases (moves upward)
5
at a directly proportional rate.

5 10 15 x
Number of Crabs

Finding the Proportionality Constant in Graphs

Graphs A, B, and C below are examples of directly proportional relationships between x and y.
Notice that each graph is a straight line and passes through the origin.

y y y
A B C
10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

Recall that the equation of a directly proportional relationship can be written as y = kx. The
proportionality constant k can be identified in each graph by looking at the point ( 1, y ) , where
the y-value of the ordered pair is the constant k. Look what happens when x = 1:
y = kx
y= k•1
y= k
When x = 1, y = k. Therefore, the point on the graph where x is 1 will show the constant of
proportionality as the y-value.

© GOOD AND BEAUTIFUL

20
LESSON 64

In Graph A, the point with an x-value of 1 is ( 1,1). Therefore, k = 1.

In Graph B, the point with an x-value of 1 is ( 1,3 ). Therefore, k = 3.
In Graph C, the point with an x-value of 1 is ( 1,5 ). Therefore, k = 5.

Think about it! Why do graphs of direct proportions pass through the origin?
Every graph of a directly proportional relationship passes through the origin because when
x = 0, y must also equal 0. That means the point ( 0,0 ) is on the line.
y = kx
y= k•0
y= 0
The graph of any directly proportional relationship is a straight line because of the
proportionality constant k. When x is multiplied by the same k, every y-value is a multiple of x,
which creates a straight line on the graph.

Graphs That Are Not Directly Proportional

If a graph does not have a straight line passing through the origin, the relationship between x
and y is not directly proportional. Graphs D, E, and F below show relationships between x and
y that are not directly proportional.
Note: Graphs of inversely proportional relationships will be covered in future courses, as will some of the curved
graphs pictured below.

y y y
D E F
10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

Graph D is a straight line, but the line does not pass through the origin, so this is not a graph
of a direct proportion.
Graph E passes through the origin but is not a straight line, so this is not a graph of a direct
proportion.
Graph F does not pass through the origin and is not a straight line, so this is not a graph of a
direct proportion.
Key InformatIon
To determine if a graph represents a direct
proportion, check to see if To find the constant of proportionality, find the
point where the x-value is 1.
the graph is a straight line and
the line passes through the origin. The y-value is the constant k.

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21
PRACTICE
1. Fill in the blanks with words from the word bank.

a. A graph representing a directly proportional relationship is always a ____________ line that passes
through the ____________.

b. A graph does not show a directly proportional relationship if it is ____________.

c. To find the constant of proportionality, find the point where the ____________ is 1. The ____________
is the constant k.
Word Bank
x -value y -value curved
origin straight

2. Circle the graphs that show directly proportional relationships. For each graph that is NOT circled,
draw a line to the explanation(s) for why it is not directly proportional.
y y y

10 10 10

8 8 8

6 6 6

4 4 4

2 2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x

-2 -2 -2

-4 -4 -4

-6 -6 -6

-8 -8 -8

-10 -10 -10

y y

10 10

Not a
8 8

6 6

4 straight line 4

2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x
-2 -2

Does not pass

-4 -4

-6 -6

-8 through the origin -8

-10 -10

y y y

10 10 10

8 8 8

6 6 6

4 4 4

2 2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x

-2 -2 -2

-4 -4 -4

-6 -6 -6

-8 -8 -8

-10 -10 -10

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LESSON 64

3. For each of the directly proportional relationships graphed below, find the constant of proportionality.
y y y
a. b. c.
5 5

4 4 4

3 3

2 2 2

1 1

-5 -4 -3 -2 -1 1 2 3 4 5 -5 -4 -3 -2 -1 1 2 3 4 5 -4 -2 2 4
x x x
-1 -1

-2 -2 -2

-3 -3

-4 -4 -4

-5 -5

k = ___ k = _ k = _____

4. Draw a graph that represents a directly proportional relationship with the given constant of
proportionality.
a. k = 5 y b. k = 1 y

10 10

8 8

6 6

4 4

2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x
-2 -2

-4 -4

-6 -6

-8 -8

-10 -10

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REVIEW
1. The table below shows a directly proportional 4. Compare the measurements to answer each
relationship between x and y. Find the constant question. L53
of proportionality and write an equation to Hint: Convert one or both of the measurements in each
represent the proportional relationship. Then question so that the two measurements are in the same
fill in the missing values in the table. L62 units.

x 2 4 5 6 a. Jan ran the length of the 100-yard football

y 10 15 20 25 field twice. Jerry ran 0.1 miles. Who ran
farther?
k = ______ Equation: __________________ ____________

2. Use proportions to determine if SML is b. Justin needs 50 1-cup servings of apple

similar to BIG . Write yes or no on the line. L52 cider for a party. He has a 3-gallon pot in
which to heat the cider. Is the pot big enough
_________ to hold 50 cups?
____________
7.5 cm
B I
3 cm
S M
4 cm
5 cm 10 cm
12.5 cm
L

3. Compare the fractions using <, >, or =. L44

Hint: Find a common numerator or common
denominator. Then compare.
3 24 4 5
a.  b. 
5 40 7 8

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UNIT 3 | LESSON 65

Graphing Using
a T-Chart

SUPPLIES: colored pencils

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Evaluate each perfect cube or cube root.
a. 23 ____ b. 33 ____ c. 3
64 ____ d. 3
125 ____

2. Complete each problem.

a. 400 ÷ 102 = ____ b. 5000 ÷ 104 = ____

VIDEO NOTES
Linear equation: an equation that forms a ____________ ________ when graphed

y
y = 2x – 5
10

x Substitution y ( x, y ) 8

6
–1 y = 2 ( −1) − 5 –7 ( −1, −7 )
4

0 2

-10 -8 -6 -4 -2 2 4 6 8 10 x
1 -2

-4
2
-6

3 -8

-10

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25
L E S S O N OV E RV I E W

A linear equation is an equation that forms a straight line when graphed.

Linear equations can be graphed using a chart, sometimes called a T-chart. Substituting
numbers into the equation in place of x solves for the corresponding y-values. Corresponding
x- and y-values make an ordered pair that can be graphed. Plotting and connecting multiple
ordered pairs form a graph of the linear equation.
Below is a chart of values for the equation y = 2x + 4. The x-values –3, –2, –1, 0, and 1 are
substituted into the equation in place of x, and the equation is solved for y. For example, when
x is –3, the y-value is –2. This produces the ordered pair ( −3, −2 ) . The ordered pairs are then
graphed, and a line is drawn through the points to the edges of the graph. Linear equations
have arrows at the ends of the line to show that the relationship between x and y continues
forever. y

10
x Substitution y ( x, y )
–3 y = 2 ( −3 ) + 4 –2 ( −3, −2 ) 5

–2 y = 2 ( −2 ) + 4 0 ( −2,0 )
-10 -5 5 10 x
–1 y = 2 ( −1) + 4 2 ( −1,2 )
-5
0 =y 2 (0) + 4 4 ( 0,4 )
1 =y 2 ( 1) + 4 6 (1,6 ) -10

Below is another example of a linear equation with a corresponding table of values and graph.
Often a T-chart only includes the x- and y-values. The work can be done on scratch paper, and
the ordered pairs can be seen by looking at the x and y columns.
y = 3x – 2 y

x y
5
0 –2

1 1
-10 -5 5 10 x

2 4
-5

3 7
-10

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26
LESSON 65

Linear equations can have fractions as coefficients or constants. Below is a table of values and a
1
graph for the equation y = x . y
2
10
x Substitution y ( x, y )
1
–2 y
= ( −2 ) –1 ( −2, −1) 5
2

1
0 y= (0) 0 ( 0,0 ) -10 -5 5 10
2 x

1 1  1
1 y= ( 1)  1, 
-5

2 2  2

1
2 y= (2) 1 ( 2,1) -10

1
4 y= (4) 2 ( 4,2 )
2

Any value can be substituted for x in the equation. With a given context, appropriate values of
x should be chosen to fit the scenario. Notice which x-values are best for the following scenario.
Scenario: The Garcia family is driving home from vacation. They have 300 miles left in their
trip and drive at a constant rate. The equation, table, and graph below show how many miles
the Garcias are from home (represented by y) after x hours of driving.
y = –75x + 300
y

300
x y
(hours) Substitution (miles) ( x, y ) 275
250
225
0 −75 ( 0 ) + 300
y= 300 ( 0,300 ) 200
175
1 −75 ( 1) + 300
y= 225 (1,225 ) 150
125

2 −75 ( 2 ) + 300
y= 150 ( 2,150 ) 100
75

3 −75 ( 3 ) + 300
y= 75 ( 3,75 ) 50
25

4 −75 ( 4 ) + 300
y= 0 ( 4,0 ) 1 2 3 4 5 x

Notice that the graph of this situation shows only the first quadrant of the coordinate plane.
This is because it would not make sense that the Garcias were a negative distance from home
or that a negative time had passed. The only logical x-values for this context are between 0 and
4. When x is 0 hours, the family is farthest from home (300 miles). When x is 4 hours, the family
is home (0 miles).

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27
Without context, the equation y = –75x + 300 could be graphed to look like this:
y

500

400

300

200

100

-10 -8 -6 -4 -2 2 4 6 8 10 x
-100

-200

-300

-400

-500

PRACTICE
1. Circle the graphs that show linear equations.
y y y y

10 10 10 10

8 8 8 8

6 6 6 6

4 4 4 4

2 2 2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x

-2 -2 -2 -2

-4 -4 -4 -4

-6 -6 -6 -6

-8 -8 -8 -8

-10 -10 -10 -10

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28
LESSON 65

2. For each equation, first complete the T-chart by substituting the given values of x into the equation
and solving for y. Then use the ordered pairs formed by the chart to graph the line on the coordinate
plane below. Optional: Use colored pencils to color in the different regions between the lines to create
a stained glass window.

a. y = 2x d. y = –x + 4 e. y = –3x – 3

x y x y x y
–5 –5 –2
0 0 0
5 5 2

b. y = x + 5 y

10
x y
8
–5
0 6

5
4

1
y
c. = x−6 2
2
x y -10 -8 -6 -4 -2 2 4 6 8 10 x

–6 -2

0
-4
6
-6

-8

-10

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29
REVIEW
1. The table below shows an inversely 4. Write the location of each arrow on the ruler as
proportional relationship between x and y. a fraction or mixed number.
Find the constant of proportionality. Then a. b. c.
write an equation to represent the relationship.
L63

x 3 6 15
y 10 5 2 a. ________ b. ________ c. ________

k = Equation: ____________

5. Estimate the products by rounding each factor
to the nearest ten.
2. Solve for the variable in each equation. L33
a. 87 • 52 ≈ ______
a. x + 22 = 70 – 7x x = _________
b. 39 • 112 ≈ ______

b. 2 – 2.3a = 4.7a – 5 a = _________

Hint: Add 2.3a to both sides to combine terms with
variables on the right.

3. Evaluate. L13
32
a. _________
5
(leave as an improper fraction)
2
3
b.   _________
5

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30
UNIT 3 | LESSON 66

Slope of a Line

WA R M - U P y

10
Plot the ordered pairs on the coordinate plane. 8

6
a. ( 2,5 ) b. ( −3, −1) 4

2
c. ( −8,9 ) d. ( 6, −4 )
-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8

-10

y
VIDEO NOTES y

10 10

5 5

-10 -5 5 10 x Positive slope -10 -5 5 10 x

-5 -5
Negative slope
-10 -10
Undefined slope

y Slope of zero y

10 10

5 5

-10 -5 5 10 -10 -5 5 10 x
x

-5 -5

-10 -10

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31
L E S S O N OV E RV I E W
Types of Slope
The slope of a line is the numerical change in y-values divided by the numerical change
in x-values. Slope is also referred to as rise over run, where the rise is the vertical change in
y-values and the run is the horizontal change in x-values. The slope of a line can be thought of
as the steepness of the line.
y

5
This graph has a positive slope. A positive slope is
seen when the slant of the line goes upward from
left to right. As the x-values increase, the y-values
-10 -5 5 10 x also increase.

-5

10
-10

This graph has a negative slope. A negative slope

is seen when the slant of the line goes downward -10 -5 5 10
from left to right. As the x-values increase, the x

y-values decrease.
-5

-10
y

This graph has a slope of zero. Any horizontal line

(flat across, no slant) has a slope of zero. As the
-10 -5 5 10 x-values increase, the value of y does not change.
x

-5

-10

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32
LESSON 66

This graph has no slope, which also means the

slope is undefined. A line with an undefined slope
is a vertical line (up and down). The value of x -10 -5 5 10 x
stays the same for all y-values.
-5

-10

Calculating Slope
Slope can be calculated on a graph by counting the rise (vertical distance) and run (horizontal
distance) between any two points on the line. When counting rise and run, start with a point
on the left and count as you move toward a point on the right. Write the slope as a fraction of
rise over run and simplify.

Positive Slope
Look at the graph on the left below. Start at the ordered pair ( −9, −1) . Count units
going up (rise) until the height of the next point is reached. The rise is 6. Then count
units going right (run) until the point is reached. The run is 18. The slope is the
fraction formed by the rise divided by the run.
rise 6 1
y
slop=
e = = y
run 18 3
10 10

18 3
5 5 1
6

-10 -5 5 10 x -10 -5 5 10 x

-5 -5

-10 -10

1
The slope of 3
can be seen in the graph on the right. For each rise of 1, there is a run
1
of 3. The slope between any two points will simplify to 3
.

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33
Integer Slope (Positive or Negative)
Look at the graph on the left below. Going up from the point ( −2, −6 ) , the rise is 12.
Going to the right to the point ( 1,6 ) , the run is 3. In this example the slope reduces to
an integer.
rise 12 4
y slope= = = = 4 y
run 3 1
10 10

3
5 5

1
12
4
-10 -5 5 10 x -10 -5 5 10 x

-5 -5

-10 -10

The slope of 4 can be seen in the graph on the right. For each rise of 4, there is a run
of 1. The slope between any two points will simplify to 4.

Negative Slope
The rise and run of negative slopes can be counted down and to the right. Look at
the graph on the left below. Start at ( −3,8 ) and count down (rise) to the next point.
The rise is negative because we are counting units moving down the graph. The rise
is –15. Count to the right (run) until the next point is reached. The run is 3. The slope
(rise over run) is negative because a negative number divided by a positive number
is a negative number.
rise −15 −5
y slope = = = = −5 y
run 3 1
10 10

5 –5 5

–15 1

-10 -5 5 10 x -10 -5 5 10 x

-5 -5

3
-10 -10

The slope of –5 can be seen in the graph on the right. For each rise of –5, there is a run
of 1. The slope between any two points will simplify to –5.

© GOOD AND BEAUTIFUL

34
LESSON 66

Note that a line with a negative rise and a positive run will always have a negative slope. For
example, a rise of –4 and a run of 3 will produce a slope of −4 , which can be written as − 4 .
3 3
Since the slope is useful as a fraction, never write the slope as a mixed number. If the slope is
an improper fraction, like this one, leave it as an improper fraction.

PRACTICE
1. Draw a line to match each graph with a slope.
y y y y

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

-5 -4 -3 -2 -1-1 1 2 3 4 5 -5 -4 -3 -2 -1-1 1 2 3 4 5 -5 -4 -3 -2 -1-1 1 2 3 4 5 -5 -4 -3 -2 -1-1 1 2 3 4 5

x x x x
-2 -2 -2 -2
-3 -3 -3 -3
-4 -4 -4 -4
-5 -5 -5 -5

y y
Positive Negative Zero Undefined
5 5
4 4
3 3
2 2
1 1

-5 -4 -3 -2 -1-1 1 2 3 4 5 -5 -4 -3 -2 -1-1 1 2 3 4 5
x x
-2 -2
-3 -3
-4 -4
-5 -5

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35
For each of the graphs below, calculate the slope of the line by following the steps.
Hint: Remember to simplify the slope. The slope between any two points on a line is the same!
y y
2. 10
3. 10

8 8
E
6 6
D
4 4

2 C 2 F
B
-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x
-2 -2
A
-4 -4 G
-6 -6

-8 -8

-10 -10
H

a. Draw a vertical line that shows the rise between a. Draw a vertical line that shows the rise between
Points A and B. Points E and H.
The rise is ____. The rise is ____.
b. Draw a horizontal line that shows the run b. Draw a horizontal line that shows the run
between Points A and B. between Points E and H.
The run is ____. The run is ____.
c. The slope of the line using Points A and B is c. The slope of the line using Points E and H is
____. ____.

d. Draw a vertical line that shows the rise between d. Draw a vertical line that shows the rise between
Points C and D. Points F and G.
The rise is ____. The rise is ____ .

e. Draw a horizontal line that shows the run e. Draw a horizontal line that shows the run
between Points C and D. between Points F and G.
The run is ____. The run is ____.
f. The slope of the line using Points C and D is f. The slope of the line using Points F and G is
____. ____.

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36
LESSON 66

4. Use the clues to fill in the blanks and find the missing words in the word search below. If you need
help, refer to the Lesson Overview.

a. The vertical change in y-values is the ____________.

b. The ____________ is the horizontal change in x-values.

c. The steepness and direction of the line are given by its ____________. It is defined as the change in
y-values divided by the change in x-values.

d. A ____________ slope shows y-values decreasing as x-values increase.

e. A ____________ slope shows y-values increasing as x-values increase.

f. A horizontal line has a slope equal to ____________.

g. A ____________ line has a slope that is undefined.

V J N U L M M X X N

Z E A E R S L O P E

E H R R G U W X P N

R X P T I A K M F T

O R A R I S T H E M

A U H N H C E I C X

V N U M S H A C V U

Y Q X I K H V L M E

R W O H V T X K R Y

J O P O S I T I V E

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37
REVIEW
1. Complete the T-chart by substituting the given 3. Debra is creating a scale drawing of her
x-values in the equation. Then use the ordered bedroom using a scale of 1 in : 1 ft. Her bed
pairs from the T-chart to graph the line that is 42 inches wide and 78 inches long. What
represents the equation. L65 should the width and length of her bed be on
her scale drawing? L54, L61
y = 3x – 2
Hint: Convert the dimensions of the bed to feet first.
x y
–2 Width: __________ Length: __________
0
2
4

4. Mentally find 25% of each number by dividing

by 4.
Tip: Sometimes dividing by 4 is easiest to complete
mentally by dividing by 2 twice.

a. 440 b. 72 c. 1,400

___ _ _____

d. 36 e. 900

_______ _______

2. Janessa buys a ski coat with an original price of

$112. The coat is marked 60% off, and sales tax
in Janessa’s town is 7%. Find the sale price and
total cost of the coat. L47, L48

Sale price: Total cost:

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UNIT 3 | LESSON 67

Slope-Intercept Form

WA R M - U P y

5
4
Use the graph at the right to answer the following questions. 3
2
a. Is the slope of the line positive, negative, zero, or 1
undefined? -5 -4 -3 -2 -1-1 1 2 3 4 5
x
______________ -2
-3
-4
b. What is the slope of the line? ________ -5

VIDEO NOTES
To write the equation of a line in slope-intercept form:

1. Find the ________ by calculating the rise over the run between any two points. Write the
slope as a fraction or an integer.

2. Identify the y-intercept by finding where the line ____________ the y-axis.

3. Write the equation with the values of _____ and _____ substituted into the equation. The
only variables ________ in the equation should be x and y.
y

5
4 m = ______ b = ______
3
2
1

-5 -4 -3 -2 -1 1 2 3 4 5
-1 x
y = _____________
-2
-3
-4
-5

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39
L E S S O N OV E RV I E W
Intercepts
An intercept on a graph is the point where a line or curve crosses the x-axis or the y-axis. The
following graphs have a green point at the x-intercept and a purple point at the y-intercept.

y y y
A B C
10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

x-intercept: ( 8,0 ) x-intercept: ( −2.5,0 ) x-intercept: none

y-intercept: ( 0, −2 ) y-intercept: ( 0, −5 ) y-intercept: ( 0,7 )

Graph C does not have an x-intercept because the line in the graph never crosses the x-axis.
Notice that for every x-intercept, the y-coordinate is zero, and for every y-intercept, the
x-coordinate is zero. This is true for all x- and y-intercepts.

Think About It!

( x, 0 ) At an x-intercept, the point is on the x-axis. For any point on the x-axis, the
y-coordinate is zero. The point is plotted by moving x units from the origin
horizontally, and then moving zero units vertically.

At a y-intercept, the point is on the y-axis. For any point on the y-axis, the
( 0, y ) x-coordinate is zero. The point is plotted by moving zero units horizontally
from the origin and then moving y units vertically.

Writing Equations in Slope-Intercept Form

Recall that a linear equation is an equation that forms a straight line when graphed. Linear
equations can be written in several ways. Slope-intercept form is a linear equation of the form
y = mx + b, where m represents the slope and b represents the y-coordinate of the y-intercept.
Note: The x-intercept is not used in slope-intercept form.

Slope-intercept form:
y = mx + b

© GOOD AND BEAUTIFUL

40
LESSON 67

To write the equation of a line in slope-intercept form:

1. Find the slope by calculating the rise over the run between any two points. Write the
slope as a fraction or an integer.
2. Identify the y-intercept by finding where the line crosses the y-axis.
3. Write the equation with the values of m and b substituted into the equation. The only
variables left in the equation should be x and y.

Below are six examples of lines along with the y-intercept (b), slope (m), and equation for each.
y y y

5 5 5
4
3 4 4
3
2 3 3
–3
2 2 2
1 1 1
1
-5 -4 -3 -2 -1
-1
1 2 3 4 5
x
-5 -4 -3 -2 -1
-1 –11 2 3 4 5
x
-5 -4 -3 -2 -1
-1
1 2 3 4 5
x

-2 -2
3 -2
-3 -3 -3
-4 -4 -4
-5 -5 -5

2 −1 1 −3
m= b= 2 m= = − b= 0 m= = −3 b= 4
3 3 3 1
2 1
Equation:=
y x+2 Equation: y = − x Equation: y = –3x + 4
3 3
Note: The slope is negative. Note: The slope is a negative
There is no b-value, since the integer.
y-intercept is 0 (at the origin).
y y y

5 5 5
4 4 4
1
3 3 3
4
2 2 2
1 1 1
2
-5 -4 -3 -2 -1
-1 2 1 2 3 4 5
x
-5 -4 -3 -2 -1
-1
1 2 3 4 5
x
-5 -4 -3 -2 -1
-1
1 2 3 4 5
x

-2 -2 -2
-3 -3 -3
-4 –2-4 -4
-5 -5 -5
2
2 −2 4
m= = 1 b = –2 m= = −1 b = –3 m= = 4 b= 0
2 2 1
Equation: y = x – 2 Equation: y = –x – 3 Equation: y = 4x
Note: 1x is written as x. Note: –1x is written as –x. Note: There is no b-value,
The y-intercept is negative, so The y-intercept is negative, so since the y-intercept is 0.
“plus –2” is written as “minus 2.” “plus –3” is written as “minus 3.” The slope is an integer.

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41
PRACTICE
1. Circle whether each point on the graph is an 2. Write the ordered pairs for the x- and
x-intercept, y-intercept, both, or neither. y-intercepts for each graph. Write “none” if
y
there is no intercept.

A
10

8 a. y

10
6
8
4
B 6

C D E
2
4

-10 -8 -6 -4 -2 2 4 6 8 10 2
x
-2

-4
-10 -8 -6 -4 -2
-2
2 4 6 8 10 x

F -6 G H -4
-8
-6 x-intercept ________
-10
-8

-10 y-intercept ________

A: x-intercept / y-intercept / both / neither
b. y

10
B: x-intercept / y-intercept / both / neither 8

C: x-intercept / y-intercept / both / neither 4

D: x-intercept / y-intercept / both / neither

-10 -8 -6 -4 -2
-2
2 4 6 8 10 x

-4

E: x-intercept / y-intercept / both / neither -6 x-intercept ________

-8
y-intercept ________
F: x-intercept / y-intercept / both / neither -10

c. y
G: x-intercept / y-intercept / both / neither 10

H: x-intercept / y-intercept / both / neither 6

-10 -8 -6 -4 -2
-2
2 4 6 8 10 x

-4
-6 x-intercept ________
-8
-10
y-intercept ________

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42
LESSON 67

3. Draw lines to match each graph with the 4. For each graph, identify the slope and the
correct y-coordinate of the y-intercept (b) on y-coordinate of the y-intercept. Be sure to write
the left and the slope (m) on the right. the slope in simplified form. Then write an
equation for the line in slope-intercept form.
y
a. y
5
5
4

3
4

3
2
2
1
1
b= 0 -5 -4 -3 -2 -1 1 2 3 4 5
x
m = –1
-1 -5 -4 -3 -2 -1 1 2 3 4 5
x
-1
-2
-2
-3
-3
-4
-4
-5
-5

y
m = ______ b = ______
5

3 Equation: ___________________
2

b= 3 -5 -4 -3 -2 -1 1 2 3 4 5
m= 3
x
-1

-2
b. y

-3 5

-4 4

-5 3

y -5 -4 -3 -2 -1 1 2 3 4 5
x
-1
5
-2
4
-3
3
-4
2
-5
1

b = –2 -5 -4 -3 -2 -1 1 2 3 4 5
m= 1
x
-1

-2
m = ______ b = ______
-3

-4
Equation: ___________________
-5

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43
REVIEW
1. Draw a line that represents a directly 4. When paying with cash, customers will
proportional relationship with the given sometimes give a cashier an amount greater
constant of proportionality. L64 than the nearest bill to receive few or no coins
back. For example, a customer who owes
k= 2 $17.31 might give the cashier $20.31 rather
than just a $20 bill to receive three dollar bills
in change. Determine the amount of money
that should be given to the cashier to receive
the desired change.

a. Amount owed: $96.03

Desired change: $5.00
Give __________ to the cashier.

b. Amount owed: $28.56

Desired change: $1.50
Give __________ to the cashier.

2. Taryn is installing a backsplash in her kitchen

using one-inch tiles. The area of the backsplash
is 16 square feet. Convert the area to square
inches to find the number of tiles Taryn needs.
L55 1
5. To mentally find 1 2 , or 1.5, times a number,
16 ft2 = ______________________ find half of the number and add it to the
original number. For example, to find 1.5
times 60, add half of 60 (which is 30) to 60. The
answer is 90. Find 1.5 times each number.

a. 20 • 1.5 = _ b. 140 • 1.5 = _

3. Write yes if the ratios form a proportion or c. 50 • 1.5 = _______ d. 5 • 1.5 = _______
no if they do not. L41

a. 4 : 3 and 15 : 20 ______

7 35
b. and ______
2 10

2 3
c. and ______
10 15

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UNIT 3 | LESSON 68

Graphing Linear
Equations

SUPPLIES: ruler or straightedge

WA R M - U P
1. For a line with a slope of 4, what are the rise and run? a. Rise: ______ b. Run: ______

2
2. For a line with a slope of , what are the rise and run? a. Rise: ______ b. Run: ______
3

VIDEO NOTES

y-intercept: ( , ) y-intercept: ( , )

Rise: Run: Rise: Run:

y y

5 5

4 4

3 3

2 2

1 1

-5 -4 -3 -2 -1 1 2 3 4 5 -5 -4 -3 -2 -1 1 2 3 4 5
x x
-1 -1

-2 -2

-3 -3

-4 -4

-5 -5

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45
L E S S O N OV E RV I E W
Graphing Lines with a Positive Slope
An equation in the form y = mx + b can be graphed on a coordinate plane. When the slope is
positive, follow the steps below to graph the line.

Step 1: Plot the y-intercept. The y-intercept is the point ( 0,b ) .

run
Step 2: Use the slope in fraction form (RISE over RUN) to plot a
second point. Starting at the y-intercept, count the RISE
moving up (for a positive slope). Then count the RUN, rise
moving to the right. Plot a point here.
Additional points can be plotted by continuing to count
out the rise (up) over the run (right).
Points can be plotted to the left of the y-intercept as well.
From the y-intercept, moving down and to the left is the negative
same as moving up and to the right. This is because a rise
negative divided by a negative is a positive. Down and
left are negative directions on a coordinate plane.
negative
negative rise run
= positive slope
negative run
Step 3: Connect the points with a straight line. Draw arrows at
the ends of the line.
y

Example 1: Graph y = 2x – 5. 5

Step 1: The minus 5 in slope-intercept form means Run: 1

that b = –5. The y-intercept is ( 0, −5 ) . Rise: 2
Plot the y-intercept.
Step 2: The coefficient of x is the slope, so m = 2.
2
In fraction form, this is 1
, where 2 is the -5 5
x

rise and 1 is the run. From ( 0, −5 ) , go up 2

and to the right 1. Continue to go up 2 and
to the right 1 to plot additional points.
-5
Step 3: Connect the points with a straight line.
Draw arrows at the ends of the line.
x y
If a table of values were created for this equation, =y 2= ( 0 ) − 5 −5 0 –5
it would result in the same line. To the right is y =2 ( 1) − 5 =−3 1 –3
a table using the x-values 0, 1, 2, 3, and 4. The
corresponding y-values are found by substituting y =2 ( 2 ) − 5 =−1 2 –1
the x-values into the equation. The ordered pairs y 2 ( 3) −=
= 5 1 3 1
from the table are the same points that are plotted y 2 ( 4 ) −=
= 5 3 4 3
above.

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46
LESSON 68

y
1
Example 2: Graph=
y x +1. 5
2
Step 1: b = 1. Plot the y-intercept ( 0,1) .
1 Run: 2
Step 2: Write the slope as the fraction m = . Rise: 1
2
The rise is 1, and the run is 2. From ( 0,1) , Rise: –1
go up 1 and to the right 2. Continue to go -5 Run: –2 5
x
up 1 and to the right 2 to plot additional
points.
Points can be graphed on the other side of
the y-intercept by counting down 1 and to -5
the left 2. This continues the slope pattern to
the left of the y-axis.
Step 3: Connect the points with a straight line.
Draw arrows at both ends of the line.

Graphing a Negative Slope

When the slope is negative, follow the same steps. With a negative slope, either the rise or run
will be negative.
Step 1: Plot the y-intercept. The y-intercept is the point ( 0,b ) .
Step 2: Use the slope in fraction form (RISE over RUN) to plot a
second point. Starting at the y-intercept, count the RISE negative
moving down (for a negative slope). Then count the rise
RUN, moving to the right. Plot a point here. Additional
points can be plotted by continuing to count out the rise
(down) over the run (right). run

Points can be plotted to the left of the y-intercept as well. negative

run
From the y-intercept, moving up and to the left is the
same as moving down and to the right. A slope with
a negative rise and a positive run is a negative slope. rise
Likewise, a slope with a positive rise and a negative run
is a negative slope.
negative rise positive rise
= negative slope = negative slope
positive run negative run

Step 3: Connect the points with a straight line. Draw arrows at

both ends of the line.

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47
y

Example 3: Graph y = –3x – 3. 5

Step 1: b = –3. Plot the y-intercept ( 0, −3 ) .

−3
Step 2: Write the slope as the fraction m = .
1
The rise is –3, and the run is 1. Run: –1
From ( 0, −3 ) , go down 3 and to the right 1. -5 5
x
Since the point does not fit on the graph, go Rise: 3
up 3 and to the left 1. Plot additional points.
Step 3: Connect the points with a straight line.
Draw arrows at the ends of the line. -5

y
2
Example 4: Graph y = − x . 5
3
Step 1: b = 0. Plot the y-intercept ( 0,0 ) .
2 Run: –3
Step 2: Write the slope as the fraction m = − .
3 Rise: 2
This can be thought of as a rise of
–2 and a run of 3 OR as a rise of 2 and -5 5
x
a run of –3. From ( 0,0 ) , go down 2 and Rise: –2
to the right 3, or go up 2 and to the left 3. Run: 3
Plot additional points.
Step 3: Connect the points with a straight line. -5

Draw arrows at the ends of the line.

When graphing lines using slope-intercept form, be sure that the points plotted form a straight
line. If they do not, double-check to find any mistakes. Remember, a line with a negative slope
goes down from left to right, and a line with a positive slope goes up from left to right.

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48
LESSON 68

PRACTICE
1. Graph the line formed by the equation 2. Graph the line formed by the equation
y = 3x + 1 by following the steps below. y = 3x + 1 by creating a table of values.

a. What is the y-intercept of the line? Plot it on a. Substitute the given x-values and find the
the coordinate plane below. corresponding y-values.

_______________ x y
–2
b. What is the slope of the line? ______
–1
0
c. Based on the slope, what are the rise and
run? 1

Rise: ________ Run: ________ b. Write the four ordered pairs formed by the
table in Part A.
d. Use the rise and run to plot a second point.
Graph the line by connecting the points and ___________ ___________
drawing arrows at the ends.
___________ ___________
y

5 c. Plot the ordered pairs on the graph below.

4 Connect the points and draw arrows at the
3
ends of the line.
2 y

1 5

4
-5 -4 -3 -2 -1 1 2 3 4 5
x 3
-1

-2 2

-3 1

-4
-5 -4 -3 -2 -1 1 2 3 4 5
x
-5 -1

-2

-3

-4

-5

d. Compare your graphs for Problems 1 and 2.

How are they alike or different?

_______________________________________

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49
3. Follow the steps below to answer the riddle.
• Graph each linear equation on the same coordinate plane. Remember, to graph a linear equation,
first plot the y-intercept. Then use the slope to plot additional points. Use a ruler or straightedge
to connect the points with a line.
• Each line should pass through one letter and one number on the graph. Write the letter above the
corresponding number on the lines at the bottom.

2
y = 2x – 1 y = –3x + 2 y = –x y=
− x+3
5

T
4
8

0 6
17

O
-10 -8 -6 -4 -2 2 4 6 8 10 x

-2

-4

-6
9

P -8
L

-10

Riddle: Why can't you trust people who use graph paper?

Answer: They’re always ____ ____ ____ ____ ____ ING something!
17 4 0 9 9

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50
LESSON 68

REVIEW
1
1. For the graph below, identify the slope and the 4. To mentally find 2 2 , or 2.5, times a number,
y-coordinate of the y-intercept, and write the find half of the number and add it to twice
equation for the line. L67 the original number. For example, to find 2.5
times 60, add half of 60 (which is 30) to twice
m = ______ b = ______ 60 (which is 120) to get 150. Find 2.5 times each
Equation: __________ number.
y
a. 20 • 2.5 = _______ b. 150 • 2.5 = _______
10

2
c. 30 • 2.5 = _______ d. 10 • 2.5 = _______
-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8

-10

5. If you have completed 68 out of 120 lessons in

your math course, what percent of the lessons
2. Rewrite each number in standard form. L18 have you completed? Round to the nearest
percent. L46
a. 1.987 • 10–3 = ______________
________
b. 6.004 • 10 = ______________
8

3. Evaluate each expression for the given values.

L24

q= 1 r= 8 s = 10

a. 20q – 2r + 4s = ________

b. 50q + 3r + 2s = ________

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51
UNIT 3 | LESSON 69

Functions

WA R M - U P
In the equation y = mx + b, write what the variables m and b represent.

a. m = _____________ b. b = _____________

VIDEO NOTES
Function: a relationship between _____________ (typically x and y) with exactly ________
output for every input

Input: a value __________________ into a function that results in the output

Output: a value ________________ by the substitution of an input value

x (input) y (output) Function rule:

–2 –3 _____________________________________________________

–1 –2 Equation:
0 –1
y = ______________________
1 _______

2 1

3 2

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52
LESSON 69

L E S S O N OV E RV I E W
Functions are mathematical relationships and one of the basic building blocks of higher
levels of mathematics, science, and technology. A function is a relationship between variables
(typically x and y) with exactly one output for every input. An input is a value substituted
into a function that results in an output. In an ( x , y ) ordered pair, x is the input. An output
is a value generated by the substitution of an input value. In an ( x , y ) ordered pair, y is the
output.
Three mapping diagrams are shown below. To determine if a table or mapping diagram
represents a function, check that each input has only one output.
A B C
Input Output Input Output Input Output
1 3 1 2 1
2 4 5 2 7
3 5 2 4 3
4 6 3 6 4
A is a function because B is not a function C is a function because
each input value has because the input value each input has one output.
only one output value. 1 has two outputs, Different inputs can have
2 and 5. the same output.

Identifying Function Rules and Equations

A function can be represented by a function rule. The rule tells what is done to each input to
result in the corresponding output. To find the function rule, look for a pattern in the input
and output values in a table. The rule can be used to find missing values and to find the
equation of a function.
The table below shows some input and output values for a function. To determine the rule,
look at one row in the table and see how to get from the input value to the output value.

x y It can help to look at a row with a positive x-value. Look at the row
(input) (output) that is boxed. Determine what is done to the x-value of 2 to result in
the y-value of 6. This may require trial and error.
–2 –6
Since 2 + 4 = 6, the rule could be “Add 4 to the input.” Check to
–1 –3 see if this rule works for every input/output pair. In the next row,
is 3 plus 4 equal to 9? No. Try a new rule.
0 0
Since 2 • 3 = 6, the rule could be “Multiply the input by 3.” Check to
1 _____ see if this rule works for every input/output pair. In the next row,
2 6 is 3 times 3 equal to 9? Yes. See if this rule works for all other rows.

3 9 –2 • 3 = – 6 ✓ –1 • 3 = –3 ✓ 0•3= 0 ✓

The rule for this function is “Multiply the input by 3.” Use the rule to find the missing output
value. The input value of 1 multiplied by 3 is 3. When x is 1, y is 3.
An equation can be written that describes the rule. The input is the variable x, and the result is
the variable y. The equation is y = 3x.

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53
Key InformatIon
A function rule must work for every input and output in the table.

Example 1: Find the function rule and equation for the table. Then find the missing y-value.

x y Look at the boxed row. Determine what is done to the x-value of 2

(input) (output) to result in the y-value of 4.

–2 4 Since 2 + 2 = 4, the rule could be “Add 2 to the input.” Check

another input/output pair. Is 3 plus 2 equal to 9? No. Try a new
–1 1 rule.
0 0 Since 2 • 2 = 4, the rule could be “Multiply the input by 2.” Check
another input/output pair. Is 3 times 2 equal to 9? No. Try a new
1 _____ rule.
2 4
Since 22 = 4, the rule could be “Square the input.” Check another
3 9 input/output pair. Is 32 = 9? Yes. Check all other rows.

( −2 ) ( −1)
2 2
4 ✓
= 1✓
= 02 = 0 ✓

The rule for this function is “Square the input.” Use the rule to find the missing output value.
Squaring the input value of 1 results in 1. When x is 1, y is 1.
The equation that describes this function is y = x2.

Example 2: Find the function rule and equation for the table. Then find the missing y-value.

x y Look at the boxed row. Determine what is done to the x-value of 2

(input) (output) to result in the y-value of –3.

–2 –7 Since 2 – 5 = –3, the rule could be “Subtract 5 from the input.”

Check another input/output pair. Is 3 minus 5 equal to –2? Yes.
–1 –6 Check all other rows.
0 –5 –2 – 5 = –7 ✓ –1 – 5 = –6 ✓ 0 – 5 = –5 ✓
1 _____ The rule for this function is “Subtract 5 from the input.” Use the
rule to find the missing output value. Subtracting 5 from the input
2 –3
value of 1 results in –4. When x is 1, y is –4.
3 –2
The equation that describes this function is y = x – 5.

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54
LESSON 69

PRACTICE
1. Circle the relationships that are functions.

Input Output Input Output Input Output Input Output

1 5 1 0 0 1 1 0
2 6 2 3 3 2 4 2
3 2 4 5 4 6 5
6 3 8 6 6

2. Each of the following tables represents a function. Identify the function rule and fill in any missing
values.
a. b. c.

x y x y x y
(input) (output) (input) (output) (input) (output)
–2 –6 –2 –1 –2 –8
–1 –5 –1 –0.5 –1 –1
0 –4 0 0 0 0
1 _____ 1 0.5 1 1
2 –2 2 _____ 2 _____
3 –1 3 1.5 3 27

Rule: _________ Rule: _ Rule: ___________

Missing value: Missing value: Missing value: __

3. For each part below, a function rule is given. Write the equation for the function. Use x for the input
and y for the output.
1
a. Rule: Add 3 to the input. b. Rule: Multiply the input by 3
.

Equation: _ Equation: _

c. Rule: Multiply the input by 2, and then d. Rule: Subtract 5 from the input.
subtract 1.
Equation: _____________________
Equation: _____________________

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55
REVIEW
1. Lindsey set a goal to run 300 miles this year. 4. Convert the answer to Problem 3 See
Reference
If she runs the same number of miles each to inches. Round to the nearest Chart for
month, how many total miles will she have tenth of an inch. L54, L44 conversions.
run by the end of September?
Hint: Find the number of miles she must run each ___________
month. Then multiply by the number of months through
September.

___________

5. Bart invested $2,500 in an account that earns

0.4% simple interest annually. How much
money will be in his account after 8 years?
L49
2. Use the table to answer the questions. L63
___________
x 6 10.5 14 21
y 7 4 3 2

a. The variables x and y are directly /

inversely proportional. (Circle one.)

b. Write an equation to represent the

relationship between x and y.

__________________

3. Shane is creating a scale drawing of a ladybug

using the scale 2 cm : 1 mm. If the length of the
ladybug is 8 mm, how long should it be in the
drawing? L61

___________

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56
UNIT 3 | LESSON 70

Graphing Functions

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Write the integer that represents each phrase.
a. A drop of 12 degrees ______ b. A deposit of $50 ______ c. 450 feet below sea level ______

2. Complete each problem.

a. 5 • ( −2 ) • 3 • ( −4 ) =______ b. −3 • 4 • ( −3 ) • ( −2 ) =______

y
VIDEO NOTES
y= x – 3
2
10

x y
–3 6 ( −3,6 ) 5

–2 1 ( −2,1)
–1 –2 ( −1, −2 ) -10 -5 5 10 x
0 ( ____, ____ )
1 ( ____, ____ ) -5

2 ( ____, ____ )
3 ( ____, ____ ) -10

y y y y

10 10 10 10

5 5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5 -5

-10 -10 -10 -10

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57
L E S S O N OV E RV I E W
Nonlinear Functions
When the graph of a function is not a straight line, the function is considered nonlinear.
Nonlinear functions can be graphed with a T-chart just like linear functions. Input/output
tables can form curves when graphed.
Substitute x-values into the function and perform operations to find the corresponding
y-values. Graph the ordered pairs created by x and y. Connect the points to represent the
function on the graph. If the points do not form a straight line, draw a curved line as the
points are connected. Draw arrows at the ends to show that the relationship between x and y
continues.

Example 1: Graph y = x2 – 1.
Substitute the given values of x into the equation and solve for y. Then graph the x- and
y-values as ordered pairs. Connect with a curve.
y

10
x y
When x = –3, y =( −3 ) − 1 =9 − 1 =8.
2
–3 8
5
When x = –2, y =( −2 ) − 1 = 4 − 1 = 3.
2
–2 3
When x = –1, y =( −1) − 1 =1 − 1 =0.
2
–1 0
0 –1 When x = 0, y = 02 – 1 = –1. -10 -5 5 10 x

1 0 When x = 1, y = 1 – 1 = 0.
2
-5
2 3 When x = 2, y = 22 – 1 = 3.
3 8 When x = 3, y = 32 – 1 = 8.
-10

Example 2: Graph y = x2 + 4.
Substitute the given values of x into the equation and solve for y. Then graph the x- and
y-values as ordered pairs. Connect with a curve.
y

10
x y
When x = –2, y =( −2 ) + 4 =4 + 4 =8 .
2
–2 8
5
When x = –1, y =( −1) + 4 =1 + 4 =5.
2
–1 5
0 4 When x = 0, y = 02 + 4 = 0 + 4 = 4.
1 5 When x = 1, y = 12 + 4 = 1 + 4 = 5. -10 -5 5 10 x

2 8 When x = 2, y = 2 + 4 = 4 + 4 = 8.
2
-5

-10

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58
LESSON 70

Vertical Line Test

To determine if a graph represents a function, check to see if each input has exactly one output
by performing the vertical line test. The vertical line test is performed by drawing a vertical
line through any part of a line or curve.
• If the vertical line passes through the line or curve more than once, the graph does not
represent a function. This is because the x-value (input) at the vertical line has more than
one y-value (output).
• If the vertical line passes through the line or curve exactly once (no matter where it is
drawn), the graph represents a function.
The graphs below do not pass the vertical line test. They are not functions.
y

Notice that the red vertical line passes through the curve two
10

times. The points ( 1,1) and ( 1, −1) have the same input but
different outputs. This is true for most points in the graph.
5

This graph does not represent a function.

-10 -5 5 10 x

-5

-10

10
In this graph, the red line passes through the curve in more
than one place. The points ( 4, 3 ) and ( 4, −3 ) have the same
input but different outputs. This is true for most points on
5

the graph. This graph does not represent a function.

-10 -5 5 10 x

-5

-10

These three graphs all pass the vertical line test. A vertical line drawn anywhere on the graph
only passes through the line or curve once. These graphs represent functions.
y y y

10 10 10

5 5 5

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-5 -5 -5

-10 -10 -10

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59
PRACTICE
1. Use the equation of the function to complete the input/output table. Then graph the function. Finally,
determine if the function is linear.

a. y = 2x2 Hint: Follow the order of b. y = –x2 + 5 Hint: Notice the negative sign in
operations! Square the input first. front of x 2. For each input, first
Then multiply the result by 2. square the input. Then find the
opposite of it. Next, add 5.

x (input) y (output) x (input) y (output)

–2 –3

–1 –2

0 –1

1 0

2 1

y 2
10

8 3
6

4
y
2
10

-10 -8 -6 -4 -2 2 4 6 8 10 x 8
-2
6
-4
4
-6
2
-8

-10 -10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8
Is the function linear? _________
-10

Is the function linear? _________

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60
LESSON 70

2. Determine if each graph is a function by applying the vertical line test. Draw several vertical lines on
each graph. Then answer the questions below the graph. If the graph fails the vertical line test, circle
the points where a vertical line hits the line or curve more than once.
y
a. c. y

10 10

8 8

6 6

4 4

2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x
-2 -2

-4 -4

-6 -6

-8 -8

-10 -10

Does it pass the vertical line test? _______ Does it pass the vertical line test? _______

Is it a function? _ Is it a function? _

y y
b. d.
10 10

8 8

6 6

4 4

2 2

-10 -8 -6 -4 -2 2 4 6 8 10 x -10 -8 -6 -4 -2 2 4 6 8 10 x
-2 -2

-4 -4

-6 -6

-8 -8

-10 -10

Does it pass the vertical line test? _______ Does it pass the vertical line test? _______

Is it a function? _ Is it a function? _

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REVIEW
1. Does the diagram below represent a function? 3. For the equation y = –x + 1, first identify the
L69 slope and y-intercept. Then graph the equation
below by plotting the y-intercept and using the
________ slope to plot a second point. L68
Hint: Slope-intercept form is y = mx + b. The slope is m,
Input Output
and the y-coordinate of the y-intercept is b.
1
3 0 Slope: _______ y-intercept: _______
5 1
7 2
9 3

2. Use any two points to calculate the slope of the

line. L66
m = _______

4. Write 3,508.502 in expanded notation with

exponents. L17
_________________________________________

_________________________________________

5. Simplify each expression. L21, L22

34 + 32
b. ( 7 − 5 ) + 4 • 7
2
a.
100

__________ __________

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UNIT 3 | LESSON 71

Triangles

SUPPLIES: colored pencils

WA R M - U P
Solve the equation below for p.

2p + 4p – 3p = 21 p = _______

VIDEO NOTES

Equilateral Isosceles Scalene Acute Right Obtuse

R m∠Q + m∠R + m∠S =______

?
______ + m∠R + ______ =______

+ m∠R =

m∠R =______
70° 45°
Q S

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L E S S O N OV E RV I E W
Classifying Triangles
Triangles can be classified by their side lengths or by the measure of their angles.

Classification by Sides
Note: The tick marks on sides show those sides are congruent (of equal length).

Scalene Isosceles Equilateral

no sides of equal length two sides of equal length three sides of equal length

Note: Isosceles triangles also have Note: Equilateral triangles also have
two angles of equal measure. three angles of equal measure.

Classification by Angles

Acute Right Obtuse

all acute angles one 90-degree angle one obtuse angle

Note: The little box in the corner of

an angle indicates a right angle.

The same triangle can be classified by sides and by angles. The triangles that are the same color
in the above charts are congruent triangles that fall under both classifications. For example,
the orange triangle is an isosceles right triangle.
Note: No triangle can be both equilateral and right or equilateral and obtuse, since equilateral triangles have all
congruent angles.

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LESSON 71

Missing Interior Angles

The interior angles of a triangle always add up to 180°. This information can be used to find a
missing angle or angles in a triangle.

Note: The m in front of the angle

Example 1: Find the missing angle measure in the triangle below.
refers to the measure of the angle.
B
The sum of angles A, B, and C is 180°. m∠A + m∠B + m∠C = 180°
60° Fill in the known angle measures. 45° + 60° + m∠=
C 180°
Add the two known angle measures. 105° + m∠=
C 180°
Solve the equation for the unknown. 105° + m∠C − 10=5° 180° − 105°
m∠C = 75°
The missing angle is a 75° angle.
45° ?
A C

Example 2: HIJ is an equilateral triangle. Find the measure of each angle.

Note: The little curve on each angle means the angles have the same measure.
I
The sum of angles H, I, and J is 180°. m∠H + m∠I + m∠J = 180°
A variable can be used for the missing a + a + a = 180°
angle measures. Since all angles on an 3a = 180°
equilateral triangle have the same 3a = 180°
measure, the same variable can be used. 3 3
Combine like terms and solve the equation. a = 60°
H J
Each angle measures 60°.
m∠H = m∠I = m∠J = 60°

Key InformatIon
All three angles of any equilateral triangle measure 60°, since
all angles must be congruent and 180° ÷ 3 = 60°.

Example 3: KLM is an isosceles triangle. Find the measure of the two missing angles.
L
The sum of angles K, L, and M is 180°. m∠K + m∠L + m∠M = 180°
70° Since angles K and M are congruent, x + 70° + x = 180°
the same variable can be used. 2x + 70° = 180°
Combine like terms and solve the equation. 2x + 70° – 70° = 180° – 70°
2x = 110°
2 x = 110°
K M 2 2
x = 55°
Each of the two missing angles measures 55°.
m∠K = 55° m∠M = 55°

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65
Triangle Sides
In every triangle, the sum of any two side lengths must be greater than the length of the third
side. Follow the color coding below to see how the sum of any two sides is greater than the
third side.

3 in + 2.5 in = 5.5 in 5.5 in is greater than the third side of 2 in.

3 in + 2 in = 5 in 5 in is greater than the third side of 2.5 in.
3 in 2.5 in
2 in + 2.5 in = 4.5 in 4.5 in is greater than the third side of 3 in.

2 in

If the sum of any two sides is not greater than the third side, a triangle cannot be formed.
Notice in the shape below that the shorter sides cannot connect to form a triangle because the
sum of those two sides is not greater than the third side.

1 in + 1 in = 2 in 2 in is not greater than the third side of 3 in.

1 in 1 in

3 in

Triangle Angles
In any triangle, the side opposite the largest angle is the longest side of the triangle. The side
opposite the smallest angle is the shortest side of the triangle.
B
Since ∠A is the largest angle, BC is the longest side.
30°
Since ∠B is the smallest angle, AC is the shortest side.

90° 60°
A C

Congruent angles are opposite congruent sides.

Y XYZ is isosceles, and XY ≅ YZ .

This means that ∠X ≅ ∠Z because angle X is opposite
side YZ, and angle Z is opposite side XY.
X Z ZX is the longest side, so ∠Y is the largest angle.

• The sum of any two side lengths of a triangle must be greater than the length
Remember :
of the third side.
• The side opposite the largest angle is the longest side. The side opposite the smallest
angle is the shortest side. Congruent angles are opposite congruent sides.

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66
LESSON 71

PRACTICE
1. Color all scalene triangles blue, all isosceles triangles orange, and all equilateral triangles green.
Then circle all right triangles, box in all obtuse triangles, and cross out all acute triangles.

2. Color each triangle description and the missing interior angle(s) with the same color. An example is
shown.

A triangle has two A right triangle has an

angles measuring 40°. angle measuring 36°.
74° 80°
What is the measure of What is the measure of
the third angle? the third angle?

An isosceles triangle
What is the measure of
What are each of the has one angle that mea-
each of the non-right
60° angle measures in an sures 20°. What is the
angles of an isosceles
equilateral triangle? measure of each of the
right triangle?
two congruent angles?

A triangle has two

angles measuring 35°
45° 100° 54°
and 71°. What is the
third angle measure?

3. Recall that in every triangle, the sum of ANY two side lengths must be greater than the length of the
third side. Determine if the following side lengths form a triangle. Write yes or no on the line. If the
side lengths do not form a triangle, give the sides that do not meet the criteria. An example is given.
Example: 4, 9, 4
no
_______
4 + 4 is not greater than the third side of 9.
a. 3, 4, 5 ______ b. 3, 5, 3 ______ c. 4, 6, 11 ______

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67
REVIEW
1. Write yes if the table of values shows a directly 4. Find the slope, y-intercept, and equation of the
proportional relationship and no if it does not. line graphed below. L67
L62
m = ______ b = ______
a. ________
Equation: ___________________
y
x 2 4 6
10
y 4 6 8
8

4
b. ________
2

x 2 7 11 -10 -8 -6 -4 -2 2 4 6 8 10 x
y 10 35 55
-2

-4

-6

2. Caroline’s team completed a relay race in -8

11 minutes 13 seconds. Avonlea’s team -10

completed the race in 9 minutes 49 seconds.
How much faster did Avonlea’s team complete
the race? L56
________________ 5. Evaluate each expression for p = 3.5 and
q = –1. L24
a. 4p – 16q ________

3. An art gallery sold 144 children’s entrance

passes on Wednesday. The ratio of child passes
to adult passes sold that day was 4 : 9. How
b. 9q + 2p ________
many total passes did the art gallery sell on
Wednesday? L43
Hint: First, add to find the total. Then write a proportion.

________________

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UNIT 3 | LESSON 72

Transformations

WA R M - U P
Look at the shape to the right.

a. How many sides does the shape have? ______

b. How many vertices does the shape have? ______

c. What is the name of this shape? ________________

VIDEO NOTES

10
y-axis image: ( ____, ____ )
( −8,5 )
5 x-axis image: ( ____, ____ )

Translation: ( , )

-10 -5 5 10 x

-5

-10

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69
L E S S O N OV E RV I E W
Lines of Symmetry
A line of symmetry is an imaginary line that divides an object into two mirror images. If an
image is folded on a line of symmetry, the two halves match up exactly.
Some shapes are shown below with lines of symmetry. Notice that figures can have more than
one line of symmetry.

A regular polygon is a polygon that has all sides of equal length and all angles of equal
measure. Regular polygons have lines of symmetry through all sides and vertices, as shown
below.

Rotational Symmetry
Rotational symmetry is when an image looks the same after a partial turn. The star below has
rotational symmetry. Notice that at each partial rotation (clockwise), the star looks exactly the
same. A dot is added to the star to help show the rotation.

Rotational symmetry can be described by the number of times a shape can rotate and look the
same as the original orientation. This is referred to as the order of rotational symmetry. For a
regular polygon, the order is equal to the number of sides of the polygon.
Note: A complete rotation (returning to the original position) is counted in the order.
1
1 1 1
5 2
3

4 3
2 2
Order: 3 Order: 5 Order: 2 Order: 1
The triangle can be The pentagon can The arrow can be The heart only
rotated three times be rotated five times rotated twice and looks the same after
and look the same. and look the same. look the same. one full rotation.
Note: If the order is 1, a shape does not have rotational symmetry, since there are no partial rotations that cause the
shape to look exactly the same.

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70
LESSON 72

Transformations
A transformation is a change in the position of an object by a rotation (turn), a reflection (flip),
or a translation (slide). The original image being transformed is referred to as the preimage.
The new image after the transformation is referred to as the image.

Reflections
A reflection of a preimage across a line can be thought of as flipping the preimage over the
line. The orange trapezoid (preimage) below is reflected across the y-axis to result in the
blue trapezoid (image). If the coordinate plane was folded along the y-axis, the trapezoids
would match up perfectly. The table shows the coordinates of the preimage and the image.
y

Preimage Image

( −9,2 ) ( 9,2 )
5

-10 -5 5 10
( −7,6 ) ( 7,6 )
x

-5
( −4,6 ) ( 4,6 )
( −2,2 ) ( 2,2 )
-10

Notice that when reflecting across the y-axis, the x-coordinate changes signs, but the
y-coordinate remains the same.
The orange parallelogram (preimage) below is reflected across the x-axis to result in the
blue parallelogram (image). The table shows the coordinates of the preimage and the image.
y

Preimage Image

5
( 3,3 ) ( 3, −3 )

-10 -5 5 10
( 7,3 ) ( 7, −3 )
x

-5
( 9,8 ) ( 9, −8 )
( 5,8 ) ( 5, −8 )
-10

Notice that when reflecting across the x-axis, the y-coordinate changes signs, but the
x-coordinate remains the same.

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71
Translations
A translation is moving a preimage a given distance and direction. A translation can be
thought of as sliding the preimage. The orange triangle (preimage) below is translated up
two units and right seven units to result in the blue triangle (image).
y

Each point is moved up 2 and right 7.

5 Notice that the x-coordinate increases by 7
and the y-coordinate increases by 2.

-10 -5 5 10 x
Preimage ( −6, −3 ) ( −6, −9 ) ( −1, −6 )
-5
Image (1, −1) (1, −7 ) ( 6, −4 )
-10

Rotations
A rotation is a transformation that turns the preimage around a specific point. Rotations are
described by degrees up to 360°.

A quarter turn is a 90° turn. A half turn is a 180° turn.

A three-quarter turn is a 270° turn. A full rotation is a 360° turn.

The coordinate plane below shows an arrow being rotated in increments of 90° clockwise
around the origin. It can help to see the rotation by placing the tip of a pencil on the origin and
rotating the paper.
y

10
The orange arrow is the preimage.
The blue arrow shows a 90° clockwise
turn around the origin. 5

The green arrow shows a 180° clockwise

turn around the origin.
-10 -5 5 10 x
The purple arrow shows a 270° clockwise
turn around the origin.
-5

A 360° turn around the origin would

result in the original orange arrow.
-10

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72
LESSON 72

Figures can be rotated around any point. The coordinate plane below shows a heart being
rotated 90° counterclockwise around the point ( 8,8 ) . It can help to see the rotation by placing
the tip of a pencil on the point ( 8,8 ) and rotating the paper.
y

15
The orange heart is the preimage.
The blue heart shows a 90° 12

counterclockwise turn around the point.

The green heart shows a 180°

counterclockwise turn around the point. 6

The purple heart shows a 270° 3

counterclockwise turn around the point.
A 360° turn around the point would result 3 6 9 12 15 x
in the original orange heart.

PRACTICE
1. For each image, draw all the lines of symmetry. 2. For each figure, find the order of rotational
Write the number of lines of symmetry in the symmetry.
blank.
Hint: Find the number of times a shape can be rotated
and look the same as the original orientation.
a. Number of lines of
symmetry: ______
a.

b. Number of lines of
symmetry: ______

Order of rotational symmetry: ____

c. Number of lines of
symmetry: ______

Order of rotational symmetry: ____

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73
3. For each transformation listed, fill in the b. Reflect the preimage across the y-axis.
ordered pairs for the image and graph the y
image on the coordinate plane. An example is 10
given.
8

a. Translate the preimage down three units and 6

to the right four units. 4

y 2

10
-10 -8 -6 -4 -2 2 4 6 8 10 x
8 -2

6 -4

4 -6

2 -8

-10
-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6
Preimage Image
-8

-10
( −8,3 )

( −2,3 )
Preimage Image

( −2, −7 )
( −6,8 ) ( −2,5 )
( −8, −7 )
( −9,2 )

( 2,1)

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74
LESSON 72

REVIEW
1. Draw a graph that represents a directly 4. Solve and graph the inequality. L39
proportional relationship with the given
constant of proportionality. L64 14x – 3 ≤ 25
Hint: The line of a direct proportion must pass through
the origin. The k-value is the y-value when x is 1.

k= 3
y

10
8

6

4

-10 -8 -6 -4 -2 2 4 6 8 10 x
-2
5. At Annie’s Floral, roses are discounted for
-4
Valentine’s Day. If the regular price of a dozen
-6 roses is $45 and they cost $36 on Valentine’s

-8 Day, what is the percent decrease in the cost of
-10
the roses? L48
___________
2. The Martins are a family of six. If they paid
$33 for the entire family to go ice skating, what
was the cost per person? L51
________________

A 5K race is 5 km long. See

3. Reference
What is the length of the race Chart for
in dekameters? L53 conversion
factors.
___________

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75
UNIT 3 | LESSON 73

Constructing Angles

SUPPLIES: protractor, compass,

ruler or straightedge, colored pencils

WA R M - U P
Draw lines to match each geometric figure with its name.
1. 2. 3.

Ray Line Line segment

VIDEO NOTES

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76
LESSON 73

L E S S O N OV E RV I E W
Measuring Angles
Follow these steps to measure an angle with a protractor:
1. Place the midpoint of the protractor on the vertex
of the angle. The vertex is the point where the sides
of the angle meet.
2. Line up the baseline of the protractor with one side 40°
of the angle.
Note: For some protractors, the midpoint and baseline are at the edge of the protractor. For others, as pictured
above, the midpoint and baseline are marked on the protractor. Be sure to line up the vertex and angle side
correctly.

3. Find the degrees where the other side of the angle crosses the number scale. You may need
to extend the side to reach the number scale. This is the measure of the angle. The angle
shown measures 40°.
Be sure to look at the correct scale on the protractor. Always start at 0°. Determine whether the
angle is greater than or less than 90° and if the measurement from the protractor makes sense.
Notice that at the same place, another measurement reads 140°. This marking would be used
if the angle opened the other way (green side pointing to the 0° mark at the left), creating an
obtuse angle. This angle is acute, so 40° is the correct measurement.

Drawing Angles
Follow these steps to draw an angle with a protractor:
1. Use the straight edge of the protractor to draw one
side of the angle.
2. Put the middle of the protractor at
one end of the side. This is the vertex. 120°

3. Find the desired angle measure and draw a dot

next to the measurement.
4. Use the straight edge of the protractor to connect the vertex with the dot, creating an angle
with the desired measure.

An angle can be drawn using either scale. Notice the 180° mark at either end of the
Here is a 120° angle that opens the other way. protractor. An angle with a measure of 180°
A 120° angle is greater than 90°, so the drawn is a horizontal line from the middle of the
angle should look obtuse. protractor to the 180° mark. A 180° angle is a
straight line.

120° 180°

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77
Using a Compass Hinge
A compass is a tool used in geometry to create arcs, circles,
and other constructions. Compasses can look different, but
all have the same main parts.
One side of the compass has a pivot point. The pivot point
should always be in the middle of the circle that is being
drawn. The other side of the compass has a pencil attached
for drawing. By keeping the pivot point in one spot and Pivot Point
rotating the compass all the way around, a circle can be Radius
drawn.
Pencil
The distance between the pivot point and the pencil is the
radius of the circle that will be drawn by the compass. The radius can be adjusted by opening
or closing the hinge at the top of the compass. A compass can be held similarly to the way
a key is held when being turned in a lock (if the lock were on a flat surface, like a table). A
compass can be used to create perpendicular bisectors or angle bisectors, as shown below.

Perpendicular Bisectors
A perpendicular bisector is a line, ray, or line segment that divides a line segment* into two
congruent parts and is perpendicular to the line segment. Remember, perpendicular lines
intersect each other at right angles. *See the Geometry Terms Review box at the end of the lesson for a
refresher on these terms.

Follow these steps to draw a perpendicular bisector with a

compass: X
1. Start with the pivot point of the compass on one end of the
segment that is being bisected (Point A in this example).
A B
2. Set the radius of the compass to more than half the length of the
segment being bisected (so the pencil point is closer to B than to
A). Draw an arc that extends above and below the segment.
3. Keep the compass open to the same radius and move the pivot
point to the other end of the segment (Point B in this example). Y
4. Draw another arc that intersects the first one both above and
below the segment being bisected.
5. Put a point at each intersection of the arcs and use a straightedge to connect the points with
a line. The points can be labeled (X and Y in this example). This line is the perpendicular
bisector of the segment.

The perpendicular bisector can be named with the letters of the bisector and a line with arrows

written above: XY is the perpendicular bisector of AB. This means the two line segments

formed by the perpendicular bisector are congruent. Also, XY is perpendicular to AB.

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78
LESSON 73

Angle Bisectors
An angle bisector is a line, ray, or line segment that divides an angle into two angles of equal
measure.
Follow these steps to draw an angle bisector with a compass: Q
1. Put the pivot point of the compass on the vertex of the R
angle and draw an arc that intersects both sides of the
angle.
2. Label the vertex and the intersection points on the angle
with letters. In this example V is the vertex, and P and Q are
the intersection points.
V P
3. Move the pivot point of the compass to P. Open the
compass so the radius is more than half the distance to Q
(so the pencil tip is closer to Q than to P), and make an arc in the opening of the angle.
4. Keep the compass open to the same radius. Move the pivot point to Point Q and draw
another arc that intersects with the first one.
5. Draw a point at the intersection of the arcs and label the point. In this example the point at
the intersection of the arcs is R.
6. Using a straightedge, connect the vertex with the point found in Step 5 (V and R in this
example). This is the angle bisector.

The angle bisector can be named with the letters of the endpoints and a line segment written
above: VR is the angle bisector of ∠PVQ. This means the two angles formed by the angle
bisector are congruent: ∠PVR ≅ ∠QVR.

Geometry Terms Review

Line: a straight length that continues on forever in both directions

Line segment: part of a line that has two endpoints
Ray: part of a line that has one endpoint and continues on forever

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79
PRACTICE
1. Measure each angle and write the degrees on 2. Draw an angle for each of the measures listed
the line. Don’t forget the degree symbol! below.

a. a. 65°

________

b. b. 135°

________

c. 90°

________

d. 40°

________

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80
LESSON 73

3. Follow the instructions to create a design on the rectangle below.

Note: Erase your compass arcs after bisecting any segments or angles so the image doesn’t get too cluttered.

a. Bisect line segment AB. Label the point where the bisector intersects AB as E.
b. Use a straightedge to draw a line segment from E to C and from E to D.
c. Bisect ∠ECD. Draw the bisector long enough that it touches the edge of the rectangle.
d. Bisect ∠EDC. Draw the bisector long enough that it touches the edge of the rectangle.
e. Label the point where the two bisectors from Parts C and D cross each other as F.
f. Use a straightedge to draw a line segment from E to F.
g. Bisect EF and label the point where the bisector intersects EF as G.
h. Use a straightedge to draw a line segment from G to A and from G to B.

Now color in the design you created!

C D

A B

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81
REVIEW
1. Reflect the preimage across the y-axis. Draw 4. Use the equation of the function to complete
the image on the coordinate plane below. L72 the input/output table. Then graph the
y
function. L70
10 y = x2 – 2
8
6 x (input) y (output)
4
–2
2

–1
-10 -8 -6 -4 -2 2 4 6 8 10 x
-2
0
-4

-6 1
-8
2
-10

y
2. Use two words to classify the triangle by 10
angles and sides. L71 8
C __________________ 6

A 4

__________________ 2

-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

B -8

-10

3. What is the slope of the line graphed below?

L66
5. As of November 2022, there were 423 national
m = ________ y park sites in the United States. If Paisley has
10
visited 47 national park sites, what fraction of
the national parks has she visited? L40
8

6 __________
4

-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8

-10

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UNIT 3 | LESSON 74

Constructing Triangles

SUPPLIES: ruler, compass, protractor

WA R M - U P
Identify the parts of a compass. b. ___________

a. __________
c. ___________ ___________

d. ___________

VIDEO NOTES

J K

P Q

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83
L E S S O N OV E RV I E W
Given Three Sides
A compass can be used to construct a triangle when given all three side lengths.
Note: It may be helpful to review the parts of a compass and how to use a compass from the previous lesson before
beginning this lesson.

To construct a triangle when given the lengths of all three sides, follow the steps below.
The example below shows the construction of a triangle with side lengths of 3 cm, 2 cm,
and 4 cm.
1. Measure and draw the first side (3 cm) with a ruler. The ends
of the side can be labeled with letters. The example shown A 3 cm B
uses Points A and B as the ends of the side. These will form
two vertices of the triangle.
2. Using a compass, put the pivot point on one end of the first
side (Point B in this example), and draw an arc using a radius
that is the length of the second side (2 cm).
Note: All points on the blue arc are 2 cm away from Point B. The arc
shows possible places for the end of the second side to go so that it 3 cm
measures 2 cm. A B

3. Put the pivot point of the compass on the other end of the
first side (Point A in this example), and draw another arc C
using a radius that is the length of the third side (4 cm). Put
a point on the spot where the two arcs intersect. That point is
labeled C in this example.
Note: All points on the green arc are 4 cm away from Point A. The arc shows
possible places for the end of the third side to go so that it measures 4 cm.
A 3 cm B
Point C is both 2 cm away from Point B and 4 cm away from Point A.

4. Use a straightedge to draw the second and third sides of the

C
triangle by connecting the endpoints of the first side to the
intersection of the arcs. Check the lengths of the other two
sides using a ruler. In this example the second side measures 4 cm
2 cm, and the third side measures 4 cm. The triangle is now 2 cm
complete.
A 3 cm B

Below is a triangle constructed using the same steps with side lengths of 5 cm, 3 cm, and 7 cm.
Use a compass to see the placement of the arcs and a ruler to check the side lengths.

7 cm

3 cm

X 5 cm Y

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84
LESSON 74

Given Three Angles

A protractor can be used to construct a triangle given all three angle measures. To construct a
triangle when given the measures of all three angles, follow the steps below. The example at
the right shows the construction of a triangle with angle measures 45°, 35°, and 100°.

1. Use a straightedge to draw the first side. Since multiple

triangles can be drawn with the same angle measures,
the length of the side does not matter.
2. Use a protractor to measure the first given angle (45°)
by putting the baseline of the protractor on the first
side and the midpoint of the protractor at one end of
the first side (the left end in this example). Draw the
second side. Since the length of this side is not known, 45°
this side may be too long or short and can be extended
or erased later.
3. Use the protractor to measure the second angle (35°)
by putting the baseline of the protractor back on
the first side and the midpoint of the protractor on
the other end of the first side (the right end in this
example). Draw the third side long enough to intersect
with the second side. The second side may need to be
extended so the second and third sides meet. In this 45° 35°
example the second side was drawn too long. That’s
OK because it can be erased later.
100°
4. Measure the third angle where the second and third
sides intersect. Be sure the third angle is the correct
measure. In this example it is 100°. The triangle is now
complete, and lines extending beyond the sides can be
45° 35°
erased.

Note: If the first side in Step 1 was drawn shorter or longer, the completed triangle would be smaller or larger, but the
angle measures would be the same. Here is a triangle with the same angle measures and shorter sides:

100°

45° 35°

Below is a triangle constructed using the same steps with angle measures 130°, 20°, and 30°.
Use a protractor to check the angle measures.

30°

20° 130°

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PRACTICE
1. For each part, use a ruler and compass to construct a triangle with the given side lengths.

a. 2 cm, 2 cm, 3 cm

b. 3 cm, 4 cm, 6 cm

c. 1 in, 1.5 in, 2 in

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LESSON 74

2. For each part, use a protractor to construct a triangle with the given angle measures.

a. 40°, 50°, 90°

b. 80°, 20°, 80°

c. 110°, 45°, 25°

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REVIEW
1. Does the diagram below represent a function? 4. The number of picture books at a library is 123
L69 more than twice the number of chapter books.

_________ a. Write an equation to represent the number

of picture books at the library. Use p for
picture books and c for chapter books. L26
Input Output
1 2 ____________________
3 4
5 6
b. If there are 957 picture books at the library,
7 8
how many chapter books are there? L33
9 10

____________________

2. Graph the line for the equation y = 2x – 1. L68

-10 -8 -6 -4 -2 2 4 6 8 10 5. The formula for calculating the gallons of

x
-2
water, g, an aquarium can hold based on the
-4
l•w•h
-6 dimensions of the aquarium is g = .
231
-8 Solve the equation for h. L37
-10 Hint: First, multiply both sides by 231. Then divide
by l • w in one step.

________________
3. Circle the letters that have a horizontal line of
symmetry. L72
A B C D E F G H I J K L M N O P
Q R S T U V W X Y Z

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UNIT 3 | LESSON 75

Logic Lesson 3
Spring is a busy season on a farm! Baby animals are born, fields
and gardens are prepared, and crops are planted. Barns, stalls, coops,
and other animal homes are built or repaired. These tasks can be
enjoyable, but they can also require thinking outside the box—and so will
the puzzles you complete today! There is no video or review for this lesson.

Who’s New on the Farm? a. A baby turkey of either gender is called a

Babies of different animals have special ____ ____ ____ ____ ____,
names. For example, a baby goat is called a
kid, and a baby cow is called a calf. Use the ( −9, −3 ) ( 0,9 ) ( 2,3 ) ( 6,7 ) ( −4,5 )
coordinate plane and the instructions below
but a male can be called a
to decipher the names of other baby farm
animals.
____ ____ ____ ____,
Instructions: Locate the letter using the given ( 5, −4 ) ( −5, −4 ) ( 3,2 ) ( 3, −11)
coordinate. Then go BACKWARD three
letters in the alphabet and write that letter on and a female can be called a
the blank above the given coordinate. Think ____ ____ ____ ____ ____.
of the alphabet as a cycle, with A following
Z. For example, if the coordinate (1,7) is
( 5, −4 ) ( 3, −11) ( −10, −10 ) ( −10, −10 ) (1,7 )
given, locate the letter at that point. The letter
b. A baby llama or alpaca is called a
is B. Now go backward three letters in the
alphabet. The letter A is one letter back, the ____ ____ ____ ____.
letter Z is two letters back, and the letter Y ( 2, −3 ) ( −7,6 ) ( −11,11) ( −5, −4 )
is three letters back. Write the letter Y on the
blank above the coordinate (1,7). c. A baby horse of either gender is called a
____ ____ ____ ____,
( −10, −5 ) ( 0,9 ) ( −5, −4 ) ( 6,7 )
L Y but a male can be called a
K
R ____ ____ ____ ____,
E
B O ( ) ( ) ( ) ( −4,5 )
2, −3 0,9 6,7
U
W
and a female can be called a
J X
N ____ ____ ____ ____ ____.
A G ( −10, −5 ) ( −11,11) ( 6,7 ) ( 6,7 ) (1,7 )
Z d. The Ugly Duckling was actually a baby swan,
S F or a
D M
I
P ____ ____ ____ ____ ____ ____.
C ( 2, −3 ) (1,7 ) ( −11,3 ) ( −10, −10 ) ( 3, −11) ( −4,5 )
T V
Q
H e. Mary had a little lamb. A lamb raised as a pet
is sometimes called a
____ ____ ____ ____ ____ ____.
( 2, −3 ) ( 0,9 ) (10, −9 ) (10, −9 ) ( 3, −11) ( −4,5 )

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100 Animals for $100 Farmer Freddie’s Ladder
Thirteen-year-old Simon lives and works Farmer Freddie stood on a ladder while
on his family’s farm and wants to start he repainted an outside wall of his barn.
raising his own animals. He has been Freddie first stood on the middle rung of
saving money and wants to buy exactly the ladder. He then climbed up six rungs
100 baby animals for exactly $100. He will to nail down a board that had come loose.
buy at least one of each baby animal listed Next, he came down 10 rungs so he could
below. How many of each animal should he hear his wife, who was asking him a
buy? question from the ground below. Finally,
Goat kids cost $10 each. he climbed 18 rungs to the very top of the
ladder to finish painting the tallest part of
Bunnies cost $3 each. the wall. How many rungs did the ladder
Chicks cost $0.50 each. have?
Note: If you get stuck, one answer is given as a hint Hint: Draw a picture.
at the end of the lesson. Try to solve the problem on
your own first! ____ rungs
____ goat kid(s), ____ bunny/bunnies, and

____ chick(s)

Caroline’s Corn Ferguson’s Fresh Milk

Farmer Caroline planted 100 rows of corn Ferguson Family Farm sells small glass
in five days. Each day she planted six more bottles of milk for $1 each. Customers who
rows than she did the previous day. How return three empty glass bottles to the farm
many rows did Caroline plant on the first get one new, full glass bottle of milk at no
day? extra cost. If you purchase $15 worth of
Hint: Try to write and solve an equation with x as milk and you return all of your bottles as you
the number of rows planted the first day and the empty them, how many total bottles of free
other days written in terms of x. milk will you receive?

rows free bottles of milk

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LESSON 75

Family Farms
Four families from different places grow different crops on their family farms. Use the clues to
determine where each family lives and which crop they grow.
Hint: Once you know something for certain, put a ✔ in that box and fill in the rest of the row and column of that 4 × 4
box with Xs. You may need to go through the clues more than once.

Clues
1. The Gil family does not live in the US. 5. People come from miles away to admire
the Gil family’s fruit trees.
2. The family who grows peanuts lives in the
US. 6. The Moreno family does not live in the US.

3. The family who grows oranges lives in 7. The peanut farm is not in Iowa.
Spain.
8. The corn farm is outside the US.
4. The Santos family lives in the US and
cannot grow peanuts because Mr. Santos is
highly allergic to them.

Location of Farm Crop

Florida (US)

Iowa (US)
Argentina

Soybeans
Oranges
Peanuts
Spain

Corn

Santos Family

Moreno Family
Family

Cardoso Family

Gil Family

Peanuts
a. The Santos family lives in ____________ and
Oranges
grows ____________.
Crop

Corn b. The Moreno family lives in _________ and

Soybeans
grows ____________.
c. The Cardoso family lives in ____________ and
grows ____________.
d. The Gil family lives in ____________ and

Hint for 100 Animals for $100: Simon bought 5 goat kids. grows ____________.

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UNIT 3 | LESSON 76

Polygon Diagonals
and Angles

SUPPLIES: protractor

WA R M - U P
Write the general name of each polygon on the line. Use the word Word Bank:
bank at the right.
hexagon
a. Three-sided polygon c. Five-sided polygon
triangle
____________________ ____________________ pentagon
b. Four-sided polygon d. Six-sided polygon quadrilateral
____________________ ____________________

VIDEO NOTES
Polygon: two-dimensional ____________ shape with straight sides

Vertex: the ____________ where two sides meet (plural: vertices)

Diagonal: a straight line within a polygon that connects two of the polygon’s
________________ vertices

Nonagon Hexagon

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LESSON 76

L E S S O N OV E RV I E W
Polygon Diagonals
Recall that a polygon is a two-dimensional, closed shape with straight sides, and a vertex
(plural vertices) is the point where two sides meet. A diagonal is a straight line within a
polygon that connects two of the polygon’s nonadjacent vertices. The more sides a polygon
has, the more diagonals it has. The diagrams below show diagonals drawn on various
polygons as well as the number of diagonals the shape has.

Triangles Quadrilaterals Hexagons Octagons

0 diagonals 2 diagonals 9 diagonals 20 diagonals

Interior Angle Sum

Drawing diagonals on a polygon is useful for finding the sum of the interior angles of the
polygon. To find the sum of the interior angles of any polygon, follow the steps below.
1. Draw diagonals coming from one vertex to divide the polygon into the fewest number
of triangles possible.
2. Multiply the number of triangles in the polygon by 180° since all triangles have an
angle sum of 180°.
The number of triangles multiplied by 180° is the sum of the interior angles of the polygon.
The sum of the interior angles of quadrilaterals, pentagons, hexagons, and heptagons is
detailed below.

Quadrilaterals (four sides) Pentagons (five sides)

All quadrilaterals can be divided All pentagons can be divided

into 2 triangles. into 3 triangles.
180° • 2 = 360° 180° • 3 = 540°
The sum of the interior angles The sum of the interior angles
of any quadrilateral is 360°. of any pentagon is 540°.

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Hexagons (six sides) Heptagons (seven sides)

All hexagons can be divided All heptagons can be divided

into 4 triangles. into 5 triangles.
180° • 4 = 720° 180° • 5 = 900°
The sum of the interior angles The sum of the interior angles
of any hexagon is 720°. of any heptagon is 900°.

Look for a pattern in the table showing the number of sides in the polygon and the number of
triangles the polygon can be divided into.

Number of
Sides (n)
4 5 6 7 8

Number of
Triangles
2 3 4 5 ______

The number of triangles a polygon can be divided into is always two less than the number of
sides the polygon has.

The sum of the interior angles of any polygon can be found using this formula:
( n − 2 ) 180°

• The variable n represents the number of sides the polygon has.

• Subtracting 2 from n gives the fewest number of triangles the shape can be divided into.
• Multiplying by 180° gives the total angle sum for the polygon, since each triangle in the
shape has an angle sum of 180°.
Using the formula, 8 can be substituted for n to find the angle sum of any octagon.
( 8 − 2 ) 180°
= 6 • 180°
= 1080° All octagons have an interior angle sum of 1,080°.

Interior Angles of Regular Polygons

The interior angles of a regular polygon are all the same measure. The measure of a single
interior angle within a regular polygon can be found by dividing the interior angle sum by the
number of sides (or angles) in the polygon.

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LESSON 76

(
Regular Polygon Interior Angle Measure: n − 2 180° )
n
Note: n is the number of sides/angles the polygon has.

The examples below show the measure of one interior angle in the regular polygons listed.

Square: n = 4 Regular pentagon: n = 5 Regular hexagon: n = 6

( 4 − 2 ) 180° ( 5 − 2 ) 180° ( 6 − 2 ) 180°

4 5 6

( 2 ) 180° ( 3 ) 180° ( 4 ) 180°

4 5 6
360° 540° 720°
4 5 6

90° 108° 120°

The angles of a square The angles of a The angles of a

each measure 90°. regular pentagon regular hexagon
each measure 108°. each measure 120°.

PRACTICE
1. Circle the figures that show a diagonal in 2. Draw all diagonals for the following figures.
orange. Then write how many diagonals each figure
has. It may help to draw diagonals in different
colors.
a.

______

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3. Find the sum of the interior angles of each 4. Determine how many sides each figure has
figure by dividing it into triangles and (n). Then find the sum of the interior angles of
multiplying the number of triangles by 180°. each figure by using the formula below.
a. ( n − 2 ) 180°
a.
Sum: ______

b. n = Sum:

b.
Sum: ______

n = Sum:

5. Fill in the table of the interior angle measures of regular polygons with n sides. An example is given.
Round to the nearest degree.
n n–2 Interior angle sum Interior angle measure
(number of (number of (multiply the number of (divide the interior angle sum
sides) triangles) triangles by 18O) by the number of sides)
3 1 180° 60°
4
5
6
7
8
9
10

6. Look at the column of interior angle measures (last column) in Problem 5.

a. Are the angle measures increasing or decreasing as you move down the column? _______________
b. Draw some regular polygons (triangle, square,
pentagon, etc.) in the space to the right. Describe
why you think the angle measures are changing in
the way you observed in Part A.
_____________________________________________
_____________________________________________
_____________________________________________

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LESSON 76

REVIEW
1. Draw a 120° angle. L73 4. Camden sold 26 quarts of See
lemonade at his lemonade stand Reference
Chart for
this month. How many gallons of conversions.
lemonade did he sell? L54
________________

2. Write the equation of the line in slope-intercept

form. L67 5. The table below shows the relationship
between the rate (speed) and the amount of
Hint: Slope-intercept form is y = mx + b.
time it takes to travel a certain distance. Is the
__________________________ relationship inversely proportional? Write yes
y or no on the line. L63
10
_________
8

4 Rate 40 50 80
2
Time 5 4 2.5
-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8

-10

3. Construct a triangle with two 45° angles and

one 90° angle. L74

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UNIT 3 | LESSON 77

Finding Polygon
Angle Measures

SUPPLIES: colored pencils, compass

WA R M - U P
Classify each triangle by sides.
a. b. c.

_________ _ ___________

VIDEO NOTES
O
60°
m∠L + m∠M + m∠N + m∠O
= ____ °
a N
____° + ____° + a + ____° = ____°

____° + a = ____°

110° 140° a = ____°

L M
m∠N= ____ °

F E
m∠D + m∠E + m∠F + m∠G
= ____ °
6b
____ + ____ + ____ + ____ = ____°

____ = ____°
4b b = ____°
G D

m∠D
= ____ ° m∠=
E ____ ° m∠=
F ____ ° m∠G
= ____ °

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LESSON 77

L E S S O N OV E RV I E W
Classifying Quadrilaterals
The following diagram shows the hierarchy of quadrilaterals based on their specific
properties. Not all types of quadrilaterals are included in this diagram.

Quadrilateral Sides marked with the same

polygon with exactly
number of tick marks are the
four sides same length. Angles marked
with the same number of
arcs are the same measure.

Parallelogram
quadrilateral
with two pairs Trapezoid
of parallel sides quadrilateral with
exactly one pair of
parallel sides
Rhombus
Rectangle quadrilateral
with four sides
quadrilateral with
of equal length
four right angles Isosceles
Trapezoid
trapezoid in which
Square the two nonparallel
quadrilateral sides are the same length
with four right
angles and four
sides of equal Note: Some English-speaking countries refer to a trapezoid as a
length trapezium, while others consider a trapezium to be a quadrilateral with
no pairs of parallel sides. The term trapezium will not be used in this
course.

Finding Missing Angles in Quadrilaterals

Missing angles in a quadrilateral can be found by knowing the fact that all four angles in any
quadrilateral add to 360°. When finding a missing angle measure, set up an equation with the
sum of the angle measures equal to 360°. Then solve the equation.
C
45°

D
x

55°
A 120°
B

m∠A + m∠B + m∠C + m∠D =360° The sum of angles A, B, C, and D is 360°.
55° + 120° + 45° + x = 360° Substitute the angle measures for the given
angles and use a variable for the unknown angle.
220° + x = 360° Solve the equation for x.
220° + x – 220° = 360° – 220°
x = 140° The missing angle measure is 140°. m∠=
D 140°

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Parallelogram Angles
Angles across from one another in a quadrilateral are referred to as opposite angles. In the
quadrilateral below, angles W and Y are opposite angles. Angles X and Z are also opposite
angles. The opposite angles in parallelograms are congruent. In the parallelogram below,
∠Y ≅ ∠W and ∠X ≅ ∠Z .
W

Remember : ≅ means “congruent.”

7t X Congruent angles have the
same measure.
Z
5t
Y
The angles in the parallelogram above are unknown. Two angles are marked with expressions:
7t and 5t. The angle measures can be found by writing and solving an equation with the sum
of all four angles equal to 360°. Since angles X and Z are congruent, angle X is also 7t. Since
angles Y and W are congruent, angle W is also 5t. This information can be substituted into the
equation.
m∠W + m∠X + m∠Y + m∠Z =
360° The sum of the angles is 360°.
5t + 7t + 5t + 7t = 360° Substitute the expressions 5t and 7t for the
angles they represent.
24t = 360° Combine like terms and solve the equation for t.
24t = 360°
24 24
Note: The value of t is not the measure of an angle in
t = 15° this figure. This value needs to be substituted into the
expression that represents the angle measure.

Substitute t into the expressions to find the angle measures.

Angle X and Angle Z: Angle W and Angle Y:
7t = 7 • 15° = 105° 5t = 5 • 15° = 75°
Angles X and Z each measure 105°. Angles W and Y each measure 75°.
m∠X = m∠Z = 105° m∠W= m∠Y= 75°

Isosceles Trapezoid Angles

In an isosceles trapezoid, the two nonparallel sides are congruent. In the figure below, sides
LM and KJ are congruent. The base angles of an isosceles trapezoid are also congruent. The
base angles are angles on opposite ends of one of the parallel lines. In the trapezoid below,
angles M and J are base angles and are congruent. Angles L and K are also base angles and are
congruent.
M J
∠M ≅ ∠J and ∠L ≅ ∠K 10p

70°
L K

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100
LESSON 77

Since angles L and K are congruent, angle K is also 70°. Because angles M and J are congruent,
angle M is also 10p. The missing angles in the isosceles trapezoid can be found by writing and
solving an equation.
m∠J + m∠K + m∠L + m∠M = 360° The sum of the angles is 360°.
10p + 70° + 70° + 10p = 360° Substitute the angle measure of 70° and the
expression 10p for the angles they represent.
20p + 140° = 360° Combine like terms and solve the equation for p.
20p + 140° – 140° = 360° – 140°
20 p = 220°
20 20
p = 11° Note: The value of p is not the measure of an angle.

Angles L and K are known. m∠L= m∠K= 70°

Substitute the value of p into the expression 10p to find the measure of angles M and J.
Angle M and Angle J:
10p = 10 • 11° = 110°
Angles M and J each measure 110°.
m∠M = m∠J = 110°

PRACTICE
1. Draw a line from each shape to EVERY category to which it belongs. Shapes may have several lines
coming from them.

Square Rectangle Rhombus Quadrilateral Parallelogram Trapezoid Isosceles trapezoid

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101
2. Draw colored arcs and tick marks to show 3. Find the missing variable values and the
congruent angles and sides on the following missing angle measures.
figures. An example is given. a. B C
Rhombus 2x

40°
A D

x = _ m∠C =

a. Isosceles trapezoid

b. Parallelogram b. E F
45°

5p
H G

p = _____ m∠H =
____

P Q
3t
c. 150°

S R

t = _ m∠P =

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LESSON 77

REVIEW
1. Use a compass to bisect angle JOY. L73 4. Solve for x. L35
Y
–12x + 23 = –13

x = _____

J
O
5. Rewrite each statement as a mathematical
2. A plat map is a type of scale drawing that expression. L25
shows property lines and ownership of land
in an area. Suppose that a plat map of Ari’s a. The quotient of 7p and 2 ________
subdivision uses a scale of 1 cm : 50 ft. Ari
measures the length of his street on the map b. Double the sum of q and r ________
as 6.5 cm. What is the actual length of Ari’s
street? L61
__________

3. Without dividing, determine the remainder of

each division problem. Follow this example:
Example: 433 ÷ 10
Numbers divisible by 10 end in a 0. Since
433 is 3 more than the multiple of 10 that is
less than it (430), there are 3 left over as the
remainder.
a. 1413 ÷ 10 b. 732 ÷ 10 c. 929 ÷ 10
________ ________ ________

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UNIT 3 | LESSON 78

Angle Relationships

SUPPLIES: colored pencils

WA R M - U P
Solve the equations below to find the value of each variable.
a. 47 + 43 = a b. 71 + b = 90

a = ____ b = ____

VIDEO NOTES
Complementary angles: two angles whose sum is _______ degrees

Supplementary angles: two angles whose sum is _______ degrees

a b
d c

Adjacent angle pairs: Vertical angle pairs:

___ and _ _ and ___

_ and _

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LESSON 78

L E S S O N OV E RV I E W

Complementary and Supplementary Angles

There are several angle pairs in mathematics that have specific properties and are named
accordingly. Two of these special angle pairs are complementary angles and supplementary
angles. Complementary angles and supplementary angles are identified by the angle sums.
Complementary angles are two angles whose sum is 90°. The drawings below show some
examples of complementary angles.

U
Z
R T
Y

18°

60° V
30° 72°
W S
X P
∠ZWY measures 60°, and ∠RPV measures 72°, and
∠YWX measures 30°. ∠UST measures 18°.
60° + 30° = 90° Complementary angles do not
Because the sum of the angles is 90°, have to be connected.
∠ZWY is complementary to ∠YWX . 72° + 18° = 90°
Therefore, ∠RPV is complementary
to ∠UST .

The angles below are complementary. Note that the box in the corner denotes a right angle,
which is 90°. The combined angles form a right angle. This can be used to find x.

The sum of complementary angles is 90°. Write and solve

an equation representing the sum of the angles.
67° + x = 90°
67° + x – 67° = 90° – 67°
67°
x x = 23°

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105
Supplementary angles are two angles whose sum is 180°. Below are some examples of
supplementary angles.

C E
M
57°

123° D
F
A B 90° 90°
J K L
∠ABC measures 123°, and
∠DEF measures 57°. ∠JKM and ∠MKL each measure 90°.
Supplementary angles do not 90° + 90° = 180°
have to be connected.
The sum of the angles is 180°, so
123° + 57° = 180°
∠JKM is supplementary to ∠MKL.
The sum of the angles is 180°.
Therefore, ∠ABC is supplementary
to ∠DEF .

The angles below are supplementary angles. Supplementary angles form a straight line, which
is a 180° angle. This can be used to find the measure of the missing angle.

The sum of supplementary angles is 180°. Write and

solve an equation representing the sum of the angles.
51° + z = 180°
51° + z – 51° = 180° – 51°
51° z z = 129°

Adjacent and Vertical Angles

Two other special angle pairs are adjacent angles and vertical angles. Instead of being
identified by the sum of the angles, adjacent and vertical angles are identified by their relative
position to one another.

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LESSON 78

Adjacent angles are two angles that have the same vertex and a common side.

E Q
F
R

P
H

G O
N
∠EHF and ∠FHG have point H as ∠QOR shares vertex O with ∠NOQ and ∠ROP.
 
their vertex. They also share a side, HF . OQ is the common side of ∠NOQ and ∠QOR.

These angles are adjacent angles. OR is the common side of ∠QOR and ∠ROP.
∠EHF is adjacent to ∠FHG, and ∠FHG is ∠QOR is adjacent to both ∠NOQ and ∠ROP.
adjacent to ∠EHF. ∠NOQ and ∠ROP are not adjacent because
the angles do not have a shared side.

Vertical angles are nonadjacent angles that are opposite each other at the intersection of two
lines. The diagram below shows vertical and adjacent angles.

Adjacent angle pairs: Vertical angle pairs:

∠1 and ∠2 ∠1 and ∠3
∠2 and ∠3 ∠2 and ∠4
1 2
∠3 and ∠4
4 3
∠4 and ∠1

Vertical angles are congruent. An example of why this is true is given below.
∠1 and ∠2 are supplementary angles. Therefore, m∠1 + m∠2 = 180°.
This equation can be solved for the measure of angle 1 by subtracting: m∠1 = 180° − m∠2 .
∠2 and ∠3 are supplementary angles. Therefore, m∠3 + m∠2 = 180°.
This equation can be solved for the measure of angle 3 by subtracting: m∠=
3 180° − m∠2 .
Since m∠1 = 180° − m∠2 and m∠= 3 180° − m∠2 , that means m∠1 = m∠3 . Both of these angles
equal 180° minus the measure of angle 2. Congruency statements for the vertical angles can be
written as shown below.
∠1 ≅ ∠3 and ∠2 ≅ ∠4

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107
PRACTICE
1. Draw lines to connect pairs of complementary 3. Find the missing supplementary angle
angle measures. Circle supplementary angle measures.
measures in the same color. An example of a.
each is given.

80° 25° 70° 150°

f 64°
110° 115° 120° 180°

65° 10° 100° 20° f = ______

60° 155° 30° 160° b.

g 122°
2. Find the missing complementary angle
measures.
a. g = ______

4. Use vertical angles to find the missing angle

a
35° measures.
a.
a = ______

b. s
59°
18°

b
s = ______

b = ______
b.

80°

t = ______

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108
LESSON 78

5. The mountain peak below contains interior angle measures of polygons, complementary and
supplementary angles, and vertical angles. Work your way up the mountain to find the measure of
the mountain peak!

100°°
100 p

n
b m

100°°
100 l
k
i j
a 35°°
35

100°°
100 f
g
e
h

60°°
60 d 55°°
55

Hint: The internal angle sum of a triangle is 180°, and the internal angle sum of a quadrilateral is 360°. Some angles may need to
be found before others.

a = b = c = d =

e = f = g = h =

i = j = k = l =

m = n = p = q =

(measure of the
mountain peak)

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109
REVIEW
1. What is the measure of ∠H ? L71 4. Use the equation of the function to complete
Hint: A protractor is not needed. the input/output table. Then graph the
function. L70
H Hint: This function is nonlinear, so connect the points
with curves, not straight lines.

y = x3 + 2

x (input) y (output)
–2
–1
55° 63°
A T
0
1
2. What is the measure of each 2
interior angle of a regular Remember :
decagon? L76 y
Hint: A decagon has 10 sides. 10
Refer to this
lesson if needed.
__________ 8

-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

3. Jemima bought $28.01 worth of groceries. She -8

paid the cashier $30.05. -10

a. How much change should the cashier give

Jemima?
________

b. When she paid for the groceries, Jemima

didn’t have any pennies. Why did she give
the cashier $30.05 instead of just $30.00?
______________________________________
______________________________________
______________________________________

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110
UNIT 3 | LESSON 79

Parallel Lines and

Transversals

SUPPLIES: highlighter, colored pencils

WA R M - U P
Find the measure of the missing angle in each figure.

68° b 82°

77°
52° a a = __________ 80° b = __________

VIDEO NOTES

j = _____° i = 70°
x
k = _____° l = _____° m∠i + m=
∠j ____ °

____ ° + m=
∠j ____ °

m=
∠j ____ °

n = _____° m = _____°
y
o = _____° p = _____°

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111
L E S S O N OV E RV I E W
Defining Angle Relationships on a Transversal
Parallel lines are lines that never intersect and are always the same distance apart. Parallel
lines can be marked with arrows pointing in the same direction to show they are parallel.
Lines q and r below are parallel. The symbol  means that two lines are parallel. The statement
q  r means line q is parallel to line r.
q v
r a

A transversal is a line that intersects two or more lines.

Lines a and b at the right are intersected by a transversal, v.
b
Note: Lines a and b are not parallel. Line v is still a transversal because it
intersects both lines.

When parallel lines are crossed, or cut, by a transversal, some special angle relationships exist.
In the diagram below, l  m , and line t is a transversal. Notice that eight angles are formed
when the transversal cuts lines l and m.
Note: These relationships do not apply to angles created from nonparallel lines crossed by a transversal.
• Interior angles are located between the parallel lines. Angles 3, 4, 5, and 6 below are
interior angles. Alternate interior angles are nonadjacent interior angles that are located
on opposite sides of the transversal. Alternate interior angles are congruent. Angles 3
and 6 below are an example of alternate interior angles. They have the same measure.
• Exterior angles are located outside of the parallel lines. Angles 1, 2, 7, and 8 below are
exterior angles. Alternate exterior angles are nonadjacent exterior angles that are located
on opposite sides of the transversal. Alternate exterior angles are congruent. Angles 1
and 8 below are an example of alternate exterior angles. They have the same measure.
• Corresponding angles are located in the same position on parallel lines. Corresponding
angles are congruent. For example, angles 1 and 5 are corresponding angles because
they are both to the left of the transversal and above the parallel lines.

Look at the angle relationships formed when parallel lines l and m are crossed by transversal t.

lm Alternate Alternate Corresponding

t
Interior Angles Exterior Angles Angles
∠3 & ∠6 ∠1 & ∠8 ∠1 & ∠5
1 2 ∠2 & ∠7
l ∠4 & ∠5 ∠2 & ∠6
3 4
∠3 & ∠7
∠4 & ∠8
5 6 m
7 8

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112
LESSON 79

Finding Angle Measures on a Transversal

When parallel lines are crossed by a transversal, all angle measures can be found if only one
angle measure is given. Adjacent angles forming a straight line are supplementary and add
up to 180°. Information about angle pairs is used to find the measures of the unknown angles
below. Unknown angle measures can often be found in several different ways.
j
k jk
t

h
e
g
f Remember : Supplementary
angles add to 180°.
d Complementary
a = 135° angles add to 90°.
c
b

The measure of angle a is given. m∠a= 135°

Angle b and angle a are supplementary angles on line j. m∠a + m∠b= 180°
Subtract the measure of angle a from 180° to find the 135° + m∠=
b 180°
measure of angle b. 135° + m∠b − 13=
5° 180° − 135°
m∠b = 45°

Angle c and angle a are vertical angles, so their measure is m∠c= 135°
the same.
Note: Angles b and c are supplementary angles, so angle c can also
be found by subtracting the measure of angle b from 180°.

Angles d and b are vertical angles, so their measure is the same. m∠d = 45°
Note: Angles d and a are supplementary angles, so angle d can also be found
by subtracting the measure of angle a from 180°.

The other four angle measures can be found by identifying their corresponding angles.
Remember, corresponding angles have the same measure.

Known Angle Corresponding Angle

Measures Measures Note: The remaining four angle measures can
also be found using alternate interior angles and
m∠a= 135° m∠e= 135° alternate exterior angles. For example, angles a
and g are alternate exterior angles and have the
m∠b = 45° m∠f = 45° same measure. Also, angles d and f are alternate
interior angles and have the same measure.
m∠c= 135° m∠g= 135°

m∠d = 45° m∠h = 45°

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113
PRACTICE
1. Highlight the transversal in each set of lines. 3. Find all the missing angle measurements
a. without measuring.

B
50° C
A
F
E G
D

b.
a. m∠A =____ b. m∠B =____

c. m∠C = d. m∠D =

e. m∠E = f. m∠F =

c. g. m∠G =____

4. Find the missing angle measure.

a. b.
x z
57°
2. Color congruent angles in the same color. An 108°
example is shown.

x = _____ z = _____

c. d.
85° 120°
r

a. p

p = _____ r = _____

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114
LESSON 79

5. Use the hints to solve the crossword puzzle. Use the word bank provided.

DOWN ACROSS
1. Angles that add to 90° are called 4. ____________ lines are lines that never
____________________ angles. intersect and are always the same distance
apart.
2. Interior angles on opposite sides of the
transversal are called ____________________ 5. Angles that add to 180° are called
interior angles. ________________________ angles.

3. A ________________ is a line that intersects 7. Angles that are located in the same
two or more lines. position on parallel lines are called
____________________ angles.
6. Corresponding angles on parallel lines are
_______________. 9. Angles that are outside of the parallel lines
are called ____________ angles.
8. Alternate exterior angles are located on
_____________ sides of the transversal. 10. ____________ angles are angles that are
between the parallel lines.

1 2

6 Word Bank

7
alternate
complementary

8
congruent
corresponding
exterior

9 interior
opposite

10 parallel
supplementary
transversal

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115
REVIEW
1. Find the measure of ∠R and ∠E in the 4. Does the graph below represent a function?
isosceles trapezoid below. L77 L70

m∠R = ___ m∠E = _ _______

y
I S 10
124° 124°

R E

-10 -5 5 10 x

-5

-10

5. Complete the T-chart and use the ordered pairs

2. Find the measures of angles 1, 2, and 3 in the formed to graph the line. L65
figure below. L78
1
y
= x+1
m∠1 = _____ m∠2 = _____ m∠3 = _____ 3
x y
1 –3
2 27°
3 0
3
6
9
y

3. What is the sum of the interior angles of a 8

polygon with 11 sides? L76 6
Hint: The sum of interior angles can be found using this 4
formula, where n is the number of sides: (n −2) 180° .
2

-10 -8 -6 -4 -2 2 4 6 8 10
__________ -2
x

-4

-6

-8

-10

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116
UNIT 3 | LESSON 80

Missing Angles
in a Circle

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Convert each fraction to a decimal.
15 7 3
a. = ____ b. = ____ c. = ____
25 20 2
2. Complete each problem.
5 11 4
a. 7 • =____ b. • 12 =____ c. 3 • =____
7 12 6

VIDEO NOTES
K L

m∠NZJ + m∠JZK
= ____ °
____ + ____ = ____
s
J 2t
Z ____ = ____
3t 130°
80°
t = ____
m∠NZJ = 3t = 3 • ____ ° = ____ °
N M m∠JZK = 2t = 2 • ____ ° = ____ °

V
m∠VFU + m∠UFY =____ °
____ + ____ = ____
s = ____
U s q
F 33° W
69° r

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117
L E S S O N OV E RV I E W
Angles in a Circle
Circles can be divided into angles like slices of a pie, with the vertex of those angles at the
center of the circle. Missing angle measures in a circle can be found by using knowledge of
angle relationships. A straight angle measures 180°. Because a circle can be formed by two
straight angles, a circle has a total measure of 360°. Think of the 360 degrees of a circle as 360
pieces of pie. Each piece is one degree.

360°
180°

180°

When multiple lines or rays intersect and form a circle, or a full 360°, the sum of the angles is
360°. This sum can be used with angle relationships to find missing angle measures.
Example 1: Find the measure of the The sum of all the angles in the figure at the
missing angle. left is 360°. Add the known angle measures
and subtract from 360° to find a.
73° + 90° + 30° + 100° + a = 360°
293° + a = 360°
73° 30° 293° + a – 293° = 360° – 293°
a 100°
a = 67°
To verify the answer, add all five angle
measures. They should add to 360°.
73° + 90° + 30° + 100° + 67° = 360°
Complementary Angles in Circles
Complementary angles can exist in circles. Remember, a box in the corner of an angle
indicates a right angle. In the figure below, angle AXC is a right angle. The two angles that
make up the right angle are complementary.

Example 2: Find the measures of ∠AXB and ∠BXC are complementary

∠AXB and ∠BXC . angles. The sum of those two angles is 90°.
Write and solve an equation to find y.
Note: The uppercase A 2y + 8y = 90°
B
letters are names 10y = 90°
of points. X is 2y
the vertex, 10y = 90°
8y
not an angle 137° 10 10
measure. X y = 9°
50° C
83° The value of y is not the measure of any angle in the
diagram. Substitute y into the expressions for ∠AXB
E and ∠BXC to find the angle measures.
D
m∠AXB = 2y m∠BXC = 8y
= 2 • 9° = 18° = 8 • 9° = 72°

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118
LESSON 80
78

Supplementary and Vertical Angles

Supplementary and vertical angles can exist in circles. Remember that vertical angles are
congruent. The relationship between vertical angle pairs can be used to find missing angle
measures.

Example 3: Find the measures of the ∠PVQ and ∠SVT are vertical angles. This
three missing angles. means ∠PVQ ≅ ∠SVT , so b = 53°.
∠PVS is a straight line, so m∠PVS =180°.
180° The top of ∠PVS is made up of three
Q R adjacent angles: ∠PVQ , ∠QVR , and ∠RVS.
The sum of these three angles is 180°. Write
and solve an equation to find the value of c.
c
P 53° 71° m∠PVQ + m∠QVR + m∠RVS =
180°
V
d b S 53° + c + 71° = 180°
124° + c = 180°
124° + c – 124° = 180° – 124°
180° T c = 56°

The bottom of ∠PVS is made up of two adjacent angles: ∠SVT and ∠TVP . The sum of these
two angles is 180°. Write and solve an equation to find d.
m∠SVT + m∠TVP = 180°
b + d = 180°
53° + d = 180°
53° + d – 53° = 180° – 53°
d = 127°
The missing angles in the diagram above can be found in other ways because several angle
relationships exist in this diagram. ∠QVT is also a straight line, so m∠QVT =180°. Different
angles can be used to add to 180°. This can also be used to check the work above.
Check to see that the measures of ∠QVR ,
Q R
∠RVS , and ∠SVT found above add to 180°.
?
180° m∠QVR + m∠RVS + m∠SVT =
180°
c ?
53° 71° 56° + 71° + 53° =180°
P V
b 180° = 180° ✓
d S
Check to see that the measures of ∠TVP and
180° ∠PVQ add to 180°.
T ?
m∠TVP + m∠PVQ =
180°
?
127° + 53° =180°
180° = 180° ✓

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119
PRACTICE
1. Match each figure with the number of degrees 3. Find the missing angle measures.
it contains.

Circle 90°

Right angle 180°

25°
Straight angle 360° a
e 22°

2. Find the missing angle measures. d b

18°

c a. a = ______
b
a 45°

b. b = ______

a. a = ______
c. c = ______

b. b = ______
d. d = ______

c. c = ______
e. e = ______

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120
LESSON 80

4. Begin at START and find each missing angle measure to make your way through the maze.

START

?
? 66°
? 47°
130° 136° 23°
76° 73°
17° 147° 51°
94° 43°
?

120° 96° 110° 115° 66° 53°

50° 30°
105°
? ?
50° 130° 90°
? ?
35°

140° 68° 60° 65° 30° 45°

40° ? 60°

100° 100° ? 6° ? 100° FINISH

54°
65°

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121
REVIEW
1. Find the measure of ∠K , ∠I , and ∠D in the 3. Last year in a fitness class, Eduardo was able
figure below. L77 to bench-press 100 lb. Now he is able to bench-
Hint: The sum of the interior angles of a quadrilateral is press 115 lb. What is the percent increase in
360°. the amount of weight that Eduardo can bench-
press? L47
m∠K = _____ m∠I = _____ m∠D = _____
I ________

K 9y
10y

4. Solve and graph the inequality. L38

7y 74° 5x < 35
D N

-2 -1 0 1 2 3 4 5 6 7 8 9 10

5. In a community art class, the ratio of students

wearing green to students not wearing green
on St. Patrick’s Day was 5 : 1. If four students
in the class were not wearing green, how many
2. Given that LID TOP, find missing side students were in the class? L43
lengths x and y. L52
Hint: Set up and solve a proportion to find each ____________________
missing side.

x = __________ y = __________

4 cm
I D
x P
O

5 cm
6 cm

6.25 cm
y

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122
UNIT 3 | LESSON 81

Pythagorean Theorem

SUPPLIES: highlighter

WA R M - U P
Evaluate.

a. 121 b. 82 c. 169 __

VIDEO NOTES

leg hypotenuse leg

+ = __

______ + ______ = c2
______ + ______ = c2
______ = c2
c 24
______ = c

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123
L E S S O N OV E RV I E W
Defining the Pythagorean Theorem
Right triangles appear in things like buildings, art, and navigation. Knowing how to calculate
the length of a missing side on a right triangle is a foundational piece of mathematics.
The longest side of a right triangle is called the hypotenuse. The hypotenuse is across from, or
opposite, the right angle. The other two sides of a right triangle, the sides adjacent to the right
angle, are called the legs. Two right triangles are shown below.

leg leg
leg hypotenuse

hypotenuse
leg

The Pythagorean Theorem, named for the Greek philosopher Pythagoras, states that the
square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two
side lengths. This relationship can be represented using this equation:
a2 + b2 = c2
In the Pythagorean Theorem, a and b represent the lengths of the legs, and c represents the
length of the hypotenuse of a right triangle.
The Pythagorean Theorem can be thought of as representing the area of two squares having
side lengths a and b being added to equal the area of a third square with side length c. The
areas of squares a2 and b2 add to equal the area of the third square, c 2.

To illustrate this, let a = 3, b = 4, and c = 5.

Squaring each value gives the area of each square.
b2
a 2 = 32 = 9 b2 = 42 = 16 c 2 = 52 = 25
The sum of the two smaller areas
b is equal to the third area. 9 + 16 = 25
a2 a c
Therefore, a 2 + b2 = c 2.
4
c 2

Sets of integers that satisfy the Pythagorean Theorem are called Pythagorean triples. The
smallest integers that form a Pythagorean triple are 3, 4, and 5, as shown above.

© GOOD AND BEAUTIFUL

124
LESSON 81

Using the Pythagorean Theorem

The Pythagorean Theorem can be used to solve for a missing side length in a right triangle
when the other two side lengths are given. When two legs are given, it does not matter which
leg is a and which leg is b.

Example 1: Find the missing side length in the triangle below.

a= 6 b= 8 c= ? Identify a, b, and c.
62 + 82 = c2 Substitute the known values into the
c 36 + 64 = c2 Pythagorean Theorem and simplify.
6
100 = c2 The value of c is the number that equals
100 when squared.
8
100 = c 2 Take the square root of both sides to find c.
The square root of c 2 is just c.
10 = c The hypotenuse is 10 units long.

Example 2: Find the missing side length in the triangle below.

a= 5 b = 12 c= ? Identify a, b, and c.
52 + 122 = c2 Substitute the known values into the
25 + 144 = c2 Pythagorean Theorem and simplify.
12
169 = c2 The value of c is the number that equals
5 169 when squared.
c
169 = c 2 Find c by taking the square root of both sides.
13 = c The hypotenuse is 13 units long.

Example 3: Find the missing side length in the triangle below.

Note: The missing side length is a leg in this triangle.

a= 8 b= ? c = 17 Identify a, b, and c.
82 + b2 = 172 Substitute the known values into the
17 64 + b2 = 289 Pythagorean Theorem and simplify.
64 + b2 – 64 = 289 – 64 Isolate the variable.
b
8 b2 = 225 The value of b is the number that equals
225 when squared.
b2 = 225 Take the square root of both sides to find b.
b = 15 The missing leg is 15 units long.

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125
Example 4: Mr. Pike is building stairs to his new upper-level deck in his backyard. The deck
is 12 feet above the ground, and the stairs need to be 15 feet in length from the
deck to the ground. How far from the deck should Mr. Pike start building his
stairs?
Identify a, b, and c. a = 12 b= ? c = 15
Substitute the known values 122 + b2 = 152
into the Pythagorean Theorem.
15 ft
12 ft Simplify and isolate the variable. 144 + b2 = 225
144 + b2 – 144 = 225 – 144
The value of b is the number that equals b2 = 81
81 when squared.
b ft
Take the square root of both sides to find b. b2 = 81
Mr. Pike needs to start his stairs 9 feet b= 9
away from the deck.

PRACTICE
1. For each right triangle, highlight the hypotenuse and circle the legs.

a. c.

b. d.

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126
LESSON 81

2. Verify the Pythagorean Theorem on the 3. Use the Pythagorean Theorem to solve for the
following right triangles. Use a and b for the missing side length in each right triangle.
legs of the triangle and c for the hypotenuse. a.
An example is given.

a 2 + b2 = 92 + 122
24 c

15
= 81 + 144

12
= 225

c 2 = 152 = 225 ✓
10
9
c = ______

a. a2 + b2 = ____________
b.
= ____________

= ______ 8
10
25
24
c 2 = ______ = ______

7 b = ______

b. a 2 + b 2 = ____________
a 37
29
21
= ____________

= ______
20
12
c 2 = ______ = ______

a = ______

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127
REVIEW
1. Calculate the measure of each angle in the 3. Write A if the statement is always true, S if it is
circle below. L80 sometimes true, and N if it is never true. L78
a. m∠BIG _____ b. m∠TIG _____ a. _____ Adjacent angles are congruent.
c. m∠HIT _____
b. _____ Adjacent angles are supplementary.
B

c. _____ Complementary angles are also

supplementary.
R 61° I G
80° d. _____ Two right angles are supplementary.

T e. _____ Vertical angles are congruent.

4. Graph y = –x – 4 on the coordinate plane below.

L68
y

10
2. Given that c  a and m∠4 = 76°, find the 8
measure of each angle. L79
6
a. m∠1 _____ b. m∠2 _____ c. m∠3 _____
4
d. m∠5 _____ e. m∠6 _____ f. m∠7 _____
2
g. m∠8 _____
-10 -8 -6 -4 -2 2 4 6 8 10
t -2
x

-4

-6
1
2 -8
3 4
5 -10
6
7
8 c

a
5. Write = or ≠ in each circle. L13, L14
a. 3
−1  31 b. 32  ( −3 )2
 2−3 d. ( −1)  1−2
2
c. 2 3

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128
UNIT 3 | LESSON 82

Perimeter of Polygons

SUPPLIES: colored pencils

WA R M - U P
Find the perimeter of the trapezoid below.
5 in

4 in 4 in

______________
3 in

VIDEO NOTES
3 ft

P = ___ + _ + _ + ___

P = 16 ft
_______ = _______ + _______

x ft

_______ = _______

P = ___ + _ + _ + _

g–3
_____ = _____ g – _____
_____ = _____ g
_____ = g P = 32 mi g

g – 3 = ____ – 3 = ____
2g – 5 = 2 • ____ – 5 = ____ – 5 = ____ 2g – 5

129
L E S S O N OV E RV I E W

Find a Missing Side

The perimeter, or total length of all sides of a two-dimensional shape, has many real-world
applications. Given the perimeter of a polygon, an equation can be written to find a missing
measurement.

Example 1: Given that the perimeter of the parallelogram below is 40 inches, find the
missing side length.
The perimeter of a parallelogram can be found by adding the four sides. A
simplified formula can be used in which twice the long side and twice the
short side are added. Use l for the long side and w for the short side.
P = 2l + 2w
Substitute 13 for l and 40 for P. Then solve for w.
13 in P = 2l + 2w
40 = 2 • 13 + 2w
40 = 26 + 2w
w in
40 – 26 = 26 + 2w – 26
14 = 2w
14 = 2w
2 2
7= w The short side of the
parallelogram is 7 in.

Example 2: Given that the perimeter of the equilateral triangle below is 48 centimeters,
find the side lengths.
Since all three sides of an equilateral triangle are congruent, the perimeter can
be found by multiplying the side length, s, by three.
P = 3s
Substitute 48 for P and solve for s.
P = 3s
48 = 3s
48 = 3s
3 3
16 = s Each side is 16 cm.

130
LESSON 82

Measurements Written as Expressions

When the side lengths of a polygon are written as expressions, the perimeter can be found by
adding all given expressions. Like terms may need to be combined before solving.

Example 3: Given that the perimeter of the square below is 60 centimeters, find the length
of one side.
Since all four sides of a square are congruent, the formula P = 4s (where s is a
side length) can be used to find the perimeter.
Substitute 60 for P and 3x for s, since 3x represents one side length.
P = 4s
3x 60 = 4 • 3x Solve for x.
60 = 12x
60 = 12 x
12 12
5= x The value of x is 5. This is not a side
length.
Find the length of the sides by substituting x = 5 into the expression 3x.
3x = 3 • 5 = 15 The length of each side is 15
centimeters.

Example 4: Given that the perimeter of the hexagon below is 50 inches, find the length of
the sides.
An equation for the perimeter can be written by adding all side lengths.
Substitute 50 for P and solve the equation for b.
b

P = 2b + 2b + 2b + 2b + b + b
2b
50 = 10b Combine like terms.
50 = 10b
10 10
5= b The value of b is 5.

Substitute 5 for b into the expressions for the side lengths.

b= 5 This side length is 5 inches.
2b = 2 • 5 = 10 This side length is 10 inches.

131
Example 5: Given that the perimeter of the triangle below is 23 ft, find the length of the
sides.
An equation for perimeter can be written by adding all side lengths.
Substitute 23 for P and solve the equation for c.

P= c+2+c+4+c – 1
c+4 23 = 3c + 5 Combine like terms.
23 – 5 = 3c + 5 – 5
c+2
18 = 3c
18 = 3c
c–1
3 3
6= c The value of c is 6. This is not a
side length.
Substitute 6 for c into the expressions for each side length.
c+2= 6+2= 8 c + 4 = 6 + 4 = 10 c – 1= 6 – 1= 5
The sides are 8, 10, and 5 feet.

10 ft

8 ft

5 ft

132
LESSON 82

PRACTICE
1. A regular pentagon has a perimeter of 3. An isosceles triangle has two congruent sides
60 centimeters. What is the length of one side? that are each twice as long as its base. If the
perimeter is 100 meters, how long is the base?
s

2b 2b

s = _______

b = _______

2. A rectangle has a perimeter of 50 feet and a 4. Tennis can be played one-on-one (singles) or
width of 10 feet. What is its length? two-on-two (doubles).
a. Tennis courts for singles matches have a
perimeter of 210 feet. Given the model of a
10 ft
singles court below, find the dimensions of
the court.
3s
Length: _______
l
s+1
Width: _______
l = _______

b. Tennis courts for doubles matches have

a perimeter of 228 ft. Given the model of a
doubles court below, find the dimensions of
the court.
3d
Length: _______
d + 10
Width: _______

133
5. Color in the boxes to match each scenario with the missing side length(s). Use a different color for
each set of matching boxes.

3t
A rectangle has a
length three times as
5t
long as the width. 10 cm, 8 cm, 1 cm 8 in
The perimeter
The perimeter is 48 m.
is 77 m.

2x
x+3

1
A square has
6 m, 18 m 7 cm a perimeter
of 28 cm.
The perimeter
is 54 cm.

3b + 1
An equilateral
triangle has b–1
5 in, 19 in 21 m, 35 m
a perimeter
of 24 in. The perimeter is 48 in.

134
LESSON 82

REVIEW
1. Round each number to the nearest hundred. L1 5. Adrian is making pancakes. He needs to add
1
a. 6514.999 _________ cup of flour to the bowl but has misplaced
2
b. 14982 _________ his half-cup measuring cup. Fill in the blanks
1
to create alternate ways of making cup. L54
2
2. Compare the fractions using <, >, or =. L44 1
a. Adrian could fill his -cup measuring cup
16 1 22 1 4
a.  b.  ____ times.
50 3 46 2

b. Adrian could fill his 1-tablespoon measuring

spoon ____ times.
Hint: There are 16 tablespoons in one cup.
3. Use the distributive property to simplify the
expression. L23
1
−
4
( 8 x − 84 y + 200 ) ______________

4. Evaluate each expression using the order of

operations. L21
0
 1 2    3 5  1
a.  −  −  2  −  ÷  = ______
 8 17    2 4  6 

b. 14 • 2 – 32 • 2 ÷ 6 = ______

135
UNIT 3 | LESSON 83

Area of Polygons

WA R M - U P
Solve each equation.
2 8
a. x= b. 30 – 3y = 3
3 9
x = ______ y = ______

VIDEO NOTES
bm

= b ( ) Area: 644 m2

23 m
____ = b ( ____ )

1
____ =
2
( ____ ) h

35 = h

h ft

Area:
35 ft2

____ = h
7 ft

136
LESSON 83
82

L E S S O N OV E RV I E W
Area formulas for polygons can be applied to various types of those polygons. For example,
the formula for the area of a triangle can be used for any type of triangle. These formulas
can also be used to find a missing measurement on the polygon when the area and another
measurement are known.

Area of a Parallelogram
The area of a rectangle is found by multiplying the base (length) by the height (width). The
area of a parallelogram is found the same way. The base is one side of the parallelogram, and
the height is always perpendicular to the base.
Notice in the diagram below that the height is the vertical distance between the top and the
bottom of the parallelogram. If the triangle on the left is cut off and moved to the right side,
the parallelogram would become a rectangle. This shows why the formula for the area of a
parallelogram is the same as the formula for the area of a rectangle.

Remember : The arrows on two sides mean the sides are b

parallel. The double arrows on two sides
h
mean those sides are parallel to each other
but are not parallel to the other sides.

Area of a parallelogram: A = bh

Example 1: Find the height of the parallelogram given that the area is 24 in2.
Identify the known and unknown information: A = 24, b = 8, h = ?
Substitute 8 for b and 24 for A. Then solve for h.
8 in A = bh

h in 24 = 8h
24 = 8h
8 8
3= h The height is 3 inches.
Area of a Triangle
The area of a triangle is found by multiplying one-half by the product of the base and the
height. This is because a triangle is half of a parallelogram. The height can be located in
different places depending on the type of triangle. The height is always perpendicular to the
base and reaches to the opposite vertex.

h h h

b b b

137
Notice that the height may be inside the triangle, it may be a side of the triangle, or it may be
outside the triangle.

1
Area of a Triangle: A = bh
2

Example 2: Suppose the area of the triangle below is 32 m2. Find the length of the base.
Identify the known and unknown information: A = 32, b = ?, h = 8
Using the area formula, substitute 32 for A and 8 for h. Then solve for b.
1
A = bh
2
1
32 = b ( 8 ) Apply the Commutative Property to
2 1
8m multiply 2
by 8 first.
1
32 =
2
(8) b Multiply
1
2
by 8 before dividing.

bm 32 = 4b
32 = 4b
4 4
8= b The base is 8 meters long.

Area of a Trapezoid
Three trapezoids are pictured below. Sides b1 and b2 are the parallel sides of the trapezoid and
are referred to as “base 1” and “base 2.” It does not matter which parallel side is labeled b1 and
which is labeled b2. The height is the distance between the two parallel sides and is always
perpendicular to the bases. Notice that the height may be a side of the trapezoid. Notice also
that the height is not always vertical, depending on the orientation of the trapezoid.

b2
b2

h h b1 b2
h

b1 b1

138
LESSON 83

Below is a deconstruction of a trapezoid used as an explanation for the trapezoid area

formula.

Cut the trapezoid in half horizontally.

b2 b2
1
h
2

h 1
h
2
b1 b1

Rotate the top trapezoid 180° and line up the bases to form a parallelogram.

1
h
2
b2
1 1
h h 1
2 2 h
2
b1 b1 b2

The resulting parallelogram has the same area as the original trapezoid. The height of the
1
parallelogram is h, and the length of the parallelogram is b1 + b2 .
2

b1 + b2

Since the area of a parallelogram is found by multiplying base by height, the area of the
parallelogram above can be found by multiplying the length of its base, b1 + b2 , by its height,
1 .
h
2
1
A ( b1 + b2 ) h . The coefficient of
This results in the formula for the area of a trapezoid: =
one-half can be written in front of the formula. 2

1
Area of a Trapezoid:=
A (b + b ) h
2 1 2

139
Example 3: Find the base of the trapezoid with an area of 160 in2.
Identify the known and unknown information. A = 160, b1 = ?, b2 = 7, h = 10
Substitute the known values. Then solve for b.
1
7 in A
= (b + b ) h
2 1 2
There is only one unknown, so b can
be used for b1.
1
10 in
160
=
2
( b + 7 ) 10 Apply the Commutative Property to
1
multiply 2
by 10 first.

= 5(b + 7 )
160 Distribute the 5 to eliminate the
b in
parentheses.
160 = 5b + 35
160 – 35 = 5b + 35 – 35
125 = 5b
125 = 5b
5 5
25 = b The missing base is 25 inches.

PRACTICE
1. Identify the base(s) and height for each figure.
2.5 km
a. b. c.

8 ft 1m 2 km

3m
20 ft 4 km

b = ___ b = _ b1 = _____

h = ___ h = _ b2 = _____

h = _______

140
LESSON 83

2. After learning about areas of polygons, Margie sat down for lunch and realized that much of her food
was shaped like polygons! She decided to find the approximate area of some of her food before eating
it. What is the area of each shape shown below? Be sure to include units.

a. b.

14 mm
4 cm

24 mm 6 cm

The area of the shape shown on the cracker The area of the shape on the tortilla chip is
is _________. _________.

c. d.

60 mm

8 cm 16 cm
80 mm 12 cm

The area of the shape in the watermelon The area of the shape in the sandwich is
piece is
_________.
_________.

3. Find the missing measurement on each figure.

a. The area of the triangle is 35 cm2. b. The area of the triangle is 10 in2.

10 cm h in

5 in
b cm

The base is _. The height is _.

141
REVIEW
1. In the United States, television sizes are 4. Use the figure below to answer the questions.
typically given in inches, and the number of Lines u and v are parallel. L79
inches is the diagonal length of the screen. If a
55-inch TV is 33 inches tall, how wide is it? L81 u v
Hint: Draw a picture and use the Pythagorean Theorem. 1 2 3 4
t
5 6 7 8
_______________

a. Which four angles are supplementary to ∠3?

2. Kalani has been reading the nutrition labels
on the foods she eats and has noticed a ______ ______ ______ ______
directly proportional relationship between the
number of grams of protein and the calories b. List two pairs of alternate exterior angles.
from protein in food items. She created the
table below using information from different ______ & ______ ______ & ______
nutrition labels. Use the table to write an
equation that relates grams of protein, x, and
calories, y. L62
1
5. Find 20% of 2 . Write the answer as a fraction.
L46 2
x (grams of protein) 3 5 9 10

y (calories from protein) 12 20 36 40 ______

y = _________

3. Graph the line y = 2x – 5 on the coordinate

plane below. L68
y

-10 -8 -6 -4 -2 2 4 6 8 10 x
-2

-4

-6

-8

-10

142
UNIT 3 | LESSON 84

Area and Circumference

of Circles

WA R M - U P
Use this parallelogram to answer the questions.
18 mm
a. What is the perimeter? ________

8 mm b. What is the area? ________

10 mm

VIDEO NOTES

C = πd C = 2 πr C = πd C = 2 πr

C ≈ ______

Half of circumference: ______

Perimeter: ______
C ≈ ______ (half of circumference + diameter)

A = π ( ____ ) A = π ( ________ )
2 2

=A _____________ π
A ____ π
=

Area of full circle: ________________

A ≈ Area of semicircle: ________

143
L E S S O N OV E RV I E W
To understand the circumference and area of circles, an understanding of diameter and radius
is needed. The diameter of a circle is the distance across a circle through the center. The word
diameter can also be used to refer to a line segment that goes through the center of a circle. The
radius is the distance from a point on a circle to the center of the circle. The word radius can
also be used to refer to any line segment that goes from the center of the circle to a point on
the circle. The plural of the word radius is radii. The radius is half of the diameter.

Circumference of Circles
The circumference of a circle can be found using the formula C = πd . Often the circumference
formula is written as C = 2 πr. Notice that C = 2 πr can be written as C = π • 2r using the
Commutative Property. Because the diameter is equal to two times the radius, this formula
is equivalent to C = πd. This lesson includes instruction on how to use the formula. Lesson 90
further explores the relationship between the circumference and diameter of a circle.
Pi (π) is the ratio of the circumference of a circle to its diameter. It is a constant irrational
number that has infinite digits. Here are the first 10 decimal digits of π:
3.1415926535…
Calculations involving pi can be performed on a calculator by using the pi button. If the
calculator does not have a pi button, use the approximation 3.14 for pi. The calculations below
were performed using the pi button on a calculator. If 3.14 is used, rounding may differ.

Example 1: Find the circumference of the circle below.

The radius is 3 cm. Substitute 3 for r in the formula and find C. Use C = 2 πr
since the radius is given.

C = 2π ( 3 ) Use the Commutative Property to multiply

2 by 3 first.
3 cm C = 6π Multiply on a calculator using the pi button.
Round the answer to the nearest hundredth.
C ≈ 18.85 The circumference is approximately 18.85 cm.

Example 2: Find the circumference of a circle with a diameter of 4 inches.

C = πd Use this formula since the diameter is given.

C = 4π Multiply 4 by π on the calculator.
Round the answer to the nearest hundredth.
C ≈ 12.57 The circumference is approximately 12.57 inches.

Perimeter of Semicircles
A semicircle is half of a circle. To find the perimeter of a semicircle, first find the circumference
of a full circle and divide the circumference by two. Then add the length of the diameter.

144
LESSON 84
78

Example 3: Find the perimeter of the semicircle below.

The diameter is 5 ft. Substitute 5 for d in the circumference formula.
C = πd
5 ft C = 5π
C ≈ 15.71
The circumference of a whole circle with a diameter of 5 ft is about 15.71 ft.
Divide the circumference in half.
15.71 ÷ 2 = 7.855 The blue curve is about 7.86 ft.
Add the length of the diameter, 5 ft, to half of the circumference.
P ≈ 7.86 + 5 = 12.86 The perimeter of the semicircle is about 12.86 ft.

Area of Circles
The area of a circle can be found using the formula A = πr 2. Lesson 90 further explores this
formula.
Example 4: Find the area of the circle below given the diameter.
Use the diameter to find the radius. The diameter is 6 in.
Since the radius is half of the diameter, the radius is 6 in ÷ 2 = 3 in.
Use 3 for r in the area formula.
6 in A = πr 2 Substitute the radius into the equation.
A = π ( 3)
2
Square the radius. Three squared is 9.
A= 9π Multiply 9 by pi on the calculator.
A ≈ 28.27 The area of the circle is about 28.27 in2.
Note: When a number is multiplied by pi, the number is written before the pi symbol, similar to how a coefficient is
written before a variable.

Area of Semicircles
The area of a semicircle can be found by finding the area of the full circle and dividing by two.
Example 5: Find the area of the semicircle below.
Use the diameter to find the radius. The diameter is 4 cm.
Since the radius is half of the diameter, the radius is 4 cm ÷ 2 = 2 cm.
Use 2 for r in the area formula.
Start by finding the area of a complete circle with a radius of 2 cm.
4 cm
A = πr 2 Substitute the radius into the equation.
A = π(2)
2
Square the radius. 2 squared is 4.
A= 4 π Multiply 4 by pi on the calculator.
A ≈ 12.57 The area of the circle is about 12.57 cm2.
Divide the area by 2 to get the area of the semicircle.
A ≈ 12.57 ÷ 2
A ≈ 6.285 The area of the semicircle is about 6.29 cm2.

145
PRACTICE
A calculator may be used throughout this lesson. Use the pi button and round answers to the nearest
hundredth.

1. Draw a line from each figure to the formula 4. A pizzeria offers a small pizza with a diameter
you would use to calculate the circumference. of 10 in, a medium pizza with a diameter of
12 in, and a large pizza with a diameter of
15 in.
12mm
2 ft 4 yd
a. Find the area of each pizza.

C = πd
5 km 3 in
C = 2 πr Small pizza area ≈ _______

2. a. A child’s exercise hoop measures 70 cm

in diameter. Find the circumference of the Medium pizza area ≈ _______
exercise hoop.

C ≈ _______
Large pizza area ≈ _______
b. An adult’s exercise hoop has a radius of
50 cm. Find the circumference of the
exercise hoop. b. Sue and her brother together ate half of a
large pizza. What was the area of the pizza
that they ate?

_______
C ≈ _______

3. Find the area and perimeter of the semicircle

c. Sue’s parents shared a small pizza. Who ate
shown.
more: Sue’s parents or Sue and her brother?
How much more?
1m
Area: ________ ___________________________________

Perimeter: ___________________________

___________________________________

146
LESSON 84

5. The pizzeria also offers a stuffed-crust pizza

that has cheese around the edge of the pizza.
To figure out how much cheese to use, the
pizzeria has to determine the circumference of
each pizza.

a. Find the circumference of the small pizza.

__________

b. Find the circumference of the medium

pizza.

__________

c. Find the circumference of the large pizza.

__________

d. If the pizzas that Sue and her family ate

in Problem 4 were stuffed crust, did Sue and
her brother eat more of the crust, or did
their parents? How much more?

___________________________________

147
REVIEW
Refer to the information and diagram below for all problems in this review.

Jayda lives near the northwest corner (Point A) of the park shown below. Her friend Emily lives near
the southeast corner (Point C). There is a sidewalk around the entire perimeter of the park, as well as
one across the park connecting Point A to Point C. Jayda and Emily often meet at the park to roller
skate on the sidewalks.
800 m
A

600 m

1. If Jayda roller skates east and then south 4. What is the area of the park in square meters?
around the outside of the park, what distance L83
will she travel to reach Emily’s house? L82
__________
_______________

2. If Jayda roller skates across the park directly to

where Emily is, what distance will she travel? 5. Jayda’s friend Kevin mows the grass at the
L81 4
park. If 5
of the park is covered with grass,
_______________ how many square meters of grass does Kevin
mow? L43
4
Hint: Find 5 of the area found in Problem 4.

_______________

3. Suppose that yesterday Jayda roller skated east

and then south to meet Emily (refer to Problem
1), and today she roller skated directly across
the park (refer to Problem 2) instead. What
is the percent decrease in the distance Jayda
6. Convert the area of the park (found in
traveled to meet Emily? Round to the nearest
Problem 4) to square kilometers. L55
percent. L48
_______________
_________

148
UNIT 3 | LESSON 85

Composite Figures

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Convert each decimal to a fraction or mixed number.
a. 0.6 = ____ b. 1.25 = ____ c. 0.02 = ____
2. Complete each problem.
Hint: Multiply as if there were no decimal point. Then count the number of decimal places in the problem
and use that many decimal places in the answer. For example, 12 • 0.3 has one decimal place. 12 • 3 = 36,
so 12 • 0.3 = 3.6.
a. 15 • 0.4 = ____ b. 7 • 1.1 = ____ c. 20 • 0.5 = ____

VIDEO NOTES
100 cm

30 cm
y
35 cm

4 ft
12 ft
x
7 ft
20 cm
y = ______ cm
20 ft

x = ______ cm
Area of the rectangle: ______ ft2

P = ____________________________ Area of the triangle: ft2

P = ______ cm Area of the composite figure:

ft2 + ft2 = __ ft2

149
L E S S O N OV E RV I E W
A composite figure is a shape made up of multiple shapes. To find the perimeter or area of a
composite figure, sometimes a calculation may need to be made to find a missing side length.
Missing side lengths in a composite figure can be found by using the information given about
other side lengths.
The figure below is a hexagon because it has six sides. The lengths of a and b can be found by
using the given information.

5 in Side a can be found by subtracting 6 in from 13 in.

a = 13 in – 6 in = 7 in a = 7 in
a Side b can be found by subtracting 5 in from 17 in.
b = 17 in – 5 in = 12 in b = 12 in
13 in b

6 in

17 in

Perimeter of Composite Figures

To find the perimeter of a composite figure, add the lengths of the sides.
The perimeter of the composite figure above is shown below with values of a and b
substituted.

P = 13 + 17 + 6 + 12 + 7 + 5 = 60 The perimeter of the figure is 60 in.

Below is an example of a composite figure. It is a rectangle with squares cut out of the corners.
Look at the given side lengths. Remember, sides marked with a tick mark have the same
measure. Therefore, each side with a tick mark is 1 m.

10 m
The perimeter can be found by adding each individual
side. Side b can be found by subtracting the two 1 m
sides from 10 m. Therefore, b is 8 m. Side a can be found
by subtracting the two 1 m sides from 8 m. Therefore, a
8m a is 6 m.
P = 1 + 1 + 8 + 1 + 1 + 6 + 1 + 1 + 8 + 1 + 1 + 6 = 36
1m 1m The perimeter is 36 m.
b

150
LESSON 85
78

Example 1: The composite figure in yellow below represents the key on a basketball court.
Find the perimeter of the composite shape that makes the key.
To find the perimeter of the composite shape, find the total distance
6 ft around the lengths of the outer yellow rectangle and the distance
around the semicircle at the top of the key.
Start by finding the circumference of a circle with a radius of 6 ft.
C = 2πr
C = 2π • 6
19 ft C = 12π
C ≈ 37.70
The key only has a semicircle as part of the composite shape, so
divide the circumference by 2.
16 ft 37.70 ÷ 2 = 18.85 The distance around the semicircle is about 18.85 ft.
Next, find the lengths of the two short yellow sides on top of the rectangle. To do this, subtract
the diameter of the semicircle (the blue line between the semicircle and the rectangle) from 16
feet. The diameter of the semicircle is 12 ft (twice the radius).
16 ft – 12 ft = 4 ft This is the length of the two short yellow sides, so each short
yellow side is 2 ft.
Add the distance around the semicircle and all other yellow sides to find the perimeter.
P ≈ 18.85 + 2 + 19 + 16 + 19 + 2 ≈ 76.85
The perimeter of the basketball key is about 76.85 ft.

Area of Composite Figures

To find the area of a composite figure, divide the figure into shapes whose areas can be found
with a known formula. Then find the sum of the areas of each polygon. Below are some
images of composite figures divided into familiar polygons that are listed below each figure.

semicircle, rectangle triangle, trapezoid rectangle, two triangles

2 in
Example 2: Find the area of the composite figure at the right.
1 in
Divide the shape into familiar polygons to find the area of the
entire composite figure. The figure is divided into a trapezoid, 1.5 in
a rectangle, and a triangle. Find the area of each of the three 1 in
figures using the area formulas. The given measurements are
listed below and are substituted into the formulas. 5 in

151
Area of the trapezoid: Area of the rectangle: Area of the triangle:
b1 = 2 in b2 = 1 in l = 2 in w = 1 in b = 2 in h = 5 – 1.5 = 3.5 in
h = 1.5 in – 1 in = 0.5 in A = lw
A = bh
1 A= 2•1
= A (b + b ) h
2 1 2 1
A= 2 A= ( 2 )( 3.5 )
1 2
= A
2
( 2 + 1) 0.5 The area of the
rectangle is 2 in2. A = 3.5
1
A = ( 3 ) 0.5 The area of the triangle
2 is 3.5 in2.
A = 0.75
The area of the
trapezoid is 0.75 in2.

The area of the composite figure can be found by adding the areas of the trapezoid, rectangle,
and triangle.
A = 0.75 + 2 + 3.5 = 6.25 The total area is 6.25 in2.

Areas of composite figures can be found in different ways. Here is the shape from the
beginning of the lesson with the values of a and b shown.

5 in The area of this figure can be found by splitting the shape

into two rectangles and finding the area of each rectangle.
The shape can be split in different ways, as shown below.
7 in 5 in 5 in

13 in 12 in
13 in 7 in 13 in 7 in
12 in 12 in

6 in 6 in 6 in

17 in 17 in 17 in
The composite figure can also be thought of as a large rectangle with a corner cut out of the
top right side. The area can be found by finding the area of this large rectangle (with sides 17
in and 13 in) and subtracting the area of the smaller rectangle outlined by the dashed lines
(with sides 12 in and 7 in). This work is shown below.
5 in
Area of large rectangle: Area of small rectangle:
l = 17 in w = 13 in l = 12 in w = 7 in
7 in A = lw A = lw
13 in 12 in A = 17 • 13 A = 12 • 7
A = 221 A = 84

6 in Area of composite figure:

A = 221 – 84 = 137 The area of the figure is 137 in2.
17 in

152
LESSON 85

PRACTICE
1. Here is a floor plan of a small apartment. 2. Here is a floor plan of an office complex.
12 ft 41 ft
14 ft a Bathroom
14 ft 8 ft
20 ft
Bedroom
Living 4 ft Conference

Employee
Desks
Room Room
8 ft
32 ft
66 ft
4 ft
b
Office 14 ft
Kitchen Employee
Desks
Office

Office
b
20 ft
a 8 ft
Storage
15 ft
a. What is the length of side a?
27 ft

_______
a. What is the length of side a?

_______

b. What is the length of side b?

_______
b. What is the length of side b?

_______

c. Find the perimeter of the apartment.

_______
c. Find the perimeter of the office complex.

_______

d. Find the area of the apartment.

_______
d. Find the area of the office complex.

_______

153
3. A door maker is trying to choose between two different window designs on his doors. Find the
approximate perimeter of each window so he knows how much molding each requires. Then find the
approximate area of each window to the nearest hundredth so he knows how much light it will let
through.
a. b.
Note: This
window is a
parallelogram
with four
1 ft semicircles.
2 ft 2.5 ft
The height
of the
1 ft parallelogram
4 ft is given, and
the base can
be found by
adding two
sides with tick
marks to the
diameter of
the semicircle.

Perimeter: Perimeter:

Area: Area:

REVIEW
1. Ruby and Indy are repainting their bedroom 2. A triangle is translated left three units and
walls. Their room is 12 feet long by 13 feet down four units on a coordinate plane. The
wide, and the walls are 8 feet high. coordinates of the preimage are given. Write
the coordinates of the image. L72
a. What is the total area of the walls in the
bedroom? L83
Preimage ( −1,1) ( 4,8 ) ( 3, −5 )
_______________
Image

b. The girls will use two coats of paint on each

wall. One gallon of paint covers 400 square
feet. How many gallons of paint will Ruby
and Indy use? L43
Hint: Multiply the area of the walls from Part A by two,
since two coats of paint will be used. Then use the fact
that one gallon covers 400 square feet to write and
solve a proportion to find the answer.

_______________

154
LESSON 85

3. One way to find 15% of a number mentally is

to use the fact that 10% + 5% = 15%. Find 10%
of the number by moving the decimal point
one place to the left. Since 5% is half of 10%,
divide that number by two. Finally, add the
10% amount and the 5% amount together.
For example, to find 15% of 120, first find 10%
of 120 by moving the decimal point one place
to the left to get 12. Divide 12 by two to find
5% of 120, which is 6. Add 12 and 6 together to
get 18. Fifteen percent of 120 is 18.

a. 15% of 260 = _____

b. 15% of 500 = _____

4. Add or subtract. L6

a. −23 − ( −23 ) = _____

b. −597 + ( −228 ) = _____

155
UNIT 3 | LESSON 86

Inscribed Shapes

WA R M - U P
Use the pentagon below to answer the questions. The perimeter of the pentagon is 40 km.

a. What is the length of side a? ________

b
b. What is the measure of angle b? ________

VIDEO NOTES

10 cm

Square: Circle:
A = s2 A = πr 2
A = ( ____ ) A = π ( ____ )
2 2

A = __________ A ____ π
=
A ≈ ________

Area of blue part: _______

156
LESSON 86
82

L E S S O N OV E RV I E W
Geometric shapes have numerous applications, and combinations of shapes are often used in
subjects such as architecture, civil engineering, art, and even fashion.
An inscribed shape is a shape that is inside another shape and just touches the outer shape. If
the inscribed shape is a polygon, the vertices are the only parts that touch the outer shape. If
the inscribed shape is a circle, the circle only touches each side of the outer shape one time and
at one point. Below are some examples of inscribed shapes that include circles. In the first two
examples, the inscribed shape is a circle. In the next two examples, a polygon is inscribed in a
circle.

circle inscribed circle inscribed hexagon inscribed quadrilateral inscribed

in a pentagon in a triangle in a circle in a circle

Below are two examples of inscribed shapes that do not include any circles.

quadrilateral inscribed triangle inscribed

in a quadrilateral in a triangle

Finding Area with Inscribed Shapes

It is sometimes necessary to find the remaining area of a shape after an inscribed shape has
been removed. This can be done by finding the area of both shapes and subtracting the area of
the inscribed shape from the area of the outer shape.
Example 1: Find the area of the purple portion of the circle if the base of the triangle is 12
inches and the height is 6 inches. Round to the nearest tenth.
1
Start by finding the area of the triangle using A = bh
b = 12 and h = 6. 2
1
6 in A = ( 12 )( 6 )
2
12 in The area of the entire triangle is 36 in2. A = 36
Next, find the area of the circle. Notice that the A = πr 2
diameter of the circle is the same as the base of the A = π(6)
2

triangle, 12 inches. Therefore, the radius is 6 inches.

A= 36 π
The area of the circle is approximately 113.1 in .
2
A ≈ 113.1
Now subtract the area of the triangle from the area of the circle to get the area of the purple
portion.
113.1 – 36 = 77.1 The area of the purple portion is about 77.1 in2.

157
Example 2: Find the area of the green space around the circle if a side of the square is 4 cm.
Round to the nearest hundredth.

First, find the area of the entire circle using a A = πr 2

radius of 2 cm, which is half the length of the A = π(2)
2

side of the square.

A= 4 π
The area of the circle is approximately 12.57 cm . 2
A ≈ 12.57

Next, find the area of the entire square. A = lw

A= 4•4
4 cm The area of the square is 16 cm2. A = 16

Subtract the area of the circle from the area of the square to find the area of the green portion.
16 – 12.57 = 3.43 The area of the green portion is about 3.43 cm2.

Example 3: Jessica’s city is putting in a new park. The park will feature a circular fountain set
on a square platform. The city has asked Jessica to fill in the uncovered portion of
the square platform with her famous painted murals. Find the area of the
platform Jessica will need to cover with her murals. Round to the nearest
hundredth.
First, find the area of the square platform. Notice that the
diameter of the circle is also the length and width of the
square.
A = lw
3 ft
A= 3•3
A= 9
The area of the square platform is 9 ft2.
Next, find the area of the circular base of the fountain.
Since the diameter is 3 feet, the radius is 1.5 feet.
A = πr 2
A = π ( 1.5 )
2

A 2.25π
=
A ≈ 7.07
The area of the fountain base is approximately 7.07 ft2.
Subtract the area of the fountain from the area of the platform:
9 – 7.07 = 1.93 Jessica needs to cover 1.93 ft2 of the platform with her murals.

158
LESSON 86

PRACTICE
1. Circle the figures that have an inscribed shape. 4. Adana wants to put a circular garden plot into
a square space and fill the area around the
garden plot with river rock.

4 ft

a. What is the area of the square space?

2. Draw an inscribed circle in the square below.

__________

b. What is the area of the inscribed circular

space? Round to the nearest hundredth.

3. Draw an inscribed triangle in the circle below. __________

c. What is the area of the river rock space?

__________

159
5. Khalid is making a card for his mother. He 6. A right triangle is inscribed in a circle with a
draws a square with another square inscribed diameter of 20 cm.
in it, as shown below. He plans to write a
message in the inner square and cover the rest
of the outer square with glitter.

10 cm
7 in
20 cm

5i
n a. What is the area of the green triangle?
Hint: The base of the triangle is the diameter of the
circle, and the height of the triangle is the radius of the
circle.

a. What is the area of the outer square?

________
________ b. What is the area of the circle? Round to the
nearest hundredth.
b. What is the area of the inscribed square?

________

c. What is the area of the blue space around

the triangle?

________

c. What is the area of the space where Khalid

will put glitter?
________

________

160
LESSON 86

REVIEW
1. Find the area of the composite figure. L85 4. Solve for the variable in each equation. L27
__________ a. 34.4 = 8a a = ______
5 in

2 in 2 in
2 in 2 in

5 in
b. 25 + b = –59.22 b = ______

2. The perimeter of the figure is 34.7 cm. Find the

value of x. L82 5. a. How many hours are in one week? L54

__________ __________

3.6 cm
8.7 cm

6.2 cm x
b. This week Martha spent 14 hours spring
cleaning her home. What fraction of the
10.7 cm week did she spend spring cleaning? L40
__________

3. Write the location of each point as a simplified

mixed number.

A B C
-4 -3 -2

a. Point A: _________

b. Point B: _________

c. Point C: _________

161
UNIT 3 | LESSON 87

Mixed Review

This lesson is a mixed review. There is no video,

practice, or review section.

Functions can be represented in multiple ways. A function can be

SHARPEN YOUR represented as an equation, a graph, or a table. Each representation

S KILLS! can emphasize different features of the function. Seeing all the
representations together is helpful in becoming more familiar with
the properties of functions.
Function 1:
Jude is working with his dad over the summer repairing and filling swimming pools. His first job is
assisting his dad in filling up a brand-new kiddie pool in their backyard. Water fills up the pool at a rate
of 3 gallons per minute.
Fill in the y-values in the table by multiplying each x-value by 3. Two examples are given.

Now write an equation in slope-intercept form that represents the

x y amount of water in the kiddie pool as time passes. The rule is
(minutes) (gallons) “Multiply the input by 3.” Then identify the slope and y-intercept.

0 0 y = ____________ m = y-intercept: ( _,___ )

Draw a graph of the linear function.
1 3

2 _______

3 _______

4 _______
gallons

5 _______

6 _______

7 _______

minutes
Notice that the graph shows only the first quadrant. This
is because including other quadrants would include
negative numbers. Since it doesn’t make sense to have
negative time or a negative amount of water in the pool,
it doesn’t make sense to include the other quadrants in
the graph.
Also notice that the graph has a positive slope. As the
x-values increase, the y-values increase. That means as
the number of minutes increases, the number of gallons
increases.

162
LESSON 82
87

Function 2:
3
Given the equation y = − x + 24 , complete the table by substituting each input (x-value) into the
2
equation and solving for the output (y-value).

Use the equation to identify the slope and the y-intercept of

x y the line.

0 ___ m = y-intercept: ( _,___ )

2 _______ Draw a graph of the linear function.

4 _______

6 _______

8 _______

10 _______

12 _______

14 _______

16 _______

Write a possible context for the function related to Jude’s working on pools with his dad. Keep in mind
that because the slope is negative, as the x-values increase, the y-values decrease. An example context is
given.
Example context:
There is a leak in the pool. The pool loses 3 gallons of water every two days. After 16 days the pool will
be empty.
Possible context represented by the function:

_____________________________________________________________________________________________

163
Function 3:
Given the table below, draw a graph of the linear function.

x y

0 3

1 5

2 7

3 9

4 11

Use the graph to identify the slope and y-intercept.

5 13
m = ______ y-intercept: ( ___,___ )
6 15 Write an equation of the line in slope-intercept form.
y = ________________

Write a possible context for the function related to Jude’s working on pools with his dad. An example
context is given.
Example context:
Jude’s dad started the summer with three clients. Every week he gets two more clients.
Possible context represented by the function:

_____________________________________________________________________________________________

164
LESSON 82
87

Function 4:
Given the graph below, complete the table for the function.

x y

0 _______

1 _______

2 _______

3 _______

4 _______

5 _______
Use the graph to identify the slope and y-intercept.
6 _______ m = ______ y-intercept: ( ___,___ )

7 _______ Write an equation of the line in slope-intercept form.

y = ________________
8 _______

Suppose chlorine tablets are sold with 24 tablets in a bottle. The function above can represent the number
of chlorine tablets Jude’s dad has left in a bottle after each pool he cleans. Let x be the number of pools
cleaned and y be the number of chlorine tablets left in the bottle.
a. How many pools can be treated with one bottle of chlorine tablets?

________ pools
b. Jude’s dad orders chlorine tablets in bulk. There
are 12 bottles in a box. How many tablets come
in a box?

________ tablets
c. How many pools can be treated with one box of
chlorine tablets?

________ pools

165
UNIT 3 | LESSON 88

Unit 3 Review
Complete this Unit Review to prepare for the Unit Assessment. There is no video, lesson,
or practice. Because Unit Reviews include practice for an entire unit, they may take
longer than regular lessons, and students may decide to take two days to finish.
SUPPLIES: compass, protractor

Spring cleaning and preparations are underway in the Reid household in Auckland, New Zealand.

Scale Drawings c. The amount of time it takes to

Lesson 61 prepare the garden plot decreases
as the number of people working
1. Mateo is mapping out the family garden. it increases. Assuming that everyone
The garden plot is 45 meters long and 30 works at the same pace, does this
meters wide. His map of the garden is 15 represent a direct or inverse
centimeters long. proportion? Why?
a. What is the scale for his map? direct / inverse (Circle one.)
__________ _________________________________
_________________________________
_________________________________
b. How wide is the garden on his map?
3. Each room in the house takes
____________
approximately 3 hours to fully clean.
a. If x is the number of rooms in the
house and y is the amount of time
spent cleaning, what is the constant
of proportionality for this direct
Direct and Inverse Proportions proportion?
Lessons 62–64
k = ______
2. Aria works with Mateo to figure out how b. Write an equation to show the
many kiwi vines they need. They know relationship between x and y.
that each mature kiwi vine produces
about 20 kg of fruit. ___________________
a. Do kiwi vines and the fruit produced c. Use the proportionality constant
represent a direct or inverse to draw a graph that represents this
proportion? Why? directly proportional relationship.
direct / inverse (Circle one.) y

5
__________________________________ 4

__________________________________
3

__________________________________ 1

-5 -4 -3 -2 -1 1 2 3 4 5
x
b. How many vines should they -1

plant if they want 100 kg of

-2

fruit once the plants mature?

-3

-4

________ -5

166
LESSON 88

Slope and Slope-Intercept Form b. Does this graph show a proportional

Lessons 66–67 relationship? Why or why not?
yes / no (Circle one.)
4. Aria starts siphoning water out of a two-
gallon fish tank to clean it. The graph _________________________________
below shows how much water is left in _________________________________
the tank after x minutes.
y c. Is the graph linear? Why or why not?
a. What is the yes / no (Circle one.)
5

4 x-intercept? _________________________________
3 ______
_________________________________
2 b. What is the
1 y-intercept?
______
1 2 3 4 5 x
Triangles, Constructing
c. Is the slope positive or negative?
Angles and Triangles
______________ Lessons 71, 73–74
d. Calculate the slope by finding the rise
6.Mateo is creating a festive banner
over the run between two points.
to hang in the dining room when
m = ______ the cleaning is finished. He cuts
two triangles out of cardstock,
e. Use your answers from Parts B and as shown below.
D to write an equation for this line in
A B
slope-intercept form.
Hint: Slope-intercept form is y = mx + b.

______________

D E
Functions and Graphing
Functions, T-Charts
Lessons 65, 68–70
C F
5. To pass the time while working, Mateo a. Measure angles C and F with a
and Aria play a mental math game by protractor.
doubling numbers and adding one each m∠C =____ m∠F =____
time.
b. Mateo wants to create a triangle with
a. Graph the equation y = 2x + 1 by
all sides the same length. Construct
completing the T-chart.
y a triangle with three 4-cm sides in the
5 space below.
x y 4

–2
3

–1 1

-5 -4 -3 -2 -1 1 2 3 4 5
0 -1
x

-2

1 -3

-4
2 -5

167
c. The last triangle will have angle a. Translate the wheat plot eight units to
measures of 45°, 45°, and 90°. the right by filling in the table and
Construct this triangle in the space then drawing just the new wheat plot
below. on the graph below.

Preimage Image

( −10,3 )
( −5,3 )
( −4,8 )

d. Look at the four triangles in Parts A–C. ( −9,8 )

Classify Triangle ABC from Part A by
angles and sides. This Year
y
___________ and ____________ 10

Classify Triangle DEF from Part A by 8

angles and sides. 6

_ and __ 2

Classify the triangle from Part B by -10 -8 -6 -4 -2

-2
2 4 6 8 10 x

angles and sides. -4

_ and __ -6

-8
Classify the triangle from Part C by -10
angles and sides.
___________ and ____________ b. Reflect the corn plot over the x-axis
by filling in the table, and then draw
the new corn plot on This Year’s
graph above.
Transformations
Lesson 72 Preimage Image

7. Mr. Reid is Last Year

( −8, −6 )
planning to y

rotate some of 10 ( −7, −1)

his crops in one 8
quinoa
portion of his wheat 6
( −3, −1)
garden from 4

their previous 2

locations to keep -10 -8 -6 -4 -2 2 4 6 8 10 x

( −2, −6 )
-2
the nutrients corn -4
in the soil from -6 soybeans c. How many lines of symmetry does the
getting depleted -8
soybean plot have?
in any one area. -10

Here is a graph _______

modeling some
of his crops from d. What is the order of rotational
last year. symmetry of the quinoa plot?
_______

168
LESSON 88

Polygon Angles Angle Relationships,

Lessons 76–77 Parallel Lines & Transversals,
Missing Angles in a Circle
8. The Reid family took a break from Lessons 78–80
cleaning to visit the local zoo. Aria
likes to watch the birds, especially the The South Island of New Zealand has a rustic
rainbow lorikeet. The birds are kept in train system that connects many of the smaller
an enclosure the shape of a decagon. towns and villages. The Reid family would
like to plan a sightseeing trip using the rail
a. Use diagonals to split the regular system. Mateo and Aria like to look
decagon below into the smallest at the patterns and angles made
number of triangles possible. when the rail tracks and streets cross.
10. Fill in the blanks.
a. Complementary angles add to ______.
b. Supplementary angles add to ______.

11. Find the missing angle measures.

b. How many triangles is the decagon
split into? a. b.
______________
73° v
t
c. What is the sum of the interior angles
of the decagon? 118°

______________
t = _____ v = _____
d. What is the measure of each interior
angle in a regular decagon?
______________ c. d.

9. Mateo enjoys seeing the reptiles at
the zoo. A tuatara is in a trapezoidal 27°
enclosure. Find the value of x and the x
y 69°
measure of angle C.
A B
112° x = _____ y = _____

4x e.
D C a = _____
b
74° 40° b = _____
c a
c = _____

x = m∠C =

169
Pythagorean Theorem 14. Mrs. Reid also wants to put two new plots
Lesson 81 in her garden for horopito and kawakawa,
which are both used for traditional Māori
12. While cleaning out the kitchen, Mr. Reid medicines. Find the area of each plot
decides to build a triangular corner shelf below.
to hold some of their kitchen utensils. Use
the Pythagorean Theorem to solve for the a. Area: _____
missing side length.
6m

b = _____
5 dm
3 dm 6m

b. Area: _____

8m 12 m
3m

Perimeter and Area

Lessons 82–85

Back in the garden, Mrs. Reid is considering

how to arrange the plots for two berry plants
that are native to New Zealand: kōtukutuku 15. New Zealand is known for the high-
and tātarāmoa. quality wool it produces, which is
13. The perimeter of the parallelogram- extremely soft and also sustainable. Mrs.
shaped garden plot is 46 m. Find the Reid is creating wool rugs for her home.
length and width of the plot. Find the perimeter and area of the rug
shown below, rounding to the nearest
Hint: The value of g is not a side length but must hundredth.
be found first.

Area: _____
g–1
2m Perimeter: _____
2g

Length: Width:

170
LESSON 88

Inscribed Shapes
Lesson 86

16. Mateo wants to surprise his mom when

all the spring work is done by creating a
square mosaic on the top of a round end
table with a diameter of 50 cm.

50 cm

a. What is the area of the mosaic?

Hint: Split the area of the mosaic into two
triangles with a base of 50 cm and a height of
the radius (half of the diameter). Then find the
total area of those two triangles.

________

b. What is the area of the portion of the

table that will not be covered by the
mosaic? Round to the nearest
hundredth.
________

171
UNIT 3 | LESSON 89

Unit 3 Assessment

SUPPLIES: ruler, protractor, compass

This assessment covers concepts taught in 3. Determine if each graph is directly

Unit 3. Problems are designed to assess multiple proportional. If it is, find k. L64
skills. Read the instructions carefully and do not y
rush through the problems. a. Is it directly
10
proportional?
You may use the Reference Chart at the back of
the book for the assessment. Calculators should 5 ______
be used only when noted.
If yes, find k.
Lesson numbers are given by each problem so
-10 -5 5 10 x k = ______
you can review lessons for any answers that are -5
incorrect.

-10

1. On a map, Los Angeles and New York City

are 21 cm apart as the crow flies. The scale y

on the map is 1 cm : 117 mi. How many miles b. 10

Is it directly
apart are Los Angeles and New York City? proportional?
L61
______
5

-10 -5 5 10
If yes, find k.
x

k = ______
_______________
-5

-10
2. For each table determine if x and y form a
direct or inverse proportion. Then find k.
L62, L63
a. 4. For each given equation, complete the
x 3 8 10 14 T-chart and use the ordered pairs to graph
the equation. L65, L70
y 18 48 60 84
a. y = –3x + 1 y

direct / inverse (Circle one.) 10

x y
k = _____
–2
5

b. –1
x 1 3 6 11 -10 -5 5 10 x

0
y 66 22 11 6 -5

1
direct / inverse (Circle one.)
-10
2

k = _____

172
LESSON 89

b. =
y x2 − 2 y 6. Graph the linear equations by first plotting
10 the y-intercept. Then use the slope to plot at
x y least two other points. Connect the points to
form a line. L68
–3 5

a. y = 4x – 6
–2
y

-10 -5 5 10 x 10

–1
-5

0
5

-10
1 -10 -5 5 10 x

2 -5

3
-10

1
b. y =
− x+3
2
5. Identify the slope and y-intercept for each y

graph. Then write the equation in slope- 10

intercept form. L66, L67
a.
y 5

-10 -5 5 10 x
5

-5

-10 -5 5 10 x
-10

-5

-10
7. Find the rule of the function represented by
the table. Then fill in the missing value and
Slope: _______ y-intercept: ______ write an equation to describe the function.
Equation: ____________________ L69

y
x y
b. 10
0 3

5 1 4
2 ____
-10 -5 5 10
3 6
x

-5
4 7

Rule: ________________________
-10

Slope: _ y-intercept: Equation: ________________

Equation: ____________________

173
8. Use the vertical line test to determine if each 10. Can a triangle be formed with the side
graph below represents a function. L70 lengths given below? L71
a. a. 4 in, 15 in, 11 in ______

b. 50 cm, 30 cm, 40 cm ______

c. 7 ft, 12 ft, 3 ft ______

11. Draw all lines of symmetry on the shape

below. L72

Number of lines of
symmetry: ______

Is it a function? ______

12. Reflect the polygon over the x-axis. Write the

coordinates of the preimage and image in the
table. L72 y

-10 -5 5 10 x

-5

-10
Is it a function? ______

Preimage Image

9. What is the measure of the third angle of an

isosceles triangle with an angle measuring
106° and another angle measuring 37°? L71

______

174
LESSON 89

13. Draw an angle with the given measure. L73 15. What is the sum of the interior angles of a
a. 75° hexagon? Use the formula ( n − 2 ) 180°, where
n represents the number of sides. L76
______

b. 115°

16. Draw the diagonals on the polygon below.

L77

14. Use a compass and ruler to construct a

triangle with the given measurements. L74
a. Side lengths: 2 in, 1 in, 2.5 in

Number of diagonals: ______

17. Find the value of x. Then use x to find the

measure of the unknown angles. L77
T C
130° 4x

2x 3x + 5
b. Angle measures: 50°, 90°, 40° A O

x = _ m∠C =

m∠O =____ m∠A =____

175
18. Given that the angles below are 20. Find the missing angle measures. L80
complementary, find the value of c. L78

z 61°
43°
85° x
77°

30°

x = ______
c = ______
y = ______

z = ______

19. Find the measure of all seven unknown 21. Madison and her brothers are making a
angles. L79 tunnel in the yard for their pet bunny. They
lm have leaned a piece of wood against their
t back fence. The kids want the triangular
tunnel to be 4 feet tall and 3 feet wide, as
a 132° shown in the diagram below. How long does
c d
l the wood need to be to fit these dimensions?
L81
e f
m
g h

4 ft

3 ft

a = ______ f = ______
______ feet
c = ______ g = ______

d = ______ h = ______

e = ______

176
LESSON 89

22. The fence around Madison’s bunny pen is 25. Find the remaining area of the square after
shaped like a hexagon. The sides are of equal the circle is removed. Round to the nearest
length, and the total length of the fencing is hundredth. L86
72 feet. How long is each side of the fence?
L82
______ feet
5 in

See ______ in2
23. Find the area of the trapezoid Reference
below. L83 Chart for area
formulas.
4 cm

2 cm

______ cm2
6 cm

24. Find the area of the composite figure. Round

to the nearest hundredth. L84, L85
Note: The diameter is 6 cm.

______ cm2
1 cm

6 cm

177
UNIT 3 | LESSON 90

Enrichment:
Circumference and Diameter

This is an enrichment lesson. Mastery is not expected at this level. There is

no video, practice, or review. A calculator may be used for this entire lesson.

Part 1: Exploring Circumference and Diameter

SUPPLIES: long piece of string, ruler or yardstick, marker or tape

In Part 1 you will explore the circumference and diameter of objects around your home. The diameter
of a circle is the distance across a circle through the center. The circumference of a circle is the distance
around a circle.

Step 1: Gathering Items

Find three items in your home that are shaped like circles and can be measured. Write the
name of each item on the lines on the next page. Suggestions of items are given below:
toilet paper roll jar or jar lid clock ring
circular window bracelet flying disk mirror
water bottle bucket bowl cup
food container vase roll of tape can of food

Step 2: Finding the Circumference

a. Wrap the string around the edge of your first circular item.
b. Use a marker or a small piece of tape to mark the spot where the string meets and overlaps.
This will represent the distance around your circular item.
c. Line the end of the string up with 0 on the ruler or yardstick and measure the length of the
string to where you marked it to find the circumference.
d. Record the circumference of your first object to the nearest quarter of an inch. Write this
measurement as a decimal number.

Step 3: Finding the Diameter

a. Use the ruler or yardstick to measure the diameter of your object. Be sure you measure
across the center of the circle.
b. Record the diameter of your object to the nearest quarter of an inch. Write this
measurement as a decimal number.

Step 4: Finding the Ratio of Circumference to Diameter

a. Write the ratio of circumference to diameter as a fraction using your measurements.
b. Use a calculator to divide the ratio, C ÷ d, and write the quotient rounded to the ten
thousandths place (four decimal places).

178
LESSON 90

TRY IT!
Item 1: ____________________________ Circumference: __________ in Diameter: __________ in

C
Ratio:
= ≈ ________
d

Item 2: ________________ Circumference: in Diameter: in

C
Ratio:
= ≈ ________
d

Item 3: ________________ Circumference: in Diameter: in

C
Ratio:
= ≈ ________
d

Answer the following questions.

1. Compare each ratio of circumference to diameter that you calculated. What do you notice?

2. The formula for finding the circumference of any circle is C = πd . Rewrite the
equation by solving for π.
Hint: Divide both sides by d.

Your ratios of circumference to diameter should all be similar values. With very precise measuring,
the ratios will be equal to each other and will form the number pi. The symbol for pi is π.
Pi is an irrational number whose decimal part continues on forever. The first 10 digits of π are
3.141592653.
The ratio of circumference to diameter of any circle is equal to the value of π. In other words, π is the
ratio of circumference to diameter of any circle.
C
When solving the circumference formula C = πd for π, we obtain π = .
d
By finding the ratio of circumference to diameter in items around your home, you found an
approximation of π in each one!

179
Part 2: Exploring the Area of a Circle
SUPPLIES: 6 pieces of paper, ruler or straightedge, compass (or something to make a circle
with a radius of 3 inches), 2 colored pencils, scissors, glue

In Part 2 you will model the area of a circle by creating and cutting apart three different circles.
Circum
TRY IT! fe
First Circle:

re
1. Use the compass to construct a circle with a radius of 3 inches.

nce
Diameter
2. Record the following measurements on the lines below.
Radius
• The radius of a circle is the distance from a point on a circle to the
center of the circle.
• The diameter of a circle is two times the length of the radius. d = 2r
• The circumference of a circle is the product of π and the diameter. It can also be written
as the product of π and two times the radius, since the diameter is two times the radius.
Circumference is often written in these ways:
C = πd or C = 2 πr
a. Radius: ___________ in b. Diameter: ___________ in
c. Circumference: ___________ π in (Write the circumference as a number times π.)
3. Cut out the circle.
4. Fold the circle into quarters by folding it in half and in half again. Then open it back up.
5. Trace along the edge of HALF of the circle with one color (see below).
6. Trace along the other half of the circle with a different color (see below).
7. Label each middle corner of the sections with N, O, P, Q, and R as in the image below.
Note: Label one section with both Q and R, as shown. This section will be cut in half in Step 9.
8. Cut the circle into four sections (quarters) along the folds.
9. Fold the section labeled with Q and R in half and cut along the fold. Each of these two
smaller sections is an eighth of the circle.

O N
P R
Q

180
LESSON 90

10. Line up each section to form a shape that resembles a rectangle. B C

(See the figure at the right.) The labeled corners should face alternate R
sides of the rectangle. Make sure the halves with the same colors
are on the same side of the rectangle.
O
11. Once the sections are lined up, glue them down on a piece of paper
and use a ruler or straightedge to outline a rectangle around the
sections, as in the figure to the right. Label the rectangle ABCD. Be sure
your rectangle is oriented and labeled the same as in the figure. P

12. The area of your circle is approximately the same as the area of
Rectangle ABCD.
N
The area of a rectangle is the product of the length and the width.
A = lw
a. What part of the circle is approximately the same length as BC? Q
A D

b. What part of the circle is approximately the same length as AB?

Second Circle:
1. Construct and cut out another circle congruent to the first one, with a radius of 3 inches.
2. Fold this new circle into eighths (fold in half three times).
3. Color the outside of half the circle one color and the other half a different color.
4. Label each corner of the sections with N, O, P, Q, R, S, T, and U as in the image below.

P O
Q N
R U
S T

181
B C
5. Cut out all eight sections of the circle.
6. Line up the sections as before to create a shape similar to a rectangle. R
Put all the edges of the same color on one side of the rectangle. See the Q
figure at the right.
S
Glue the sections onto a piece of paper and use a straightedge to draw
7.
a rectangle around the sections, as in the figure. Label your rectangle P
ABCD.
T
Do you have any additional observations about the lengths of AB and
8.
BC as they relate to the circle? If so, write them in the space below. O
U
N

A D
Third Circle:
1. Construct and cut out one more circle that is congruent to the first two, again with a radius
of 3 inches.
2. Fold this circle into sixteenths (fold in half four times).
3. Color the outside of half the circle one color and the other half a different color.
4. Label the sections with F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, and U as in the image below.

J I
K H
L G
M F
N U B C
O T N
P S M
Q R
O
L
P
5. Cut out all 16 sections of the circle. K
Q
6. Line up the 16 sections to create a shape similar to a rectangle. Put all
J
the edges of the same color on one side of the rectangle. See the figure
R
at the right.
I
7. Glue the sections onto a piece of paper and use a straightedge to draw a S
rectangle around the sections, as in the figure. Label your rectangle H
ABCD. T
G
U
F
A D

182
LESSON 90

8. What portion of the circle’s circumference did you color with each color?

9. What is the approximate length of side AB in relation to the circle?

10. What is the length of one straight side of a section (not the curved/colored side)?

11. What is the approximate length of BC in relation to the circle?

12. Write the length of each piece in general terms (using variables) for any size circle. If you are
unsure, keep reading and check your answer below.
a. Length: AB ≈ __________ b. Width: BC ≈ __________

c. A = lw = AB • BC ≈ __________ • __________

Explanation of Area:
The area of the rectangle and the area of the circle are approximately the same. As we keep cutting the
segments of the circle smaller and smaller, the rectangle formed will be more and more exact. From
this exploration we can derive the formula for the area of a circle.

Area of a rectangle: A = lw
length: AB AB is approximately the length of half of the circumference of the circle.
Using the formula for circumference, C = 2 πr , half of the circumference is πr.
Therefore, AB = πr .

width: BC BC is approximately the length of the radius of the circle.

Therefore, BC = r.

Substituting these values for the length and width of the rectangle, we obtain these results:
A =lw =AB • BC =πr • r =πr 2

The area of a circle can be found with the formula A = πr 2 .

183
Reference Chart

Signed Numbers
COMMON CONVERSION FACTORS
Addition
Same Signs Different Signs 1 in = 2.54 cm 1 mi = 5,280 ft
Add the numbers Subtract the numbers. 1 ft = 12 in 1 mi = 1,760 yd
and keep the sign. Use the sign of the
greater absolute value. 1 yd = 3 ft
Subtraction
Add the opposite. Follow the addition rules. 1 lb = 16 oz 1 g = 1,000 mg

Multiplication and Division 1 tn = 2,000 lb 1 kg = 1,000 g

Same Signs Different Signs
2 c = 1 pt 1 L = 1,000 mL
Answer is positive. Answer is negative.
2 pt = 1 qt 1 kL = 1,000 L
Metric Units
4 qt = 1 gal
Unit Relationship to
Prefix 1 min = 60 sec 1 day = 24 hr*
(Abbreviation) Base Unit
kilo- kilometer (km) 103 = 1,000 meters 1 hr = 60 min 1 year = 365 days*
hecto- hectometer (hm) 10 = 100 meters
2
*These two conversions are not
exact, but they are commonly used
deka- dekameter (dam) 10 = 10 meters
1
and acceptable for approximating
conversions with days and years.
meter (m) 100 = 1 meter
deci- decimeter (dm) 10–1 = 0.1 meters
centi- centimeter (cm) 10–2 = 0.01 meters
Divisibility Rules
milli- millimeter (mm) 10-3 = 0.001 meters A number is divisible by . . .
2 5
if the number is if it ends in either
an even number. 0 or 5.
Probability
Number of Desired Outcomes
3 6
P= if the sum of the if it is divisible by
Number of Possible Outcomes digits is divisible both 2 and 3.
by 3.
9
Interest Formulas 4 if the sum of the
if the last two digits is divisible
Simple Interest digits of the by 9.
number are
I = Prt divisible by 4. 10
Compound Interest if the number ends
in 0.
A P (1 + r )
t
=

185
Perfect Squares Area Formulas CIRCLES
and Cubes Square: A = s2 Circumference:
C = 2πr or C = πd
x x2 x3 Circle: A = πr2
1 1 1 1 Area of Semicircle:
Triangle: A = bh
2 4 8 2 A = area of full circle ÷ 2
Rectangle: A = bh
3 9 27
Perimeter of Semicircle:
4 16 64 Parallelogram: A = bh P = circumference ÷ 2 + diameter
1
5 25 125 Trapezoid:=A ( b + b2 ) h
2 1
6 36 216
7 49 343
Volume Formulas
8 64 512
9 81 729 Cube: V = s3 Pyramid: V =
1
Bh
3
10 100 1000
1
Cylinder: V = πr2h Cone: V = Bh
11 121 3
12 144 Rectangular Prism: V = lwh 4 3
Sphere: V= πr
13 169 3
1
Triangular Prism: V = bhl
14 196 2
15 225 Any Prism: V = area of base • height

Percent Increase/Decrease
To find the percent increase/decrease:
new amount – original amount = amount of increase
original amount – new amount = amount of decrease
amount of increase/decrease ÷ original amount = percent increase/decrease

To find the new amount:

percent increase + 100% multiply by original amount
100% – percent decrease multiply by original amount

To find the original amount:

100 + percent increase new amount 100 − percent decrease new amount
= =
100 original amount 100 original amount

186
UNIT
LESSONS

3 61–90

UNIT
3

SKU 588.3

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Math 7 Course Book Unit 3 - 1.0

Uploaded by

Math 7 Course Book Unit 3 - 1.0

Uploaded by

LESSONS

Created by the Simply Good and Beautiful Math Team

© 2024 The Good and the Beautiful, LLC | goodandbeautiful.com

© GOOD AND BEAUTIFUL

Alternate exterior angles Interior angle sums

© GOOD AND BEAUTIFUL

Scale Drawing: a drawing that

Map distance between Perth and Sydney: _____ cm

330 km ______ • ______ = ______ • ______

© GOOD AND BEAUTIFUL

© GOOD AND BEAUTIFUL

Scaling in Two Dimensions and Three Dimensions

Example 1: Marcus works at a banner-making shop. When a customer wants a picture on

© GOOD AND BEAUTIFUL

Example 2: A skyscraper is going to be 400 ft tall, 50 ft wide, and 75 ft in length. A

1. A town map uses a scale of 1 in : 500 yd.

© GOOD AND BEAUTIFUL

b. Andre measures the distance between

c. The actual distance from Lyon to Cannes is

_______________ 4. Draw a line to match the scenario on the left

A tree is 20 ft tall, and 10

© GOOD AND BEAUTIFUL

5. Evaluate. Write each answer as a fraction. L14

6. Miranda weighed 3.3 kg at birth. Convert this

© GOOD AND BEAUTIFUL

a. Write the unit rate of slices per loaf. _________________

______ ÷ ______ = ______

______ ÷ ______ = ______

______ ÷ ______ = ______

Is this data directly proportional? yes no

© GOOD AND BEAUTIFUL

The number 7 is called the proportionality constant or constant of proportionality. The

Using Proportionality Constants in Direct Proportions

© GOOD AND BEAUTIFUL

Checking for Direct Proportions

© GOOD AND BEAUTIFUL

k = ________ Equation: ________________

© GOOD AND BEAUTIFUL

_________ square yards

2. Six-sevenths of the students in a speech club

______________________ b. If the carpet the Beales chose costs $32 per

3. How many yards are in 1 mile? L53

4. Seventy-three out of 120 archers at an archery

© GOOD AND BEAUTIFUL

SUPPLIES: colored pencils

a. As a increases, b increases / decreases. (Circle one.)

Proportionality constant: ________

Inverse proportion equations:

© GOOD AND BEAUTIFUL

Using Proportionality Constants in Inverse Proportions

© GOOD AND BEAUTIFUL

Checking for Inverse Proportions

© GOOD AND BEAUTIFUL

k = _______ Equation: __________________

x increases / decreases. (Circle one.)

© GOOD AND BEAUTIFUL

© GOOD AND BEAUTIFUL

3. Hope, Gracie, and Mercy ran a relay race.

______ hour(s) ______ minutes ______ seconds

4. Sasha has increased the amount of time

© GOOD AND BEAUTIFUL

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-10 -10 -10

yes no k = ______ yes no k = ______ yes no k = ______

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-10 -10 -10

yes no k = ______ yes no k = ______ yes no k = ______

© GOOD AND BEAUTIFUL

y A graph representing a directly proportional

number of crab legs per crab on the beach.

Finding the Proportionality Constant in Graphs

-10 -5 5 10 x -10 -5 5 10 x -10 -5 5 10 x

-10 -10 -10

© GOOD AND BEAUTIFUL

In Graph A, the point with an x-value of 1 is ( 1,1). Therefore, k = 1.

Graphs That Are Not Directly Proportional

330 km • = •

÷ = __

÷ = __

÷ = __

k = Equation: ________

k = _ Equation: ____________

hour(s) minutes __ seconds

yes no k = yes no k = yes no k = __

yes no k = yes no k = yes no k = __

k = ___ k = _ k = _____

k = Equation: ____________

___ _ _____

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