Reteaching Workbook

Contents Include:
99 worksheets
one for each lesson

To The Student:
This Reteaching Workbook gives you additional examples and
problems for the concept exercises in each lesson. The exercises
are designed to aid your study of mathematics by reinforcing
important mathematical skills needed to succeed in the
everyday world. The material is organized by chapter and
lesson, with one skills practice worksheet for every lesson in
MathMatters 2.

To the Teacher:
Answers to each worksheet are found in MathMatters 2
Chapter Resource Masters.

Copyright The McGraw-Hill Companies, Inc. All rights reserved.

Printed in the United States of America. Except as permitted under the United States
Copyright Act, no part of this book may be reproduced in any form, electronic or
mechanical, including photocopy, recording, or any information storage or retrieval
system, without permission in writing from the publisher.
Send all inquiries to:
The McGraw-Hill Companies
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 0-07-869308-X
1 2 3 4 5 6 7 8 9 10 XXX

MathMatters 2
Reteaching Workbook
12 11 10 09 08 07 06 05 04

CONTENTS
Lesson

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

Title

Page

Lesson

Surveys and Sampling Methods . . 1

Measures of Central Tendency
and Range . . . . . . . . . . . . . . . . . 2
Histograms and Stem-and-Leaf
Plots . . . . . . . . . . . . . . . . . . . . . 3
Scatter Plots and Lines of Best
Fit . . . . . . . . . . . . . . . . . . . . . . . 4
Problem Solving Skills:
Coefficient of Correlation . . . . 5
Quartiles and Percentiles . . . . . . . 6
Misleading Graphs and
Statistics . . . . . . . . . . . . . . . . . . 7
Use Matrices to Organize Data . . . 8
Real Numbers . . . . . . . . . . . . . . . . 9
Order of Operations . . . . . . . . . . 10
Write Variable Expressions . . . . . 11
Add and Subtract Variable
Expressions . . . . . . . . . . . . . . . 12
Multiply and Divide Variable
Expressions . . . . . . . . . . . . . . . 13
Simplify Variable Expressions . . 14
Properties of Exponents . . . . . . . 15
Zero and Negative Exponents . . . 16
Problem Solving Skills: Find a
Pattern . . . . . . . . . . . . . . . . . . . 17
Equations and Formulas . . . . . . . 18
One-Step Equations . . . . . . . . . . 19
Problem Solving Skills: Model
Algebra . . . . . . . . . . . . . . . . . . 20
Two-Step Equations . . . . . . . . . . 21
More Two-Step Equations . . . . . . 22
Graph Inequalities on a
Number Line . . . . . . . . . . . . . . 23
Solve Inequalities . . . . . . . . . . . . 24
Equations with Squares and
Square Roots . . . . . . . . . . . . . . 25
Experiments and Probabilities . . 26
Problem Solving Skills:
Explore with Simulations . . . . 27
Sample Spaces . . . . . . . . . . . . . . 28
Probability of Compound
Events . . . . . . . . . . . . . . . . . . . 29
Independent and Dependent
Events . . . . . . . . . . . . . . . . . . . 30
Permutations of a Set . . . . . . . . . 31
Combinations of a Set . . . . . . . . 32

Glencoe/McGraw-Hill

5-1
5-2
5-3
5-4
5-5
5-6
5-7
5-8
5-9
6-1
6-2
6-3
6-4
6-5
6-6
6-7
6-8
6-9
7-1
7-2
7-3
7-4
7-5
7-6
8-1
8-2
8-3
iii

Title

Page

Elements of Geometry . . . . . . . . 33
Angles and Perpendicular
Lines . . . . . . . . . . . . . . . . . . . . 34
Parallel Lines and
Transversals . . . . . . . . . . . . . . 35
Properties of Triangles . . . . . . . . 36
Congruent Triangles . . . . . . . . . . 37
Quadrilaterals and
Parallelograms . . . . . . . . . . . . 38
Diagonals and Angles of
Polygons . . . . . . . . . . . . . . . . . 39
Properties of Circles . . . . . . . . . . 40
Problem Solving Skills: Circle
Graph . . . . . . . . . . . . . . . . . . . 41
Distance in the Coordinate
Plane . . . . . . . . . . . . . . . . . . . . 42
Slope of a Line . . . . . . . . . . . . . . 43
Write and Graph Linear
Equations . . . . . . . . . . . . . . . . 44
Write and Graph Linear
Inequalities . . . . . . . . . . . . . . . .45
Linear and Nonlinear
Functions . . . . . . . . . . . . . . . . . 46
Graph Quadratic Functions . . . . . 47
Problem Solving Skills:
Patterns and Functions . . . . . . 48
Direct Variation . . . . . . . . . . . . . . 49
Inverse Variation . . . . . . . . . . . . . 50
Translations in the Coordinate
Plane . . . . . . . . . . . . . . . . . . . . 51
Reflections in the Coordinate
Plane . . . . . . . . . . . . . . . . . . . . 52
Rotations in the Coordinate
Plane . . . . . . . . . . . . . . . . . . . . 53
Line Symmetry and Rotational
Symmetry . . . . . . . . . . . . . . . . 54
Dilations in the Coordinate
Plane . . . . . . . . . . . . . . . . . . . . 55
Problem Solving Skills:
Tessellations . . . . . . . . . . . . . . 56
Parallel and Perpendicular
Lines . . . . . . . . . . . . . . . . . . . . 57
Solve Systems of Equations
Graphically . . . . . . . . . . . . . . . 58
Solve Systems by
Substitution . . . . . . . . . . . . . . . 59
MathMatters 2

Lesson

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

Title

Page

Lesson

Solve Systems by Adding,

Subtracting, or Multiplying . . 60
Matrices and Determinants . . . . . 61
Problem Solving Skills: Directed
Graphs . . . . . . . . . . . . . . . . . . . 62
Systems of Inequalities . . . . . . . . 63
Add and Subtract
Polynomials . . . . . . . . . . . . . . . 64
Multiply Polynomials . . . . . . . . . 65
Divide by a Monomial . . . . . . . . 66
Multiply a Polynomial by a
Monomial . . . . . . . . . . . . . . . . 67
Multiply Binomials . . . . . . . . . . . 68
Problem Solving Skills: Work
Backwards . . . . . . . . . . . . . . . . 69
Factor Using Greatest Common
Factor (GCF) . . . . . . . . . . . . . . 70
Factoring Perfect Squares and
Differences of Squares . . . . . . 71
Visualize and Represent
Solids . . . . . . . . . . . . . . . . . . . 72
Nets and Surface Area . . . . . . . . 73
Surface Area of
Three-Dimensional Figures . . 74
Perspective Drawings . . . . . . . . . 75
Isometric Drawings . . . . . . . . . . . 76
Orthogonal Drawings . . . . . . . . . 77
Volume of Prisms and
Pyramids . . . . . . . . . . . . . . . . . 78

Glencoe/McGraw-Hill

10-8
10-9
11-1
11-2
11-3
11-4
11-5
11-6
11-7
11-8
12-1
12-2
12-3
12-4
12-5
12-6
12-7

iv

Title

Page

Volume of Cylinders, Cones,

and Spheres . . . . . . . . . . . . . . . 79
Problem Solving Skills: Length,
Area, and Volume . . . . . . . . . . 80
Similar Polygons . . . . . . . . . . . . . 81
Indirect Measurement . . . . . . . . . 82
The Pythagorean Theorem . . . . . 83
Sine, Cosine, and Tangent
Ratios . . . . . . . . . . . . . . . . . . . 84
Find Lengths of Sides in Right
Triangles . . . . . . . . . . . . . . . . . 85
Find Measures of Angles in
Right Triangles . . . . . . . . . . . . 86
Special Right Triangles . . . . . . . . 87
Problem Solving Skills:
Reasonable Solutions . . . . . . . 88
Properties of Sets . . . . . . . . . . . . 89
Union and Intersection of
Sets . . . . . . . . . . . . . . . . . . . . . 90
Problem Solving Skills:
Conditional Statements . . . . . . 91
Converse, Inverse, and
Contrapositive . . . . . . . . . . . . . 92
Inductive and Deductive
Reasoning . . . . . . . . . . . . . . . . 93
Patterns of Deductive
Reasoning . . . . . . . . . . . . . . . . 94
Logical Reasoning and Proof . . . 95

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-1

SURVEYS AND SAMPLING METHODS

In random sampling members of a population are selected in such a way
that each member of the population has an equal chance of being selected.
In cluster sampling members of the population are selected randomly
from a particular portion of the group. In convenience sampling members
of a group are selected because they are easy to locate, and all selected are
surveyed. In systematic sampling members of a population that has been
ordered according to some pattern are selected.
E x a m p l e
The owners of a coffee shop want to find out which of the 9 types of
coffee served is the most popular. What kind of sampling method is
represented by each of these possible ways that the owners have
considered using?
a. Ask the first 50 customers who arrive after the shop opens.
b. Ask all the customers who are seated at tables 3, 4, and 9.
c. Ask every tenth customer throughout the day.
Solution
a. convenience sampling
b. cluster sampling
c. systematic sampling

EXERCISES
A local bookstore owner is planning to introduce a line of home repair manuals and
wants to find out if there is a potential market for such books. Which sampling
technique is represented by each of the following methods?
1. Ask the first 30 customers who enter the bookstore each day.
2. Ask every sixth customer who enters the bookstore each day.

Suppose that you want to find out which is the most popular computer game among the
students in your school. Name the sampling method represented by each description.
Give one reason why the results obtained from each method could be biased.
3. Ask every teenager in 9 homerooms out of a total of 50.

4. Ask every tenth student in band and chorus.

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-2

MEASURES OF CENTRAL TENDENCY AND RANGE

Measures of central tendency are useful in representing central, or
middle, values in a set of data. The mean, or arithmetic average, is the
sum of the data divided by the number of items. The median is the middle
value of the data, when they are arranged in numerical order. For even
numbers of items, the median is the average of the two middle numbers.
The mode is the number that occurs most frequently in a set of data. A set
of data may have one, more than one, or no mode. The range of a set of
data is the difference between the least and greatest values in the set.
E x a m p l e
Beverlys quiz scores in second-year Latin were as follows:
72
73
83
79
92
98
96
79
92
86
a. Find the mean.

b. Find the median.

c. Find the mode.

Solution
a. Add the numerical values of the data and average them.
72
73
83
79
92
98
96
79
92
86  850
850  10  85
The mean of the data is 85.
b. Rewrite the data in numerical order.
72
73
79
79
83
86
92
92
96
98
The number of items is even. The median is halfway between 83 and 86.
(83
86)  2  84.5
The median is 84.5.
c. The scores 79 and 92 occur twice. So, the set of data has two modes, 79 and 92.

EXERCISES
Here are Rundel High Schools basketball teams scores for February and March.
77
58
77
91
68
63
69
86
85
45
77
74
1. Find the mean.

2. Find the median.

3. Find the mode.

4. Find the range.

Craig jogged every day during his semester break. The number of miles he
jogged each day is given below.
4.4
2.7
3.7
3.4
2.9
4.1
3.8
5. Find the mean.

6. Find the median.

7. Find the mode.

8. Find the range.

9. Which measure best indicates the typical distance jogged?

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-3

HISTOGRAMS AND STEM-AND-LEAF PLOTS

Frequencies of values in a set of data can be shown in a bar graph known
as a histogram. In a histogram, there is no space between the bars.
E x a m p l e

Twenty-two students tried out for the track team.

The track coach recorded the number of seconds
it took the students to run the 100-meter dash.
The results are shown in this frequency table.
Make a histogram of the data.
TIME TO RUN 100 METERS
Time (s)
Frequency
1012
3
1315
4
1618
8
1921
5
2224
2

Solution

A stem-and-leaf plot is another way to visualize data. Each number is represented by a

leaf, the digit in the rightmost place of the number, and a stem, the digit or digits that
are left when the leaf is dropped. Stem-and-leaf plots help you spot outliers, values in
the data that are much greater or less than the rest of the values, and to note clusters of
values or gaps between values.
E x a m p l e

Organize this data into a stem-andleaf plot.

18
40
9
38
23
35
41
20
12
72
23
15
39
32
22
39

Solution
Let the tens digits
be the stems and
the ones digits be
the leaves.

EXERCISES

Stems
0
1
2
3
4
7

Leaves
9
2 5 8
0 2 3 3
2 5 8 9 9
0 1
2

Use the histogram in Example 1 to answer these questions.

1. How many students ran the distance in 1315 s?
2. How many students finished the run in 15 s or under?
Use the stem-and-leaf plot in Example 2 to answer these questions.
3. Find any outliers in the data.
4. Find any clusters or gaps.

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-4

SCATTER PLOTS AND LINES OF BEST FIT

In a scatter plot, data are represented by unconnected points. There can be
more than one point for any number of either axis. On some scatter plots,
a line of best fit can be drawn near most of the points. If the slope of the
trend line is upward to the right, there is a positive correlation between the
data. If the line slopes downward to the right, the correlation is negative.
E x a m p l e
a. Is the correlation between temperature
and rainfall positive or negative?
b. Suppose the rainfall during a month was
4.5 in. What would you expect the daily
high temperature to be for that month?
Solution
a. The line of best fit slopes downward to
the right. So, the correlation is negative.
This means that as the amount of rainfall
increased, the temperature decreased.
b. The line of best fit crosses the vertical
line for 4.5 in. at about 53 on the
temperature axis. So, the average
temperature would be about 53 F.

EXERCISES
AREA OF AND VISITORS TO
SELECTED NATIONAL PARKS, 1988

1. Complete the scatter plot relating the area of

selected national parks to their number of
visitors. Draw a trend line if possible.

9
8

Visitors (in millions)

7
6
5
4
3
2
1

500

1000

1500

2000

2500

Acres (in thousands)

2. Is there a positive or negative correlation or no correlation

between the number of visitors to a park and its acreage?

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-5

PROBLEM SOLVING SKILLS: COEFFICIENT OF CORRELATION

Relationships between sets of data can be strong or weak. If as one set of
data increases the other increases too, the correlation is positive. If as one
set of data increases the other decreases, the correlation is negative. If no
relationship seems to exist between two sets of data, there is no
correlation.
A coefficient of correlation can be used to describe the strength of a
correlation. A coefficient of correlation is a number between 1 and 1.
The closer a coefficient of correlation is to 1 or 1, the stronger the
relationship is between sets of data. A positive coefficient represents a
positive correlation. A negative coefficient represents a negative
correlation. A coefficient close to zero represents a weak correlation.

Strong Positive Correlation

Weak Negative Correlation

Zero Correlation

EXERCISES
State whether you think each scatter plot shows a positive, negative, or zero correlation.
If the correlation is positive or negative, state whether it is weak or strong.
1.

2.

3.

4.

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-6

QUARTILES AND PERCENTILES

A box-and-whisker plot offers a way to interpret the distribution of data.
E x a m p l e
Use this set of data to make a box-and-whisker plot.
Prices of Bicycles Sold at Cycle Garage (dollars)
360
239
159
278
300
384
109
255
195
375
215
229
240
Solution
Write the data in numerical order. Then find the first quartile, the median, and the
third quartile.
least value
median
greatest value
109

159

195

215

229

239

240

255

195
215
  205
2
first quartile:

278

300

360

375

384

300
360
  330
2
third quartile: 330

Mark these values below a number line. Draw a box with ends through the quartile points
and a vertical line through the median point. Draw whiskers, lines from the ends of the
box to the least and greatest values. Mark them with an asterisk. Title the graph.

EXERCISES
The manager of a car dealership recorded the number of cars sold daily by each of two
sales people:

1. Make box-and-whisker plots that show

the sales for each salesperson.

2. What do you notice about the medians of the graphs?

3. If the manager must terminate one salesperson, is
Angela or Bert more likely to be terminated? Explain.

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-7

MISLEADING GRAPHS AND STATISTICS

Depending on which measure of central tendency is used to interpret a
set of data, the mean, median, or mode can either offer an accurate
picture of the data or distort them.
E x a m p l e
The owner of a gift shop wants to sell her business. In her classified
advertisement, monthly sales were stated as $30,000 or better. Here are
the monthly sales figures for the past year.
J-$14,000
M-$18,000
M-$20,000
J-$30,000
S-$17,000
N-$37,000
F-$11,000
A-$19,000
J-$22,000
A-$30,000
O-$31,000
D-$45,000
a. Which measure of central tendency was used to arrive at the
wording used in the advertisement?
b. Does the statement about monthly sales give a fair picture of
monthly sales over the year?
c. If you were a prospective buyer, which measure would give you a
more accurate picture of monthly sales?
Solution
a. Arrange the data in numerical order in thousands of dollars.
Determine the three measures of central tendency.
11
14
17
18
19
20
22
30
30
31
37
45
294,000
median: 21,000
mode: 30,000
mean:   24,500
12
The measure of central tendency used in the ad is the mode.
b. No; seven of the twelve figures are below the mode, and six are
below the median and mean.
c. Either the median or the mean would be more accurate.

EXERCISES
In a new housing subdivision, seven different styles of house are available. Prices are
$91,000, $110,000, $127,000, $98,000, $110,000, $95,000, and $92,000. The developer
advertised the average price of a home as $98,000.
1. Which measure of the central tendency did the developer use in the advertisement?

2. Does the advertisement give a fair picture of the range of prices?

3. Which measure would have been least misleading to potential home buyers? Explain.

Glencoe/McGraw-Hill

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

1-8

USE MATRICES TO ORGANIZE DATA

2 columns
4 5
A
1 3 3 rows
2 6

A matrix can be used to organize data.

A matrix is a rectangular array of numbers

enclosed in brackets.

A matrix is named by a single capital letter.

element

Each number in a matrix is an element or

entry.

The elements of matrix A are 4,

5, 1, 3, 2, and 6. It has 3 rows and
2 columns, so its dimensions are
3  2, read 3 by 2.

The dimensions of a matrix are given by the

number of rows and the number of columns.

Two matrices with the same dimensions can be added or subtracted.

Matrices C and D shown in the following example can be added or
subtracted because they are both 2  2 matrices.
E x a m p l e
C

20 63 

21 43 

D

a. Find C
D.

b. Find C  D.

Solution
a. C
D 

20 63 

21

2
(2) 6
3
0 9
3


1 1
0
1
3
(4)
4

b. C  D 

20 63  
21

2  (2) 6  3
4 3
3


01
3  (4)
1 7
4



43

5 1
3 2







EXERCISES
M

40

1 4
5 1

N

2
1

1. Give the elements of M.

2. Name the dimensions of N.

3. Find M
N.

Glencoe/McGraw-Hill

2 3 8
5 10 3

2 4
5 2

P

0, 1, 4, 4, 5, 1
2
3

4. Find N  P.
8

2 3 3
4 8 0

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

2-1

REAL NUMBERS
The graph of a number is shown on the number line by a solid dot. The
absolute value of a number is the distance that number is from zero on
the number line. The absolute value of a real number n is written |n|.
E x a m p l e

E x a m p l e

Graph each set of numbers on a

number line.
1, 2.5, 11
a. 3, 2
4
b. all real numbers less than 1
Solution
a. Draw a number line.
Use a solid dot to graph each number.

Evaluate |s| when s has the given value.

a. s  5
b. s  13

Solution
a. Since s is 5 units from zero,
|s|  5.
b. Since s is 13 units from zero,
|s|  13.

b. The set consists of all real numbers

less than 1. Graph the set by drawing a solid arrow from 1 and pointing to the left. Draw an open circle
at 1 to indicate that 1 is not part of
the set.

EXERCISES
Graph each set of numbers on a number line.
1. 21, 2, 0, 0.75

3

2

1
0

2. the real numbers from 2 to 2

4
3
2
1

4
3
2
1

5. all real numbers less than or equal to 2

4
3
2
1

Evaluate |r| when r has the given value.

6. r  16
7. r  3

Glencoe/McGraw-Hill

3. all real numbers greater than 0

4. the integers from 1 to 3

4
3
2
1

8. r  15

9. r  3.5

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

2-2

ORDER OF OPERATIONS
When you perform calculations to simplify or evaluate expressions
involving numbers or variables, use the correct order of operations.

Perform calculations with parentheses or brackets first.

Multiply or divide in order, from left to right.
Add or subtract in order, from left to right.

E x a m p l e

E x a m p l e

Evaluate the expression when x  2,

y  6, and r  1.
2y 4  x
2
2r
Solution

Simplify the numerical expression.

4(8  2)  12
1

Solution

2y 4  x
2
2r

4(8  2)  12
1
 4(6)  12
1

2
2 1
 2 6 4  2

 24  12
1

 2 6 (4  1)
2

2
1

 12(3)
2  36
2  38

3

EXERCISES
Simplify each numerical expression.
1. 25  6
2 8

2. 8 7  5 (2
1)

35
4. 3[(3.6  1.2)
2]

3. 7.5  (0.6
8)  2

41

3.2

1 (8
4  6)
5. 3

7
1  3 5
6. 8
8

15

Evaluate each expression when a  2, b  3.5, and c  1.

1.5(a
c)
9. 
ac

8. b(a
3c)

7. abc

7
10. b  ac

17.5
11. c(2b
a)

1.5

Glencoe/McGraw-Hill

12. 3b  2c

10

4.5
8.5

MathMatters 2

Name _________________________________________________________

RETEACHING

Date ____________________________

2-3

WRITE VARIABLE EXPRESSIONS

When you are translating words into variable expressions, you need
to look for certain phrases to determine which operation to use.
Operation

Phrases

Examples

Addition

more than

four more than a number

4
n
the sum of a number and six
n
6
eight increased by a number
8
n
seven less than a number
n7
the difference of six and a number
6n
a number decreased by three
n3
four times a number
4n
the product of six and a number
6n
negative two multiplied by a number
2n
the quotient of a number and five
n
5
negative nine divided by a number

9

n

sum of
increased by
Subtraction

less than
difference of
decreased by

Multiplication

times
product of
multiplied by

Division

quotient of
divided by

EXERCISES
Write each phrase as a variable expression.
1. two more than a number

2. a number divided by eight

3. six less than a number

4. the product of four and

a number

5. the sum of one and a number

6. negative three times

a number

Glencoe/McGraw-Hill

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RETEACHING

Date ____________________________

2-4

ADD AND SUBTRACT VARIABLE EXPRESSIONS

Terms are the parts of a variable expression that are separated by addition
or subtraction signs. Terms are called like terms if their variable parts
are identical. Terms that are not like terms are called unlike terms. An
expression that contains like terms can be simplified by combining the like
terms. An expression that contains all unlike terms cannot be simplified.

E x a m p l e

E x a m p l e

Simplify 5y
4y.

Simplify 6r
3r
(2t).

Solution
5y and 4y are like terms because their
variable parts, namely y, are identical.
Use the distributive property to
combine the terms.

Solution
6r and 3r are like terms because their
variable parts, namely r, are identical.
2t is unlike the other terms because
its variable part is different. Use the
distributive property to combine the
like terms.

5y
4y  (5
4)y
 9y

6r
3r
(2t)  (6
3)r
(2t)

 3r  2t

EXERCISES
Name the like terms in each expression.
1. 6r
5t
4r

2. 8p
(6p)
6m

3. 9a
4a  6b  4a

4. 7x
3y  2z
2y

Simplify.
5. 7w
4w

6. 9q
(4q)

7. 7c
5c

8. 8g  2g

9. 8v  4v

10. 2b
4b
5b

11. 7z  5z  4z

12. 9w
10w  8w

13. 6r
5t
4r

14. 8p
(6p)
6m

15. 9a
4a  6b  4a

16. 7x
3y  2z
2y

Glencoe/McGraw-Hill

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2-5

MULTIPLY AND DIVIDE VARIABLE EXPRESSIONS

The distributive property is used to multiply variable expressions.
Sometimes you can use the property of the opposite of a sum to simplify.
Property of the
Opposite
of a Sum
E x a m p l e

For all real numbers a and b, (a
b)  a
(b).

E x a m p l e

Simplify 3(r
6).

Simplify (5a
c).

Solution

Solution

Distribute 3 to r and 6.

Use the property of the opposite of

a sum.

3(r
6)  3r
3(6)
 3r
18

(5a
c)  5a
(c)

 5a  c

Each term in the numerator is divided by the denominator to

divided variables expressions.
E x a m p l e 3
4y
8
Simplify .
4
Solution

E x a m p l e 4
5x .
9
Simplify 
3
Solution
Divide 5x by 3 and divide 9 by 3.

Divide 4y by 4 and divide 8 by 4.

4y
8
4y
8
4
 4
4

5x 
9

3

 y
2

5
x
9
 
3  3
 5
3x  3

EXERCISES
Simplify each variable expression.
1. 2(c
2)

2. 4(r  4)

3. (5
w)

4. 8(3  a)

5. 2(a
b)

6. 4(2x
y)

3r 
6
7. 
3

10t 
15
8. 
5

5d

12
9. 
4

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2-6

SIMPLIFY VARIABLE EXPRESSIONS

To simplify a variable expression, perform as many of the indicated
operations as possible.
E x a m p l e
Simplify.
5st  2st
4(s
t)
Solution
5st 2st
4 (s
t)  5st 2st
4s
4t

Use the distributive property.

 3st
4s
4t

Add like terms.

EXERCISES
Simplify.
1. 5c  3c

2. 8m  2m

3. 12(r  s)

4. (2p
3q)
q

5. 4(c
12.5)

6. 9m  7n
2m

7. (9b
17)
(3b  8)

8. (15x
y)  (5y
x)

9. 3(ab
b)
2(a
ab)

10. 3(4s
5)
2s

11. (m
n)
18(m
n)

Glencoe/McGraw-Hill

12. c  5
(3c)
5d

14

MathMatters 2

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Date ____________________________

2-7

RETEACHING

PROPERTIES OF EXPONENTS
For all real numbers a and b, if m and n are integers:
The product rule
a m a n  a m
n

The power rule

(a m)n  a mn

E x a m p l e

The power of a product rule

(ab)m
a mb m

Simplify.
a. y 4 y 3

b. (s 2)5

c. (ab 3)2

Solution
a. y 4 y 3  y 4
3
 y7

b. (s 2)5  s 2 5
 s 10

c. (ab 3)2  a 2b 3
 a 2b 6

For all real numbers a and b, if m and n are integers:

The quotient rule
am

an

a mn,

The power of a quotient rule

m
am
a  ,
if b  0
b
bm

()

if a  0

E x a m p l e
Simplify.
m6
a. ,
m0
m2

b. 3r

Solution
m6
a.  
 m 62
2
m
 m4

()

2
b. 3r  r 23
r2
 
9

()

EXERCISES
Simplify.
1. p 2 p 7

2. (c 5)3

3. (uv 2)7

v9
6.  ,
v0
v2

7. (m 8)2

8. 5z

11. (g 5h)2

Glencoe/McGraw-Hill

()

1 5
12. 
a , a  0

()

13. (n 3)(n)(n5)

15

4. x 4 x 5
w5
9.  , w  0
w

14. 8(q 2)3

5. (r 2t)4
30b 2
10. , b  0
5b

()

x
15. 3

MathMatters 2

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2-8

ZERO AND NEGATIVE EXPONENTS

Any nonzero number raised to the zero power has a value equal to 1.
a 0  1, for a  0
for every nonzero real number a, if n is an integer, then
1
a n  n
a
So, for any nonzero real number a, a n is the reciprocal of a n.
All of the properties of exponents defined for real numbers
with positive exponents can be extended to real numbers with
negative exponents.
E x a m p l e

Simplify each expression.

a. c 8 c 2
E x a m p l e

b. x 7  x 4

a. c 8 c 2  c 8
(2)
 c6

b. x 7  x 4  x 7  (4)
 x11

Evaluate each expression for

r  3 and s  2.
a. r 1s2

Solution

b. r 3s 0

Solution
r
a. r 1s2  2
b. r 3s 0  (3)2 1
s
9
3
 3


4
(2)2

EXERCISES
Simplify each expression.
1. x 5 x 3

2. (p 2)4

3. z 4  z 10

4. x 10 x 7

5. (r 5)2

6. y 4 y 5

7. (q 3)4

8. s 9  s 4

Evaluate each expression for a  5 and b  2.

9. (b)2

13. (b2)3

Glencoe/McGraw-Hill

10. a 0b

11. a 4

12. ab3

14. (ab)2

15. a 2b 2

16. b 5 b3

16

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RETEACHING

Date ____________________________

2-9

PROBLEM SOLVING SKILLS: FIND A PATTERN

A sequence is an arrangement of numbers according to a pattern.
The numbers in the sequence are called terms. To discover the
pattern in a sequence, examine the relationship between
successive terms.
E x a m p l e

E x a m p l e

Identify the pattern and find the next

three terms.

Identify the pattern and find the next

three terms.

2, 6, 18, 54, . . .
Solution

109, 97, 100, 88, 91, 79, . . .

Solution

The pattern is based on one

operation: multiply by 3.
The next three terms are 162, 486,
and 1458.

The pattern is based on two

operations: subtract 12, add 3.
The next three terms are 82, 70,
and 73.

EXERCISES
Find the next three terms in each pattern.
1. 0.5, 1.0, 1.5, 2.0, . . .

2. 3, 11, 19, 27, . . .

3. 32, 29, 26, 23, . . .

4. 1, 3, 9, 27, . . .

5. 55, 57, 54, 56, 53, . . .

6. 4, 5, 7, 10, 14

7. 8,600; 860; 86; 8.6; . . .

8. 12, 17, 15, 20, 18, . . .

9. 121, 110, 100, 91, . . .

1 1
10. 4, 2, 1, 2, . . .

2 1 2 1
11. 3, 13, 23, 53, . . .
13. 10, 9, 18, 17, 34, . . .

12. 1, 3, 6, 8, 16, 18, . . .

15. 0.6, 1.6, 3.2, 4.2, . . .

16. 0.5, 1.0, 1.2, 2.4, . . .

14. 2, 3, 6, 11, 18, . . .

17. Create a sequence of your own. Exchange papers and try to find the pattern and the
next three terms in each others patterns.

Glencoe/McGraw-Hill

17

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Date ____________________________

3-1

RETEACHING

EQUATIONS AND FORMULAS

An equation is a statement that two numbers or expressions are equal.
An open sentence is an equation that contains one or more variables.
A solution of an equation is the value of the variable that makes the
sentence true.
E x a m p l e

Tell whether 3 is a solution of the equation.

a. 2x
5  11
b. 2y
3  4y  7
Solution
Substitute 3 for the variable in each equation.
a. 2(3)
5  11
b. 2(3)
3  4(3)  7
6
5  11
6
3  12  7
11  11
9 5
So, 3 is a solution.
So, 3 is not a solution.
E x a m p l e

2
Use mental math to solve the equation x
  1.
3
Solution
2
1
2
1
Think: What number added to  equals 1? You know that 
  1, so x  .
3
3
3
3

EXERCISES
Which of the given values is a solution of the equation?
1. 7m  5  23; 4, 5, 4

2. c 2
5  69; 8, 7, 8

3. 6w  2  7; 0.5, 1.5, 2

8 or 8

4
4. 3x 2  9  39; 4, 3, 4

1.5

1
3 2 3 4
5. 
y  ; , , 
5
45 5 5 5

6. 0.1a 2  10  0; 10, 1, 10


5

4 or 4

10 or 10

Use mental math to solve the following equations.

1
7. 6
x  3
8. m  12
9. 2t  17  9
3

3
11. x  7

7
Glencoe/McGraw-Hill

36
1
12. b  7
6

14.5

13. y  4.3

14. t  48  48

4.3

42
18

10. b  4.5  10

96
MathMatters 2

Name _________________________________________________________

Date ____________________________

3-2

RETEACHING

ONE-STEP EQUATIONS
To solve equations involving addition or subtraction, use the addition
property of equality to get the variable alone on one side of the equation.
To solve problems involving multiplication or division, use the multiplication
property of equality to isolate the variable on one side of the equation.
Addition Property of Equality
If a  b, then a
c  b
c and c
a  c
b.
E x a m p l e

Multiplication Property of Equality

If a  b, then ac  bc and ca  cb.

Solve the equation. Check the solution.

x
2  11
Solution
x
2  11
x
2
(2)  11
(2)
x
09
x9
Check: 9
2  11
11  11
E x a m p l e

Think: The opposite of 2 is 2.

Use the addition property of equality.

Substitute 9 in the original equation.

Solve the equation. Check the solution.

3x  15
Solution

 
Check:

1
Think: The reciprocal of 3 is .
3
Use the multiplication property of equality.

3x  15
1
1
 x  15 
3
3
x5
3(5)  15
15  15

 

Substitute 5 in the original equation.

EXERCISES
Solve each equation. Check the solution.

38
8

1. x  13  25
4. 6
s  2
a
7.   5
2

10

10. 1.5x  0.45

Glencoe/McGraw-Hill

0.3

2. 10c  90
5. r  0.07  0.32

9
0.39

42

m
8.   7
6

11. 1.5
q  2.4

19

0.9

3. 3
y  12
6. 4m  0.8
3
7
9. m
  
8
8
2
4
12. m  
3
9

15
0.2
4
8 or 1
2
2
3

MathMatters 2

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RETEACHING

Date ____________________________

3-3

PROBLEM SOLVING SKILLS: MODEL ALGEBRA

An algebraic model provides an equation or formula to describe a
situation. You can use an algebraic model to help solve a problem.
E x a m p l e
Compare vacation packages offered at two beach resorts. The Royal Surf resort offers
a family package of $500 for 4 days with a charge of $75 for each additional day. The
Sun and Sand resort offers a similar plan of $350 for 3 days with a charge of $100 for
each additional day. Which resort is less expensive for a 12-day stay?
Solution
To stay at the Royal Surf resort for n days, you pay a fixed cost for the first
4 days, then pay for each additional day. If c represents the cost of the
package, the equation is c  500
75(n  4).
To find the cost for 12 days, let n  12.
c  500
75(124)  500
75(8)  1100
To stay at the Sun and Sand for n days, you pay a fixed cost for the
first 3 days, then pay for each additional day. The equation is
c  350
100(n  3).
To find the cost for 12 days, let n  12.
c  350
100(12  3)  350
100(9)  1250
To stay at the Royal Surf for 12 days would cost $1100. To stay at the Sun
and Sand for 12 days would cost $1250. The Royal Surf is less expensive
for a 12-day stay.

EXERCISES
A bank offers two checking plans. The Easy Go plan costs $0.25 a check. The Deluxe plan
costs $0.10 a check plus a monthly fee of $4.00.
1. Which plan is less expensive if you write 8 checks a month?

the Easy Go plan

2. For each plan, write an equation for the cost of writing n checks a month. Then find
the cost of writing 35 checks a month.

Easy Go plan c  0.25n, $8.75 for 35 checks;

Deluxe plan c  4
0.1n, $7.50 for 35 checks

3. Paul can buy a surfboard for $255, or he can rent the same surfboard for $11.50 per
day. Paul plans to surf 3 days each week during his 4 weeks of summer vacation.
Compare the cost of buying the surfboard to the cost of renting it during the
4 weeks of Pauls vacation.

Cost to rent  $138; Cost to buy  $225; Renting is $87 cheaper.

Glencoe/McGraw-Hill

20

MathMatters 2

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Date ____________________________

3-4

RETEACHING

TWO-STEP EQUATIONS
Many equations contain more than one operation. These equations, called
two-step equations, require more than one inverse operation to solve.
E x a m p l e

Solve 6x
4  28. Check the solution.

Solution
6x
4
(4)  28
(4)
6x  24
1
1
 6x  24 
6
6
x4

 

 

E x a m p l e

Add 4 to each side.

1
Multiply each side by .
6

Check:
6(4)
4  28
24
4  28
28  28

Solve 5x  14
2x  3  53. Check the solution.

Solution
5x
2x  14  3  53
7x  17  53
7x  17
17  53
17
1
1
 7x  70 
7
7
x  10

 

 

Combine like terms.

Add 17 to each side.

1
Multiply each side by .
7

Check:
5(10)  14
2(10)  3  53
50  14
20  3  53
53  53

EXERCISES
Solve each equation. Check the solution.
y
1. 2x  8  12
2. 
2  7
4

3. 4m  4  12

10

20

4. 3  4c  13

2y
5. 3
11  33

4
7. 0.8x  4  3.2

Glencoe/McGraw-Hill

33
8. 24
2b
5  8b  5

21

2
6. 5t
4
3t  20

2
9. 2(x
6)  14

MathMatters 2

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RETEACHING

Date ____________________________

3-5

MORE TWO-STEP EQUATIONS

A proportion is an equation stating that two ratios are equivalent.
Proportions may be written in three different ways. The numbers of a
proportion are called terms. The first and fourth terms are called the
extremes of the proportion. The second and third terms are called means
of the proportion.
means

means

8 : 14  24 : 42

8 is to 14 as 24 is to 42

extremes

extremes

8
24



1
4
4
2
extremes
means

The cross-products of the terms of a proportion are equal. You can use this
fact to solve for an unknown term.
E x a m p l e
A stack of 8 concrete blocks weighs 212 lb. How much would a
stack of 18 blocks weigh?
Solution
Write a proportion.

number of blocks
weight

8
18
   
212
m

number of blocks
weight

8m  18 212
8m  3816
m  477

Find the cross-products.

A stack of 18 blocks would weigh 477 lb.

EXERCISES
Use cross-products to solve each proportion.
26
4
d
15
1.   
2.   
n
10
7
21
8
40
4.   
12
n

1
n
5.   
7
56

35
14
3.   
30
b
2.5
n
6.   
7.5
21

7. Four out of every seven people attending a conference are engineers. If there
are 68 engineers at the conference, how many people are there in all?
8. Bill works for 15 h and earns $114.30. How much money would he earn for working 22 h?

Glencoe/McGraw-Hill

22

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RETEACHING

Date ____________________________

3-6

GRAPH INEQUALITIES ON A NUMBER LINE

An inequality is an mathematical sentence that contains one of the
following symbols.
less than: 
less than or equal to:

greater than:
greater than or equal to: 

An inequality that contains a variable is an open sentence that may be true

or false. The solution of an inequality is all values of the variable that make
the inequality true.
E x a m p l e

Graph the solution of the inequality x  2 on a number line.

Solution
Since the  sign is used, 2 is not a solution of the inequality.
Place an open dot to indicate that 2 is not a solution.
Then shade to the left of the open dot.
7 6 5 4 3 2 1 0
E x a m p l e

Graph the solution of the inequality x  2 on a number line.

Solution
Since the  sign is used, 2 is a solution of the inequality.
Place a solid dot to indicate that 2 is not a solution.
Then shade to the right of the solid dot.
7 6 5 4 3 2 1 0

EXERCISES
Graph the solution of each inequality on a number line.
1. m  4
2. m  4
3. m  4
4. m  4
Glencoe/McGraw-Hill

7 6 5 4 3 2 1 0

7 6 5 4 3 2 1 0

7 6 5 4 3 2 1 0

7 6 5 4 3 2 1 0

23

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3-7

SOLVE INEQUALITIES
Solving an inequality involves properties similar to those used to solve equations.
Addition Property of Inequality
Adding the same number to both sides of the inequality does not change
the order of the inequality.
Multiplication Property of Inequality
Multiplying both sides of an inequality by the same positive number does
not change the order of the inequality.
Multiplying both sides of an inequality by the same negative number
changes the order of the inequality.
E x a m p l e

1
1
Solve and graph x
7  8.
2
Solution
1
x
7  7  8  7
2
1
2  x  1(2)
2
x2
Graph the solution.

 

E x a m p l e

Subtract 7 from each side.

Multiply each side by 2.

Solve and graph 3x  7

5.
Solution
3x  7
7
5
7
Add 7 to each side.
3x
12
   
Divide each side by 3.
3
3
x  4
The inequality sign changes from
to .
Graph the solution.

EXERCISES
Solve each inequality and graph the solution.
1. 3t  2  16

t6

2. 5a
7
3

a2

1
3. d  2
1
2

d
6

2
4. x
10  12
3

x 3

Glencoe/McGraw-Hill

24

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RETEACHING

Date ____________________________

3-8

EQUATIONS WITH SQUARES AND SQUARE ROOTS

Some equations contain squares. Here are some examples.
x 2  2.25
y 2
17  186
Recall that all positive numbers have two square roots.
E x a m p l e

Solve x 2  2.25. Check the solutions.

Solution
x 2  2.25
Think: The square of what number equals 2.25?
x  1.5 or x  1.5
x   1.5
The solutions are 1.5 and 1.5.
(1.5)2  2.25
Check: x 2  2.25
2.25  2.25
E x a m p l e

(1.5)2  2.25
2.25  2.25

Solve y 2
17  186. Check the solutions.

Solution
y 2
17
(17)  186
(17)
Add 17 to each side.
y 2  169
Find the square root of each side.
y2  1
6
9

y  13 or 13
y   13
The solutions are 13 and 13.
132
17  186
(13)2
17  186
Check: y 2
17  186
169
17  186
169
17  186
186  186
186  186

EXERCISES

Solve each equation. Check the solutions.

49
1. x 2  196
2. y 2  
256

 14
5. s 2  35

 3
5

9. 4w 2  2.56

 0.8
Glencoe/McGraw-Hill

3. z 2  0.25

7
 
16

 0.5

6. b 2  1  48

7. x 2  23

 2
3


7
10. 2m 2  6  156

11. 5x 2  7  173

6
25

1
4. c 2  
16

1
 
4

8. 5n2  845

 13
12. 10s 2  1000

 10
MathMatters 2

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RETEACHING

Date ____________________________

4-1

EXPERIMENTS AND PROBABILITIES

The experimental probability of an event E can be estimated
using this formula.
number of observations favorable to E
P(E)  
total number of observations
Probabilities can be written as fractions, decimals or percents.
E x a m p l e
The table at the right shows the number of
customers at Terrific Travel Agency who booked
cruises for their summer vacations.
What is the experimental probability that a
customer will book a cruise in May?

TERRIFIC TRAVEL AGENCY

Month
May
June
July
August

Customers

Cruises
Booked
102
151
140
109

510
564
406
458

Solution
P(customers booking cruises in May)

number of cruises booked in May

 
number of customers in May
10
2
1

510  5  0.2
In May, the experimental probability of a customer booking a cruise is 1 or 0.2.
5

EXERCISES
The table at the right shows
the sales at Smartees
Department Store. Use the
table for Exercises 16.
Round answers to the
nearest hundredth.

SALES AT SMARTEES
Day of Week
Wednesday
Thursday
Friday
Saturday

Under $10
65
83
89
115

$10$29.99
162
205
184
170

$30$49.99
76
91
187
258

over $50
47
75
66
101

1. On Friday, what is the probability that a customer at Smartees will spend

$30$49.99?
2. On Wednesday, what is the probability that a customer will spend over $50?
3. On Thursday, what is the probability that a customer will spend at least $10?
4. On Saturday, what is the probability that a customer will spend less than $50?
5. Which is more likely, that a customer on Wednesday will spend over $50 or that a
customer on Saturday will spend less than $10?
6. On which day is it most likely that a customer will spend $10$29.99?
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4-2

PROBLEM SOLVING SKILLS: EXPLORE WITH

SIMULATIONS
A simulation is used when conducting an actual experiment
might be difficult or time consuming. Random surveys, coins,
number cubes, computers, and graphing utilities are often used
to simulate experiments. Computers and graphing utilities can
generate and record random outcomes very quickly.
E x a m p l e
In a random survey of 1000 Dimco toasters, 15 were found to break before the
warranty had expired. A mail-order business sold 850 Dimco toasters. How many
of them might the business expect to replace?
Solution
The random survey in this case provides the experimental probability. Since the
simulation had 15 successful results, the probability that a toaster will be defective
15  3  0.015 or 1.5%.
is 
10
00
200
The mail order business might expect to replace 1.5% of the 850 toasters they sold.
850 1.5%  850 0.015
 12.75
They can expect to replace about 13 toasters.

EXERCISES
Use a simulation where needed to estimate experimental probability.
1. One day, 48 customers made purchases at Bettys Boutique and 15 of them used a
credit card. If 2400 customers make purchases during December, about how many
would you expect to use a credit card?
2. Out of 600 suitcases inspected at random, 9 were found to have defective locks. If
5000 suitcases are manufactured each week, how many can be expected to have
defective locks?
3. A random sample of 1400 adults were sent a questionnaire about frozen foods. Of
these adults, 294 returned the questionnaire. If 25,000 questionnaires were sent
out, about how many would you expect to be returned?

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4-3

SAMPLE SPACES
The set of all possible outcomes of an experiment is called a sample
space. One way to picture a sample space is to make a tree diagram. You
can also use the fundamental counting principle to find the number of
outcomes in the sample space. If there are two or more stages of an
activity, the total number of outcomes is the product of the number of
possible outcomes for each stage of the activity. To find the theoretical
probability of an event, use this formula.
number of favorable outcomes
P(E )  
number of possible outcomes
E x a m p l e 1
E x a m p l e 2
Make a tree diagram for the sample
space if three coins are tossed. Find
P(two heads).
Solution
There are two possible outcomes, H or
T, for each coin.

There are three sets of cards, each

labeled A through E. If a card is picked
at random from each deck, find
P(three vowels).
Solution
Use the fundamental counting
principle to find the number of
possible outcomes.
First Second Third Possible
set
set
set
outcomes
5 5 5  125
Next use the counting principle to find
the number of favorable outcomes.
There are two vowels in each set of
cards.
2 2 2  8 favorable outcomes
So, P(three vowels)  8.
125

There are eight possible outcomes.

Three of the outcomes show two
heads. So, P(two heads)  3
8.

EXERCISES
1. A penny is tossed and a spinner with
equal sections labeled 1 through 5 is
spun. Make a tree diagram to show the
sample space.
Use the fundamental counting principle to find the number of possible outcomes.
2. choosing an outfit from three jackets, five shirts, and four pairs of slacks
3. ordering a complete dinner from six appetizers, eight main courses, and five
desserts.
4. tossing four cubes, each with six different words written one on each face
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4-4

PROBABILITY OF COMPOUND EVENTS

A compound event is one made up of two or more simpler events. The
probability of event A and event B occurring is written P(A and B). The
probability of event A or event B occurring is written P(A or B). Events that
cannot occur at the same time are mutually exclusive. When two events A
and B are mutually exclusive, P(A or B)  P(A)
P(B). When two events A
and B are not mutually exclusive, P(A or B)  P(A)
P(B)  P(A and B).
E x a m p l e 1
A box contains five red, two black, and
three green balls. Find the probability
that a ball picked at random will be
red or green.

E x a m p l e 2
A card is drawn at random from a set
of cards marked 1 through 10. Find
the probability that the card drawn is
an odd-numbered card or a card with
a number less than 5.

Solution
The events of picking a red ball and
picking a green ball cannot occur at
the same time, so the events are
mutually exclusive.
5
3
P(green)  
P(red)  
1
0
1
0
5
3
8  4.
So, P(red or green)  
1
0

1
0 
1
0 5

Solution
Since a number can be both odd and
less than 5, the events are not mutually
exclusive. The odd numbers are 1, 3, 5,
7 and 9. The numbers less than 5 are 1,
2, 3 and 4. The numbers that are odd
and less than 5 are 1 and 3.
5
4
P(less than 5)  
P(odd)  
1
0
1
0
2
P(odd and less than 5)  
1
0
5
4 2 7
P(odd or less than 5)  
1
0

1
0 10 10

EXERCISES
A single card is drawn from a set of alphabet cards marked A to Z. Tell whether or not
the events are mutually exclusive. Find each probability.
1. P(K or P)
2. P(a letter before E or a letter after W)
3. P(a vowel or a letter before M)
4. P(a consonant or a letter after S)
5. P(a vowel or a consonant)
6. P(C or a letter after J)
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4-5

INDEPENDENT AND DEPENDENT EVENTS

Two events are independent if the result of the first event does not affect
the result of the second event. If A and B are independent events, then
P (A and B)  P (A) P(B).
If the result of one event is affected by the result of another event,
then the events are dependent. If A and B are dependent events, then
P (A and B)  P (A) P (B, given that A has occurred). Often, P (A and B)
is written P (A, then B).
E x a m p l e
A box contains four blue, five red, and six yellow balls.
a. A ball is picked at random and replaced. Then another ball is picked. Find the
probability that the first ball is yellow and the second ball is red.
b. A ball is picked at random, but it is not replaced. Then another ball is picked.
Find the probability that the first ball is yellow and the second ball is red.
Solution
a. Because the ball is replaced, the sample space of 15 balls does not change the
events. The events are independent.
6  2
5  1
P(red)  
P(yellow)  
15
5
15
3
1
2

P(yellow, then red)  P(yellow) P(red)  2

5 3 2 
15
The probability of picking yellow, then red is 
.
15
b. Because the ball is not replaced, the sample space is reduced to 14 balls for the
second pick. The events are dependent.
6  2
5
after yellow)  
P(yellow)  
1
5
5 2 P(red
1
4
5  
1
0  1
P(yellow, then red)  5 
14
70
7
In this case, the probability of picking yellow, then red is 1
7.

EXERCISES
Tell if the events are independent or dependent. Then find each probability.
1. You toss a coin twice. Find P(two heads).
2. Your drawer contains two black socks and two blue ones. Without looking, you take
a sock out, hold onto it, then take another sock. Find P(two black socks).

3. You toss a coin and roll a number cube marked 1 to 6. Find P(H, odd number).

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4-6

PERMUTATIONS OF A SET
A permutation is an arrangement of items in a particular order.
The number of permutations of n different items is the product
n(n  1) (n  2) . . . (2)(1). This is written n!, and is read n factorial.
The number of permutations of n items taken r items at a time is
written n Pr . You can use this formula.
n!
n Pr  
(n 
r)!
E x a m p l e

In how many different ways can you arrange the digits 1, 2, 3 and 4?
Solution
Find the number of permutations of 4 digits.
number of permutations  4!
4321
 24
There are 24 different ways to arrange the 4 digits.
E x a m p l e 2
Seven runners enter a race. How many different orders are possible for
the first three finishers?
Solution
The order in which the runners finish is important. Find the number of permutations
of seven runners taken three at a time.
7!
7P3  
(7 
3)!
!
 7
4!
7654321
 
4321
 210
There are 210 possible answers.

EXERCISES
Calculate each of the following permutations.
1.

9P5

4.

6P5

15,120
720

2.

12P4

5.

20P3

11,880
6840

3.

10P2

6.

12P3

90
1320

120
7. In how many different orders can you arrange five trophies on a shelf?
8. In how many different orders can 3 CDs be chosen and played from a collection of
720
10 CDs?
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4-7

COMBINATIONS OF A SET
A set of items in which order is not important is called a combination.
The number of combinations of n different items taken r items at a time
is written nC r . You can use this formula.
n!
nC r  
(n 
r)!r !
E x a m p l e 1
Calculate the combination 8C4.
Solution
8!
8C4  
(8  
4)!4!
87654321
 
(4 3 2 1)(4 3 2 1)
40,3
20

576
 70
E x a m p l e

A committee of three people will be chosen from a group of seven people. How
many different committees are possible?
Solution
Since the order of the people on the committee is not important, find the number of
combinations of seven people taken three at a time.
7!
7C 3  
(7  
3)!3!
7
!

!
4!3
7654321
 
(4 3 2 1)(3 2 1)
 35
There are 35 possible committees.

EXERCISES
Calculate each combination.
1.

10C 6

4. 9C 6

2.

12C 8

3. 5C1

5.

20C 12

6.

15C 3

7. There are eight books on a shelf. How many different sets of four books can be
chosen?
8. A team of three students is to be chosen from a group of nine students. In how
many ways can the three students be chosen?
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5-1

ELEMENTS OF GEOMETRY
point B
on plane N

collinear points X,Y and Z

line DE


DE

line ED


ED

noncoplanar points J and K on planes

U and V

line segment RT 
R
T
line segment TR 
T
R
ray MN


MN
midpoint M of line segment QR

angle ABC (ABC)

angle CBA (CBA)
angle B (B)
angle 3 (3)


M

R
QM

E x a m p l e
Name the figure and write the symbol for it.
a.
b.

Solution
 )
a. ray BC (BC

Solution




YX )
b. line XY (X
XY ) or line YX (Y

EXERCISES
Write the symbol for each figure in Exercises 14.
1.

2.

3.

4.

6.

5. Name two rays in the figure.

Point B is the

C.
of A
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5-2

ANGLES AND PERPENDICULAR LINES

Complementary angles have a
sum of 90.

Supplementary angles have a

sum of 180.

Congruent angles have the

same measure.

Vertical angles are

congruent.

E x a m p l e
Use the figure for the following.
a. Name all pairs of adjacent supplementary
angles.
b. Find the measure of NZX.
Solution
a. XNZ and ZNE; NZD and NZX; ZNX and XNY; XVN and YVX
b. DZN and NZX are supplementary angles.
So, mNZX  180  mDZN  180  160  20

EXERCISES
Find the complement and supplement of the angle.
1. mA  30

2. mB  15

3. mC  36

4. mD  79

5. An angle is equal to its supplement. Find the measure of the angle.

6. mAEC  90, mBED  90, mAEB  65
m2 
m1 
Use the figure to classify each pair of angles as supplementary, complementary, or vertical.
7. SWT and TWP
8. QWP and PWT
9. SWT and QWP
10. SWR and TWP
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5-3

PARALLEL LINES AND TRANSVERSALS

Vertical angles
are congruent.

Alternate interior angles

are congruent.

Alternate exterior angles

are congruent.

Corresponding angles are congruent.

E x a m p l e 1
Refer to the figure to name the following.
a. all pairs of alternate interior angles
b. all pairs of alternate exterior angles
c. all pairs of corresponding angles
Solution
a. alternate interior angles: 4 and 6, 5 and 3
b. alternate exterior angles: 8 and 2, 7 and 1
c. corresponding angles: 8 and 4, 5 and 1, 7 and 3, 6 and 2
E x a m p l e


 || CD

. Give
In the figure at the right, AB
a reason why each statement is true.
a. 4  8
b. 3  5
c. 1  7
Solution
a. 4 and 8 are corresponding angles.
b. 3 and 5 are alternate interior angles.
c. 1 and 7 are alternate exterior angles.

EXERCISES


 || VW

. Find the measures of angles 28.
In the figure at the right, TU
1. m2 
3. m4 
5. m6 
7. m8 

53
53
53
53

Glencoe/McGraw-Hill

2. m3 
4. m5 
6. m7 

127
127
127

35

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5-4

RETEACHING

PROPERTIES OF TRIANGLES
The following properties hold for all triangles.
The sum of the measures of the angles of a triangle is 180.
The sum of the length of any two sides of a triangle is greater than the
length of the third, or remaining, side.
If two sides of a triangle are congruent, then the angles opposite those
sides are congruent.
E x a m p l e

E x a m p l e

Find the values of a and b.

Tell whether it is possible to have a

triangle with sides of lengths 17, 12
and 9.
Solution
It is possible, because 17
12  29,
12
9  21 and 17
9  26. In each
case, the sum of any two sides is
greater than the third side.

Solution
a
87
40  180
a  180  (87
40)
a  180  (127)
a  53
By the exterior angle property,
b  87
40  127.

EXERCISES
In the figure, 
FC
 || E
D
 and A
F
F
C
. Find the
measure of each angle named.
1. 1

42

2. 2

38

3. 3

100

4. 4

80

5. 5

100

6. 6

38

Tell whether it is possible to have a triangle with sides of the given lengths.
7. 14, 9, 8

yes

8. 16, 10, 6
9. 20, 23, 25

Glencoe/McGraw-Hill

no
yes

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5-5

CONGRUENT TRIANGLES
To show that two triangles are congruent, you need only show that at
least three corresponding parts are congruent. The following congruence
postulates indicate which corresponding parts must be congruent.
SideSideSide (SSS):
If three sides of one triangle are congruent to three corresponding
sides of another, then the triangles are congruent.
SideAngleSide (SAS):
If two sides and the included angle of one triangle are congruent to
two sides and the included angle of another, then the triangles are
congruent.
AngleSideAngle (ASA):
If two angles and the included side of one triangle are congruent to
two angles and the included side of another, then the triangles are
congruent.
E x a m p l e
State whether the pair of triangles
is congruent by SAS, ASA, or SSS.
Solution
C
A
D

side
A
CAB  DAB
angle

A
B

side
AB
Therefore, ABC  ABD by SAS.

EXERCISES
In Exercises 16, state whether the pair of triangles is congruent by SAS, ASA or SSS.
1.
2.
3.

ASA
4.

SSS
5.

6.

ASA

Glencoe/McGraw-Hill

SAS

SAS

37

SSS

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5-6

QUADRILATERALS AND PARALLELOGRAMS

The following table summarizes the properties of different types
of quadrilaterals.
Name

Figure

Properties

Trapezoid

Exactly one pair of parallel sides

Parallelogram

Two pairs of parallel sides

Consecutive angles are supplementary.
Sum of the angle measures is 360.
Diagonals bisect each other.

Rectangle

Parallelogram with four right angles

Diagonals are congruent

Rhombus

Parallelogram with four congruent sides

Diagonals are perpendicular. Each diagonal
bisects a pair of opposite angles.

Square

Rectangle with all four sides congruent

E x a m p l e
In ABCD, mD  53. Find the measures of A, B, and C.
Solution
mC
mD  180
mC
53  180
mC  180  53  127

B  D
mB  53

A  C
mA  127

EXERCISES
Find the unknown measures for each parallelogram.
1. JK
3. mJ
5. mL
7. KL
9. mK

15
109
109
21
71

Glencoe/McGraw-Hill

2. MN
4. MO
6. NP
8. NO
10. PQ

38

12
20
16
12
8
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5-7

DIAGONALS AND ANGLES OF POLYGONS

You can find the sum S of the measures of the angles of a polygon of n
sides with this formula: S  (n  2)180.
If a regular polygon has n sides, you can find the measure of one of its
(n  2)180
angles, a, with this formula: a  n.
E x a m p l e

Find the sum of the angles of a polygon of 16 sides.

Solution
n  16
s  (n  2)180  (16  2)180
 14 180
 2520
E x a m p l e

Find the measure of an interior angle of a regular heptagon.

Solution
n7
(n  2)180
a  n
(7  2
)180

7
5 180

7
90
0

7
 128.57

EXERCISES
Find the sum of the interior angles of each polygon.
1. triangle

2. 15-gon

3. 18-gon

Find the measure of an interior angle of each convex polygon.

4. regular nonagon

Glencoe/McGraw-Hill

5. regular decagon

39

6. regular 16-gon

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5-8

PROPERTIES OF CIRCLES

mANB  180
E x a m p l e

FG is a minor arc.


FHG is a major arc.

IOJ is a
central angle.
E x a m p l e

KLM is an
inscribed angle.
2

Find the measure of each

arc in circle N.


a. mPQR


b. mPQ


c. mQRP
Solution

Identify the following for circle O.

a. a central angle
b. an inscribed angle
c. mCOB
d. mCAB
Solution

a. Since 
PR
 is a diameter,


mPQR  180.


b. mPQ  60


c. mQRP  360  60  300

a.
b.
c.
d.

COB
CAB
mCOB  58
mCAB  1(58)  29
2

EXERCISES
In circle O, mFOE  71 and mDOE  50.
Find the measure of each arc.




71
50
1. mEF
2. mDE




3. mDEF 121
4. mDGF 239
For each circle find the measure of the arc or angle indicated.
5.

6.

mABC

55

Glencoe/McGraw-Hill

7.

mDE

100

8.

mHGI
40

30

mLJK

70

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5-9

RETEACHING

PROBLEM SOLVING SKILLS: CIRCLE GRAPH

You can use a circle graph to represent items in a total set of data.
E x a m p l e
Make a circle graph to represent these data.
The 1961 New York Yankees hit 238 home runs, more than any other
team in the history of baseball. The home runs were distributed in this
way: Roger Maris 61, Mickey Mantle 54, Bill Skowron 28, Yogi Berra 22,
Elston Howard 21, John Blanchard 21, the rest of the team 31.
Solution
61  238  0.256 (25.6%)
0.256 360  92.2 or 92

Convert the number of runs to a percent of the total.

Find the number of degrees in the circle equivalent to each percent.

Do the same for the other items in the data.

Mantle 22.6%, 81.4
Howard 8.82%, 31.8

Skowron 11.76%, 42.3

Blanchard 8.82%, 31.8

Construct a circle and draw a radius.

From it, measure and mark off the
central angle you calculated for the
first item. Draw a radius to that point.
From that line, measure off the next
central angle. Draw central angles for
the remaining items.

Berra 9.24%, 33.3

Rest of team 13.02%, 46.9

1961 NEW YORK YANKEES

HOME RUNS

EXERCISES
For the set of data below, find the number of degrees that would be needed for each
item to draw a circle graph of the data. Round to the nearest degree.
TV/VCR Retail Sales
Type

Percent

1. Color TV

61

2. Projection TV

3. VCR

29

4. Camcorder

Degrees

5. Draw the graph. Use your own paper.

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6-1

DISTANCE IN THE COORDINATE PLANE

The distance between two endpoints of a line segment on the x-axis or
on a line parallel to it is the absolute value of the difference between the
x-coordinates of the endpoints. The distance between two endpoints of a
line segment on the y-axis or on a line parallel to it is the absolute value of
the difference between the y-coordinates of the endpoints.
To find the distance between two points not on an axis or on a line
parallel to an axis, use the distance formula.
AB
 is given by the
For any points A(x1, y1) and B(x2, y2), the length of 
2
2
formula d  (x
2
x1)

(y2
y1).
E x a m p l e

E x a m p l e

Find the distance between points

A(2, 3) and B(5, 3).
Solution
The points have the same y-coordinates.
So, the line segment joining them is
parallel to the x-axis. The distance from
A to B is the absolute value of the
difference between the x-coordinates.

Find the distance between F(3, 4)

and G(5, 2) to the nearest tenth.
Solution
Substitute the values of x and y in
the distance formula.

2
x1)2

(y2
y1)2
d  (x
 [5

(
3
)]
2

(2


4)2
 (8
)2

(
2
)2
 6
4



4  6
8
  8.2

| 5  (2) |  7
The distance between A and B is 7.

The distance between F and G is 8.2.

EXERCISES
Find the length of each segment shown
on the graph at the right.
B

1. A

2. C
D


3. E
F


4. G
H


Use the distance formula to calculate

the distance between each pair of points.
Round answers to the nearest tenth.
5. P(4, 1), Q(8, 2)
6. T(2, 4), U(4, 8)
7. R(3, 9), S(2, 5)
8. V(3, 5), W(4, 2)
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6-2

SLOPE OF A LINE
The slope of a line segment is the ratio of its rise, or vertical distance, to its
run, or horizontal distance.
change in y-coordinates
ris
e
slope  
run  
change in x-coordinates
E x a m p l e

Find the slope of line segment AB.

Solution
The number of units of vertical change in moving from
A to B is 3 units down, or 3. Draw a vertical line to show
this change. The number of units of horizontal change in
moving from A to B is 4 units to the right, or 4. Draw a
horizontal line to show this change.
3
3
The slope of line segment AB is 4 or 4.
You can graph a line, given a point on the line and the slope of the line.
E x a m p l e

Graph the line that passes through P(1, 3) and has a slope
of 2.
3
Solution
Graph P. Then move up 2 units and to the right 3 units. The
ordered pair for the new point on the line is (2, 1). Graph
this point and draw a line through both points.

EXERCISES
Find the slope of each
line segment.

Graph the line with the given point and the given slope.
5. P(2, 5);

6. P(1, 3);

3
slope  
5

slope  1
3
O

1. R
T


2. 
PQ


3. G
E


4. 
HK


Glencoe/McGraw-Hill

4

2

0
2

43

4

2

2

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6-3

RETEACHING

WRITE AND GRAPH LINEAR EQUATIONS

When an equation is written in the form y  mx
b, the slope of the line
is m and the y-intercept (the y-coordinate where the line crosses the y-axis)
is b. This form is called the slopeintercept form of an equation of a line.
E x a m p l e
Graph 2x
3y  9.
Solution
Rewrite the equation in slopeintercept form.
3y  2x
9
2
Divide both sides of the equation by 3.
y  3x
3

;
2
The slope of the line is 
3 the y-intercept is 3.
To graph the equation, graph the y-intercept. Use the
slope to find another point on the line. From (0, 3), move
2 units down and 3 units to the right. Connect the two points
with a line.

EXERCISES
Graph each line.
1. y  2x
1

2. y  3x  2
4

-4

-2

4 x

-4

-2

-2

4 x

4 x

-4

-2

-2

-2

-4

-4

Glencoe/McGraw-Hill

4. x
y  3

4 x

-4

3. 3x
2y  4

-2

-2

-4

-4

44

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6-4

RETEACHING

WRITE AND GRAPH LINEAR INEQUALITIES

To graph an inequality with two variables, first write the equation related
to the inequality and make a table of ordered pairs. Use the table to graph
the equation. Shade the region above or below the line that corresponds
to the solution set of the inequality.

E x a m p l e
Graph the inequality y  x
4.
Solution
First graph y  x
4. Use a table of ordered pairs.

Draw the graph as a solid line. Then shade the upper

half-plane. This closed half-plane is the graph of
y  x
4.

EXERCISES
Graph each inequality.
1. y
3x

2. y 2x  3
y

y
4
3
2

4
3
2

4 3 2 1 0
1
2
3
4
5

3. y  4x
5

1 2

Glencoe/McGraw-Hill

5 x

4 3 2 1 0
1
2
3
4
5

y
5
4
3
2
1 2

5 x

1
4 3 2 1 0
1
2
3
4

45

1 2

5 x

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6-5

LINEAR AND NONLINEAR FUNCTIONS

If all points on the graph of an equation lie on one line, the equation is a
linear equation. Any function that can be represented by a linear
equation is a linear function. Unless otherwise indicated, assume that the
domain of a linear function is the set of real numbers.
E x a m p l e
Graph 3x  y  6 when the domain is
the set of real numbers.
Solution
First solve the equation for y.
3x  y  6
y  3x
6
y  3x  6
Then find three solutions.

Graph (0, 6), (1, 3) and (2, 0). Draw a line
through the points.

EXERCISES
Graph the function when the domain is the set of real numbers. If necessary, solve the
equation for y. Make a table for at least three ordered pairs.
1. y  4x  1

2. 2x
4y  8
y

4
3
2

4
3
2

1
5 4 3 2 1 0
1
2
3
4
5

3. x
y  3

4
3
2

1
1 2

Glencoe/McGraw-Hill

4 x

5 4 3 2 1 0
1
2
3
4
5

46

1 2

4 x

1
4 3 2 1 0
1
2
3
4

1 2

5 x

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6-6

GRAPH QUADRATIC FUNCTIONS

Recall that a linear function in two variables can be represented by an
equation in which each variable is of degree 1. Its graph is a straight line.
Many functions in two variables are nonlinear functions. The graph of a
nonlinear function is not a straight line. One type of nonlinear function is
a quadratic function, represented by a quadratic equation. A quadratic
function in x has an x 2 term but no term with a higher power of x than 2.
E x a m p l e
Graph y  x 2  1 for the domain of real numbers.
Solution
Find five ordered pair solutions.

Graph the points (2, 3), (1, 0), (0, 1), (1, 0) and
(2, 3). Draw a smooth curve through the points.

EXERCISES
Graph each function for the domain of real numbers.
1. y  x 2
3

Glencoe/McGraw-Hill

2. y  2x 2
5

3. y  x 2  2

47

2
4. y  1
2x
3

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6-7

PROBLEM SOLVING SKILLS: PATTERNS AND FUNCTIONS

A function f is a correspondence or relationship that pairs each member
of a given set with exactly one member of another set. A function is
described by a function rule.
E x a m p l e
Complete the function table.
Solution
Substitute values for x in the function rule.
For example, f 1  2 1
1  2
2
2
So, the corresponding values for 2x
1 for
each row of the table are 2, 3, 13, and 31.

() ( )

EXERCISES
Complete each function table.
1.

2.

3.

0
1.5
1.8
3
30

1
7
17
35
99

1
114
2
3
614

Write the function rule for each function table.

4.

5.

f (y)  y
5

Glencoe/McGraw-Hill

6.

f (n)  3n
1

48

c
f (c)  6

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6-8

DIRECT VARIATION
A direct variation is a function in which y varies directly as x varies. It can
be represented by a rule with the form y  kx, where k is a nonzero
constant called the constant of variation. A direct square variation is a
function in which y varies directly as x 2. It can be represented by a rule
with the form y  kx 2, where k is a nonzero constant.
E x a m p l e

E x a m p l e

The amount Jane earns varies directly

as the number of hours she works. For
working 28 h, she is paid $210. How
much would she earn for working
40 h?

The distance a car needs to stop varies

directly as the square of its speed
when the brakes are applied. A car
traveling at 50 km/h needs 30 m to
stop. How many meters does it need
to stop when it is traveling at
70 km/h?

Solution
Write a proportion.
y
21
0
money earned

hours worked
28  
4
0

Solution
Substitute known values for x and y in
the equation y  kx 2 and solve for k.
30  k(502)
30  k

25
00

210 40  y 28
8400  28y
300  y
She would earn $300.

0.012  k
Write the function rule, using 0.012 for k.
y  0.012x
y  0.012 702  58.8
The car needs a distance of 58.8 m to
stop.

EXERCISES
1. The number of tiles used on a square floor varies directly as the square of the side
of the floor. A floor with sides of 24 m requires 2304 tiles. How many tiles would a
square floor with sides of 10 m require?
2. The number of buttons a machine produces varies directly as the time it is
running. If the machine produces 688 buttons in 12 min, how many would it
produce in 15 min?
3. The distance traveled by sound varies directly as the time. If a sound travels 62 mi
in 5 min, how far does it travel in 60 min?
4. The weight of a circular mirror varies directly as the square of its radius. A mirror
with radius 4 in. weighs 6 oz. How much does a mirror with radius 12 in. weigh?

Glencoe/McGraw-Hill

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6-9

INVERSE VARIATION
An inverse variation is a function in which y varies inversely as x. It can
be represented by a rule with the form y  k or xy  k, where x does not
x
equal 0 and k is a nonzero constant. An inverse square variation is a
function in which y varies inversely as x 2. It can be represented by a rule
with the form y  xk2 or x 2y  k.
E x a m p l e

E x a m p l e

The time it takes to type a document

varies inversely as the typing speed. A
secretary who types 80 words/min can
type a document in 20 min. How long
would it take a person who types 32
words/min to type this document?
Solution
Substitute known values into xy  k.
20 80  k
1600  k
Write the function rule.
xy  1600
Substitute x  32
32y  1600
y  50
It would take 50 min.

The intensity of a radio signal varies

inversely as the square of the distance
from the transmission tower. At a
distance of 5 km, the intensity of the
signal is 36 units. What would the
intensity be at 15 km from the tower?
Solution
Substitute known values into x 2y  k.
52 36  k
900  k
Write the function rule.
x 2y  900
Substitute x  15.
152 y  900
225y  900
y4
The intensity of the signal would be 4
units.

EXERCISES
Assume that y varies inversely as x.
1. When x  28, y  3. Find y when x  12.
2. When x  9, y  30. Find y when x  45.
Assume that y varies inversely as x2.
3. When x  20, y  16. Find y when x  5.
4. When x  1, y  80. Find y when x  10.
5. A cars average speed in a race varies inversely as the time it takes to complete the race.
A car that completes the race in 24 min has an average speed of 175 mi/h. What is the
average speed of a car that completes the race in 25 min?
Glencoe/McGraw-Hill

50

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RETEACHING

Date ____________________________

7-1

TRANSLATIONS IN THE COORDINATE PLANE

The image of a figure under a translation is formed by sliding every point
of the original figure the same distance in the same direction. The image
and the original figure, or preimage, are congruent, and each side of the
image is parallel to the corresponding side of the preimage.
E x a m p l e
Graph the image of ABC with A(1, 1), B(4, 1) and C(1, 5) under a translation
5 units to the left and 4 units up.
Solution
Find the coordinates of the vertices of the image. Subtract 5 from the x-coordinate
of each vertex of the preimage, and add 4 to the y-coordinate of each vertex of the
preimage. Graph those coordinates and draw the image.
A(1, 1)

A (1  5, 1
4)
A (4, 3)



B(4, 1)
 5, 1
4)
 B (4
 B (1, 3)
C(1, 5)
 5, 5
4)
 CC (1
 (4, 1)

A'

B'

2
4
C'

0 A

4 x
B

EXERCISES
4

1. Graph the image of PQR under a translation 3 units

to the right and 5 units up.
2. Graph the image of parallelogram WXYZ under a
translation 4 units to the left and 6 units up.
3. The coordinates of ABC are A(4, 5), B(1, 4)
and C(0, 3). Write the coordinates of A , B , and C
when ABC is under a translation 3 units to the right
and 7 units down.

2
6

4
P

Q W
2

2
X

4x

4. The coordinates of LMN are L(0, 3), M(2, 1) and N(7, 0). Write the coordinates of
L , M , and N when LMN is under a translation 2 units to the left and 4 units up.

Glencoe/McGraw-Hill

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Date ____________________________

7-2

REFLECTIONS IN THE COORDINATE PLANE

The image of a figure under a reflection is formed by flipping the figure
across a line of reflection.

(x, y).
When a point is reflected across the x-axis, (x, y)
(x, y).
When a point is reflected across the y-axis (x, y)
(y, x).
When a point is reflected across the line y  x, (x, y)
(y, x).
When a point is reflected across the line y  x, (x, y)




E x a m p l e
Graph the image of ABC under reflection
across the line y  x.




6
4

Solution
To find the coordinates of a point under
reflection across the line y  x, use the
(y, x).
rule (x, y)

y =
x



B
C
2

4 2
A'

 A (3, 2)
B(4, 1)
 B (1, 4)
C(2, 0)
 C (0, 2)
A(2, 3)

B'

6x

C'

4
6

EXERCISES
Give the coordinates of the image of each point under a reflection across the given line.
1. (3, 2); y-axis

2. (5, 6); x-axis

4. Graph the image of LMN under a

reflection across the x-axis.

3. (0, 8); y  x

5. Graph the reflection of rectangle PQRS

under a reflection across the given line.
y

Glencoe/McGraw-Hill

S
M

52

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Date ____________________________

7-3

ROTATIONS IN THE COORDINATE PLANE

A rotation is the transformation of a figure when it is turned about a
point. To draw the image of a figure under rotation, you need to know the
center of rotation, the amount of the rotation expressed in degrees or as a
fractional part of a whole turn, and the direction of the rotation, clockwise
or counterclockwise.
Use the following rules for finding the coordinates of the image of a figure
rotated about (0, 0).
(x, y).
When a figure is rotated 180, (x, y)
(y, x).
When a figure is rotated 90 clockwise, (x, y)
(y, x)
When a figure is rotated 90 counterclockwise, (x, y)





E x a m p l e
Draw the rotation of ABC under a rotation of 90
clockwise about the origin.
Solution
Find the coordinates of A , B and C using the rule
(x, y)
(y, x).



A(1, 5)
B(2, 2)
C(4, 1)







y
4 C'

B
C
6 4

B'
A'

A (5, 1)
B (2, 2)
C (1, 4)

6x

EXERCISES
Find the coordinates of each point under the given rotation about the origin.
2. (0, 2);
90 counterclockwise

1. (5, 8); 180

4. Graph the image of PQR under a

rotation of 180 clockwise about the
origin.
P4 y

3. (5, 5); 90 clockwise

5. Graph the image of rectangle JKLM

under a rotation of 90 counterclockwise about the origin.
y

2
6

R
4

6x

Glencoe/McGraw-Hill

6x

53

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Date ____________________________

7-4

LINE SYMMETRY AND ROTATIONAL SYMMETRY

A line of symmetry divides a figure into two congruent parts. Each
part is a reflection of the other across the line of symmetry. The order
of rotational symmetry of a figure describes the number of times the
figure would fit over itself during a complete turn.
E x a m p l e

Draw the lines of symmetry for each figure.

a.
b.

c.

Solution
a.

c.

b.

no lines of symmetry
E x a m p l e

Give the order of rotational

symmetry for the figure.
Solution
The figure fits over its original position four times during a complete turn, so its
order of rotational symmetry is four.

EXERCISES
Give the number of lines of symmetry for each figure, and draw them. If there are none,
write none.
1.
2.
3.

4.

Glencoe/McGraw-Hill

6.

5.

54

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7-5

RETEACHING

DILATIONS IN THE COORDINATE PLANE

A dilation is a transformation under which a figure is enlarged or reduced
to form an image that is similar to the original figure. To graph the image
of a figure under a dilation, you need to know the center of dilation and
the scale factor. For a center of dilation at the origin and a scale factor of
(nx, ny) to find the coordinates of the image.
n, use the rule (x, y)



E x a m p l e
Graph the dilation image of ABC using a scale
factor of 2 and the center of dilation at vertex A.
Solution
The distance from A to B is 3 units, so the distance
from A to B is 3 2  6 units.

A' A
4

C
2
C'

The distance from A to C is 2 units, so the distance

from A to C is 2 2  4 units.

B'

B'

2
0

A and A are the same point.

EXERCISES
Find the coordinates of each point under the given dilation.
1. (2, 4); scale factor of 2, center of dilation at the origin
2. (6, 3); scale factor of 1, center of dilation at the origin
3
4. Graph the dilation image of KLMN,
3. Graph the dilation image of ABC,
1
using a scale factor of 3 and the
using a scale factor of 2 and the
center of dilation at vertex N.
center of dilation at the origin.
y

2
4

C
2

K
2

L
2

6x

2
4

4
6

Glencoe/McGraw-Hill

55

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Date ____________________________

7-6

PROBLEM SOLVING SKILLS: TESSELLATIONS

A repeating pattern of figures that completely cover a plane without gaps
or overlaps is called a tessellation or a tiling. If one or more figures can be
used to create a tessellation, they are said to tessellate.
E x a m p l e

Draw a tessellation using the triangle

at the right.
Solution

E x a m p l e

Draw a tessellation using squares and isosceles right triangles.

Solution

EXERCISES
Determine if each polygon can be a tessellating figure. Write yes or no.
1. rhombus

2. rectangle

3. right triangle
4. trapezoid
5. Draw the tessellation for one of the polygons to which you answered yes in
Exercises 14. Use your own paper.
6. Draw a tessellation using isosceles trapezoids and isosceles triangles. Use your own
paper.
Glencoe/McGraw-Hill

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8-1

PARALLEL AND PERPENDICULAR LINES

If two lines are parallel, they have the
same slope, or both slopes are
undefined.

If two lines are perpendicular, the slope

of one is the negative reciprocal of the
slope of the other.

E x a m p l e

E x a m p l e

Points A(5, 4) and B(3, 4) are on line

AB. Points D(5, 2) and E(3, 2) are on

 parallel,

 and DE
line DE. Are AB
perpendicular, or neither?

Points G (2, 6) and H(2, 3) are on line

GH. Points J(2, 7) and K(1, 3) are on

 parallel,

 and JK
line JK. Are GH
perpendicular, or neither?

Solution

Solution
Find the slope of each line.

3
3
3
6 

  
slope of GH

4  4
2  (
2)
37 

4  4

  
slope of JK
1 
2
3
3
3
4
Since 4 and 3 are negative
reciprocals, lines GH and JK are
perpendicular.

Find the slope of each line.

4 4  0

  
slope of AB
3 
5
2
2 0

  
slope of DE

3  (
5)




Since AB and DE have the same slope,
they are parallel.

EXERCISES

. Are WX

 and YZ

 parallel, perpendicular,

. Y and Z are on YZ
Points W and X are on WX
or neither?
2. W(1, 3) X(2, 6)
3. W(2, 1) X(6, 2)
1. W(2, 4) X(1, 1)
Y(1, 2) Z(5, 2)
4. W(4, 6) X(2, 3)
Y(1, 4) Z(4, 6)

Glencoe/McGraw-Hill

Y(4, 4) Z(7, 3)
5. W(4, 6) X(2, 3)
Y(4, 4) Z(2, 1)

57

Y(2, 2) Z(6, 2)

6. W(6, 4) X(4, 5)
Y(5, 5) Z(4, 3)

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8-2

SOLVE SYSTEMS OF EQUATIONS GRAPHICALLY

The solution for a system of linear equations is an ordered pair
that is a solution for each equation. On a graph, the solution is
the point of intersection of the graphs of each of the equations.
E x a m p l e
Solve the system of equations:

yx5
y  2x
1

Solution
First, graph each equation, using its slope and y-intercept.
For the first equation, the slope is 1 and the y-intercept
is 5. For the second equation, the slope is 2 and the
y-intercept is 1.
The point of intersection of the two lines is (2, 3).
Check this solution by substituting x  2 and y  3 in
each equation.
yx5
y  2x
1
3  2  5
3  2(2)
1
3  3
3  4
1
3  3

EXERCISES
Solve each system of equations by graphing.
1. y  2x  5
6

y  x  2

2. y  2
3x
1
y  3x  4
2

6
4
2

2
6

6x

4x  y  1

4. 3x
2y  8

x
y2

6x

6x

6x

Glencoe/McGraw-Hill

2
4

3. y  2x
3

58

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8-3

SOLVE SYSTEMS BY SUBSTITUTION

Algebraic methods can be used to solve systems of equations.
One algebraic method is substitution.
E x a m p l e

E x a m p l e

Solve the system of equations.

x
y4
2x  y  5

Solve the system of equations.

2x
y  7
4x
2y  3

Solution
Solve one equation for y.
x
y4
y  x
4

Solution
Solve one equation for y.
2x
y  7
y  2x
7

Substitute this expression for y in the

other equation.
2x  (x
4)  5
2x
x  4  5
3x  4  5
3x  9
x3

Substitute this expression for y in the

other equation.
4x
2(2x
7)  3
4x  4x
14  3
14  3
Since 14  3 is a false statement,
there is no substitution for this
system.

Substitute 3 for x in the other

equation and solve for y.
x
y4
3
y4
y1
The solution is (3, 1).

1. y  8x
y  4x  12
4. x
3y  5
3x
2y  18
7. y  2x
x
2y  9

Glencoe/McGraw-Hill

2. x  y
4
2x
3y  2
5. 3x
y  7
xy1
8. y  8  x
4x  3y  3

59

3. x
y  3
5x
3y  1
6. y  x  4
y  x  3
9. x  y  7
3x  4y  16

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8-4

SOLVE SYSTEMS BY ADDING, SUBTRACTING, OR MULTIPLYING

Some systems of equations can be solved by adding or subtracting the two
equations to produce a new equation in only one variable. Sometimes,
one of the equations must be multiplied by some number before the
adding or subtracting method can be used.
E x a m p l e

E x a m p l e

Solve the system of equations.

2x
3y  2
2x
7y  18

Solve the system of equations.

5x
2y  7
x
4y  5
Solution
Multiply the second equation by 5 so
that the coefficients of x will be
opposites.
5x  20y  25
5(x
4y  5)
Add to the first equation.
5x
2y  7
5x  20y  25
18y  18
y1
Substitute y  1 in one of the equations.
5x
2(1)  7
5x
2  7
5x  5
x1
Check (1, 1) in both equations.
5x
2y  7
x
4y  5
5(1)
2(1)  7
1
4(1)  5
5
27
1
45
77
55

Solution
Since the coefficients of the x-terms
are opposites, add the two equations.
2x
3y  2
2x
7y  18
10y  20
y2
Substitute y  2 in one of the
equations.
2x
3(2)  2
2x
6  2
2x  4
x2
Check (2, 2) in both equations.
2x
3y  2
2x
7y  18
2(2)
3(2)  2
2(2)
7(2)  18
4
6  2
4
14  18
22
18  18

1. x  3y  3
x
3y  9
4. x
4y  14
6x  2y  6

Glencoe/McGraw-Hill



2. 7x  y  19
3x
y  7
5. 2x
9y  4
5x
9y  17

60

3. 2x
3y  2
2x
7y  18
6. 7x
3y  13
3x  2y  1

MathMatters 2

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8-5

RETEACHING

MATRICES AND DETERMINANTS

A matrix is a rectangular array of numbers. A matrix of n rows and
m columns has dimensions n  m.
1 2


A 5 3

Matrix A has 2 rows and 2 columns and thus has dimensions 2  2.

Since matrix A has same number of rows and columns, it is called a square matrix.
The value of determinant of a 2  2 square matrix is the difference of the products
of the diagonal entries.
det A 

| |

a b
 ad  bc
c d

E x a m p l e
Evaluate the determinant of matrix A.
Solution
1 2
5 3
1(3)  2(5)
3  10
13

det A 




a  1, b  2, c  5, d  3

EXERCISES
Evaluate each determinant. Show your work.
1.

| |
| |
| |
| |
5 1

4 0

2.

2

7 1

3.

4.

8

2

10

12 8

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8-6

PROBLEM SOLVING SKILLS: DIRECTED GRAPHS

A directed graph is a geometrical representation of a map that
shows locations as points and roads as lines. Directed graphs can
be analyzed using matrices.
E x a m p l e
The directed graph at the right represents the
Town A
roads that connect four towns.
a. Create a matrix for the towns that shows the
number of direct connections from one town to
Town D
another.
b. How many ways can you get directly to town A?

Town B

Town C

Solution
a. Create a 4  4 matrix using the letter of each town. Use 0 to indicate no way to get
directly from one town to the other and 1 to indicate one way.
To
A
B
C
D
A 0
1
1
1
From B 1
0
0
1
C 1
0
0
1
1
1
0
D 1

b. The number of ways to get to Town A is the sum of the

elements in the first column.
0
1
1
13
There are three ways to get directly to Town A.

EXERCISES
1. For the towns in the example, create a matrix to find the number of ways someone
can travel between two towns with one stop.

2. Find the total number of ways in which someone can travel between two towns
with one stop.

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8-7

SYSTEMS OF INEQUALITIES
The graph of a linear inequality is a region. The boundary of the
region is the line of the corresponding equation. If the inequality
is  or , the line will not be included in the region. If the
inequality is
or , the line will be included in the region.
E x a m p l e
Graph the solution set of this system of linear inequalities.
x
y6
2x
y  1
Solution
First, write each inequality in slopeintercept form.
y  x
6; m  1, b  6
y  2x  1; m  2, b  1
Since the first inequality is , the boundary is shown
with a dashed line and the region below the line is
shaded.
Since the second inequality is , the boundary is
shown with a solid line and the region above the line
is shaded.
The solution set is the region that is shaded twice.

y
6

4
2

6 x

EXERCISES
Graph the solution set of each system of inequalities.
1. 2x
y 3

2. x
y
4

y  3x  2
4

yx 3
y

y x
y

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3. 3x
y
1

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9-1

ADD AND SUBTRACT POLYNOMIALS

The terms of a polynomial that differ only in their coefficients are
called like terms. To simplify a polynomial, combine all like terms.
To add two polynomials, write the sum and simplify.
E x a m p l e

Simplify. (3x 2y
4x 2  6)
(2x 2y
3x2  4xy 2
10)

Solution
3x 2y
4x 2
0xy 2  6
2x 2y
3x 2  4xy 2
10
5x 2y
7x 2  4xy 2
4

Line up like terms. Write zero

where there are no like terms.
Combine like terms.

To subtract a polynomial, add the opposite of each term of the

polynomial being subtracted. Then follow the procedure for addition.
E x a m p l e

Simplify. (8x 3
6x 2  2x
7)  (5x 3  2x 2
7x)

Solution
8x 3
6x 2 2x
7
(5x 3  2x 2
7x
0)

8x 3
6x 2  2x
7

(5x 3
2x 2  7x  0)
3x 3
8x 2  9x
7

Line up like terms.

Change signs
Add and simplify.

EXERCISES
Simplify.
1. (6x 3
3x 2  11x)
(2x 3  9x 2  5x)

2. (7x 2  4xy
5y 2)
(2x 2  xy  y 2)

3. (7a2
6ab  b 2)  (3a2
3ab
2b 2)

4. (4m3  2n2
5)  (7m3  4n2
3)

5. (5x 2
2x
4)
(2x 2  2x)

6. (x 2y  2xy 2
8)  (7x 2y
2xy 2  4)

7. (7m2  2m  4)  (5m2
3m
2)

8. (12r 3  2r 2
r  7)
(6r 2  r  9)

9. (2m
5n
6p)  (m
2n
5p)

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10. (x 2y
x  xy 2)  (4x 2y  y 2
y
xy 2)

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MULTIPLY POLYNOMIALS
Use the commutative and associative properties of multiplication and
the product rule for exponents to find a product of two monomials.
E x a m p l e

Simplify.
a. (3x)(5y)

b. (4a3b 2)(6ab 5)

Solution
a. (3x)(5y)  (3)(5)(x)(y)  15xy

b. (4a3b 2)(6ab 5)  (4)(6)(a 3 a)(b 2 b 5)

 24(a 3
1)(b 2
5)
 24a 4b 7

Use the power rule and the power of a product rule to simplify the product of
monomials with powers.
E x a m p l e

Simplify.
a. (2m 2)3

b. (3c 2d 7)3

Solution
a. (2m 2)3  (2)3(m 2)3
 8(m 3 2)
 8m 6

b. (3c 2d 7)3  (3)3(c2)3(d7)3

 27c 2 3 d 7 3
 27c 6d 21

EXERCISES
Simplify.
1. (7x 6)(3x 3)

2. (2x 2)(3xy 2)

3. (4a 3b)(2ab 2)

4. (7ab)(3a 2b)(2b 2)

5. (5rst)(3r 2s)

6. (3x 2y 2z 3)(x 2y 2z)

7. (b 4)4

8. (2x 2)4

9. (3x 3y)2

10. (x 3y 6)2

11. (2m4y 3)3

12. (8t 2rsm 3)2

13. (2x 4y 2z)(5xy 3z)

14. (3ab)(2a 2b)2

15. (qr 2t)10

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9-3

DIVIDE BY A MONOMIAL
To divide two powers having the same base, subtract the exponent of the
denominator from that of the numerator.
am
mn

n a
a
E x a m p l e 1
24
x3
Simplify. 
8x
24
x3  
24
x3
   3 x 31  3x 2
Solution 

8x
8 x
E x a m p l e 2
24c 4d 3  18c 2d
12c
Simplify. 
Solution
4d 3
2d
24c 
18c
12c
24c 4d 3  18c 2d
12c


  
6c
6c
6
c

 4c 41d 3  3c 21d
2c 11

 4c 3d 3  3cd
2

3
14m
1. 

7m

5
15x
2. 
15x 2

45
a2b
3. 
10ab

18p 4 q 2
4. 
qp 2

6a

24
5. 
6

25m2 
15m
6. 

5m

16r 2 
24r 3
7. 
2
8r

28s 2 
42s 3t
8. 
7s

n2  7n4

11n 5
9. 
2
n

48c 8  40c 4
72c 3

10. 

25x 3y 4
15x 4y 3  20x 2y 2

11. 
5x 2y

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16xy  28x 3y 2  48xy 3
8x 2y 2

12. 
4xy

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MULTIPLY A POLYNOMIAL BY A MONOMIAL

The distributive property and the rules of exponents enable you to multiply any
polynomial by a monomial.
E x a m p l e 1
Multiply. 3a(4a 2  2a
1)
Solution
3a(4a2  2a
1)  3a(4a 2)
(3a)(2a)
(3a)(1)
 12a 3
6a 2  3a

Use the distributive property.

Multiply each pair of monomials.

E x a m p l e 2
The cost of renting a two-seat, or tandem, bicycle at Parkland Rentals is given by the
formula C  12
2.25h, where h represents the number of hours for which the
bicycle is used. Write and simplify the formula to express the cost of renting b
bicycles for h hours.
Solution
C  b(12
2.25h)  12b
2.25bh

EXERCISES
1. 2(a
5)
2. 5(x  3)

3. t(6t
2)
5.

4. 4(2m  3n)

y(4y 2
2y)

6. r 2(2r
s)

7. 2x(3xy  5y)

8. ab(2a 2
b)

9. 5x 2y(3x  2y 3)

10. 3(2x 2  x
3)

11. 4a(a 3b 3  2a
6b 2)

12. 2r 2(r 2  r
1)

13. mn(3m  2n
4p)

15. The formula C  9
2.45h gives the cost C of renting a rug shampooing machine
for h hours. Write and simplify the cost of renting m machines for h hours.

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9-5

MULTIPLY BINOMIALS
The following shortcut can be used to multiply two binomials.
F
O
I
L

Multiply the first terms of each binomial.

Multiply the outer terms.
Multiply the inner terms
Multiply the last terms.

This method is called the FOIL (first, outer, inner, last) method
for multiplying binomials.
E x a m p l e
Find the product. (2x
3)(x  5)
Solution
Use the FOIL method and combine like terms, using the distributive property.
(2x
3)(x  5)  (2x x)
(2x  5)
(3 x)
(3 5)
 2x 2
(10x)
3x  15
 2x 2  7x  15

EXERCISES
1. (x
5)(x
3)

2. (y  5)(y
4)

3. (s
7)(s  5)

4. (w  4)(w  8)

5. (m  4)(m
1)

6. (x
3)(x  3)

7. (x
2)(x
2)

8. (5
r)(2  r)

9. (y
5)(y
5)

10. (3m  1)(2m
3)

11. (2x
2)(2x  2)

12. (2b
3)(b
1)

13. (3y  2)(3y
2)

14. (2r  1)(2r  1)

15. (4x  3)(2x  3)

16. (5n
1)(2n  1)

17. (3  t)(5
2t)

18. (y
2x)(y  2x)

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9-6

PROBLEM SOLVING SKILLS: WORK BACKWARDS

Some problems give you the solution and ask you to find the
information that led to the solution. To solve such problems,
work backwards.
E x a m p l e
Elise cashed her paycheck and put half the money into her savings account.
Then she bought a skirt for $24.30 and paid $13.50 for gas. After making these
transactions, she had $45.50 left. What was the amount of Elises paycheck?
Solution
These are the steps described in the problem.
Beginning
Divide
amount by 2
?

Subtract
$24.30

Subtract
$13.50

Ending
amount
$30.50

To find the beginning amount, work backwards from the end, reversing each step.
Ending amount: $45.50
$45.50
$13.50  $59.00
$59.00
$24.30  $83.30
$83.30 2  $166.60

Add $13.50.
Add $24.30.
Multiply by 2.

The amount of Elises paycheck was $166.60.

EXERCISES
Work backwards to solve.
1. Brandon has $14 in his pocket now. During the day, he spent $27.45 on clothes,
$8.62 on food, and $6 on a video. How much money did he begin with?
2. After Kelly planted 42 daisies, 32 carnations, and 25 roses in her garden, she had 185
plants in all. How many flower plants were in the garden before she added to them?
3. Conner ordered 3 sweatshirts from a mail-order catalog. Each sweatshirt cost the
same price. He paid 7% sales tax. He also paid $3.50 shipping and handling charge.
The total cost of the order was $51.65. What was the price of each sweatshirt?

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9-7

FACTOR USING GREATEST COMMON FACTOR (GCF)

The distributive property is used in multiplying a polynomial by a
monomial. To find what factors are multiplied to obtain a
polynomial, or to factor the polynomial, reverse the process.
E x a m p l e
Factor the polynomial.
a. 4m  2mn

b. 6x 2y  12xy 2
3xy

Solution
a. Find the GCF of 4m and 2mn.
4m  2 2 m
2mn  2 m n
The GCF is 2m.
Use the GCF and the distributive property to rewrite the polynomial.
4m  2mn  2m(2  n)
b. Find the GCF of 6x 2y, 12xy 2, and 3xy.
12xy 2  22 3 x y 2
6x 2y  2 3 x 2 y

3xy  3 x y

The GCF is 3xy.

Use the GCF and the distributive property to rewrite the polynomial.
6x 2y  12xy 2
3xy  3xy(2x)
3xy(4y)
3xy(1)  3xy(2x  4y
1)

EXERCISES
Factor each polynomial.
1. 3a
3b

2. 7m 2  5m

3. st
rt

4. 18x
27y

5. 12w 2  18w 3

6. 5x 2y  10xy 2

7. 3r 2  6r
30

8. 4m 2n  6m 4
8mn3

9. 9xy 2  6xy
3x

10. 28a 4b 2c 3  70a 2b 2c 2

11. 14wx  42x 4
7w 2x2

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12. 2a 5  4a 3
6a2

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FACTORING PERFECT SQUARES AND DIFFERENCES OF SQUARES

You can factor a perfect square trinomial or the difference of two squares.
E x a m p l e

Factor x 2
8x
16.
Solution
The first and last terms are perfect squares: x 2  x x, 16  4 4.
The middle term is twice the product of the square roots of the first and last terms:
8x  2(4)(x). So, the trinomial is a perfect square trinomial.
x 2
8x
16  (x
4)(x
4)  (x
4)2
E x a m p l e

Factor y 2  100.
Solution
The terms of this binomial are both perfect squares.
y2  y y
100  10 10
Write the sum and the difference of the square root of each term.
y 2  100  (y
10)(y  10)

EXERCISES
Factor each polynomial.
1. x 2  14x
49

2. x 2
2x
1

3. x 2
7x
14

4. x 2
18x
81

5. y 2  20y
100

6. m2  30m
225

7. y 2
100

8. r 2  121

9. w 2  1

10. t 2  900

11. q 2
36

12. h 2  144

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10-1

VISUALIZE AND REPRESENT SOLIDS

E x a m p l e
Identify the figure at the right. Then
identify the bases, a pair of parallel
edges, a pair of intersecting edges, a
pair of skew edges, and a pair of
intersecting faces.

B
C

D
E
H

Solution
Figure: right rectangular prism
Bases: ABCD and EFGH
Pair of parallel edges: 
CB
 and G
F


F
G

F
 and 
G
F
Pair of intersecting edges: E
Pair of skew edges: 
DC
 and 
A
E
Pair of intersecting faces: ABCD and
CDHG

EXERCISES
Draw the figure.
1. pentagonal pyramid

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2. hexagonal prism

72

3. trapezoidal prism

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10-2

NETS AND SURFACE AREA

A two-dimensional pattern that can be folded to form a threedimensional figure is called a net. Nets can be used to calculate
the surface area of certain three-dimensional figures.
E x a m p l e
Draw a net for the triangular prism shown at
the right. Then find the surface area of the
triangular prism.
Solution
The net for the triangular prism is shown below.

The top and bottom of the prism are triangles with a base of 6 in. and a height of
8 in. The area of each face is
1
1
A  2b  2 6 8  24
There are three rectangular faces. One face has dimensions 15 in. by 6 in., another
has dimensions 15 in. by 10 in., and the third has dimensions 15 in. by 8 in. The
areas are computed below.
A  lw
 15 6
 90

Alw
 15 10
 150

Alw
 15 8
 120

The sum of the areas of all of the faces is the surface area, SA, of the triangular
prism. SA  24
24
90
150
120  408 in2.

EXERCISES
Draw a net for each figure on your own paper. Then find the surface area.
1.

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SURFACE AREA OF THREE-DIMENSIONAL FIGURES

The formulas that can be used to find the surface area of some
three-dimensional figures are given below.
Surface Area of a Rectangular Prism:

SA  2lw
2lh
2wh,

where l  length, w  width, h  height

Surface Area of a Cylinder:

SA  2rh
2r 2
where r  radius of base and h  height

Surface Area of a Cone:

SA  rs
r 2
where r  radius of base and s  slant height

E x a m p l e
Find the surface area of the cone at the right
Solution
For this cone, r  8 cm and s  14 cm. Substitute these into the
formula SA  rs
r 2 and simplify to find the surface area.
SA  rs
r 2
SA  3.14 8 14
3.14 82
SA  552.64
The surface area of the cone is about 553 cm2.

EXERCISES
Find the surface area of each figure.
SA  2lw

1.
3 ft
2 ft

2

2lh

2wh

6 ft

2.

SA  2rh

2r 2

2

SA  rs

r 2

3.

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10-4

PERSPECTIVE DRAWINGS
A perspective drawing is a way of drawing objects on a flat
surface. Vanishing points are used in perspective drawings. A
vanishing point is a point on the horizon where parallel lines
appear to come together. A one-point perspective drawing has
one vanishing point, and a two-point perspective drawing has
two vanishing points.
E x a m p l e
Locate the vanishing point in the perspective
drawing at the right.
Solution
Draw depth line from the top edges of the figure.
The point of their intersection, labeled X in the
drawing at the right, is the vanishing point of the
perspective drawing.

EXERCISES
Locate the vanishing point, X, in each perspective drawing.
1.

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10-5

ISOMETRIC DRAWINGS
An isometric drawing shows an object from a corner view so that
three sides of the object can be seen in a single drawing. These
drawings are often made on isometric grid paper.
E x a m p l e
Make an isometric drawing of a rectangular
prism.
Solution
Begin by drawing a vertical segment to
represent the front edge of the prism. Then
draw the rest of the edges of the two faces
that contain the front edge.
Draw the two edges to complete the top of
the prism. The isometric drawing is now
complete.

EXERCISES
Complete each isometric drawing. Tell the type of solid shown.
1.

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10-6

ORTHOGONAL DRAWINGS
Architects, engineers, designers, and drafters prepare blueprints
and drawings for the guidance of workers who need to know
what the object will look like from different points of view. Here is
a three-dimensional block figure and three different views of it,
from the top, front and from a side.

EXERCISES
For each object, three views are given. Label each as either top view, front view, or
side view.
1.

2.

Draw and label the top view, the front view, and the side view for the object shown.
3.

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10-7

VOLUME OF PRISMS AND PYRAMIDS

You can use the formulas below to find the volume of a prism or a
pyramid with base area B and height h.
1
prism: V  Bh
pyramid: V  Bh
3
E x a m p l e

E x a m p l e

Find the volume of the pyramid shown.

Find the volume of the figure.

Solution
B  s 2  72  49 Find B, the area of the base.
1
V  Bh
Substitute the values of B and h
3
in the formula.
1
  (49 9)
3
1
  (441)  147
3
The volume of the pyramid is 147 m3.

Solution
The volume is the sum of the volume of
a rectangular prism and the volume of
a triangular prism.
rectangular prism triangular prism
1
V  Bh
B  bh
2
1
  (6 3)
 (l w)h
2
1
  (18)  9
864
2
V  192
V  bh  9 8  72
total volume  192
72  264
The volume of the figure is 264 in3.

EXERCISES
Find the volume of each figure.
1.

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3.

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10-8

VOLUME OF CYLINDERS, CONES, AND SPHERES

Use the formulas to find the volume of a cylinder, cone, or sphere.
cylinder: V  r 2h

1
cone: V  r 2h
3

4
sphere: V  r 3
3

EXAMPLE
Find the volume of each figure.
a.

b.

Solution
a. The figure is a sphere.
4
V   r 3
3
4
 3.14 6 3
3
4
 3.14 216
3
904.32

b. The figure is a cylinder.

V  r 2h
3.14 42 10
3.14 16 10
502.4
The volume is about 502.4 cm3.

The volume is about 904.32 m3.

EXERCISES
Find the volume of each figure. Round your answer to the nearest tenth.
1.
2.
3.

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5.

6.

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10-9

PROBLEM SOLVING SKILLS: LENGTH, AREA, AND VOLUME

Before you can solve a problem that involves a geometric figure, you must
choose the appropriate formula. You can choose the correct formula by
determining what kind of information the problem asks you to find.
E x a m p l e
A cardboard box has the shape of a rectangular prism, with length 6 in.,
width 3 in., and height 8 in.
a. Sugar weighs 0.5 oz/in3. How many ounces of sugar will the box hold?
b. How many square inches of cardboard were needed to make the
box?
Solution
a. You need to find the volume of the
box. Use the formula for the volume
of a rectangular prism

b. You need to find the surface area of

the box. Use the formula for the
surface area of a rectangular prism.

V  lwh

SA  2(lw
lh
wh)

 6 3 8  144

 2(6 3
6 8
3 8)

The volume of the box is 144 in3.

 2(18
48
24)  2(90)  180

A volume of 1 in3 will hold 0.5 oz.

180 in.2 of cardboard were needed.

144 0.5  72
The box will hold 72 oz of sugar.

EXERCISES
1. A jeweler charges $3/cm2 to gold-plate an object. How much would it cost to goldplate a solid cone with radius 2 cm and slant height 4 cm?
2. A cylindrical jar has a radius of 10 cm and a height of 20 cm. How many liters of liquid
can it hold? (1 L  1000 cm3)
3. The material used to make a ball weighs 0.3 g/cm3. How many grams does a solid ball
with a radius of 10 cm weigh?
4. An aquarium measures 22 in. by 14 in. by 12 in. How many gallons of water can it hold?
(The volume of 1 gallon is 231 in3.)

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11-1

SIMILAR POLYGONS
You can show that two polygons are similar if the corresponding angles
are congruent, or if the corresponding sides are in proportion.
E x a m p l e
Are the two figures similar?

Solution
The figures are not triangles. So, you need
to compare their angles and their sides.
Find the measure of C and E.
mC  360  (90
90
60)  120
mE  360  (90
90
120)  60
So, C  G and E  A.
Find the ratios for the corresponding
sides.
AB
1
0
2 BC
6  2


E
F 
45  9 
FG
2
7
9
CD
4  2 
AD
1
2
2



GH
1
8
9 EH
54  9
Corresponding angles are congruent and
corresponding sides are in proportion, so
ABCD
EFGH.

EXERCISES
1.

2.

3.

4.

5.

6.

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11-2

INDIRECT MEASUREMENT
Indirect measurement is a means of finding a length without measuring
the actual distance. By measuring corresponding sides of similar triangles,
you can calculate a length that would be difficult to measure directly.
E x a m p l e
A flagpole casts a shadow 46 m long. At the same time, a girl who is 1.5 m tall casts a
shadow 4 m long. Find the height of the flagpole.
Solution
Draw a diagram.

The rays of the sun meet the ground at the same angle
in each right triangle, so the triangles are similar.
Write and solve a proportion.
h  
4
6

1.5
4
4 h  46 1.5
4h  69
h  17.25
The height of the flagpole is 17.25 m.

EXERCISES
Find the unknown length in each diagram.
1.

2.

3.

4.

5.

6.

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THE PYTHAGOREAN THEOREM

The Pythagorean Theorem, named after the Greek mathematician
Pythagoras, states a relationship between the hypotenuse and the legs of
any right triangle.
In any right triangle, the square of the length of the hypotenuse
is equal to the sum of the squares of the lengths of the legs.
For any right triangle ABC, the relationship can be stated as
follows:
a2
b2  c2
If you know the length of two of the sides of a right triangle, you can use
the Pythagorean Theorem to find the length of the third side.
E x a m p l e

E x a m p l e

Find the length of

the hypotenuse of
triangle ABC.

In rectangle PQRS,
find length a to the
nearest tenth.

Solution
B
 is the hypotenuse of ABC.
A
c2  a2
b2
 52
122
 25
144
 169
6
9
  13
c  1
The length of AB is 13 m.

Solution
S
 is the hypotenuse of PQS.
Q
a2
b2  c2
a 2
52  92
a 2  92  52
 81  25  56
6
 7.483
a  5
The length of a is about 7.5 cm.

EXERCISES
Using the Pythagorean Theorem to find the unknown length in each figure. Round your
answers to the nearest tenth.
1.

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3.

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4.

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11-4

SINE, COSINE, AND TANGENT RATIOS

The three trigonometric ratios of the lengths of the sides of a right triangle
are the sine (sin), the cosine (cos) and the tangent (tan). These ratios are
the same for all congruent angles in right triangles, even though the
lengths of the sides may differ from triangle to triangle. For ABC,
length of side opposite A
sin A  

a
 c

length of side adjacent to A

cos A    bc
length of side opposite A
tan A    a
b
E x a m p l e
1,
5
In right triangle XYZ, mZ  90. If sin X  
17 find cos X and tan X.
Solution
Use the information given in the problem to draw a diagram.
length of opposite side
1
5
sin X    
1
7
hypotenuse
Use the Pythagorean Theorem to find y, the length of the side
adjacent to X.
152
y 2  172
225
y 2  289
y 2  289  225  64
4
8
y  6
length of adjacent side
length of opposite side
8
1
5
tan X    
cos X    
1
7
8
hypotenuse
adjacent side

EXERCISES
Use right ABC for Exercises 16. Find each ratio in lowest terms.
1. sin B

2. tan A

3. cos B

4. tan B

5. sin A

6. cos A

For each triangle, find the trigonometric ratio indicated. Write answers in lowest terms.
7. In ABC, mC  90, BC  12 and AB  15. Find cos B.
8. In DEF, mE  90, EF  24 and DF  25. Find tan F.

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FIND LENGTHS OF SIDES IN RIGHT TRIANGLES

If you know the measure of one acute angle and one side of a right
triangle, you can find the lengths of the other sides of the triangle.
E x a m p l e
In ABC, find AB to the nearest tenth.
Solution
AB

 is the hypotenuse.

A
C
 is adjacent to A.

length of adjacent
Think:   cosine
hypotenuse

28
cos 32  
A
B
28

0.8480 
AB
28 33.0
AB 
0.84
80

EXERCISES
Solve. Round answers to the nearest tenth.
Use the triangle at the right for Exercises 1 and 2.
1. Find RT
2. Find RS.
3. Find the height of the flagpole, TB.

4. Find the width of the river, w.

5. What is the distance between the

two people on opposite sides of the
river?

6. From a point at eye level with the

base of a tree, an observer looks up at
a 72 angle to the top of the tree. The
distance between the observer and
the tree is 31.4 ft. How tall is the tree?

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FIND MEASURES OF ANGLES IN RIGHT TRIANGLES

You can find the measure of an angle if you know the sine, cosine
or tangent of the angle.
E x a m p l e 1
Find the measure of B in the triangle shown at the right.
Solution
You know the lengths of B
C
 and 
AB
.
Think: length of adjacent

BC
 is adjacent to B.

cosine
hypotenuse

 is the hypotenuse.
AB
BC
Write an equation.
cos B


9
0.60
AB
15
Use a table to find the angle whose cosine is closest to 0.60.
The table gives the cosine of 53 as 0.6018. So, mB  53.
E x a m p l e

 is a line. Find mBCA.

In the figure at the right, CD
Solution
BCA and DCA are supplementary angles. You can
use the lengths of 
AD
 and C
D
 to find mDCA.
length of opposite

 is opposite to DCA. Think: 
tangent
AD
adjacent
D
 is adjacent to DCA.
C
AD
29
5
Write an equation.
tan DCA



CD
360  0.8194
The angle whose tangent is closest to 0.8194 is 39.
mDCA  39
mBCA  180  39  141

EXERCISES
Find each measure to the nearest whole degree.
1. mB
2. mN

31

48

3. mG

67


4. In the figure at the right, CD
is a line. Find mBCA.

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SPECIAL RIGHT TRIANGLES

Triangles with angles of 306090 or angles of 454590 have
special properties, as shown in the following table.
306090 right triangles

454590 right triangles

length of leg opposite 30 angle: x


length of leg opposite 60 angle: x 3
length of hypotenuse: 2x

length of each leg: x

length of hypotenuse: x 2


E x a m p l e
b. Find BC and AB.
Solution
ABC is a
306090 triangle
 is the
and 
AC
hypotenuse.

a. Find DF and EF.

Solution
DEF is a 454590
triangle, and D
F
 is the
hypotenuse.


 is the side
BC
opposite A.
mA  30
AC  2BC
22  2BC
11  BC


DF  DE 2
DF  17 2

Since the legs are congruent, EF  17.

A
B
 is the side
opposite C.
mC  60

AB  BC 3
AB  11 3


EXERCISES
Find each length. Write answers using square roots.
Refer to the figure at the right.
1. If a  10, b 
2. If a  13, c 
2, c 
3. If a  3

4. If a  5.2, c 

5. If a  12, c 

, b 
6. If c  14 2

, c 
7. If a  2 2

, c 
8. If a  15 2

Find each length. Write answers

using square roots. Refer to the
figure at the right.
9. If r  3, s 

and t 

10. If r  8, s 

11. If s  3
, r 

and t 

12. If s  4 3
, r 

13. If s  9 3
, r 

and t 

14. If t  14, r 

15. If t  26, r 

and s 

16. If t  6 3
, r 

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and t 
and t 
and s 
and s 
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11-8

PROBLEM SOLVING SKILLS: REASONABLE SOLUTIONS

When you solve multi-step problems or problems that require
logical reasoning, you need to examine all possibilities and
eliminate the possibilities that are not reasonable.
E x a m p l e
A

For the right triangle at the right,

if mA  50 and AC  10.5, is
BC 10.5, 11.5 or 12.5?
Solution
Since mA  50, mB  40 and ABC is
not an isosceles. Thus, we can eliminate
the possibility that BC 10.5. Use the
tangent ratio to find BC.
BC
tan 50  
10
.5
10.5(tan 50)  BC
12.5 BC

So 12.5 is the correct answer.

EXERCISES
Use trigonometry to find the most reasonable answer.

1. If mX  35 and YZ  15, is

XZ 12.4, 21.4 or 25.4?
2. If mY  45 and YZ  10, is
XZ 8, 9 or 10?

3. If mX  80 and XZ 3.8, is

YZ 3.6, 15.6 or 21.6?
4. If mX  48 and YZ  20, is YX 16.9, 26.9 or 36.9?
5. If mY 86 and YZ  6.5, is YX 3.2, 53.2 or 93.2?

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12-1

PROPERTIES OF SETS
A set, a well-defined collection of items, may be defined in description
notation, in roster notation or in set-builder notation.
description notation: E  the set of even whole numbers
roster notation: E  0, 2, 4, 6, 8, . . .
set-builder notation: E  x | x is an even whole number
Two sets having the same number of elements are called equivalent sets.
If two sets have the same members, they are equal sets.
E x a m p l e
Determine whether these sets are equal or equivalent.
X  a, b, c

Y  b, c, a

Solution
Sets X and Y have the same number of elements. So, X and Y
are equivalent. The elements of both sets are identical. So, sets
X and Y are also equal sets.
a, b, c  b, c, a or X Y

EXERCISES
Define each set in roster notation and in set-builder notation.
1. whole numbers less than 7
2. vowels in the word avatar
3. consonants in the word listen
4. even digits in 1357

Determine whether the sets are equal or equivalent.

5. L  1, 3, 5 ; M  2, 4, 6

6. X  a, c, t ; Y  c, a, t

7. P  b, a, t, s ; Q  s, t, a, b

8. R  l, ni, i ; S  m, o, l

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UNION AND INTERSECTION OF SETS

If every element of a set A is also an element of B, then A is called a
subset of B. The set of all elements considered in a discussion is the
universal set, U. Suppose that U  2, 4, 6, 8, 10 . One possible subset
of U is A  2, 4 . The set of all elements of U that are not members of
A is called the complement of A, written A .
A  6, 8, 10 or A  x | x
U and x  A

Read is an element of.

E x a m p l e 1
Use roster notation to represent the sets named, given the following.
U  1, 2, 3, 4, 5, 6, 7, 8 , A  2, 4, 6, 8 , B  1, 3, 5
a. A
b. B
Solution
a. A is the set of all elements in U that are not in A. So, A  1, 3, 5, 7 .
b. B  2, 4, 6, 7, 8
For any two sets A and B, the set of all elements that are elements of A, of B, or of
both is called the union of sets A and B, symbolized as A  B.
For any two sets of A and B, the sets of all elements that are elements of A and also
elements of B is called the intersection of sets A and B, symbolized as A B.
E x a m p l e 2
Let C  2, 3, 4, 5, 6, 7 and D  1, 3, 5, 7, 8, 9
a. Find C  D.
b. Find C  D.
Solution
a. C  D  1, 2, 3, 4, 5, 6, 7, 8, 9
b. Elements that are members of both sets are 3, 5, and 7. So, C  D  3, 5, 7.

EXERCISES
Let U  1, 2, 3, . . . , 11, 12 , A  3, 5, 7, 9 , B  2, 4, 6, 8, 10 , C  1, 2, 3, 4 , and
D  . Use roster notation to represent the following sets.
1. A

2. B

3. C

4. D

5. A  B

6. A  B

7. A  B

8. A  B

9. C  D

10. C  D

11. B  D

12. A  D

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PROBLEM SOLVING SKILLS: CONDITIONAL STATEMENTS

A conditional statement is often written as an if-then statement.
All conditional statements have a hypothesis and a conclusion.
hypothesis

conclusion

If the sum of the measures of two angles is 180, then the angles
are supplementary.
The converse of a conditional statement is created by interchanging
the hypothesis and conclusion. The converse of the conditional
statement given above is shown below.
hypothesis

conclusion

If two angles are supplementary, then the sum of their measures

is 180.
E x a m p l e
Refer to the following statement.
The quotient of two negative numbers is positive.
a. Rephrase the statement as an if-then statement.
b. Write the converse.
Solution
a. If two numbers are negative, then their quotient is positive.
b. Converse: If the quotient of two numbers is positive, then the numbers are negative.

EXERCISES
For each statement,
a. rephrase the statement as an if-then statement, and
b. write the converse.
1. All trapezoids are quadrilaterals.
a.
b.
2. A dog is not a cat.
a.
b.

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CONVERSE, INVERSE, AND CONTRAPOSITIVE

From any conditional statement three other statements can be formed.
Statement:
Converse:
Inverse:
Contrapositive:

If the figure is a triangle, then the figure is a polygon.

If the figure is a polygon, then the figure is a triangle.
If the figure is not a triangle, then the figure is not a polygon.
If the figure is not a polygon, then the figure is not a triangle.

The converse and the inverse of a true conditional statement are not
necessarily true. A statement and its contrapositive are both either true
or false.
E x a m p l e
Write the converse and the inverse of the statement. Tell whether the
statement, its converse and its inverse are true or false. If false, give a
counterexample. Statement: If the date is June 29, then the season is
summer.
Solution
Converse: If the season is summer, then the date is June 29.
Inverse: If the date is not June 29, then the season is not summer.
The statement is true. The converse and inverse are both false. Omitting
June 29, any date from June 23 to September 22 is a day in summer.

EXERCISES
Write the converse and the inverse of each statement. Tell whether the statement, its
converse and its inverse are true or false. If false, give a counterexample.
1. If the temperature is 28F, then water freezes.

2. If two angles are right angles, then two angles have a sum of 180.

3. If two sides of a triangle are congruent, then the angles opposite them are congruent.

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INDUCTIVE AND DEDUCTIVE REASONING

Examining a number of individual events to make a conjecture
about all such events is an example of inductive reasoning. No
inductive conclusion is true beyond a doubt, because you cannot
test all possible instances. In a deductive argument, one set of
statements, called premises, leads logically to another statement,
called a conclusion, implied by those premises.
E x a m p l e 1
Complete the deductive argument by writing the conclusion that follows from the
premises.
Premise 1: If Carlo passes his tests, then Carlo can graduate.
Premise 2: Carlo passes his tests.
Solution
Carlo has passed all his tests. So, he fits the conditions stated in Premise 1. Given
these premises, only one conclusion follows. Conclusion: Carlo may graduate.
E x a m p l e 2
Tell whether the reasoning is inductive or deductive.
George notices that on the second Monday of September, October, and November, a
sign was posted announcing the science club meeting. George concludes that the
club has regular monthly meetings on the second Monday of every month.
Solution
George makes a conjecture about all the monthly meetings of the science club on
the basis of evidence about three Mondays. He reasons from a few instances to a
conclusion about every instance. The reasoning is inductive.

EXERCISES
Complete the deductive argument by writing the conclusion that follows from the premises.
1. Premise 1: If the figure is a pentagon, then the figure is a polygon.
Premise 2: The figure is a pentagon.
Conclusion:
Tell whether the reasoning is inductive or deductive.
2. Whenever Vera sees Frankie, Frankie always has a new magic trick to show her. Vera
concludes that Frankie is learning to do magic tricks.
3. Bernie reasons from the side-angle-side congruence postulate and the fact that two
sides and an included angle of triangle ABC are congruent to two sides and an
included angle of triangle DEF that triangles ABC and DEF are congruent.

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PATTERNS OF DEDUCTIVE REASONING

A deductive argument may be valid or invalid. A valid argument has a
form such that, if the premises are true, then the conclusion must be true.
Some examples of valid and invalid argument forms are the following.
Valid
pq
p
q

Invalid
pq

pq
q
p

pq

E x a m p l e
Determine by form whether the arguments are valid or invalid.
a. If the figure is a cube, then the figure has six sides.
The figure does not have six sides.
The figure is not a cube.
b. If the animal is a horse, then the animal is a mammal
The animal is a mammal.
The animal is a horse.
Solution
a. Let p  The figure is a cube and q  The figure has six sides. The premises of
the argument assert p q and
q. The argument form is valid.
b. Let p  The animal is a horse and q  The animal is a mammal. The premises
of the argument assert that p q and q. The argument is invalid.

EXERCISES
Determine whether each argument is valid or invalid.
1. If you play a French horn, then you play a valved instrument.
You play a valved instrument.
You play the French horn.
2. If you speak Spanish, then you know the meaning of adios.
You do not speak Spanish.
You do not know the meaning of adios.
3. If the weather is rainy, then the humidity is high.
It is raining.
The humidity is high.
Write a minor premise and a conclusion for an invalid argument, using the given premise.
4. If the figure is a trapezoid, then the figure is a quadrilateral.

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LOGICAL REASONING AND PROOF

Deductive reasoning is an important skill in solving many
mathematical problems.
E x a m p l e
Use geometric facts to show that the following statement about the lines shown in
the figure is true. Present your statements and reasons in logical order.
When two lines intersect at a point, the vertical
angles so formed are congruent.
Solution
STATEMENT

REASON

1. m1
m2  180

2. m2
m3  180
3. m2  180  m1
m2  180  m3
4. 180  m1  180  m3
180  180  m1  180  m3
m1  m3

1. 1 and 2 are supplementary angles.

2. 2 and 3 are supplementary angles.
3. Addition property of equality
4. Transitive property

So, vertical angles 1 and 3 are congruent.

EXERCISES
Use geometric facts to show that the conclusion about the figure is true. State reasons
in logical order.

1. CED  CAB
STATEMENT

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2. PBA  CBA
STATEMENT

REASON

95

REASON

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