. .

xii–xviii

Chapter Chapter

Integers Expressions and Equations

Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . 29
1-1 Integers and Absolute Value . . . . . 2 2-1 Mathematical Expressions . . . . . 30
1-2 Compare and Order Integers. . . . . 4 2-2 Simplify and Evaluate
1-3 Add Integers . . . . . . . . . . . . . . . . . 6 Algebraic Expressions . . . . . . . . . . . . . . 32

1-4 Subtract Integers . . . . . . . . . . . . . . 8 2-3 Equations . . . . . . . . . . . . . . . . . . 34

1-5 Multiply Integers. . . . . . . . . . . . . . 10 Check Your Progress I (Lessons 1–3)

1-6 Divide Integers. . . . . . . . . . . . . . . 12 2-4 Solve Addition Equations. . . . . . . 36

Check Your Progress I (Lessons 1–6) 2-5 Solve Subtraction Equations . . . . 38

1-7 Properties . . . . . . . . . . . . . . . . . . 14 2-6 Solve Multiplication Equations. . . 40

1-8 Closure Property . . . . . . . . . . . . . . . . . . 16 2-7 Solve Division Equations . . . . . . . 42

1-9 Powers and Laws of Exponents . . . . . . . 18 Check Your Progress II (Lessons 4–7)

Check Your Progress II (Lessons 7–9) 2-8 Solve Two-Step Equations . . . . . . 44

1-10 Order of Operations. . . . . . . . . . . 20 2-9 Formulas . . . . . . . . . . . . . . . . . . . 46

1-11 The Coordinate Plane . . . . . . . . . . . . . . 22 Check Your Progress III (Lessons 8–9)

Check Your Progress III (Lessons 10–11) 2-10 Problem-Solving Strategy:

Organize Data . . . . . . . . . . . . . . . . . . . . 48
1-12 Problem-Solving Strategy:
Guess and Test . . . . . . . . . . . . . . . . . . . 24 Enrichment:
Be a Math Magician . . . . . . . . . . . . . . . . 50
Enrichment:
Sequence Sums. . . . . . . . . . . . . . . . . . . 26 Test Prep . . . . . . . . . . . . . . . . . . . . . . . . 52

Test Prep . . . . . . . . . . . . . . . . . . . . . . . . 27

iv
Chapter Chapter

Inequalities Rational Numbers:

Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . 53 Decimals
3-1 Inequalities . . . . . . . . . . . . . . . . . 54 Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . . 71
3-2 Graph Inequalities on a 4-1 Rational Numbers . . . . . . . . . . . . 72
Number Line. . . . . . . . . . . . . . . . . . . . . . 56
4-2 Equivalent Rational Numbers . . . 74
Check Your Progress I (Lessons 1–2)
4-3 Compare and Order Decimals . . . 76
3-3 Model Properties of Inequality . . . 58
4-4 Estimate Decimal Sums
3-4 Solve Inequalities and Differences . . . . . . . . . . . . . . . . . . . 78
Using Addition and Subtraction . . . . . . . 60
4-5 Add and Subtract Decimals . . . . . 80
Check Your Progress II (Lessons 3–4)
Check Your Progress I (Lessons 1–5)
3-5 Solve Inequalities
4-6 Multiply Decimals . . . . . . . . . . . . 82
Using Multiplication . . . . . . . . . . . . . . . . 62
4-7 Estimate Decimal Products
3-6 Solve Inequalities
and Quotients. . . . . . . . . . . . . . . . . . . . . 84
Using Division . . . . . . . . . . . . . . . . . . . . 64
4-8 Divide Decimals. . . . . . . . . . . . . . 86
Check Your Progress III (Lessons 5–6)
4-9 Negative Exponents . . . . . . . . . . 88
3-7 Problem-Solving Strategy:
Find a Pattern . . . . . . . . . . . . . . . . . . . . . 66 4-10 Scientific Notation . . . . . . . . . . . . 90
Enrichment: 4-11 Operations with Scientific
Define, Substitute, and Compute . . . . . . 68 Notation . . . . . . . . . . . . . . . . . . . . . . . . . 92
Test Prep . . . . . . . . . . . . . . . . . . . . . . . . 69 Check Your Progress II (Lessons 6–11)
4-12 Addition and Subtraction
Equations with Decimals . . . . . . . . . . . . 94
4-13 Multiplication and Division
Equations with Decimals . . . . . . . . . . . . 96
4-14 Solve Two-Step Equations
with Decimals . . . . . . . . . . . . . . . . . . . . . 98
4-15 Rename Metric Units
of Measure . . . . . . . . . . . . . . . . . . . . . . 100
Check Your Progress III (Lessons 12–15)
4-16 Problem Solving:
Review of Strategies. . . . . . . . . . . . . . . 102
Enrichment:
Binary Numbers . . . . . . . . . . . . . . . . . . 104
Test Prep . . . . . . . . . . . . . . . . . . . . . . . 105

v
Chapter Chapter

Rational Numbers: Ratio and Proportion

Fractions Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 147
Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 107 6-1 Ratio . . . . . . . . . . . . . . . . . . . . . 148
5-1 Prime Factorization. . . . . . . . . . . . . . . . 108 6-2 Unit Rate and Unit Cost . . . . . . . 150
5-2 Greatest Common Factor . . . . . . . . . . . 110 6-3 Write and Solve Proportions . . . 152
5-3 Least Common Multiple . . . . . . . . . . . . 112 Check Your Progress I (Lessons 1–3)
5-4 Fraction Sense: Close to 1, 12 6-4 Direct Proportion . . . . . . . . . . . . 154
0, 12, or 1 . . . . . . . . . . . . . . . . . . . . . . . . 114 6-5 Proportion by Parts . . . . . . . . . . 156
5-5 Compare and Order 6-6 Scale Drawings and Models . . . 158
Rational Numbers . . . . . . . . . . . . . . . . . 116
6-7 Similarity . . . . . . . . . . . . . . . . . . 160
Check Your Progress I (Lessons 1–5)
6-8 Indirect Measurement . . . . . . . . 162
5-6 Add and Subtract Fractions . . . . 118
Check Your Progress II (Lessons 4–8)
5-7 Add and Subtract
Mixed Numbers . . . . . . . . . . . . . . . . . . 120 6-9 Inverse Proportion . . . . . . . . . . . 164
5-8 Multiply Fractions. . . . . . . . . . . . 122 6-10 Dimensional Analysis . . . . . . . . . . . . . . 166
5-9 Multiply Mixed Numbers . . . . . . 124 Check Your Progress III (Lessons 9–10)
5-10 Divide Fractions . . . . . . . . . . . . . 126 6-11 Problem-Solving Strategy:
Solve a Simpler Problem . . . . . . . . . . . 168
5-11 Divide Mixed Numbers. . . . . . . . 128
Enrichment:
Check Your Progress II (Lessons 6–11) Bicycle-Gear Math . . . . . . . . . . . . . . . . 170
5-12 Properties of Rational Test Prep . . . . . . . . . . . . . . . . . . . . . . . 171
Numbers. . . . . . . . . . . . . . . . . . . . . . . . 130
5-13 Order of Operations
with Rational Numbers . . . . . . . . . . . . . 132
5-14 Addition and Subtraction
Equations with Fractions . . . . . . . . . . . 134
5-15 Multiplication and Division
Equations with Fractions . . . . . . . . . . . 136
5-16 Solve Two-Step Equations
with Fractions . . . . . . . . . . . . . . . . . . . . 138
5-17 Rename Customary Units
of Measure . . . . . . . . . . . . . . . . . . . . . . 140
Check Your Progress III (Lessons 12–17)
5-18 Problem-Solving Strategy:
Make a Drawing . . . . . . . . . . . . . . . . . . 142
Enrichment:
Different Ways to Find the GCF . . . . . . 144
Test Prep . . . . . . . . . . . . . . . . . . . . . . . 145

vi
Chapter Chapter

Percent and Consumer Data Analysis and

Applications Statistics
Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 173 Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 207
7-1 Percents. . . . . . . . . . . . . . . . . . . 174 8-1 Samples and Surveys . . . . . . . . . . . . . 208
7-2 Fractions, Decimals, Percents . . . . . . . 176 8-2 Measures of Central Tendency
7-3 Percents Greater Than 100%/Less and Range . . . . . . . . . . . . . . . . . . . . . . 210
Than 1% . . . . . . . . . . . . . . . . . . . . . . . . 178 8-3 Interpret Data . . . . . . . . . . . . . . . . . . . . 212
7-4 Find a Percentage of a Number . . . . . . 180 8-4 Choose an Appropriate Graph . . . . . . . 214
7-5 Find a Percent . . . . . . . . . . . . . . . . . . . 182 Check Your Progress I (Lessons 1–4)
7-6 Find the Original Number or 8-5 Multiple Bar Graphs . . . . . . . . . . . . . . . 216
the Base . . . . . . . . . . . . . . . . . . . . . . . . 184 8-6 Histograms . . . . . . . . . . . . . . . . . . . . . . 218
Check Your Progress I (Lessons 1–6) 8-7 Stem-and-Leaf Plots . . . . . . . . . . . . . . 220
7-7 Estimate with Percents . . . . . . . 186 8-8 Box-and-Whisker Plots . . . . . . . . . . . . . 222
7-8 Percent Increase . . . . . . . . . . . . 188 Check Your Progress II (Lessons 5–8)
7-9 Percent Decrease . . . . . . . . . . . 190 8-9 Venn Diagrams. . . . . . . . . . . . . . . . . . . 224
7-10 Sales Tax and Tips . . . . . . . . . . . . . . . . 192 8-10 Multiple Line Graphs . . . . . . . . . . . . . . 226
7-11 Discount and Markup . . . . . . . . . . . . . . 194 8-11 Scatter Plots . . . . . . . . . . . . . . . . . . . . . 228
Check Your Progress II (Lessons 7–11) 8-12 Misleading Statistics and Graphs . . . . . 230
7-12 Commission . . . . . . . . . . . . . . . . . . . . . 196 Check Your Progress III (Lessons 9–12)
7-13 Simple Interest . . . . . . . . . . . . . . . . . . . 198 8-13 Technology:
7-14 Compound Interest. . . . . . . . . . . . . . . . 200 Create Graphs . . . . . . . . . . . . . . . . . . . 232
Check Your Progress III (Lessons 12–14) 8-14 Problem Solving:
7-15 Problem-Solving Strategy: Review of Strategies. . . . . . . . . . . . . . . 234
Reason Logically . . . . . . . . . . . . . . . . . 202 Enrichment:
Enrichment: Financial Spreadsheets . . . . . . . . . . . . 236
Successive Discounts and Increases. . 204 Test Prep . . . . . . . . . . . . . . . . . . . . . . . 238
Test Prep . . . . . . . . . . . . . . . . . . . . . . . 205

vii
Chapter Chapter

Two-Dimensional Two-Dimensional
Geometry Geometry and
Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 239 Measurement Applications
9-1 Points, Lines, and Planes . . . . . . . . . . . 240 Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 271
9-2 Classify and Measure Angles . . . . . . . . 242 10-1 Precision and Accuracy
9-3 Angle Pairs . . . . . . . . . . . . . . . . 244 in Measurement . . . . . . . . . . . . . . . . . . 272

9-4 Parallel Lines and 10-2 Perimeter . . . . . . . . . . . . . . . . . . 274

Transversals . . . . . . . . . . . . . . . . . . . . . 246 10-3 Squares and Square Roots . . . . 276
9-5 Congruent Angles and 10-4 Irrational Numbers . . . . . . . . . . . 278
Line Segments . . . . . . . . . . . . . . . . . . . 248
10-5 Pythagorean Theorem . . . . . . . . 280
9-6 Line Constructions . . . . . . . . . . . . . . . . 250
Check Your Progress I (Lessons 1–5)
Check Your Progress I (Lessons 1–6) 10-6 Area of Parallelograms . . . . . . . 282
9-7 Polygons . . . . . . . . . . . . . . . . . . 252
10-7 Area of Triangles
9-8 Triangles . . . . . . . . . . . . . . . . . . 254 and Trapezoids . . . . . . . . . . . . . . . . . . . 284
9-9 Congruent Triangles . . . . . . . . . 256 10-8 Circumference and Area
9-10 Triangle Constructions . . . . . . . . . . . . . 258 of a Circle . . . . . . . . . . . . . . . . . . . . . . . 286

Check Your Progress II (Lessons 7–10) Check Your Progress II (Lessons 6–8)
9-11 Quadrilaterals. . . . . . . . . . . . . . . . . . . . 260 10-9 Area of Complex Figures . . . . . . 288

9-12 Circles . . . . . . . . . . . . . . . . . . . . . . . . . 262 10-10 Symmetry . . . . . . . . . . . . . . . . . . . . . . . 290

9-13 Make a Circle Graph . . . . . . . . . . . . . . 264 10-11 Tessellations. . . . . . . . . . . . . . . . . . . . . 292

Check Your Progress III (Lessons 11–13) Check Your Progress III (Lessons 9–11)

9-14 Problem-Solving Strategy: 10-12 Technology:

Adopt a Different Point of View . . . . . . . 266 Relate Perimeter and Area . . . . . . . . . . 294

Enrichment: 10-13 Problem-Solving Strategy:

Quadrilaterals from Quadrilaterals . . . . 268 Account for All Possibilities. . . . . . . . . . 296

Test Prep . . . . . . . . . . . . . . . . . . . . . . . 270 Enrichment:

Area of Irregular Polygons . . . . . . . . . . 298
Test Prep . . . . . . . . . . . . . . . . . . . . . . . 300

viii
Chapter Chapter

Three-Dimensional Probability
Geometry Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 329
Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 301 12-1 Sample Space . . . . . . . . . . . . . . . . . . . 330
11-1 Three-Dimensional Figures . . . . . . . . . 302 12-2 Fundamental Counting Principle
and Factorials. . . . . . . . . . . . . . . . . . . . 332
11-2 Draw Three-Dimensional Figures . . . . . 304
Check Your Progress I (Lessons 1–2)
11-3 Surface Area of Prisms . . . . . . . 306
12-3 Theoretical Probability . . . . . . . . 334
Check Your Progress I (Lessons 1–3)
12-4 Experimental Probability . . . . . . 336
11-4 Surface Area of Pyramids . . . . . 308
12-5 Odds and Fairness . . . . . . . . . . 338
11-5 Surface Area of Cylinders
and Cones . . . . . . . . . . . . . . . . . . . . . . 310 12-6 Compound Events . . . . . . . . . . . 340
11-6 Estimate Surface Area . . . . . . . . 312 Check Your Progress II (Lessons 3–6)
Check Your Progress II (Lessons 4–6) 12-7 Permutations . . . . . . . . . . . . . . . 342
11-7 Volume of Prisms. . . . . . . . . . . . 314 12-8 Combinations . . . . . . . . . . . . . . 344
11-8 Volume of Pyramids. . . . . . . . . . 316 Check Your Progress III (Lessons 7–8)
11-9 Volume of Cylinders 12-9 Problem Solving:
and Cones . . . . . . . . . . . . . . . . . . . . . . 318 Review of Strategies. . . . . . . . . . . . . . . 346
11-10 Surface Area and Enrichment:
Volume of Complex Pascal’s Triangle. . . . . . . . . . . . . . . . . . 348
Three-Dimensional Figures . . . . . . . . . . 320 Test Prep . . . . . . . . . . . . . . . . . . . . . . . 349
11-11 Changing Dimensions
of Three-Dimensional Figures . . . . . . . 322
Check Your Progress III (Lessons 7–11)
11-12 Problem-Solving Strategy:
Work Backward . . . . . . . . . . . . . . . . . . 324
Enrichment:
Three-Dimensional Figures and
the Ratio of Similarity . . . . . . . . . . . . . . 326
Test Prep . . . . . . . . . . . . . . . . . . . . . . . 328

ix
Chapter Chapter

Patterns, Relations, and Polynomials, Equations,

Functions and Inequalities
Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 351 Chapter Opener . . . . . . . . . . . . . . . . . . . . . . . 381
13-1 Arithmetic Sequences and 14-1 Polynomials . . . . . . . . . . . . . . . . 382
Geometric Sequences . . . . . . . . . . . . . 352 14-2 Model Polynomials . . . . . . . . . . 384
13-2 Algebraic Patterns 14-3 Add Polynomials . . . . . . . . . . . . 386
and Sequences . . . . . . . . . . . . . . . . . . 354
14-4 Subtract Polynomials . . . . . . . . . 388
13-3 Conjectures and
Counterexamples . . . . . . . . . . . . . . . . . 356 14-5 Multiply and
Divide Monomials. . . . . . . . . . . . . . . . . 390
Check Your Progress I (Lessons 1–3)
Check Your Progress I (Lessons 1–5)
13-4 Relations and Functions . . . . . . 358
14-6 Multiply Polynomials
13-5 Functions . . . . . . . . . . . . . . . . . . 360 by Monomials . . . . . . . . . . . . . . . . . . . . 392
13-6 Graph Linear Functions . . . . . . . 362 14-7 Divide Polynomials
13-7 Slope . . . . . . . . . . . . . . . . . . . . . 364 by Monomials . . . . . . . . . . . . . . . . . . . . 394
Check Your Progress II (Lessons 4–7) 14-8 Solve Multistep Equations . . . . . 396
13-8 Nonlinear Functions. . . . . . . . . . 366 Check Your Progress II (Lessons 6–8)
13-9 Graph a Situation . . . . . . . . . . . 368 14-9 Addition and Subtraction:
13-10 Graph Translations Inequalities with Rational Numbers . . . 398
and Reflections . . . . . . . . . . . . . . . . . . 370 14-10 Multiplication and Division:
13-11 Graph Rotations . . . . . . . . . . . . 372 Inequalities with Rational Numbers . . . 400

13-12 Graph Dilations . . . . . . . . . . . . . 374 Check Your Progress III (Lessons 9–10)

Check Your Progress III (Lessons 8–12) 14-11 Problem Solving:

Review of Strategies. . . . . . . . . . . . . . . 402
13-13 Problem-Solving Strategy:
Consider Extreme Cases . . . . . . . . . . . 376 Enrichment:
Graphing with Absolute Values. . . . . . . 404
Enrichment:
Combining Transformations . . . . . . . . . 378 Test Prep . . . . . . . . . . . . . . . . . . . . . . . 406

Test Prep . . . . . . . . . . . . . . . . . . . . . . . 380

x
 End-of-Book Materials
Skills Update
I. Place Value . . . . . . . . . . . . . . . . . . . . . . . 407 XIV. Divide Decimals . . . . . . . . . . . . . . . . . . 413
II. Compare and Order Whole Numbers . . . . 407 XV. Fractions Greater Than or
Equal to 1 . . . . . . . . . . . . . . . . . . . . . . . 413
III. Round Whole Numbers and Decimals . . . 408
XVI. Add and Subtract Fractions . . . . . . . . . . 414
IV. Compare and Order Decimals . . . . . . . . . 408
XVII. Multiply Fractions . . . . . . . . . . . . . . . . . 414
V. Estimate Sums and Differences . . . . . . . . 409
XVIII. Divide Fractions. . . . . . . . . . . . . . . . . . . 415
VI. Add and Subtract Whole Numbers
and Decimals . . . . . . . . . . . . . . . . . . . . . . 409 XIX. Bar Graphs . . . . . . . . . . . . . . . . . . . . . . 415
VII. Multiplication Patterns . . . . . . . . . . . . . . . 410 XX. Line Graphs. . . . . . . . . . . . . . . . . . . . . . 416
VIII. Division Patterns . . . . . . . . . . . . . . . . . . . 410 XXI. Compute with Units of Measure . . . . . . 416
IX. Estimate Products . . . . . . . . . . . . . . . . . . 411 Mental Math . . . . . . . . . . . . . . . . . . . . . . . . . . 417
X. Estimate Quotients . . . . . . . . . . . . . . . . . . 411 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
XI. Multiply Whole Numbers. . . . . . . . . . . . . . 411 Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
XII. Divide Whole Numbers . . . . . . . . . . . . . . 412 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
XIII. Multiply Decimals . . . . . . . . . . . . . . . . . . . 412

xi
In This Chapter You Will:
● Find the prime factorization of a number ● Solve equations and inequalities
● Find the greatest common factor (GCF) containing rational numbers
and the least common multiple (LCM) ● Rename customary units of measure
● Compare and order rational numbers ● Apply the strategy: Make a Drawing
● Add, subtract, multiply, and divide ● Look for new vocabulary words
positive and negative fractions and highlighted in each lesson
mixed numbers
● Use properties of rational numbers

Do You Remember? For Practice Exercises:

● A rational number is any number PRACTICE BOOK, pp. 123–166
that can be written in the fractional
form a , where a and b are integers
b For Chapter Support:
and b ≠ 0.
● A repeating decimal is a decimal www.progressinmathematics.com
in which a digit or sequence of
digits repeats without end. ● Skills Update Practice ● Calculator Activities
● Scientific notation shows a number ● Practice Activities ● Enrichment Activities
as the product of two factors: a, any ● Audio Glossary ● Electronic SourceBook
number greater than or equal to 1 ● Vocabulary Activities
but less than 10; and Virtual Manipulatives
a power of 10 in
exponent form, 10b.

al Thinking × 102 kg.

2

Critic 7. 3 4 7 7
mass of 102 kg.
4
a ×
r t h ’s m oon has ass of 5.9742 f Neptune,
Ea am so
self has he moon ne
Earth it hich is one of t 22 kg, while Neptu ’s
on
Triton, w s of 2.147 × 10 26 kg. Which mo
a s 0 ss
has a m s of 1.0243 × 1 part of the ma
as er
has a m esents a great
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mass r
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of its pl
Chapter 5 107
 5-1
Prime Factorization
Objective To find the prime factorization of a number

A prime number is a whole number greater than 1 that has Remember:

exactly two factors, itself and 1. A composite number is a whole Factors are numbers that are
number greater than 1 that has more than two factors. The multiplied to find a product.
number 1, which has only one factor, is neither prime nor You can factor a number or
an expression by writing it as
composite.
a product of its factors.
Prime factorization is a way of showing a composite number as the
product of prime numbers. Except for the order of the factors, every
composite number has a unique prime factorization.

䉴To find the prime factorization of a number, you can use a factor tree.
Find the prime factorization of 48.
• Write 48 at the top of the tree. 48
• Choose any two whole number
factors of 48. 4 • 12 composite numbers; factor again.

• If any factor is not prime, rewrite it 2 • 2 • 2 • 6 composite number; factor again.

as a product of two factors.
• Write the prime factors that repeat 2 • 2 • 2 • 2 • 3 all prime numbers
in exponential form. List bases in
least to greatest order. 48  24 • 3 exponential form

The tree is complete when the factors are all prime numbers.
The prime factorization of 48 is 2 • 2 • 2 • 2 • 3, or 24 • 3.
If you had chosen 3 and 16 as the first pair of factors for 48,
the prime factorization would remain 24 • 3.

䉴Another way to find the prime factorization is to divide by prime

numbers until the quotient is 1.
Find the prime factorization of 24.

2 24 or 3 24
2 12 2 8
2 6 2 4
3 3 2 2
1 1
prime factorization

The prime factorization of 24 is 2 • 2 • 2 • 3 or 23 • 3.

䉴A number is divisible by another number if there is no remainder

when you divide. You can use the divisibility rules to help you find
the prime factorization of greater whole numbers.

108 Chapter 5
 Practice & Activities

Divisibility Rules
A number is divisible by:
2 if it is an even number 6 if it is divisible by both 2 and 3.
(ends in 0, 2, 4, 6, or 8).
3 if the sum of the digits is divisible by 3. 8 if the last three digits form a number
divisible by 8.
4 if the last two digits form a number 9 if the sum of the digits is divisible by 9.
divisible by 4.
5 if the ones-place digit is 5 or 0. 10 if the ones-place digit is 0.

Find the prime factorization of 495.

Method 1 Make a Factor Tree Method 2 Use Division
495 ends in 5; divisible by 5 5 495 ends in 5; divisible by 5
3 99 9  9  18; divisible by 3
5 • 99 9  9  18; divisible by 9 3 33 3  3  6; divisible by 3
5 • 9 • 11 9 is divisible by 3.
11 11 11 divisible by 11
1
5 • 3 • 3 • 11 all prime numbers

So the prime factorization of 495 is 32 • 5 • 11.

䉴When the divisibility rules for 2, 3, 5, or 9 do not work, try dividing by other
prime numbers. To find the prime factorization of 9009, start by trying 7, 11, 13, 17, and 19.
Method 1 Make a Factor Tree Method 2 Use Division
9009 9  9  18; divisible by 9 3 9009 9  9  18; divisible by 3
3 3003 3  3  6; divisible by 3
9 • 1001 divisible by 3 7 1001 divisible by 7
3 • 3 • 1001 divisible by 7
11 143 divisible by 11
13 13 divisible by 13
3 • 3 • 7 • 143 divisible by 11 1

3 • 3 • 7 • 11 • 13 all prime numbers

So the prime factorization of 9009 is 32 • 7 • 11 • 13.

Tell whether each number is prime or composite.

1. 41 2. 300 3. 264 4. 51 5. 67

Write the prime factorization of each number in exponential form.

6. 30 7. 80 8. 63 9. 52 10. 160

11. Discuss and Write Can the product of two prime numbers be a prime number?
Explain. Give examples to support your explanation.

Lesson 5-1 for exercise sets. Chapter 5 109

 5-2
Greatest Common Factor
Objective To find the greatest common factor (GCF) of two or more numbers
• To simplify fractions by using the GCF and factoring • To form equivalent fractions

Students are planting 18 forsythia and 24 lilac bushes

around the school in groups of equal number. Each group
must have the same type of bush. What is the greatest
number of bushes the students can plant in each group?

䉴To find the greatest number of equal groupings, find

the greatest common factor of 18 and 24.
The greatest common factor (GCF) of two or more
numbers is the greatest number that is a factor of each
of those numbers.
Here are two ways to find the GCF of two numbers:

Method 1 List the Factors Method 2 Use Prime Factorization

• List all the factors of each number. • Write the prime factorization of each number.
Factors of 18: 1, 2, 3, 6, 9, 18 18 24
Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24
2 • 9 6 • 4
• List all the common factors—factors
that are the same for both numbers. 2 • 3 • 3 3 • 2 • 2 • 2
1, 2, 3, 6 • Multiply the common prime factors.
• Choose the greatest common factor. 2•36
The GCF of 18 and 24 is 6. The GCF of 18 and 24 is 6.
So the students can plant 6 bushes in each group.

1 Find the GCF of 27, 36, and 63.

Method 1 List the Factors Method 2 Use Prime Factorization
• List all the factors of each number. • Find the prime factors of each number.
Factors of 27: 1, 3, 9, 27 27  3 • 3 • 3
Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36 36  2 • 2 • 3 • 3
Factors of 63: 1, 3, 7, 9, 21, 63 63  3 • 3 • 7
• Find the common factors of 27, 36, and 63. • Find the common prime factors.
1, 3, 9 3 • 3 or 32
• Choose the greatest common factor. • Multiply the common prime factors.
The GCF of 27, 36, and 63 is 9. 3•39
The GCF of 27, 36, and 63 is 9.

110 Chapter 5
 Practice & Activities

䉴Two numbers are relatively prime if their only common factor is 1.

The numbers 3 and 4 are relatively prime.

䉴You can use the GCF to express fractions in simplest form.

Write 45
60 in simplest form.
Method 1 Divide by the GCF Remember: A fraction is in simplest
form, or lowest terms, when its
• Find the GCF of the numerator and the denominator. numerator and denominator have no
Factors of 45: 1, 3, 5, 9, 15, 45 common factor other than 1.
Factors of 60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
The GCF of 45 and 60 is 15.
45  15
• Divide the numerator and denominator by the GCF. 60  45 3
60  15  4
• Check by multiplying the numerator and denominator
of 34 by the GCF you used in simplifying the original expression. 34  34 •• 15 45
15  60

Method 2 Use Prime Factorization Method 3 Use Division

45 prime factorization of 45
60  2 •3 2• 3• •3 5• 5 prime factorization of 60 5 45 60
1 1
3 •3 • 5 3 9 12
 2•2• 3 • 5 Simplify.
1 1
3 4
3
 4
prime factors for
So 45 3
60  4 in simplest form.
both 45 and 60

䉴Two fractions that have the same value are called equivalent fractions.
To find equivalent fractions, you can multiply or divide the numerator
and denominator of a fraction by the same nonzero number.
15
Find two fractions equivalent to 27 .
Multiplying or dividing both
15 • 2 30 15  3 5 terms of a fraction by the
Multiply: 27 • 2  54 Divide: 27 3  9 same number is the same
30 5 15 as multiplying or dividing
So 54 and 9 are equivalent to 27 .
the fraction by 1.

Find the greatest common factor. List the factors or use prime factorization.
1. 20 and 45 2. 10 and 24 3. 6, 14, 28 4. 8, 16, 36

Write each fraction in simplest form. Use the GCF or prime factorization.

5. 49
56 6. 12
30 7. 22
55
16
8. 44

9. Find two fractions equivalent to 25

85 .

10. Discuss and Write Can the greatest common factor of 24 and 36
be greater than 24? Explain.

Lesson 5-2 for exercise sets. Chapter 5 111

 5-3
Least Common Multiple
Objective To find the least common multiple (LCM) of two or more numbers
• To find the least common denominator (LCD) of two or more fractions

The high school’s soccer, field hockey, and baseball teams

all had games today. The soccer team plays every 6 days,
the field hockey team plays every 5 days, and the baseball
team plays every 3 days. How many days from now will
all three teams have games on the same day again?
To find the number of days from now that the teams
will play again on the same day, find the least common
multiple of 6, 5, and 3.

䉴A multiple is the product of a number and any whole

number. Multiples shared by two or more whole
numbers are common multiples. The least nonzero
common multiple of two or more numbers is their
least common multiple (LCM).
Find the LCM of 3, 5, and 6.

Method 1 List the Multiples

• List the multiples of each number.
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, . . . Extend each list until you find a
Multiples of 5: 5, 10, 15, 20, 25, 30, . . . multiple common to all the numbers.
Multiples of 6: 6, 12, 18, 24, 30, . . .
• Identify the least multiple that is common to the three numbers: 30
So the LCM of 3, 5, and 6 is 30.

Method 2 Use Prime Factorization

• Write the prime factorization of each composite number.
3 is prime.
5 is prime.
62•3
• Write each prime factor the greatest number of times it appears
in each of the prime factorizations. Then multiply the factors
to find the LCM.
2 • 3 • 5  30
So the LCM of 3, 5, and 6 is 30.
The three teams will play again on the same day in 30 days.

䉴The LCM of relatively prime numbers is their product.

What is the least common multiple of 3 and 5?
The LCM of 3 and 5 is 3 • 5, or 15.

112 Chapter 5
 Practice & Activities

1 Find the LCM of 6, 8, and 9.

Method 1 List the Multiples Method 2 Use Prime Factorization
• List the multiples of each number. • Find the prime factorization
Multiples of 6: 6, 12, 18, 24, 30, of each number.
36, 42, 48, 54, 60, 66, 72, . . . 62•3
Multiples of 8: 8, 16, 24, 32, 40, 8  2 • 2 • 2 or 23
48, 56, 64, 72, . . . 9  3 • 3 or 32
Multiples of 9: 9, 18, 27, 36, 45,
• Write each base once, using the
54, 63, 72, . . .
greatest exponent.
• Identify the least multiple that is 23 • 32  72
common to the three numbers: 72
So the LCM of 6, 8, and 9 is 72.
So the LCM of 6, 8, and 9 is 72.

䉴You can use the same methods for finding the LCM to find the
least common denominator (LCD) of two or more fractions.
The least common denominator (LCD) is the least common multiple
of the denominators of two or more fractions.
To find the LCD of 38 , 45 , and 20
7
:
Method 1 List the Multiples Method 2 Use Prime Factorization
• List the multiples of each denominator until • Write the prime factorization of each
you find a multiple that is common to all denominator. Then find the greatest
three denominators. number of times each factor appears in
Multiples of 8: 8, 16, 24, 32, 40 any prime factorization.
Multiples of 5: 5, 10, 15, 20, 25, 30, 35, 40 82•2•2
Multiples of 20: 20, 40 55
20  2 • 2 • 5
• Identify the least multiple that is common
to the three numbers: 40 • Multiply the factors: 2 • 2 • 2 • 5  40

Since the LCM of 8, 5, and 20 is 40, the LCD of 38 , 45 , and 20

7
is 40.

Find the LCM of each set of numbers. List the multiples, or use prime factorization.
1. 5, 7 2. 4, 5, and 10 3. 6, 9, and 12 4. 2, 3, 4, and 8

Find the LCD of each set of fractions. List the multiples, or use prime factorization.
5. 38 and 35 9 1
6. 14 , 8 , and 47 7. 58 , 34 , and 23 3
8. 10 and 16

9. Discuss and Write If one number is a factor of the other, what can
you say about the least common multiple of the two numbers?

Lesson 5-3 for exercise sets. Chapter 5 113

 5-4 Fraction Sense:
Close to ⫺1, ⫺ 12 , 0, 12 , or 1
Objective To determine whether a fraction is close
1 1
to ⫺1, ⫺ , 0, , or 1
2 2

Sonja’s driving directions to her job interview told

her to turn onto Allendale Road. The directions
4
said she should stay on Allendale Road for 10 mile
4
before turning again. Is 10 mile closest to 0, 12 , or 1 mile?
To determine if the fraction of a mile is closest to 0, 12 ,
or 1 mile, compare the absolute values of the numerator
and the denominator of the fraction.

䉴To estimate if a fraction is close to 1, Key Concept

close to  12 , close to 0, close to 12 , or Fraction Sense
close to 1, compare the absolute value of A fraction is:
its numerator to the absolute value of • close to 1 or 1 when the absolute value of
its numerator is about equal to the absolute
its denominator.
value of its denominator.
The numbers 1,  12 , 0, 12 , and 1 are • close to 1 or 1 when double the absolute
2 2
benchmarks, or numbers that are convenient value of its numerator is about equal to the
to use as standards of reference when making absolute value of its denominator.
estimates and comparisons. • close to 0 when the absolute value of its
numerator is much less than the absolute
Since 5 is half of 10, the numerator 4 is almost
4 value of its denominator.
half of 10. So 10 mile is closest to 12 mile.

䉴A fraction is close to 0 when the absolute value

1 12 0 1 1
of its numerator is much less than the absolute 2
value of its denominator.

3
1 The fraction 14 is close to 0 since the 2 The fraction 2
12 is close to 0 since the
absolute value of the numerator, 3, is much absolute value of the numerator, 2, is
less than the absolute value of the much less than the absolute value of the
denominator, 14. denominator, 12.

1 2 3 4 5 6 7 8 9 10 11 12 13 1
0 14 14 14 14 14 14 14 14 14 14 14 14 14
1 11 10  9  8  7  6  5  4  3  2  1 0
12 12 12 12 12 12 12 12 12 12 12
1 1
2 2

114 Chapter 5
 Practice & Activities

䉴A fraction is close to 1 or 1 when the absolute value of its denominator

is about equal to the absolute value of its numerator.

1 11
12 is close to 1 since the absolute value of the
numerator, 11, is about equal to the absolute 1 2 3 4 5 6 7 8 9 10 11 1
0 12 12 12 12 12 12 12 12 12 12 12
value of the denominator, 12.

13
2 16 is close to 1 since the absolute value
of the numerator, 13, is about equal to
1 151413121110 9  8  7  6  5  4  3  2  1 0
the absolute value of the denominator, 16. 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16

䉴Another way to estimate the value of a fraction to the nearest 12

is to use compatible numbers and mentally visualize a number
line marked in intervals of 12 .

9 1 19
1 Estimate 48 to the nearest 2 . 2 Estimate 24 to the nearest 12 .
9 10 19 18
48 is close to 50. Find compatible numbers. 24 is close to 24. Find compatible numbers.
10  10 1 18  6 3
50  10  5 Simplify. 24  6  4 Simplify.
1 1 3 1
5 is closer to 0 than to 2. 4 is halfway between 2 and 1.
9 19 19 18 18 3
So 48 is close to 0 on a number line.
24  34 24  24 and 24  4 .
19
So 24 is close to 1 on a number line.

Draw a number line to find the answer.

1. Is 11 1
16 closer to 2 or to 1? 2. Is 38 closer to 12 or to 0?

Tell whether the fraction is closest to ⫺1, ⫺12, 0, 12, or 1.

3. 15
18 4. 8
14
3
5. 28 2
6. 14 7. 33
40

8. Discuss and Write How can you use compatible numbers to determine whether
a fraction is closest to 1, 12, 0, 12, or 1? Justify your answer with examples.

Lesson 5-4 for exercise sets. Chapter 5 115

 Update your skills. See page 413 XV.
5-5
Compare and Order Rational Numbers
Objective To compare and order rational numbers • To use the LCD to rename fractions
• To rename mixed numbers as fractions greater than 1 • To rename fractions greater than 1 as
mixed numbers • To name a rational number between any two rational numbers • To use cross
products to compare fractions

In a gymnastics competition, Gina scored 7 14 points, and

3
Mei scored 710 points. Who scored fewer points?
To find who scored fewer points, compare 7 14 and 710
3
.

䉴To compare mixed numbers, first compare the integer

parts. If needed, rename the fraction parts as equivalent
fractions using the LCD, and then compare the fractions.
• Compare the integer parts of the mixed numbers.
77
• The integers are equal. Compare the fractions. Use the
LCD to rename the fractions with like denominators.
Find the LCD of 14 and 10 3
.
Multiples of 4: 4, 8, 12, 16, 20, 24, . . .
Multiples of 10: 10, 20, . . .
The LCD of 4 and 10 is 20.
Rename 7 14 as a mixed number with 3
Rename 710 as a mixed number with
a denominator of 20. a denominator of 20.

7  14 •• 55  720
5 3•2
7  10 6
• 2  720

So 7 14  720
5
. 3
So 710 6
 720 .

Compare the numerators of the fractions: 5  6

Since 7 14 is less than 710

3
, Gina scored fewer points than Mei.

䉴You can find a rational number between any two Density Property
rational numbers. An infinite number of rational
5 6 numbers can be found between
Name a number between 720 and 720 . any two rational numbers.
5 ? 6
720 , , 720
5 5•2 10
• Rename the fractions as equivalent fractions in 720  7 20 • 2  740
greater terms that have the same denominator.
6 6•2 12
• Look at the numerators, and write the integers 720  7 20 • 2  740
between them.

11 is between 10 and 12, so 711 1 3

40 is between 7 4 and 710.

䉴To compare and order fractions and decimals, first rename

the fractions as equivalent decimals. Then compare and order.

116 Chapter 5
 Check Your Progress I

5 40
Order  16 , 100 , and 0.625 from least to greatest.
• First rename the fractions as equivalent decimals.
Divide the numerator by the denominator.
5 40
 16 5  16  0.3125 100  0.40
• Then compare the decimals. Start with the 0.3125 greatest value; closest to zero
greatest place, and move right as you compare 0.4000
the digits in each decimal place. 0.6250 least value; farthest from zero

Check: 0.6250  0.4000 and 0.4000  0.3125 Remember: Write zeros so that decimals
40 5 have the same number of decimal places.
The order from least to greatest is 0.625, 100 ,  16 .

䉴You can also compare fractions mentally by multiplying as shown below.

7 ? 3
1 Compare: 12 5
2 Compare: 6
11
? 5
9
35 36 ⴚ54 ⴚ55
7 3 6 5
12 5 11 9
7
35  36 so 12  35 . 54  55 so 6 5
11  9 .

䉴Sometimes when you compare rational numbers, it is necessary to

rename mixed numbers or fractions greater than or equal to 1.
Compare: 4 15 and 33
5
Method 1 Rename the mixed number as a Method 2 Rename the fraction greater than 1
fraction greater than 1. as a mixed number.
Rename 4 15 as a fraction greater than 1. Rename 33
5 as a mixed number.

4 15  4 • 55  1  21
( ) 6R3
fraction greater than 1 33
5
5  5 兲 33  6 35 mixed number
21
 33
5 5 4 15  6 35
So 4 15  33
5. So 4 15  335.

1. Name a fraction between 5 34 and 5 58 .

Compare.
2. 2 2
5 and 7
3
3. 820 2
and 8 15 4. 0.44 and 2
7 5. 2 49 and 17
7

Order from least to greatest.

3 2 1
6. 20 , 15 , 5 7. 2 3 4
3 , 8 , 5 8. 4 15 , 410
3
, 4.15 9. 3 23 , 4 35 , 11
6

10. Discuss and Write Why is it helpful to first rename fractions in like terms to compare them?

Lesson 5-5 for exercise sets. Chapter 5 117

 Update your skills. See page 414 XVI.
5-6
Add and Subtract Fractions
Objective To add and subtract positive and negative fractions

In this year’s car race, the second-place car reached the

finish line 12 second behind the winner. The third-place car
reached the finish line 58 second after the second-place car.
How many seconds behind the winner was the third-place car?

䉴To find the number of seconds, add 12  58 .

• The fractions have unlike denominators, so find the
LCD of 12 and 58 .
Multiples of 2: 2, 4, 6, 8. . .
Multiples of 8: 8, 16, 24. . .
The LCD of 2 and 8 is 8.
• Rename one or both fractions using the LCD. A fraction greater than 1 is in simplest
1 form, or lowest terms, when it is a
 12 •• 44  48
2 mixed number and 1 is the only
common factor of the numerator and
• Add. Express the sum in lowest terms.
denominator of its fraction part.
4 45
8  58 8
9
8  1 18 Write in simplest form.

So the third-place car finished 1 18 seconds behind the winner.

䉴To add fractions with like or unlike signs, apply the same sign rules Remember:
you use for adding integers. If the fractions have unlike denominators, a a a
b  b 
b
use the LCD to find a common denominator.

Add with Unlike Denominators, Like Signs Add with Unlike Denominators, Unlike Signs
Add:  37  (9
14 ) Add: 56  (2
9 )
• Find the LCD of the fractions. • Find the LCD of the fractions.
Multiples of 7: 7, 14, 21. . . Multiples of 6: 6, 12, 18, 24. . .
Multiples of 14: 14, 28. . . Multiples of 9: 9, 18, 27. . .
The LCD is 14. The LCD is 18.
• Use the LCD to rename one or both • Use the LCD to rename one or both
fractions. fractions.
5 5•3 15
 37   37 •• 22   14 6  6 • 3  18
6

2 2•2 4
9 9•2   18
• Add. Express the sum in lowest terms.
 (9 6  9
6 ( )
 14 14 )  14   15 1
14  1 14 • Add. Express the sum in lowest terms.

The addends are both negative,

15
18
4
 ( 18 )  15 184  11
( )
18
so the sum is negative.
The positive addend has the greater
9
So  37 ( 14 ) 1
1 14 . absolute value, so the sum is positive.

So 56  (2 11
9 )  18 .

118 Chapter 5
 Practice & Activities

䉴To subtract fractions with like or unlike signs, Remember: The Subtraction Principle:
apply the same rules you use for subtracting a  b  a  (b)
integers. If the fractions have unlike denominators,
use the LCD to find a common denominator.

Subtract with Like Denominators, Subtract with Like Denominators,

Like Signs Unlike Signs
Subtract: 5 3
11  ( 11 ) Subtract: 15  (2
5 )
• Subtract by adding the opposite of the • Subtract by adding the opposite of the
number being subtracted. number being subtracted.
5
11  (3 5 3 5  3 2
11 )  11  (11)  11  11
1
5  (2 1 2 12 3
5 )55 5 5
The negative addend has the greater Both addends are positive,
absolute value, so the answer is negative. so the answer is positive.

So 5 3 2
11  ( 11 )  11 . So 15  (2 3
5 )  5.

Subtract with Unlike Denominators, Subtract with Unlike Denominators,

Like Signs Unlike Signs
Subtract: 7 1
12  ( 8 )
9
Subtract: 16  (3
4 )
• Subtract by adding the opposite of • Subtract by adding the opposite of
the number being subtracted. the number being subtracted.
7
12  (1 7 1
8 )  12  8
9
16  (3 9 3
4 )  16  4
• Find the LCD. • Find the LCD.
Multiples of 12: 12, 24, 36. . . The LCD Multiples of 16: 16, 32. . . The LCD
Multiples of 8: 8, 16, 24, 32. . . is 24. Multiples of 4: 4, 8, 12, 16, 20. . . is 16.
• Use the LCD to rename any fractions. • Use the LCD to rename any fractions.
7 7 • 2 14 3
12  12 • 2  24 4  34 •• 44  12
16
1 1•3 3 • Express the answer in lowest terms.
8  8 • 3  24
9 9  12
• Express the answer in lowest terms. 16  12 21 5
16  16  16  1 16
14 The addends are both positive,
24
3
 24  1424 3  11
24 so the answer is positive.
The negative addend has the greater
absolute value, so the answer is negative.
9
So 16  (3 5
4 )  1 16 .

So 7 1 11
12  ( 8 )  24 .

Add or subtract. Express your answer in lowest terms.

1. 5 5
16  ( 8 ) 2. 35  (4
15 )
7
3. 10  45 4. 2 11
10  20

5. Discuss and Write Explain how you would subtract 4 9

5 from 10.

Lesson 5-6 for exercise sets. Chapter 5 119

 5-7
Add and Subtract Mixed Numbers
Objective To add and subtract positive and negative mixed numbers

A company had a profit of $4 14 million in its first year. The

company had a loss of $3 18 million in its second year. How
much did the company gain or lose in all in its first 2 years?

To find the total profit or loss, add 4 14  (3 18 ).

First estimate the sum by rounding to the nearest integer.
4 14 ⬇ 4 3 18 ⬇ 3 4  (3)  1

䉴To add mixed numbers, rename each with a common denominator if necessary.
• Find the LCD of the fraction parts. Multiples of 4: 4, 8, 12. . .
Multiples of 8: 8, 16, 24. . .
The LCD of 14 and 18 is 8.

• Rename the fraction part of 4 14 using the LCD. 1•2

4•2  28 , so 4 14  4 28

• Add the mix numbers. 4 14 4 28

First add the fraction parts.
 (3 18 )  (3 18 )
Then add the integer parts.
Use the same rules as for adding integers. 1 18 simplest form
• Express the sum in simplest form.
• Check by comparing the answer to your estimate. Think
So the company gained $1 18 million. 11
8
is close to the estimate of 1.
The answer is reasonable.
䉴To write a sum in simplest form, sometimes you
need to rename the sum when the fraction part
is greater than or equal to 1.
7
Simplify the sum: 5 12  (3 11 18
12 )  8 12
18 18  6 3
• Divide the fraction part by the GCF. 8 12  8 12  6  8 2 Divide by 6, the GCF of
18 and 12.
• Then rename the fraction part as a
1 R 1
mixed number by dividing the numerator 3
2  2 兲 3
by the denominator. Write the quotient as
3
the integer part and the remainder over
2  1 12
the divisor as the fraction part.
• Add the renamed fraction part to the 8  (1 12 )  9 12 Add the integer and the
original integer part, and write the sum. renamed fraction part.
18
So 8 12 in simplest form is 9 12 .

䉴To subtract a fraction from an integer or a mixed number,

rename the integer or mixed number and subtract.

120 Chapter 5
 Practice & Activities

1 Subtract: 6  47 5
2 Subtract: 4  2 13
• Estimate: 6  1  5 • Estimate: 4  2  2
• Rename the integer as a mixed number. • Rename the integer as a mixed number.
651 6  5  77  5 77 431 4  3  13 13
13  3 13
• Subtract. • Subtract.
5 77  47  5 37 3 13 5 8
13  2 13  1 13

Check: 5 37 is close to the estimate of 5. 8

Check: 1 13 is close to the estimate of 2.

3 Subtract: 8 15  45 4 Subtract: 6 14  4 34
• Estimate: 8  1  7 Think • Estimate: 6  5  1 Think
1 4 1 3
• Regroup 8 15 to subtract. 5
5 • Regroup 6 14 to subtract. 4
4

8 15  7  1  15 6 14  5  1  14
5 4
 7  55  15 Rename 1 as 5 .  5  44  14 Rename 1 as 4 .

 7  65  7 65  5  54

• Subtract: 7 65  45  7 25 • Subtract: 5 54  4 34  1 24  1 12

Check: 7 25 is close to the estimate of 7. Check: 1 12 is close to the estimate of 1.

䉴To compute with two or more mixed numbers, apply the Subtraction
Principle, and use the sign rules that you use in adding integers.
7 7 3 7
Evaluate a  b  c  d, when a  1 12 , b  3 12 , c  1 12 , d  3 12 .
7 7
1 12  (3 12 )  (1 123 )  3 127 Substitute the known values.
7 7
1 12  (3 12 )  1 123  (3 127 ) Apply the Subtraction Principle.

(1 127  1 123 )  [(3 127 )  (3 127 )] Use the Commutative and Associative properties
to group like signs.
2 10
12  (6 12 )
14
Simplify.
4
4 12  4 13

Add or subtract. Express each answer in simplest form.

3
1. 110  (2
5 )
7
2. 212  (3 58 ) 3. 1 35  (610
7
) 4. 3 56  (1 34 )

5. a  b, when a  3 23 and b  5 58 3
6. a  b  c when a  710 , b  4 25 , and c  310
3

5
7. Discuss and Write Is renaming the integer necessary to solve 7  310 ? Explain.

Lesson 5-7 for exercise sets. Chapter 5 121

 Update your skills. See page 414 XVII.
5-8
Multiply Fractions
Objective To multiply positive and negative fractions • To multiply positive and negative
fractions and integers • To evaluate algebraic expressions involving multiplication of fractions

Star Middle School has designed a new flag to represent its

sports teams. It is 12 blue and 12 white. It has stars on 25 of the
blue section. What fraction of the whole flag has stars?
To find the part with stars, 25 of 12 , multiply 25 • 12 .

䉴You can draw an area model to show multiplication of fractions.

Find 25 of 12 , or 25 • 12 .
Divide a rectangle into halves. Shade 12 blue.

Divide the rectangle into fifths. Shade 25 yellow.

Count the parts that are shaded both yellow and blue. 2 parts shaded both yellow and blue
Count the total number of parts. 10 parts in all
So 25 of 12 is 10
2
, or 15 .

So 15 of the flag has stars.

䉴To multiply positive and negative fractions, multiply numerators and

denominators. Use the same sign rules as for multiplying integers.
Multiply: 25 ( 12 )
Key Concept
2 Multiply the numerators.
5 • 12  25 •• 12 Multiply the denominators. Multiply Fractions
a c ac
2 22
 10  10  2 Simplify. Divide by the GCF.
( )( )
b d  bd, where b  0 and d  0

 15 Simplest form

1 Multiply: (5 1
8 )( 4 )
2 Multiply: (4 2
5 )( 3 )

(58)(14)  58••(1
4
)
Multiply. (45)( 23 )  (45 •) 3• 2 Multiply.
5 8
 32 Both signs are negative,  15 The signs are unlike, so
so the product is positive. the product is negative.

122 Chapter 5
 Practice & Activities

䉴Sometimes you can divide the numerator of one fraction and the
denominator of another by their GCF before multiplying.
Evaluate: abc, when a  58 , b  2 7
3 , and c  10.
1 ⴚ1
5 2 7 ( 5 ) (2 )( 7 )
( )( )( ) 
8 3 10 ( 8 )( 3 )( 10 )
Divide 5 and 10 by their GCF, 5.
4 2 Divide 2 and 8 by their GCF, 2.
(1)(1)(7)
 (4)(3)(2)  7
24 simplest form

䉴To multiply an integer and a positive or negative fraction,

first rename the integer as a fraction. Then multiply.
Remember: You can write any integer a as
a fraction with a denominator of 1: a  a .
1

1 Multiply: (7)( 3 )
10
2 Multiply: (8)(5
16 )
3
(7)(10 )  ( 71 )(103 ) 7
71 (8)(5 8 5
16 )  ( 1 )( 16 )
8
8  1
ⴚ1
( )( )
 (17)(10
3 (8 )(5 )
)  ( 1 )( 16 )
21
 10
2
(1)(5)
1  (1)(2)
 210
 52  2 12

3 Find 35 of 70. Remember: 4 Find 14 of $5.00.

14 Of means “multiply.” 5
3
( )( 70
) ( 3 )( 70 ) ( 14 )( 51 )  54 $5.00  1
5 1 ( 5 )( 1 )
1  1 14
( )( )
 (31)(14
1) 1
 1.25 4
 0.25
 42
So 14 of $5.00 is $1.25.

Simplify each expression. Express the product in simplest form.

1. 78 • 12 2. 3 2
8 ( 8 ) 3. ( 78 )(21
2
) 4. 3 5
8 • 6 5. 38 • 4
5

6. 24( 38 ) 7. 30 • 2
3 8. 58 • 13 9. 45 of 50 10. 56 of 30

11. Evaluate xyz, when x  5 4 6

6 , y  5 , and z  7 .

Solve.
12. At the mineral show, 27 of the 35 minerals are unpolished gemstones.
How many minerals are unpolished gemstones?

13. Discuss and Write Why is it a good idea to simplify first before multiplying fractions?

Lesson 5-8 for exercise sets. Chapter 5 123

 5-9
Multiply Mixed Numbers
Objective To estimate the product of mixed numbers • To multiply positive and negative mixed
numbers • To evaluate algebraic expressions involving multiplication of fractions and mixed numbers

A mile is approximately 1 35 kilometers. Eli jogs 2 14 miles

every afternoon. About how many kilometers does he jog?
To find the number of kilometers, multiply: 2 14 • 1 35

䉴First estimate by rounding to the nearest integer.

2 14 ⬇ 2 1 35 ⬇ 2 2•24 estimated product

䉴To multiply mixed numbers, rename each mixed

number as a fraction greater than 1.
2 14 • 1 35  94 • 85 Rename each as a fraction greater than 1.
2
9•8
 4 •5 Simplify. Divide by the GCF.
1
Remember: To rename a mixed
Multiply the numerators.
 91 •• 25 Multiply the denominators. number as a fraction:
a b  a • c  b, c  0
( )
 18
5 Divide to rename as a mixed-number equivalent. c c

 3 35

Check: 3 35 is close to the estimate of 4. The answer is reasonable.

Eli jogs 3 35 kilometers.

䉴To multiply positive and negative mixed numbers, apply the sign
rules for multiplying integers. To multiply a mixed number and
an integer or a fraction, rename the mixed number.

1 Multiply: 2 25 • (3 12 )

Estimate first: 2 25 ⬇ 2 3 12 ⬇ 4 2 • (4)  8

Then multiply: 2 25 • (3 12 )  12 7
5 •( 2 ) Rename each as a fraction greater than 1.
ⴚ6

 12 7
5 •( 2 ) Simplify. Divide by the GCF.
1

 65•• 7 Multiply the numerators.

( )
1 Multiply the denominators.
 42
5 Divide to rename as a mixed number.

 8 25

Check: 8 25 is close to the estimate of 8. The answer is reasonable.

124 Chapter 5
 Practice & Activities

2 Multiply: 3 35 • 2 14

Estimate first: 3 35 ⬇ 4 2 14 ⬇ 2 4 • 2  8

Then multiply:

3 35 • 2 14  18 9
5 •4 Rename each mixed number.

 18
5•4
•9 Multiply the numerators.
Multiply the denominators.
 162
20 Divide to rename as a mixed number. Think
2 1 8 1 is close to 8.
 8 20 8 10 Express the fraction part in simplest form. 10

9
3 Multiply: 4 10 •9 4 Multiply: 2 13 • 78
Estimate first. Then multiply. Estimate first. Then multiply.
9
4 10 ⬇5 5 • 9  45 2 13 ⬇ 2 7
8 ⬇1 2•12
9 1
4 10 • 9  49 9
10 • 1 Rename the factors, then 2 13 • 78  73 • 78 Rename 2 3 , then multiply.
multiply.
 441 Divide to rename.  49
24 Divide to rename.
10
Think Think
1
 1  2 24 1
44 10 44 1 is close to 45. 224 is close to 2.
10

䉴You can evaluate algebraic expressions involving multiplication of fractions.

Evaluate a • b, when a  6 2
7 and b  3 . Evaluate a • b, when a  3 25 and b  2
3 .
ⴚ2
6 2 6 (2 ) 3 25 • (2 17 2
3 ) 5 •( 3 ) Substitute the
7 •( 3 ) 7• 3
Substitute the
known values.
known values.
 175 •2
1 ( )
2(2) 3 Multiply.
 7•1 Multiply.
4  34
15 Divide to rename.
 7 4
 2 15

Estimate. Then multiply. Express the product in simplest form.

1. 4 35 • 4 12 2. 3 12 (1 12 ) 3. 1 34 (1 23 ) 4. 2 16 • 1 78 5. 3 12 (7)

Evaluate.
6. a • b, when a  2 7
3 ,b 9 7. a • b, when a  4 34 , b  3
8

8. Discuss and Write Explain why estimation is or is not helpful when multiplying
various kinds of fractional numbers. Support your answer with examples.

Lesson 5-9 for exercise sets. Chapter 5 125

 Update your skills. See page 415 XVIII.
5-10
Divide Fractions
Objective To divide positive and negative fractions • To divide positive and negative fractions
in complex fraction form

The Swanson Running Track is 1 mile long. It is marked in

1
tenths of a mile from the starting line. How many 10 -mile
sections are there in the first half of the track?
1
To find the number of 10 -mile sections, divide 12 by 10
1
.

䉴You can draw an area model to represent division

of fractions. Think
Divide: 12  10
1 How many tenths are in 1
2
?
1
2
Draw a rectangle, and divide it into 2 equal parts
to represent halves.
1 1 1 1 1 1 1 1 1 1
Shade 12 of the rectangle. 10 10 10 10 10 10 10 10 10 10

Divide the whole rectangle into 10 equal parts

to represent tenths.
1
Count the number of 10 parts in the shaded 12 .

There are 5, so 12  10
1
 5.
1
There are 5 10 -mile sections in the first half of the track.

䉴To divide fractions, multiply the reciprocal of the divisor by the dividend.
The reciprocal of a number is its multiplicative inverse. Zero has no reciprocal.
Key Concept
Divide Fractions
a
a c a d • ba  1, when a and b  0
b  d  b • c , when b, c, d  0 b

1 Divide: 12  10
1

reciprocals Think
1
1 1 1 10 1 • 10  1  1
2  10  2 • 1 Rewrite division as multiplication 10 1 1
1
5 with the reciprocal of the divisor.
 12 • 10
1 Simplify using the GCF.
1
Multiply the numerators.
 11 •• 51 Multiply the denominators.
Remember: 5 means 5  1.
 51  5 Divide. 1

126 Chapter 5
 Practice & Activities

䉴To divide signed fractions, use the same sign rules as you use for dividing integers.
You can also divide an integer by a fraction or a fraction by an integer.

1 Divide: 2 1
9 ( 8 )
2 Divide: 7 1
20  5
2
9  (1 2 8
8 )  9 • (1) Multiply by the
7
20  15  7 5
20 • 1 Multiply by the
reciprocal. 1 reciprocal.
 92 •8
• (1)  7 •
20 1
5
4
 16
9 The signs are the same,  7 • 1
so the quotient is positive. 4•1
7
 1 79 Express as a mixed number.  4 The signs are different, so
the quotient is negative.
 1 34 Express as mixed number.

3 Divide: 10  12 4 Divide: 23  20

10  12  10 1
1 2
2
3  20  23  20
1

 10 2
1 •1 Multiply the reciprocal  23 • 20
1
Multiply the reciprocal
of the divisor by the of the divisor by the
dividend. 1 dividend.
 10
1•1
•2
 23 • 20
1
10
20
 1  20  1•1 1
 30
3 • 10

䉴A complex fraction has a fraction or mixed number in the numerator, the

denominator, or both. To simplify, divide the numerator by the denominator.

3 8
1 2 9 93 3
4
 34  12 3
9
 89  56
12 1 5 5
5 6
 34 • 12
1
 91 • 53  89 • 65
1
3 2
3 1 1
 • 12  16  9 5
 15
 15  8 6  16 1
15  1 15
4 1
• 3 1 •
4 9 5
1 3

Divide. Express your answer in simplest form. 3

7 1 5 7 5 4 1 8
1. 8  2 2. 6  10 3. 6  (30) 4. 5  2 5. 3
4
6. Discuss and Write Explain the difference in how you simplify 12  38 and 12 • 38 .

Lesson 5-10 for exercise sets. Chapter 5 127

 Update your skills. See page 413 XV.
5-11
Divide Mixed Numbers
Objective To divide positive and negative mixed numbers • To evaluate algebraic
expressions involving division of fractions and mixed numbers • To simplify complex fractions
containing mixed numbers

Jerome measured his frog’s leap at 6 18 inches.

This was 1 34 times as far as his leap yesterday.
How far did the frog leap yesterday?
To find the distance of yesterday’s leap, divide 6 18 by 1 34 .
First estimate by rounding to the nearest integer.
6 18 ⬇ 6 1 34 ⬇ 2 623 estimated quotient

䉴To divide mixed numbers, first rename each mixed number as a fraction.
6 18  1 34  49 7
8 4 Rename as fractions.
Remember: A reciprocal is
49
8  74  49 4
8 •7 Multiply the reciprocal of the divisor by the multiplicative inverse of
the dividend. a number.
7 1 a • b  1, when a and b  0
49 4 b a
 8
• 7 Simplify using the GCF, then multiply.
2 1

 72  3 12 Divide to rename as a mixed number.

So yesterday’s leap was 3 12 inches long. Think

31 is close to the estimate of 3.
2
䉴To divide positive and negative mixed numbers, The answer is reasonable.
use the same sign rules you use for dividing integers.
• Divide: 3 14  2 12

3 14  2 12  13 5
4 2 Rename as fractions.

 13 2
4 •5 reciprocal of divisor
1

 13
4
• 2
5
2

 13 3
10  110 unlike signs, negative quotient

• Divide: 2 18  (1 14 )

218  (114)  17 5

8 ( 4 ) Rename as fractions.

 17 4
8 • (5) reciprocal of divisor
1

 817
2
• ( )
4
5
17 7
 10  1 10 like signs, positive quotient

128 Chapter 5
 Check Your Progress II

䉴You can evaluate algebraic expressions involving division and fractions.

Evaluate a  b, when a  67 and b  3

8 . Evaluate a  b, when a  1 23 and b  56 .

a  b  67  (3
8 ) a  b  1 23  56

 67 • (3
8
) reciprocal of divisor  53 • 65 reciprocal of divisor
2 1 2
6 8 5 6
 7 •( 3 )  3
• 5
ⴚ1 1 1
16
 7  2 27  2
1 2

䉴To divide a mixed number and an integer, rename the mixed number
and the integer as fractions greater than or equal to 1 before computing.
Divide: 5 13  8

5 13  8  16 8
3 1 Rename as fractions.
2
16
 3 • 18  23 •• 11 Multiply by the reciprocal of the divisor. Simplify.
1

 23 Express in simplest form.

䉴To simplify a complex fraction, rename the divisor and dividend so that
both are in fraction form. Then divide the numerator by the denominator.
1 43 2 25
• Simplify: 3
• Simplify:
8 3 53
1 43 7 2 25 12

3
 43  74  38 3
5
 18  12 18
5  5
8 8 35 5
2 2 1

 47 • 83  12
5
5
• 18
1 1 3

 14 2
3  43  23

Divide. Express your answer in simplest form.

1 57
1. 2 78  12 2. 7 23  3 3. 21  1 16 4. 6 58  (2 14 ) 5.
6 43
Evaluate.
6. a  b, when a  23 , b  1
6 7. m  n, when m  1 38 , n  2 12

8. Discuss and Write Is the quotient of 3 14  18 greater than the dividend or

less than the dividend? Explain your answer.

Lesson 5-11 for exercise sets. Chapter 5 129

5-12
Properties of Rational Numbers
Objective To identify properties of addition and multiplication of rational numbers
• To use the properties to compute mentally with rational numbers

䉴Properties can help you compute. Let a, b, and c represent any rational numbers.
Commutative Property of Addition Commutative Property of Multiplication
Changing the order of the addends Changing the order of the factors
does not change the sum. does not change the product.
abba ab  ba
Example: 23  14  14  23 Example: 5 1 1 5
7 ( 8 )( 8 ) 7
Think
“order”

Associative Property of Addition Associative Property of Multiplication

Changing the grouping of the addends Changing the grouping of the factors
does not change the sum. does not change the product.
(a  b)  c  a  (b  c) (ab)c  a(bc)
Example: ( 2 1 1 2 1 1
3  3)  5  3  (3  5) Example: ( 34 • 59 ) 35  34 ( 59 • 35 )
Think
“grouping”

Identity Property of Addition Identity Property of Multiplication

The additive identity element is 0. The multiplicative identity element is 1.
Adding 0 to any number does not Multiplying 1 and any number does not
change the value of the number. change the value of the number.
a  0  a and 0  a  a a • 1  a and 1 • a  a
Examples: 38  0  38 and 0  38  38 1
Examples: 10 1
• 1  10 1
and 1 • 10 1
 10
Think
“same number”

Inverse Property of Addition Inverse Property of Multiplication

The additive inverse, or opposite, of a The multiplicative inverse, or
is a. reciprocal, of a is 1a , a  0.
a  (a)  0 and a  a  0
a( 1a )  1 and ( 1a )a  1
1
Examples: ( 12 )  0 and  12  1
0
2 2 Examples: 9( 19 )  1 and ( 19 )9  1

Zero Property of Multiplication Multiplicative Property of ⴚ1

The product of 0 and any number is 0. The product of 1 and any number is the
a • 0  0 and 0 • a  0 additive inverse of the number.
0 c a • (1)  (a)
( )  0, when b and d  0
b d 4
Example: 49 (1)   49 9
and  4
9
are opposites.
5
Examples: 0( 12 )  0 and ( 125 )0  0

130 Chapter 5
 Practice & Activities

Identify the properties used.

1 (18  15 )  2 14  18  ( 15  2 14 ) grouping 2 4 3 3 4

9 •55• 9 order
changed changed
Associative Property of Addition Commutative Property of Multiplication

䉴You can use the Distributive Property to compute

with rational numbers.

Distributive Property of Multiplication Distributive Property of Multiplication

Over Addition Over Subtraction
a(b  c)  (a • b)  (a • c) a(b  c)  (a • b)  (a • c)
2 12 (1 34  2 34 )  (2 12 • 1 34 )  (2 12 • 2 34 ) 2 1
(
3 2  16 )  ( 23 • 12 )  ( 23 • 16 )

 ( 52 • 74 )  ( 52 • 11
4)  26  18
2
Think
 35 55
8  8
Distribute the number  ( 26 •• 33 )  18
2 6
 18 2
 18
for a across the sum
 90 2 1
8  11 8  11 4
or difference. 4
 18  29

䉴Sometimes the Distributive Property can help you compute mentally

when one of the factors is a mixed number.

1 Multiply: 2 12 • (14) Think 2 Multiply: 3 12 • 23 Think

1 1 1 1
22  2  2 32  3  2
2 12 (14)  2(14)  12 (14) 3 12 ( 23 )  3( 23 )  12 ( 23 )
 28  (7)  63  26
 35
 2  13  2 13

Name the property used.

1. 2 3
3 (2)  1 2. 5 5
7 •1 7 3. 1  18 • 8 4. 16 • (2 0 3
3 )•1•40

What value for the variable makes each sentence true? Name the property used.

5. 4 1 1
5 •44•g 6. 29  0  h 7. 35 (5  10
3
)  ( 35 • 5)  ( 35 • k)
8. Discuss and Write Explain how you can use the Distributive Property
to simplify the expression (5 12 • 1 16 )  (5 12 • 2 56 ). Simplify the expression
to support your answer.

Lesson 5-12 for exercise sets. Chapter 5 131

5-13 Order of Operations with
Rational Numbers
Objective To use the order of operations to simplify numerical expressions containing
rational numbers • To use a calculator to check solutions

The order of operations is used to simplify expressions

that contain any form of rational numbers.
4
Simplify: (0.4)3 • (5
2 ) Simplify each power before
multiplying the factors.

(0.4)(0.4)(0.4) • (5 5 5 5
2 )( 2 )( 2 )( 2 ) Multiply like terms.

0.064 • 625
16 Multiply.
0.064 • 625
16
40
16  2 12 Simplify.

䉴To simplify expressions that contain more than

one grouping symbol, begin computing with the
innermost set. Remember:
Order of Operations
Simplify: 6( 23  59 )  [(2.4 • 5)(1)9 ] • First, compute operations
within grouping symbols.
6( 23  59 )  [(2.4 • 5)(1)9] Compute within parentheses.
• Next, simplify exponents.
6( 19 )  [12(1)9] Simplify the power. • Then multiply or divide
from left to right.
6( 19 )  [12(1)] Multiply. • Last, add or subtract from
left to right.
6
9  (12)
ⴚ2
6
9
 (12) Simplify.
3
2
3 • 1
12 Divide, multiply by the reciprocal.
ⴚ1
2
3 • 1
12
1
 18 Simplify.
6
To Key Fractions with
䉴Some calculators have a fraction key, , and an exponent 2
key, , which you can use to check your solution to an 3
Press 2 3
expression involving fractions and powers. 75
8
Press 7 5 8
2 5
Check: 6(  3 9 )  (2.4 • 5)(1)9

Press 6 2 3 5 9 2.4 5 1 9

1/18
So 6( 23  59 )  (2.4 • 5)(1)9  18
1
.

132 Chapter 5
 Practice & Activities

䉴Remember that the division bar is a grouping symbol. To simplify

an expression with a division bar, first simplify above the bar, next
simplify below the bar, and finally divide.

1 52  7 10
2
2
Simplify: Simplify: 12 .5  0.5
( 2  15)  2 3 3 • 0.5
4
52  7 10
2
Simplify the power. 12 . 5  0 . 5 Add.
( 2  15)  2 3 3
4 • 0.5
25  7 10
2
Subtract and rewrite the 12
difference in simplest form. 1
( 2  15)  2 3 3• 0.5 Rename 0.5 as 2.
4
17 45 12
( 2  15)  2 3
Compute 3 1
4•2 Multiply.
within parentheses.
17 45 12 Simplify.
13  2 3 Simplify the power. 3
8
17 45 12
 38 Rewrite in horizontal form.
1
13  8 Add.
12
1 • 83 Multiply by the reciprocal to divide.
17 45
 17 45  (5) Rewrite in ⴚ4
5 12 8
horizontal form. 1
•
3
Simplify.
89 5
5  1
1
Rename as fractions.
32
1  32
89 1
5 • 5 Multiply by the reciprocal to divide.
89 14
25  325

Simplify.
3 2 3
1. (0.2)4 • (0.3)2 2. ( 12 )  ( 34 ) 3. (0.5)3 • ( 23 )
2
4. 3(4.6  0.3)  (3)2 5. 25  21  7  4 15 6. [24  (16)]  22  0.5

7. 2.4  (4.6) 8.
(
3 12  8 43  3 12 ) 9.
(
3 43  8 43  3 12 )
(7)(10) 2 6  (2 )2

10. Discuss and Write For the expression 123. 5  1

0 . 5 , is it easier to solve it
4•2
the way it is, to rename the decimals as fractions, or to rename the fractions
as decimals? Show examples to justify your answer.

Lesson 5-13 for exercise sets. Chapter 5 133

 Update your skills. See page 414 XVI.
5-14 Addition and Subtraction Equations
with Fractions
Objective To apply the Subtraction Property of Equality to solve addition equations with
fractions • To apply the Addition Property of Equality to solve subtraction equations with fractions

Herman packages nails for a hardware company. He weighs

them instead of counting the individual nails. If the scale already
shows 38 pound, what fraction of a pound of nails does he need
9
to make a 16 -pound package?

䉴To find the amount, write an addition equation, and apply the
Subtraction Property of Equality.
Let x  the fraction of a pound of nails needed.

Solve: x  38  16
9

3
Subtract 8 from both sides
x  38  38  16
9
 38
to isolate x. Remember:
9 6
Subtraction Property of Equality
x  16  16 Rename as fractions with a common If a  b, then a  c  b  c.
denominator, then subtract.
3
x  16 Express in simplest form.

Check: x  38  16
9

3 ? 9 3
16  38  16 Substitute 16 for x.

3 6 ? 9
16  16  16 Rename as fractions with a common denominator, then add.

9 9
16  16 True

3 9
So Herman needs 16 pound of nails to make a 16 -pound package.

䉴To solve an addition equation with signed fractions, follow the

same rules as you use to add and subtract integers.

Solve: n  ( 6 3
15 )  15 Check: n  ( 6 3
15 )  15

n  ( 6 6 6
Subtract 6  ( 6
3 3 ? 3
15 )  ( 15 )  15  ( 15 ) 15
from both 5 15 )  15
sides to isolate n.
 ( 6
9 ? 3
3
n  15 6
 15 Use the Subtraction Principle. 15 15 )  15
Add. 3 3
9  15 True
n  15 15

93
n  15 3 Simplify. Divide the numerator
and denominator by their GCF, 3.
n  35

134 Chapter 5
 Practice & Activities

䉴To solve a subtraction equation with positive and negative fractions,

apply the Addition Property of Equality.
Remember:
Solve: 12  n  38 Addition Property of Equality
1
 38  n  38  38 3
Add 8 to both sides to isolate n. If a  b, then a  c  b  c.
2
4
8  38  n Rename as fractions with a common denominator, then add.
7
8 n

Check: 12  n  38
1 ? 7
28  38 Substitute 7
8
for n, then subtract.
Think
1 ? 4
28
4 44 1
8
842
1
2  12 True

䉴To solve an addition or subtraction equation with mixed numbers,

rename so the fraction parts have like denominators.
3
Solve: n  4 10  17 25
3 3 3
n  4 10  4 10  17 25  4 10
3
Add 4 10 to both sides to isolate n.
4 3
n  17 10  4 10 Rename, using a common denominator, then add.
7
n  21 10
3
Check: n  4 10  17 25
7 3 ? 7
21 10  4 10  17 25 Substitute 21 10 for n.
Think
4 ?
17 10  17 25 Subtract. 4 42 2
 10  2  5
10
17 25  17 25 True

Solve for x. Then use substitution to check.

1. x  12  34 2. y  (5 1
8 )4 3. 12  m  35

4. 34  x  12
1
5. x  (3 3
10 )  5 6. x  7 14  13 38

7. Discuss and Write What steps would you take to solve for k?
3
k  10  45  12  10
7

Lesson 5-14 for exercise sets. Chapter 5 135

 Update your skills. See page 414 XVII.
5-15 Multiplication and Division Equations
with Fractions
Objective To apply the Division Property of Equality to solve multiplication equations with
fractions • To apply the Multiplication Property of Equality to solve division equations with fractions

On May 6, Kiera volunteered for 12 hours at the

natural history museum. This was 34 as much time
as she had volunteered the day before. How many
hours did she spend volunteering at the natural
history museum on May 5?
To find the number of hours, write and solve a
multiplication equation.
Let x  the number of hours volunteered on May 5.
3
4x  12 Think
3
4
is the coefficient of x.

䉴To solve a multiplication equation with fractions, use either of these methods:
Method 1 Multiply by the Reciprocal Method 2 Use the Division Property of Equality
Solve: 34 x  12 Think Remember:
3 3
4
x4•x Division Property of Equality
If a  b and c  0, then ac  b
c.
4 3 4 Solve: 34 x  12
3 • 4x  3 • 12 Multiply both sides by 3
the reciprocal of 3 4x
4 4
.
3
 12
3
Divide both sides by 3
4
to isolate x.
x  43 • 12
1 Simplify. 4 4
1 3
4•4 4x • 43  12 • 43 Divide, multiply by
x 1•1 Multiply. 4 the reciprocal.
x  16 x  12 4
1 • 3 Simplify.
1

x  41 •• 41 Multiply.

x  16

Both methods result in the same solution.

Check: 34 x  12
3 ?
4 • 16  12 Substitute 16 for x.
4
3 ?
4
• 16
1
 12 Simplify.
1
3•4 ?
1•1 12 Multiply.

12  12 True
So Kiera spent 16 hours volunteering at the natural history museum on May 5.

136 Chapter 5
 Practice & Activities

䉴To solve a division equation with fractions, Remember:

apply the Multiplication Property of Equality. Multiplication Property of Equality
Think If a  b, then a • c  b • c
Solve: n  8 n 8 1
n48
1 1
4 4 Check: n  8
1
4
1
• n  14 • 8 Multiply both sides n  14  8 Rewrite, using the  symbol.
4 1
4 by 1 to isolate n. ?
4 2  14  8 Substitute 2 for n.
n  84 Simplify.
?
2 • 41  8 Divide, multiply by the reciprocal of
n2 the divisor.
8  8 True

䉴To solve multiplication or division equations with positive and negative fractions,
use the sign rules for multiplying and dividing integers.

1 Solve: 37 c  21 2 Solve: 5  g  12

3
7c • 73  21 • 73 5 • 12  g  12 • 12
ⴚ7
5
c  21 • 73 2  g
1
1
49 2 12  g
c 1
c  49 The dividend and the (1)( 2 12)  (1)(g) Use the Multiplicative
divisor have different Property of 1 to
signs, so the product isolate g.
is negative. 2 12  g
Check: 37 c  21 Check: 5  g  12
( 37 )(49) ? 21 Substitute 49 for c. ?
5  2 12  12 Substitute 2 1
2
for g.
ⴚ7
5  5
3 49 ? ? 1
7
• 1 
21 2 2
1
5  5
21  21 True ? 2
2 •1

5  10
?
2
5  5 True

Solve and check.

1 23 t  16 2. z  13  8 3.  13 k  2 4. 30  c  ( 14 )

5. Discuss and Write Is it possible to estimate a value for the unknown in a multiplication
or division equation that contains fractions? Justify your answer with examples.

Lesson 5-15 for exercise sets. Chapter 5 137

 Update your skills. See page 415 XVIII.
5-16 Solve Two-Step Equations
with Fractions
Objective To solve two-step algebraic equations with fractions
and mixed numbers by applying the appropriate properties of equality
and the Inverse Properties of Addition and Multiplication

Sean spends 12 hour playing songs he knows. Then he

spends 34 hour practicing each new song he is learning.
If Sean spends 2 34 hours practicing today, how many
new songs is he learning?

䉴To find the number of new songs Sean is learning,

write and solve a two-step equation.
Let s  the number of new songs Sean is learning.
1
2  34 s  2 34 total number of hours spent practicing

hours spent on hours spent on number of new songs

old songs each new song

Solve: 12  34 s  2 34 Check: 12  34 s  2 34
1 ?
2  12  34 s  2 34  12 Use the Subtraction Property
1
2  34 (3)  2 34 Substitute 3 for s.
of Equality to “undo” addition.
1 ?
3
 2 14  94  2 34 Multiply.
4s Simplify. 2
2 ?
4 3
()
3 4s  ( 43 )2 14 Multiply both sides by 4 3
, the 4  94  2 34
3
reciprocal of 4 , to isolate s.
4 9
2 34  2 34 True
s 3 • 4 Rename the mixed number.
1 3

s  43 • 94 Simplify, then multiply.

1 1

s3
So Sean is learning 3 new songs.

1 Solve: 21  14 c  5 Check: 21  14 c  5
?
21  5  14 c  5  5 Subtract 5 from both sides. 21  14 (64)  5 Substitute 64 for c.
?
16  14 c Simplify. 21  16  5
21  21 True
( 41 )16  ( 41 )( 14 )c Multiply by the reciprocal of 1
4
.

64  c

138 Chapter 5
 Practice & Activities

2 Solve: 13 n  7  8 Check: 13 n  7  8
1 1 ?
3n 7787 Add 7 to both sides. 3 (45) 78 Substitute 45 for n.
?
1 15  7  8
3 n  15 Simplify.
8  8 True
( 31 )( )1
3 n 1
3
( )15 Multiply by the reciprocal.

n  45

3 Solve: a3  78  16 12 Check: a3  78  16 12

a
 78  78  16 12  78 Subtract 7 from both sides. 52 18 ?
3 8  78  16 12 Substitute 52 1
8
a
3
3  17 38 Simplify. ?
17 38  78  16 12
for a.

(3) a3  (3)(17 38 ) Multiply both sides by 3. 16 12  16 12 True

a  51 98  52 18

4 Webster made 5 pounds of fruit salad for a party. He used 1 14 pounds

of strawberries. He added 58 pound of each of the other ingredients. How
many other ingredients were there?
Let n  the number of other ingredients.
Solve: 5  58 n  1 14

5  1 14  58 n  1 14  1 14 Check: 5  58 n  1 14
?
3 34  58 n 5  58 (6)  1 14
?
3 34  58  58 n  58 5  30 1
8  14
?
5  3 68  1 14
(3 34 ) 85  n
?
3 2 5  3 34  1 14
15 8
4
• 5 n
1 1 5  5 True
6n

Solve and check.

1. 13 n  6  9 2. 30  15 c  10 3. x4  35  8 14 4. a5  12  6 38

5. Discuss and Write Justify the steps you used in solving exercise 2 above.

Lesson 5-16 for exercise sets. Chapter 5 139

 Update your skills. See page 416 XXI.
5-17
Rename Customary Units of Measure
Objective To rename customary units of length, capacity, and weight
• To compute with units of measure

A basketball court is 16 23 yards wide.

How many feet wide is a basketball court?
To find how many feet, rename 16 23 yards as feet.

䉴You can rename units of length in the customary

measurement system by multiplying or dividing. Use
the table of equivalent units on page 439 to help you.
To rename larger units as smaller units, multiply.
To rename smaller units as larger units, divide.
Think
16 23 yd  ? ft 1 yard  1 foot Customary Units of Length
1 foot (ft)  12 inches (in.)
16 23 • 3 1 yd  3 ft, so multiply by 3.
1 yard (yd)  3 ft or 36 in.
1
1 mile (mi)  5280 ft or 1760 yd
50 • 3 Rename the mixed number as a fraction.
3 1
1
50 Multiply. Write in simplest form.

So a basketball court is 50 feet wide.

1 How many feet are in 34 mile? 2 How many yards are in 90 inches?
3 Think Think
4 mi  90 in.  ? yd
? ft
1 mile  1 foot 1 inch  1 yard
3 • 5280 1 mi  5280 ft, so multiply by 5280.
90 36 in.  1 yd, so divide by 36.
4 36
1320 5
3 • 5280 Simplify. 90
4 1 Simplify.
1 36
2

3960 5  21
2 2
So there are 3960 feet in 34 mile. So there are 2 12 yards in 90 inches.

䉴Rename units of weight using the same process as you did for units of length.
How many pounds are in 60 ounces?
Think
60 oz  ? lb 1 oz  1 lb Customary Units of Weight
60 1 pound (lb)  16 ounces (oz)
1 pound  16 ounces, so divide by 16. 1 ton (T)  2000 lb
16
15
60  15  3 3
16 4 4
4

So there are 3 34 pounds in 60 ounces.

140 Chapter 5
 Check Your Progress III

䉴Rename units of capacity by using the same process Customary Units of Capacity
as you did for units of length or weight. 1 cup (c)  8 fluid ounces (fl oz)
1 pint (pt)  2 c
1 quart (qt)  2 pt
1 gallon (gal)  4 qt

1 How many cups are in 30 fluid ounces? 2 How many quarts are in 6 12 gallons?
Think Think
30 fl oz  ? c 1 fl oz  1 c 6 12 gal  ? qt 1 gal  1 qt
30
8
8 fl oz  1 c, so divide by 8. 6 12 • 4 1 gal  4 qt, so multiply by 4.
15 2
30  15  3 3 13 • 4  26
4 Rename the numbers as
8 4 2 1
4 1 fractions.
So there are 3 34 cups in 30 fluid ounces. So there are 26 quarts in 6 12 gallons.

䉴You can compute with measurements that have two or more different units
if the units all measure the same property: length, weight, or capacity.

Add or Subtract 1 18
• Add or subtract like units. 3 ft 7 in. 3 yd 2 ft 6 in.
• Regroup to rename units.  4 ft 9 in.  1 yd 1 ft 9 in.
7 ft 16 in. 2 yd 0 ft 9 in.
7 ft 16 in.  8 ft 4 in.
Multiply
• Multiply each unit. 2 ft 8 in. 2 ft 8 in. 32 in.
• Regroup to rename units. 4 4 4
OR 8 ft 32 in. 128 in.
• Rename all units as like units. 8 ft 32 in.  10 ft 8 in. 128 in.  10 ft 8 in.
• Multiply and then regroup.
Divide
• Rename all units as like units, 1 yd 1 ft 9 in.  3 Rename as like units.
and combine. (36 in.  12 in.  9 in.)  3 Combine like units.
• Divide and then regroup. 57 in.  3 Divide.
19 in.  1 ft 7 in. Rename as feet and inches.

Rename each unit of measure.

1. 2 12 lb  ? oz 2. 30 in.  ? ft 3. 6 12 c  ? fl oz

4. 34 T  ? lb 5. 4 12 gal  ? pt 6. 12,600 lb  ? T

7. Compute. a. (8 mi 3 yd) • 7 b. (1 yd 1 ft 8 in.)  8 c. (1 gal 2 qt 3 c)  (3 qt 1 pt 2 c)

8. Discuss and Write Why do you multiply to rename larger units as

smaller units and divide to rename smaller units as larger units?

Lesson 5-17 for exercise sets. Chapter 5 141

5-18 Problem-Solving Strategy:
Make a Drawing
Objective To solve problems using the strategy
Make a Drawing

Problem 1: The clock tower in Liberty Square, known for its accuracy,
chimes its bell every hour on the hour at equal intervals. If the clock
strikes 6 chimes at 6 o’clock in 6 seconds, how long would it take for the
clock to strike 12 chimes at 12 o’clock? (To complete the problem, assume
that the chime itself takes no time.) Hint: The answer is not 12 seconds.

Read to understand what is being asked.

List the facts and restate the question.
Facts: Each chime occurs within an equal interval.
6 chimes strike in 6 seconds at 6 o’clock.
The answer is not 12 seconds.
Question: How long would it take for the clock Problem-Solving Strategies
to strike 12 chimes at 12 o’clock? 1. Guess and Test
2. Organize Data
Select a strategy. 3. Find a Pattern
Using the strategy Make a Drawing will help you 4. Make a Drawing
understand the situation. 5. Solve a Simpler Problem
6. Reason Logically
Apply the strategy.
7. Adopt a Different Point of View
• First make a drawing that relates to the facts. Use
8. Account for All Possibilities
dots to represent the chimes that occur at 6 o’clock.
9. Work Backward
1 2 3 4 5 6 10. Consider Extreme Cases

1 2 3 4 5
The 6 chimes occur in 6 seconds. There are 5 intervals throughout Think
6
the ringing of 6 chimes, therefore each interval must take 65 seconds. 5
•56
• Make a drawing to represent the chimes that
occur at 12 o’clock.
1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11
You can see that there are 11 intervals when there are 12 chimes.
If each interval takes 65 seconds, then multiply 65 by 11 to find how
long it takes for 12 chimes.
11 • 65  13 15
The clock takes 13 15 seconds to strike 12 chimes.

Check to make sure your answer makes sense.

There are twice as many chimes, so there ought to be about twice
as much time used. It appears to be so.

142 Chapter 5
 Practice & Activities

Problem 2: There are 240 seventh graders at Kingston Middle School.

Of these students, 16 walk to school. Of those who do not walk, 34 take
the bus to school. Of those who do not walk or take the bus,
half ride their bikes. How many seventh graders ride
their bikes to school?

Read to understand what is being asked.

List the facts and restate the question.
Facts: There are 240 seventh graders in all.
1
6 walk to school.
3
4 of those who do not walk take the bus.
1
2 of those who do not walk or take the bus ride their bikes.
Question: How many seventh graders ride their bikes to school?

Select a strategy.
This problem has a lot of information. To make this information easier
to understand, you can use the strategy Make a Drawing.

Apply the strategy.

• Draw a rectangle to represent the entire seventh grade.
Divide the rectangle to show those who walk and those who do not.
Walk Do not walk Think
1
40 200 6
of 240 is 40.

• Divide the section representing those who do not walk into fourths.
Shade 34 to represent those who take the bus. The unshaded part
represents those who do not walk or take the bus.
Think
Walk Do not walk 1
4
of 200 is 50.
40 50 50 50 50
Ride Bus
Walk Do not walk
• Divide the unshaded section to represent
those who ride their bikes. 40 50 50 50 25 25
Ride Bus Bike
So 25 students ride their bikes to school.
Check to make sure your answer makes sense. 1
2
of 50 is 25.
Look back at the final drawing, and make sure the numbers
that represent each section satisfy the conditions in the problem.
The total is 40  50  50  50  25  25  240 students. ✓
40 students walk. This is 16 of the 240 students. ✓
150 students ride the bus. This is 34 of the 200 who do not walk. ✓
25 students ride their bikes. This is 12 of the 50 who do not walk
or ride the bus. ✓

Lesson 5-18 for exercise sets. Chapter 5 143

 More Enrichment Topics
Enrichment:
Different Ways to Find the GCF
Objective To explore different algorithms for finding the greatest common factor (GCF) of two numbers

Finding the GCF of two numbers by listing factors can be time-consuming. Since the
time of ancient Greece, people have used other methods to find the GCF.

䉴Look at these two ways to find the GCF of 10 and 18.

Method 1 Use Division Method 2 Use Subtraction
• Divide the greater number by the lesser • Subtract the lesser number from the
number. greater number.
• If the remainder is 0, the lesser number • Then compare the three numbers (the two
is the GCF. If not, divide the divisor by numbers and the difference) and subtract the
the remainder. least number from the next least number.
• Continue this process until the remainder • Continue until two of the three numbers are
is 0. The last divisor is the GCF. the same. That number is the GCF.
18  10  1R8 18  10  8
10  8  1R2 10  8  2
8  2  4R0 826
The GCF is 2. 624
422
The GCF is 2.
As you use these methods, you divide or subtract until you find the result
you want. These methods are iterative. An iterative process repeats over
and over.

䉴Now use the two methods above to find the GCF of 1,989 and 2,691.
Method 1 Use Division Method 2 Use Subtraction
2,691  1,989  1R702 2,691  1,989  702
1,989  702  2R585 1,989  702  1,287
1,287  702  585
702  585  1R117 702  585  117
585  117  5 R0 585  117  468
468  117  351
The GCF is 117. 351  117  234
234  117  117
The GCF is 117.

Use any method (or more than one) to find the GCF of these pairs of numbers.
1. 21, 28 2. 202, 2,002 3. 17, 68 4. 54, 180 5. 45, 16

6. Discuss and Write For one of the problems, you found a GCF of 1.
What does that mean?

144 Chapter 5
page 159 for exercise sets.
Test Prep: Short-Answer Questions
Strategy: Show All Your Work
Short-answer questions give you an opportunity to explain your thinking.
Showing all your work demonstrates your understanding of how to solve the problem.
You should include written explanations as you work through the solution.

Sample Test Item

Bryce is making smoothies for a party. He needs a total of 60 fluid ounces
of orange juice for the smoothie recipe. He only has a 1 12 -cup measuring cup.
How many times must he fill the measuring cup with juice to make the smoothies?
Show all your work.

Look at the sample test item.

Read the whole test item carefully.

• Reread the test item. Try to relate the question Test-Taking Tips
to similar problems. • Reread the item.
Think about relationships between units of measure.
• Use the Test-Prep strategy.
• Make a plan to explain your thinking.
• Apply appropriate rules,
1. Use measurement conversions to find the number definitions, properties, or
of fluid ounces the measuring cup holds. strategies.
2. Divide the total amount needed by the amount
in each full measuring cup. • Analyze your answers.

Solve the problem.

• Apply appropriate rules, definitions, properties, or strategies. Think
Use measurement conversions. There are 8 fluid ounces in

8 • 1 12  8 • 32 1 cup, so 1 1
2
cups equals
how many fluid ounces?
 12 fluid ounces
Bryce needs 60 fluid ounces. Since 60  12  5, he needs
to fill the cup 5 times.
Answer: Bryce needs to fill the measuring cup 5 times.

Check your work. Review your notes.

Make sure you have completed all parts of the item.
• Analyze your answer. Does it make sense?
Try another method.
Convert the total amount Bryce needs from fluid ounces to cups,
then divide by the capacity of the measuring cup.
60  8  7 12 cups

7 12  1 12  15 2
2 •3
5✓

Chapter 5 145
Solve. Explain your thinking.
1. Evaluate the expression.
Test-Taking Tips
(
16  8 1 12  1 14 ) • Reread the item.
3
• Use the Test-Prep strategy.
Show all your work.
• Apply appropriate rules,
Read the whole test item carefully. definitions, properties, or
• Reread the test item. Try to relate the question strategies.
to similar problems. • Analyze your answers.
• Make a plan to explain your thinking.
1. Follow the order of operations.
2. Use a common denominator to add the
mixed numbers.

Solve the problem. Think

• Apply appropriate rules, properties, and operations. First evaluate within grouping
symbols.The parentheses
Follow the order of operations to evaluate the expression.
and the fraction bar are both
grouping symbols.

Check your work. Review your notes.

Make sure you have completed all parts of the items.
• Analyze your answers. Do they make sense?
Look back at the expression. Use estimation to check
that your answer is reasonable.
2. Graph the solution set of the inequality shown below.
6x  18
Show all your work.
3. Solve for y in the equation shown below.
3
4 y  5  4
Show all your work.
4. What is the greatest common factor of 32, 72, and 120?
Explain how you found your answer.
Show all your work.
5. Order the numbers from least to greatest.
 92 , 4.3, 3 14 , 3.4
Show all your work.
6. Simplify the expression.
(9  2)3  (2  9)3
Show all your work.

146 Chapter 5
pages 161–162 for exercise sets.