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Math10 WorkbookFull

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100% found this document useful (1 vote)

654 views

Math10 WorkbookFull

Math10_WorkbookFull

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Available Formats

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Mathematics 10C

& Pre-Calculus 10

Topics Covered
Measurement
Numbers, Radicals, and Exponents
Polynomials
Relations and Functions
Linear Functions
Systems of Equations

A workbook and animated series by Barry Mabillard

Copyright 2012 | www.math10.ca

Unit 1: Measurement

3 hours, 3 minutes.

Lesson 1: Metric and Imperial

72 minutes

Lesson 2: Surface Area and Volume

46 minutes

Lesson 3: Trigonometry I

37 minutes

Lesson 4: Trigonometry II

28 minutes

Unit 2: Numbers, Exponents, and Radicals

3 hours, 22 minutes

Lesson 1: Number Sets

19 minutes

Lesson 2: Primes, LCM, and GCF

47 minutes

Lesson 3: Squares, Cubes, and Roots

31 minutes

Lesson 4: Radicals

50 minutes

Lesson 5: Exponents I

23 minutes

Lesson 6: Exponents II

32 minutes

Unit 3: Polynomials

4 hours, 4 minutes

Lesson 1: Expanding Polynomials

63 minutes

Lesson 2: Greatest Common Factor

40 minutes

Lesson 3: Factoring Trinomials

85 minutes

Lesson 4: Special Polynomials

56 minutes

Unit 4: Relations and Functions

1 hour, 40 minutes

Lesson 1: Graphing Relations

21 minutes

Lesson 2: Domain and Range

19 minutes

Lesson 3: Functions

27 minutes

Lesson 4: Intercepts

13 minutes

Lesson 5: Interpreting Graphs

12 minutes

Unit 5: Linear Functions

30 minutes

Lesson 2: Slope-Intercept Form

19 minutes

Lesson 3: Slope-Point Form

27 minutes

Lesson 4: General Form

45 minutes

Lesson 5: Parallel and Perpendicular Lines

36 minutes

1 hour, 38 minutes

Lesson 1: Solving Systems Graphically

33 minutes

Lesson 2: Substitution

34 minutes

Lesson 3: Elimination

31 minutes

Total Course

Lesson 1: 24 minutes
Lesson 2: 28 minutes

2 hours, 37 minutes

Lesson 1: Slope of a Line

Unit 6: Systems of Equations

Extra: Equations Review

17 hours, 9 minutes

Mathematics 10C
& Pre-Calculus 10
Formula Sheet

Measurement
Conversion Table
This table contains a list of equivalent measurements.
Unit

Imperial Conversions

inch
(in. or )

Metric Conversions

1 in. = 2.54 cm

foot
(ft. or )

1 ft. = 12 in.

1 ft. = 30.48 cm

yard
(yd.)

1 yd. = 3 ft.
1 yd. = 36 in.

1 yd. = 91.44 cm
1 yd. = 0.9144 m

mile
(mi.)

1 mi. = 1760 yd. 1 mi. = 1.609 km

1 mi. = 5280 ft.
1 mi. = 1609 m
1 mi. = 63 360 in. 1 mi. = 160 900 cm

Trigonometry
Pythagorean Theorem: a2 + b2 = c2

hypotenuse
opposite

Trigonometric Ratios:
sin =

adjacent

(right triangles only)

opposite
hypotenuse

cos =

adjacent
hypotenuse

tan =

opposite
adjacent

Linear Functions
Slope-Intercept Form: y = mx + b

Slope of a Line:
(x2, y2)

rise
m=
run
or

(x1, y1)

y2 - y1
m=
x2 - x1
x

Slope-Point Form: y - y1 = m(x - x1)

General Form: Ax + By + C = 0
Parallel Lines: m = moriginal
Perpendicular Lines: m =

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1
moriginal

Surface Area and Volume

Exponents &
Radicals

2-D Shapes
Square
s

P = 4s
A=s

Circle
C = 2r
or C = d

A = r2

Rectangle

Triangle

P = 2l + 2w

P = s1 + s 2 + s 3

A = lw

1
bh
2
b

3-D Objects
Cube

Rectangular Prism

SA = 6s2

SA = 2lw + 2wh + 2lh

V = s3

Sphere

V = lwh

SA = 4r2
4
r3
V=
3

Square Pyramid
SA = Abase + 4Aside
V=

Rectangular Pyramid
slant
height

SA = Abase + 2Aside 1 + 2Aside 2

1
lwh
3

slant
height 2

1
lwh
3

slant
height 1

s
w

Right Cylinder

Right Cone
SA = r2 + rs
1
V = r2h
3

SA = 2r2 + 2rh
V = r2h
h

slant
height

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Introduction

Introduction to Measurement

a) Complete the following table:

Unit

Length
Multiplying
(in metres)
Factor

Referent

mm
cm
dm
m
dam
hm
km

b) Indicate which measuring tool is most appropriate for:

Available Tools

i) the width of your textbook _______________

Tape Measure
30 cm ruler
Vernier Calipers
Trundle Wheel

ii) the perimeter of a park _______________

iii) the circumference of a vase _______________
iv) the diameter of a diamond ring with precision _______________
v) the distance from your house to a friends house _______________
0

vi) the thickness of a smartphone with precision _______________

vii) the width of a kitchen window _______________

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

c) Complete the following table:

Unit

Imperial Conversions

Metric Conversions

Referent

inch
(in. or )

foot
(ft. or )

yard
(yd.)

mile
(mi.)

d) What are some of the drawbacks to using imperial units as a form of measurement?

e) Why is it important to understand both imperial units and metric units?

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Example 1

Measure each of the following using an appropriate measuring tool.

a) The circumference of a circle.

b) The length of a curved line.

c) The actual distance between Grande Prairie and Medicine Hat.

Grande Prairie

Medicine Hat

Map Scale: 1:18,300,000

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 2
a)

Write each metric caliper measurement as a decimal.

cm
0

Example 3

Metric Conversions

a) Convert 7 m to kilometres.

b) Convert 12 cm to metres.

c) Convert 45.3 cm to kilometres.

d) Convert 3 km to metres.

e) Convert 8 m to centimetres.

f) Convert 0.7 km to centimetres.

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Example 4

Each of the following objects have been measured with

inappropriate units. Convert them to more suitable units.

a) The thickness of a dime is 0.00122 m

b) The height of a basketball player is 2100 mm

c) The driving distance from Pincher Creek to Taber is 14 900 000 cm

Example 5

A trundle wheel can be used to measure the

walking distance between two locations.

a) If the diameter of a trundle wheel is 45 cm, how far will a person

have walked when the wheel makes one full rotation?

b) If a person walks for 0.7 km, how many times has the wheel rotated?

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 6

Write the length of each line segment using imperial units.

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Some of these conversions have an error. If there is an error, explain the

nature of the error and complete the conversion correctly.

Example 7

a) Convert 23 cm to metres.
100 cm
conversion: 23 cm
1m

error:

correct conversion:

b) Convert 5 m to millimetres.
conversion: 5 m

1000 mm
5m

c) Convert 7 yd. to miles.

conversion: 7 yd.

1760 mi.
1 yd.

d) Convert 31 ft. to inches.

conversion: 31 ft.

12 in.
1 ft.

error:

correct conversion:

error:

correct conversion:

error:

correct conversion:

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 8

Imperial Conversions

large unit

a) Convert 5 yards to feet.

b) Convert 10 miles to yards.

c) Convert 20 feet to inches.

d) Convert 57 to inches.

e) Convert 4 yards to inches.

f) Convert 2 miles to feet.

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small unit

Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Example 9

Imperial Conversions

small unit

large

a) Convert 78 feet to yards.

b) Convert 110 yards to miles.

c) Convert 43 inches to feet.

d) Convert 58 to feet.

e) Convert 90 feet to yards.

f) Convert 12000 feet to miles.

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unit

Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 10

Imperial to Metric Conversions

a) Convert 6 yards to metres.

b) Convert 3 miles to kilometres.

c) Convert 80 inches to metres.

d) Convert 3.8 feet to metres.

e) Convert 53 to metres.

f) Convert 0.4 miles to metres.

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Example 11

Metric to Imperial Conversions

a) Convert 14 metres to yards.

b) Convert 7 kilometres to miles.

c) Convert 12 metres to inches.

d) Convert 2 kilometres to yards.

e) Convert 72 centimetres to feet.

f) Convert 400 metres to miles.

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 12

Find the missing side of each right triangle using the Pythagorean Theorem

8m
61
15 m

119 cm

5 yd.
12 yd.

169 cm

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes

Example 13
a) Five students measure their height using different units. Andrew is 176 cm, Brittney is 54,
Calvin is 1.8 yards, Don is 54 inches, and Elisha is 1.6 metres. Arrange the students from
shortest to tallest.

b) A truck driver is entering a parkade that says the maximum height of a vehicle is 86.
If the height of the truck is 3 m, should the driver proceed into the parkade?

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Measurement

LESSON ONE - Metric and Imperial

Lesson Notes
Example 14

a) A homeowner is laying sod in her lawn. The lawn is a rectangle with dimensions of 28 18.
If one piece of sod is a rectangle with dimensions of 60 cm 40 cm, approximately how many
pieces of sod should the homeowner order?

b) A homeowner wants to replace the linoleum in their kitchen. The floor plan for the kitchen is
shown below. If linoleum costs $6.50/sq ft, what is the total cost of the linoleum? The counter
and kitchen island do not require linoleum.
8m
0.7 m
3.4 m
0.9 m

4.2 m

0.7 m

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
Introduction

Find the surface area and volume for each of the following 3-D objects.

a) sphere

Surface Area Formula

Volume Formula

Surface Area Formula

Volume Formula

8 cm

b) rectangular prism

9 in.

12 in.

3 in.

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
c) square pyramid

Surface Area Formula

Volume Formula

Surface Area Formula

Volume Formula

7 cm

5.75 cm

8 cm
8 cm

d) rectangular pyramid
8 cm

11.3 cm

10 cm
12 cm
16 cm

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
e) right cylinder

Surface Area Formula

Volume Formula

Surface Area Formula

Volume Formula

12 ft.

5 ft.

f) right cone

19.3 m

18 m

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
Example 1
a) a sphere

Find the unknown measurement in each of the following:

i) Use the surface area formula
to solve for the radius.

ii) Use the volume formula

to solve for the radius.

i) Use the surface area formula

to solve for the slant height.

ii) Use the volume formula

to solve for the height.

r=?

SA = 4536.46 cm2
V = 28731 cm3

b) right cone

h=?
s=?

SA = 320.44 m2
V = 347.57 m3

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
Example 2

Sketch each shape and determine the indicated quantity.

a) A square pyramid has a base measuring 5 ft. by 5 ft. The height of the pyramid, from the
centre of the base to the apex is 7 ft. Calculate the surface area of the pyramid.

b) A cylindrical water tank with an open top has a volume of 5702 m3 and a radius of 11 m.
Calculate the height of the tank.

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
Example 3

Find the surface area and volume of this 3-D object.

a) surface area
6 cm

12 cm

b) volume

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Measurement

LESSON TWO - Surface Area and Volume

Lesson Notes
Example 4

a) surface area

11 m
30 m
6m

20 m

b) volume

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Measurement

use

en
pot

LESSON THREE - Trigonometry I

opposite

Lesson Notes

adjacent

Introduction

Trigonometry I

a) Label the sides of each triangle, relative to the given angle.

ii)

b) Calculate the ratio of the opposite side to the adjacent side for each similar triangle.

2 cm

1 cm

2 cm

4 cm

8 cm

c) Define the tangent ratio.

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Measurement

nus

te
ypo

LESSON THREE - Trigonometry I

Lesson Notes

opposite

adjacent

d) Calculate the ratio of the opposite side to the hypotenuse for each similar triangle.

5 cm

20 cm

10 cm
4 cm

2 cm

8 cm

e) Define the sine ratio.

f) Calculate the ratio of the adjacent side to the hypotenuse for each similar triangle.

16 cm

8 cm

4 cm

3 cm

6 cm

12 cm

g) Define the cosine ratio.

h) What is a useful memorization tool to remember the trigonometric ratios?

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Measurement

nus

te
ypo

LESSON THREE - Trigonometry I

opposite

Lesson Notes

adjacent

Example 1

For each triangle, calculate each trigonometric ratio.

4 cm

b)
29 cm

3 cm

5 cm

20 cm

21 cm

sin

cos

tan

sin

d)
63 cm

tan

cos

tan

5 cm
12 cm

16 cm

13 cm

65 cm

sin

cos

tan

sin

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Measurement

LESSON THREE - Trigonometry I

Lesson Notes
Example 2

nus

te
ypo

opposite

adjacent

Calculate the angle in each triangle.

47 cm
87 cm

36 cm

50 cm

24 cm

73.74

68 cm

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26 cm

Measurement

nus

te
ypo

opposite

LESSON THREE - Trigonometry I

Lesson Notes

adjacent

Example 3
a)

Calculate the missing side of each triangle using two methods.

Pythagorean
Theorem

24 cm

Trigonometric
Ratio

73.74

7 cm

48.89

73 cm

48 cm

Pythagorean
Theorem

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Trigonometric
Ratio

Measurement

LESSON THREE - Trigonometry I

Lesson Notes
Example 4

Solve each triangle.

70.3 cm

41
x

23.8 cm
h

adjacent

a)
m

nus

te
ypo

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opposite

Measurement

nus

te
ypo

opposite

LESSON THREE - Trigonometry I

Lesson Notes

adjacent

c)
m

17.2 cm

16.4 cm

d)
m

22.3 cm

28.9 cm
n

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Measurement

LESSON THREE - Trigonometry I

Lesson Notes
Example 5

nus

te
ypo

opposite

adjacent

Solve each of the following problems.

a) The sketch on the right was drawn by a surveyor who is

trying to determine the distance between two trees across
a river. Using the information in the sketch, calculate
the distance between the trees.
80 m
46

b) A 16 ft. ladder is leaning against the roof of a house.

The angle between the ladder and the ground is 62.
How high above the ground is the base of the roof?

16 ft.

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes

Introduction

Trigonometry II

a) A sailor on the deck of a ship observes

an airplane in the sky. Label the
diagram using the following terms:

horizontal line
line of sight
angle of elevation
angle of depression

b) The sailor uses a simple clinometer to measure the

angle of elevation. A diagram of the clinometer is shown
to the right. What is the angle of elevation?

c) If the sailor tilts her head 30 upwards to see the plane, and the plane is flying at an altitude
of 3000 m, what is the horizantal distance from the boat to the plane?

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes
Example 1

Solve for the unknown length.

a)
24
4.3 cm

7.7 cm
40

c)
x
48
6.1 cm
16

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes

Example 2

Solve for the unknown length.

3.8

8 cm
21
x
b)

18
7.2 cm

34
27
14.3 cm

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes
Example 3

Solve for the unknown angle.

a)
9.4 cm

6.1 cm

8.0 cm

6.0 cm

7.0 cm

8.0 cm

8.3 cm

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes

Example 4
Janis lives on the 4th floor of her apartment building. From her window, she has to tilt her head
52 upwards to see the top of the neighbouring building. She has to look down 35 to see the
base of the neighbouring building. The distance between the buildings is 80 m.
a) Calculate the height of the neighbouring building.

b) What measuring tools could Janis use to obtain the angles and distance between the buildings?

c) Which quantities in this question were direct measurements? Which were indirect measurements?

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes

e
d

Example 5
The sign for a resturant is mounted on a pole. From a position 5 m from the base of the pole,
Mike has to look up 42 to see the bottom of the sign, and 52 to see the top of the sign.
How tall is the sign?

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Measurement

LESSON FOUR - Trigonometry II

Lesson Notes

Example 6
Kevin and Rob are standing on opposite sides of Edmontons River Valley. In order to see a boat on
the river, Kevin has to look down 32, and Rob has to look down 38. The width of the valley is
750 m, and the boat is exactly halfway between Kevin and Rob. How much higher is Rob than Kevin?
Rob
Kevin

750 m

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This page is left blank intentionally for correct page alignment.

R
Q
I

Numbers, Radicals, and Exponents

LESSON ONE - Number Sets

Lesson Notes

Introduction
Define each of the following sets of numbers and
fill in the graphic organizer on the right.
a) Natural Numbers

b) Whole Numbers

c) Integers

d) Rational Numbers

e) Irrational Numbers

f) Real Numbers

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Numbers, Radicals, and Exponents

LESSON ONE - Number Sets
Lesson Notes
Example 1

b) 0

c) 1.273958...

e) 7.4

f) 4.93

g) -

2
3

d) 7

For each statement, circle true or false.

a) All natural numbers are whole numbers.

b) All rational numbers are integers.

c) Some rational numbers are integers.

F
T

d) Some whole numbers are irrational numbers.

e) Rational numbers are real numbers, but irrational numbers are not.

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Q
N

Determine which sets each number belongs to.

In the graphic organizer, shade in the sets.

a) -4

Example 2

R
Q

Example 3

Numbers, Radicals, and Exponents

LESSON ONE - Number Sets

Lesson Notes

Sort the following numbers as rational, irrational, or neither.

You may use a calculator.

Rational

Irrational

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Neither

Numbers, Radicals, and Exponents

LESSON ONE - Number Sets
Lesson Notes

R
W

Order the numbers from least to greatest on a number line.

You may use a calculator.

Example 4
a)

-3

-2.75

-2.5

-2.25

-2

-1.75

-1.5

-1.25

-1

-0.75

-0.5

-0.25

0.25

0.5

0.75

1.25

1.5

1.75

2.25

2.5

2.75

-3

-2.75

-2.5

-2.25

-2

-1.75

-1.5

-1.25

-1

-0.75

-0.5

-0.25

0.25

0.5

0.75

1.25

1.5

1.75

2.25

2.5

2.75

-4

-3.75

-3.5

-3.25

-3

-2.75

-2.5

-2.25

-2

-1.75

-1.5

-1.25

-1

-0.75

-0.5

-0.25

0.25

0.5

0.75

1.25

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1.5

1.75

2.25

2.5

2.75

3.25

3.5

3.75

Numbers, Radicals, and Exponents

12
4
2

12 = 2 2 rise
3

Introduction

LESSON TWO - Primes, LCM, and GCF

Lesson Notes

run

Prime Numbers, Least Common Multiple, and Greatest Common Factor.

a) What is a prime number?

b) What is a composite number?

c) Why are 0 and 1 not considered prime numbers?

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Numbers, Radicals, and Exponents

LESSON TWO - Primes, LCM, and GCF

Lesson Notes

12
4
2

3
2

d) What is prime factorization? Find the prime factorization of 12.

e) What is the LCM? Find the LCM for 9 and 12 using two different methods.

f) What is the GCF? Find the GCF for 16 and 24 using two different methods.

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12 = 2 2 3

Numbers, Radicals, and Exponents

12
4
2

12 = 2 2 3

LESSON TWO - Primes, LCM, and GCF

Lesson Notes

Example 1
a) 1

Example 2

Determine if each number is prime, composite, or neither.

b) 14

c) 13

d) 0

Find the least common multiple for each set of numbers.

a) 6, 8

b) 7, 14

c) 48, 180

d) 8, 9, 21

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Numbers, Radicals, and Exponents

LESSON TWO - Primes, LCM, and GCF

Lesson Notes
Example 3

12
4
2

12 = 2 2 3

Find the greatest common factor for each set of numbers.

a) 30, 42

b) 13, 39

c) 52, 78

d) 54, 81, 135

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Numbers, Radicals, and Exponents

12
4
2

12 = 2 2 3

LESSON TWO - Primes, LCM, and GCF

Lesson Notes

Example 4

Problem solving with LCM

a) A fence is being constructed with posts that are 12 cm wide.

A second fence is being constructed with posts that are 15 cm wide.
If each fence is to be the same length, what is the shortest fence
that can be constructed?

b) Stephanie can run one lap around a track in 4 minutes. Lisa can run one lap in 6 minutes.
If they start running at the same time, how long will it be until they complete a lap together?

c) There is a stack of rectangular tiles, with each tile having a length of 84 cm and a width of 63 cm.
If some of these tiles are arranged into a square, what is the smallest side length the square can have?

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Numbers, Radicals, and Exponents

LESSON TWO - Primes, LCM, and GCF

Lesson Notes
Example 5

12
4
2

12 = 2 2 3

Problem solving with GCF

a) A fruit basket contains apples and oranges. Each basket will have the same
quantity of apples, and the same quantity of oranges. If there are 10 apples
and 15 oranges available, how many fruit baskets can be made?
How many apples and oranges are in each basket?

b) There are 8 toonies and 20 loonies scattered on a table. If these coins are organized into
groups such that each group has the same quantity of toonies and the same quantity of loonies,
what is the maximum number of groups that can be made? How many loonies and toonies are
in each group?

c) A box of sugar cubes has a length of 156 mm, a width of 104 mm,
and a height of 39 mm. What is the edge length of one sugar cube?
Assume the box is completely full and the manufacturer uses sugar
cubes with the largest possible volume.

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SUGAR CU

BES

SUGAR

CUBES

52 = 25

53 = 125

Numbers, Radicals, and Exponents

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Introduction

Perfect Squares, Perfect Cubes, and Roots.

a) What is a perfect square? Draw the first three perfect squares.

b) What is a perfect cube? Draw the first three perfect cubes.

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Numbers, Radicals, and Exponents

52 = 25

53 = 125

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
c) Complete the table showing all perfect squares and perfect cubes up to 10. The first three
are completed for you.
Number

Perfect Square

Perfect Cube

12 = 1

13 = 1

22 = 4

23 = 8

32 = 9

33 = 27

d) What is a square root? Find the square root of 36.

i) Using a geometric square.

ii) Using the formula A = s2

e) What is a cube root? Find the cube root of 125.

i) Using a geometric cube.

ii) Using the formula V = s3

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52 = 25

Numbers, Radicals, and Exponents

53 = 125

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Example 1

Evaluate each power, without using a calculator.

a) 32

b) (-3)2

c) -32

d) 33

e) (-3)3

f) -33

Example 2
a) 2(2)3

1
43

Evaluate each expression, without using a calculator.

b) -2(-4)2

1
22 + 2 3

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c) 1 - 52

5(-2)3
-22

Numbers, Radicals, and Exponents

53 = 125

52 = 25

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Example 3
a)

Evaluate each root using a calculator.

e) What happens when you evaluate

and
?
Is there a pattern as to when you can evaluate the root of a negative number?

Example 4

Evaluate each expression, without using a calculator.

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52 = 25

53 = 125

Numbers, Radicals, and Exponents

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Example 5

The area of Edmonton is 684 km2

a) If the shape of Edmonton is approximated to be a square, how wide is the city?

Edmonton

b) If the shape of Edmonton is approximated to be a circle, how wide is the city?

Example 6

The formula for the volume of a sphere is V =

4
r3
3

a) If a sphere has a radius of 9 cm, what is the volume?

r = 9 cm

b) If a sphere has a volume of approximately 5000 cm3, what is the radius?

V = 5000 cm3

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Numbers, Radicals, and Exponents

52 = 25

53 = 125

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Example 7
The amount of time, T, it takes for a pendulum to swing back and forth is called the period.
The period of a pendulum can be calculated with the formula: T = 2
a) What is the period of the pendulum if the length, l, is 1.8 m?

b) What is the length of the pendulum if the period is 2.4 s?

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l
9.8

52 = 25

53 = 125

Numbers, Radicals, and Exponents

LESSON THREE - Squares, Cubes, and Roots

Lesson Notes
Example 8

The total volume of gold mined throughout

history is approximately 8340 m3.

a) If all the gold was collected, melted down, and recast as a cube,
what would be the edge length?

b) If the density of gold is 19300 kg/m3, what is the mass of the cube?
mass
The density formula is density =
volume

c) In 2011, 1 kg of gold costs about $54 000. What is the value of all the gold ever extracted?

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Introduction

Understanding Radicals

a) Label each of the following parts of a radical.

b) What is the index of

5 ?

c) What is the difference between an entire radical and a mixed radical?

d) Is it possible to write a radical without using the radical symbol

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 1

Convert each entire radical to a mixed radical.

Prime Factorization Method

Perfect Square Method

Prime Factorization Method

Perfect Square Method

Prime Factorization Method

Perfect Cube Method

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 2

Convert each entire radical to a mixed

radical using the method of your choice.

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 3

Convert each mixed radical to an entire radical.

Reverse Factorization Method

Perfect Square Method

Reverse Factorization Method

Perfect Square Method

Reverse Factorization Method

Perfect Cube Method

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 4

Convert each mixed radical to an entire

radical using the method of your choice.

Example 5

Estimate each radical and order them on a number line.

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 6

Simplify each expression without using a calculator.

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Numbers, Radicals, and Exponents

LESSON FOUR - Radicals
Lesson Notes
Example 7

Write each power as a radical.

Example 8

Write each radical as a power.

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This page is left blank intentionally for correct page alignment.

am + n

Numbers, Radicals, and Exponents

LESSON FIVE - Exponents I

Lesson Notes

Introduction

Exponent Laws I

a) Product of Powers

General Rule:

b) Quotient of Powers
General Rule:

c) Power of a Power
General Rule:

LESSON SIX - Exponents II

Lesson Notes

Introduction

Exponent Laws II

a) Negative Exponents

Lesson Notes
Example 5

Simplify. Any variables in your final answer should be written with positive
exponents. Fractional exponents should be converted to a radical.

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Numbers, Radicals, and Exponents

LESSON SIX - Exponents II

Lesson Notes

Example 6

Write each of the following radical expressions with

rational exponents and simplify.

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Numbers, Radicals, and Exponents

LESSON SIX - Exponents II

Lesson Notes
Example 7

A culture of bacteria contains 5000 bacterium cells. This particular type

of bacteria doubles every 8 hours. If the amount of bacteria is represented
by the letter A, and the elapsed time (in hours) is represented by the letter t,
the formula used to find the amount of bacteria as time passes is:

a) How many bacteria will be in the culture in 8 hours?

b) How many bacteria will be in the culture in 16 hours?

c) How many bacteria were in the sample 8 hours ago?

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Numbers, Radicals, and Exponents

LESSON SIX - Exponents II

Lesson Notes

Example 8
Over time, a sample of a radioactive isotope will lose its mass.
The length of time for the sample to lose half of its mass is called
the half-life of the isotope. Carbon-14 is a radioactive isotope
commonly used to date archaeological finds. It has a half-life
of 5730 years.
If the initial mass of a Carbon-14 sample is 88 g, the formula used
to find the mass remaining as time passes is given by:

In this formula, A is the mass, and t is time (in years) since the mass of the sample was measured.
a) What will be the mass of the Carbon-14 sample in 2000 years?

b) What will be the mass of the Carbon-14 sample in 5730 years?

c) If the mass of the sample is measured 10000 years in the future, what
percentage of the original mass remains?

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This page is left blank intentionally for correct page alignment.

Polynomials

FOIL

(2x - 3)(x + 1)

LESSON ONE - Expanding Polynomials

Lesson Notes

Introduction
Find the product using algebra tiles:

a) 3(4x2)

b) 2x(x - 1)

c) (x - 2)(3x + 1)

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-x2

-x

-1

Polynomials

FOIL

LESSON ONE - Expanding Polynomials

Lesson Notes
Example 1

(2x - 3)(x + 1)

Monomial Monomial. Determine the product.

a) 3(2x2)

d) (4x)2

b) (5x)(7x)

e) 2(3x)(5x)

c) (6a)(3ab)

Example 2

Monomial Binomial. Determine the product.

a) -2x(3x - 1)

c) x2(x2 - 4)

b) -8a(a - ab)

d) (3x)2(2x - 1)

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Polynomials

FOIL

(2x - 3)(x + 1)

Example 3

LESSON ONE - Expanding Polynomials

Lesson Notes

Binomial Binomial. Determine the product.

a) (x + 1)(x + 2)

c) (3x - 2)2

b) (2x - 3)(x + 4)

d) 2(2x + 1)(4x - 5)

Example 4

Binomial Binomial continued. Determine the product.

a) (5x - 8)(5x + 8)

c) (2x + y)(x - 3y)

b) (3x - 2)(1 - 2x)

d) 3x(-5 - 2x)2

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Polynomials

FOIL

LESSON ONE - Expanding Polynomials

Lesson Notes
Example 5

(2x - 3)(x + 1)

Multiplying with Trinomials. Determine the product.

a) (4x - 3y)(2 + 3x - y)

c) (3x - 1)2(2x + 1)

b) (2x - 3)3

d) (-2x2 - x + 1)(-3x2 + 3x - 2)

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Polynomials

FOIL

(2x - 3)(x + 1)

Example 6

LESSON ONE - Expanding Polynomials

Lesson Notes

Multi-term Expansions

a) 2x - 1 - (3x - 2)

c) 3(x - 1)2 - 2(2x - 3)2

b) (x + 1)(4x - 3) + 4(x - 2)2

d) 2x(x - y) - (3x - 2y)(5x + y)

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Polynomials

FOIL

LESSON ONE - Expanding Polynomials

Lesson Notes
Example 7

(2x - 3)(x + 1)

Determine an expression for the shaded area.

2x + 4

3x - 1

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Polynomials

FOIL

(2x - 3)(x + 1)

LESSON ONE - Expanding Polynomials

Lesson Notes

Example 8

A piece of cardboard is made into an open box by

cutting out squares from each corner.

The length of the piece of cardboard is 50 cm and

the width is 25 cm. Each square has a side length of x cm.
a) Write expressions for the length and width of the box.

b) Write an expression for the area of the base.

c) Write an expression for the volume of the box.

d) What is the volume of the box

if each removed corner square had
a side length of 3 cm?

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Polynomials

FOIL

LESSON ONE - Expanding Polynomials

Lesson Notes

(2x - 3)(x + 1)

Example 9
27

A picture frame has a white mat surrounding the picture.

The frame has a width of 27 cm and a length of 36 cm.
The mat is 2 cm wider at the top and bottom than it
is on the sides.

a) Write expressions for the width and length of the picture.

b) Write an expression for the area of the picture.

c) Write an expression for the area of the mat.

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x+2

3x3 - 6x2
Factor

Expand

3x2(x - 2)

Polynomials

LESSON TWO - Greatest Common Factor

Lesson Notes

Introduction
Factor each expression using algebra tiles.
a) 3x - 6

b) x2 + 4x

c) 2x2 - 8x

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-x2

-x

-1

Polynomials

3x3 - 6x2

Lesson Notes

Factor

LESSON TWO - Greatest Common Factor

Example 1

Find the greatest common factor of each pair.

a) 36 and 48

d) 3a2b3 and 6a4b3

b) 15 and 45

e) r2 and rs

c) 16x2 and 24x

Example 2

Factor each binomial.

a) 3x - 12

c) 15x4 + 60x2

b) -4x2 + 24x

d) -12x3 - 27x

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Expand

3x2(x - 2)

3x3 - 6x2
Factor

Expand

3x2(x - 2)

Example 3

Polynomials

LESSON TWO - Greatest Common Factor

Lesson Notes

Factor each polynomial.

a) a2b - a2c + a2d

c) -13ab2c3 + 39bc2 - 26ab4

b) 6x2y2 + 18xy

d) -xy3 - x2y2

Example 4

Factor each polynomial.

a) 3x(x - 1) + 4(x - 1)

c) 5ax - 15a - 3x + 9

b) 4x(2x + 3) - (2x + 3)

d) 4x4 + 4x2 - 3x2 - 3

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Polynomials

3x3 - 6x2

Lesson Notes

Factor

LESSON TWO - Greatest Common Factor

Example 5
The height of a football is given by the equation
h = -5t2+ 15t, where h is the height above the ground
in metres, and t is the elapsed time in seconds.
a) Write the factored form of this equation.

b) Calculate the height of the football after 2 s.

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Expand

3x2(x - 2)

3x3 - 6x2
Factor

Polynomials

Expand

LESSON TWO - Greatest Common Factor

3x2(x - 2)

Lesson Notes

From Formula Sheet:

Example 6

SACylinder = 2r2 + 2rh

A pencil can be thought of as a cylinder

topped by a cone.
a) Write a factored expression for the total
visible surface area.

SACone = r2 + rs

s
r

Hint: The top of the cylinder

(and the bottom of the cone)
are internal to the pencil and
do not contribute to the
surface area.

b) Calculate the visible surface area if the radius of the pencil

is 0.5 cm, the cylinder height is 9 cm and the slant height of
the cone is 2 cm.

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Polynomials

3x3 - 6x2

Lesson Notes

Factor

LESSON TWO - Greatest Common Factor

Example 7
Laurel is making food baskets for a food drive. Each basket will
contain boxes of spaghetti, cans of beans, and bags of rice.
Each basket must contain exactly the same quantity of items.
(example: all baskets have 2 spaghetti boxes, 3 cans of beans,
and 2 bags of rice).
If there are 45 boxes of spaghetti, 27 cans of beans,
and 36 bags of rice, what is the maximum number of baskets
that can be prepared? What quantity of each item goes in a basket?

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Expand

3x2(x - 2)

Polynomials

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

LESSON THREE - Factoring Trinomials

works?

Lesson Notes

Introduction
a) Multiply 23 and 46 using an area model.

d) What generalizations can be made by

comparing the area model from part b with
the tile grid in part c?

b) Expand (x + 1)(3x - 2) using an area model.

e) Factor 3x2 + x - 2 using algebra tiles.

c) Expand (x + 1)(3x - 2) using algebra tiles.

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4x2 - 3x - 1

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes
Example 1

If possible, factor each trinomial

using algebra tiles.

a) 2x + 7x + 6
2

b) 2x2 + 3x - 9

c) x2 - 8x + 4

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AC = -4
-4 and 1

B = -3
-3

works?

-x2

-x

-1

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

Example 2

works?

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes

If possible, factor each trinomial using decomposition.

Note: In this example, we are factoring the trinomials from Example 1 algebraically.

a) 2x2 + 7x + 6

b) 2x2 + 3x - 9

c) x2 - 8x + 4

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Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes
Example 3
a) x2 - 8x + 12

b) x2 - x - 20

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

works?

Factor each trinomial using the indicated method.

i) shortcut

ii) decomposition

i) shortcut

ii) decomposition

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4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

Example 4

works?

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes

Factor each trinomial using the indicated method.

a) 6a - 4a2 - 2a3

ii) decomposition

i) shortcut

b) x2y2 - 5xy + 6

i) shortcut

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ii) decomposition

4x2 - 3x - 1

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes
Example 5

AC = -4
-4 and 1

Factor each trinomial using decomposition.

a) 10a2 - 17a + 3

b) 24x2 - 72x + 54

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B = -3
-3

works?

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

Example 6

works?

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes

Factor each trinomial using decomposition.

a) 12 + 21x - 6x2

b) 8a2 - 10ab - 12b2

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Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes
Example 7

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

Find up to three integers that can be used to replace k

so each trinomial can be factored.

a) 3x2 + kx - 10

b) x2 + 4x + k

c) 3x2 - 8x + k

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works?

4x2 - 3x - 1
AC = -4
-4 and 1

B = -3
-3

Example 8

works?

Polynomials

LESSON THREE - Factoring Trinomials

Lesson Notes

Factor each expression to find the dimensions.

a) rectangle

A = 2x2 + 3x - 9

b) rectangular prism

V = 4x3 - 40x2 + 36x

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This page is left blank intentionally for correct page alignment.

x2 - 4

x2 + 4x + 4

Polynomials

LESSON FOUR - Special Polynomials

Lesson Notes

Introduction

Factor each expression using algebra

tiles first, then use the shortcut.

-x2

-x

-1

a) 4x2 - 9

Difference of Squares Shortcut

b) x2 - 6x + 9

Perfect Square Trinomial Shortcut

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Polynomials

x2 - 4

LESSON FOUR - Special Polynomials

Lesson Notes
Example 1

Factor each expression using algebra tiles.

a) 9x2 - 16

c) 16x2 + 24x + 9

b) 16 - 9x2

d) 1 - 16x + 64x2

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x2 + 4x + 4

x2 - 4

x2 + 4x + 4

Polynomials

LESSON FOUR - Special Polynomials

Lesson Notes

Example 2

Factor each expression using decomposition.

Note: In this example, we are factoring the trinomials from Example 1 algebraically.

a) 9x2 - 16

b) 16 - 9x2

c) 16x2 + 24x + 9

d) 1 - 16x + 64x2

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Polynomials

x2 - 4

x2 + 4x + 4

LESSON FOUR - Special Polynomials

Lesson Notes
Example 3

Factor each expression using a shortcut.

Note: In this example, we are factoring the trinomials from Examples 1 & 2 with a shortcut.

a) 9x2 - 16

c) 16x2 + 24x + 9

b) 16 - 9x2

d) 1 - 16x + 64x2

Example 4

If possible, factor each of the following

a) x2 + 9

b) x2 - 8x + 4

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x2 - 4

x2 + 4x + 4

Polynomials

LESSON FOUR - Special Polynomials

Lesson Notes

Example 5

If possible, factor each of the following

a) 9x - 4x3

d) 16x2 + 8xy + y2

b) 4x2 + 16

e) 9x4 - 24x2 + 16

c) 2x4 - 32

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Polynomials

x2 - 4

LESSON FOUR - Special Polynomials

Lesson Notes
Example 6

Find a value for k that will make each expression

a perfect square trinomial.

a) 9x2 + kx + 49

b) 25x2 + 10x + k

c) kx2y2 - 48xy + 9

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x2 + 4x + 4

Graph

y=x

x
-2
-1
0
1
2

Relations and Functions

LESSON ONE - Graphing Relations
Lesson Notes

y
4
1
0
1
4

Introduction

Caitlin rides her bike to school every day. The table of values below shows
her distance from home as time passes.

a) Write a sentence that describes this relation.

time
(minutes)

distance
(metres)

250

500

750

1000

1250

b) Represent this relation with ordered pairs.

c) Represent this relation with an arrow diagram.

d
1250

d) Write an equation for this scenario.

1000
750
500

e) Graph the relation.

250
1

Example 1
a) y = -2x + 3
x

For each relation, complete the table of values and draw the graph.
b) y = x
x

-2

-1

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Relations and Functions

LESSON ONE - Graphing Relations
Lesson Notes
Example 2

b) y =
y

y
4
1
0
1
4

1
x+1
2

-2

-4

-1

-2

Example 3

y = x2

x
-2
-1
0
1
2

For each relation, complete the table of values and draw the graph.
State if the relation is linear or non-linear.

a) y = x2
x

Graph

For each scenario, state the dependent variable, the independent

variable, and the rate. Write the equation.

a) A fruit vendor generates a revenue of R dollars by selling n boxes of plums at $3 each.

i) the dependent variable is ___________.
ii) the independent variable is ___________.
iii) the rate is ___________.
iv) the equation is ________________.
b) A runner with a speed of 9 m/s can run d metres in t seconds.
i) the dependent variable is ___________.
ii) the independent variable is ___________.
iii) the rate is ___________.
iv) the equation is ________________.
c) A diver experiences a pressure of P kilopascals at a depth of d metres. Underwater pressure
increases at 10 kilopascals/metre.
i) the dependent variable is ___________.
ii) the independent variable is ___________.
iii) the rate is ___________.
iv) the equation is ________________.

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Example 4

Relations and Functions

LESSON ONE - Graphing Relations
Lesson Notes

y
4
1
0
1
4

Tickets to a concert cost $12 each. The revenue from ticket sales is R,
and the number of tickets sold is n.

a) Write an equation for this scenario.

b) Generate a table of values.
n

Oct. 16
8:00 PM

c) Draw the graph.

R
60
48
36
24
12

d) Is the relation
continuous or discrete?

1 2 3 4 5

Example 5

TICKET

ADMIT ONE

y=x

x
-2
-1
0
1
2

ADMIT ONE

Graph

A cylindrical tank is being filled with water at a rate of 3 L/min.

The volume of water in the tank is V, and the elapsed time is t.

a) Write an equation for this scenario.

b) Generate a table of values.
t

c) Draw the graph.

V
15
12
9
6
3

1 2 3 4 5

Example 6

d) Is the relation
continuous or discrete?

A relation is represented by 4x + 2y = 8.

a) Isolate y so this relation can be graphed.

b) Generate a table of values.

c) Draw the graph.

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d) Is the relation
continuous or discrete?

Relations and Functions

LESSON ONE - Graphing Relations
Lesson Notes

Graph

y = x2

x
-2
-1
0
1
2

y
4
1
0
1
4

Nick, a salesman, earns a base salary of $600/week

plus an 8% commission on sales. The amount of money
Nick earns in a week is E, and the total value of his sales is s.

Example 7

a) Write an equation that relates the variables.

b) Complete the table of values.

g) If Nick makes $6200 in sales one week,

what will his earnings be?

0
1000
2000
3000
4000
c) Draw the graph.
E
920
840

h) How much will Nick have to sell if he

makes $1560 in one week?

760
680
600
1000 2000 3000 4000

d) Is this relation linear or non-linear?

e) Is this relation discrete or continuous?

f) What are the dependent and independent variables?

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Domain
{ x|-6 < x 3, x R }
Range
{ y|-5 y < 1, y R }

Relations and Functions

LESSON TWO - Domain and Range
Lesson Notes

Introduction
a) Write the domain and range
of this graph in sentence form.

Domain:

Range:

c) Write the domain and range

of this graph in set notation.

Domain:

Range:

b) Write the domain and range

of this graph as number lines.

Domain:

Range:

d) Write the domain and range

of this graph as a discrete list.

Domain:

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Range:

Relations and Functions

LESSON TWO - Domain and Range
Lesson Notes

Domain
{x|-6 < x 3, x R}
Range
{y|-5 y < 1, y R}

e) Write the domain and range of this graph using interval notation.
Domain:

Range:

Example 1
Write the domain of each number line.
Domain:

a)
-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

Domain:

b)
-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

Domain:

c)
-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

Domain:

d)
-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

Domain:

e)
-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

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Domain
{x|-6 < x 3, x R}
Range
{y|-5 y < 1, y R}

Example 2
a)

Relations and Functions

LESSON TWO - Domain and Range
Lesson Notes

LESSON TWO - Domain and Range
Lesson Notes
Example 5

Domain
{x|-6 < x 3, x R}
Range
{y|-5 y < 1, y R}

domain and range of parabolas and enclosed shapes

Domain:

Range:

Domain:

Range:

Example 6
A Ferris wheel has a radius of 12 m and makes one complete
revolution every two minutes. Riders board the wheel at a
height of one metre above the ground. A ride lasts for three
revolutions of the wheel. The graph of the motion is shown
below. State the domain and range, in as many ways as possible.

Set Notation

Sentence

Discrete List

Number Lines
h
25

Interval Notation

20
15
10
5
1

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f(x)
Introduction

Relations and Functions

LESSON THREE - Functions
Lesson Notes

For each of the following functions, complete the

table of values and draw the graph.

a) f(x) = x + 4

f(x)

-2
-1
0
1
2
b) f(x) = 3x 4

f(x)

-2
-1
0
1
2
c) f(x) = x2 - 3

f(x)

-2
-1
0
1
2

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Relations and Functions

LESSON THREE - Functions
Lesson Notes
Example 1
a)

f(x)

For each function, calculate f(3).

Example 2

Use the graph of each function to determine the value of f(3).

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Relations and Functions

LESSON THREE - Functions
Lesson Notes

f(x)

Example 3
a)

Determine which of the following graphs represents a function.

Function: Yes No

Example 4
a) Given f(x) = 5x + 2, the point (k, 12) exists on the graph. Find k.

b) Given f(x) =

, the point (k, -13) exists on the graph. Find k.

c) Does the point (-11, 81) exist on the graph of f(x) = -7x + 3?

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Function: Yes No

Relations and Functions

LESSON THREE - Functions
Lesson Notes

f(x)

Example 5
A speed walker walks with a speed of 6 km/hour.
a) Use a table of values to determine the distance
walked in the first five hours.

0
1
2
d) State the dependent and independent
variables.

3
4

dependent:
independent:

5
b) Write the distance function.

e) Write the domain and range.

Distance Function

Domain:

Range:

c) Draw the graph of this function.

Is the graph continuous or discrete?
f) How far does the speed walker
travel in 1.4 hours?

d(t)
30
24
18
12

g) How long does it take for the

speed walker to walk 15.6 km?

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Relations and Functions

LESSON THREE - Functions
Lesson Notes

f(x)
Example 6
The cost of a sandwich is $4.40 with two toppings,
and $5.00 with five toppings.
a) Use a table of values to determine the cost
of the sandwich for the first five toppings.

0
1

d) State the dependent and independent

variables.

dependent:
independent:

3
4

e) Write the domain and range.

Domain:

b) Write the cost function.

Range:

Cost Function

c) Draw the graph of this function.

Is the graph continuous or discrete?
There are 10 toppings available.

f) What is the price of a sandwich with

seven toppings?

C(n)
6.00
5.80
5.60
5.40
5.20
5.00
4.80
4.60
4.40
4.20
4.00

g) How many toppings are on a $5.80 sandwich?

1 2 3 4 5 6 7 8 9 10

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This page is left blank intentionally for correct page alignment.

x=0

y - intercept

(0, y)

y=0

x - intercept

Introduction

(x, 0)

Relations and Functions

LESSON FOUR - Intercepts
Lesson Notes

Find the intercepts and draw the graph.

a) y = 4x - 8

b) f(x) =

2
x+2
3

d(t)

c) d(t) = -2t + 18

18
16
14
12
10
8
6
4
2
1

Example 1
a) The function f(x) = 2x + k has a
y-intercept of -5. Find the value of k.

b) The function f(x) = 3x + k has an

x-intercept of -2. Find the value of k.

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Relations and Functions

LESSON FOUR - Intercepts
Lesson Notes
Example 2
A cylindrical tank with 45 L of water is being
drained at a rate of 5 L/min.
a) Graph the volume of the tank.

V(t)
45
40
35
30
25
20
15
10
5
1

b) Write a function to represent this scenario.

c) What does each intercept represent?

d) State the domain and range.

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x=0

y - intercept
y=0

x - intercept

(0, y)
(x, 0)

x=0

y - intercept

Relations and Functions

LESSON FOUR - Intercepts
Lesson Notes

(0, y)
(x, 0)

y=0

x - intercept

Example 3
A mountain climber is at the peak of a mountain with an altitude of 1400 m.
It takes 8 hours for the climber to return to ground level. The climber can
descend the mountain at an average speed of 175 m/hour.
a) Graph the height of the mountain climber.

h(t)
2000
1800
1600
1400
1200
1000
800
600
400
200
1

b) Write a function to represent this scenario.

c) What does each intercept represent?

d) State the domain and range.

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Relations and Functions

LESSON FIVE - Interpreting Graphs
Lesson Notes

d(t)

Introduction
In a 100 m fish race, there are three competitors.
Teleporting Fish - has the ability to instantly warp from location to location.
Instant-Speed Fish - can reach any desired speed instantly without accelerating.
Real-World Fish - must speed up and slow down, just like objects in reality.
a) Teleporting Fish spends the first 20 s of the race resting at the start line. He then warps to the
midpoint of the track and rests for another 20 seconds. Finally, he warps to the end and waits 20
seconds while the other fish arrive. Graph this motion.
d(t)
100

b) Instant-Speed Fish begins the race at 2.5 m/s, and sustains that speed for 20 seconds until she
reaches the midpoint. After resting for 20 seconds, she resumes her speed of 2.5 m/s and heads
to the finish line.
d(t)
100

c) Real-World Fish accelerates to a speed of 2.5 m/s in 6 seconds, holds that speed for 8 seconds,
and then decelerates to zero in 6 seconds - this brings him to the midpoint.
After resting for 20 seconds, Real-World fish repeats the motion - accelerate for 6 seconds,
hold the speed for 8 seconds, and decelerate for 6 seconds. This brings him to the finish line.
d(t)
100

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Relations and Functions

LESSON FIVE - Interpreting Graphs
Lesson Notes

d(t)

Example 1
Alex walked halfway to school, but realized he forgot
his calculator. He turned around, ran back home, and
searched his room for five minutes trying to find the
calculator. He then ran two-thirds of the way back to
school, but got tired and had to walk the remaining
third. Draw a graph representing Alex's journey. Assume
instant speed changes.
Drawing the graph exactly requires calculations using time =

Distance from
home to school

600 m

Alex's running speed

2 m/s

Alex's walking speed

1 m/s

distance
speed

Find ordered pairs that will let you draw the graph. Use the space below for your work.
i) walking to school

ii) running back home

iii) looking for

calculator

iv) running to school

v) walking to school

d(t)
600
550
500
450
400
350
300
250
200
150
100
50

100

150

200

250

300

350

400

450

500

550

600

650

700

750

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800

850

900

950

1000

1050

1100 1150

Relations and Functions

LESSON FIVE - Interpreting Graphs
Lesson Notes

d(t)

Example 2
Each of the following graphs represents a potential path Naomi can take from home to school.
Determine if each graph represents a possible or impossible motion.
a) d(t)

b) d(t)

c) d(t)

t
Possible: Yes

Possible: Yes

Example 3
Represent each of the following motions in graphical form.
a) A ball is thrown straight
up and falls back down.

b) A rubber ball is dropped

and bounces three times.

c) The swimming pool

below is filled with water.

h(t)

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Relations and Functions

LESSON FIVE - Interpreting Graphs
Lesson Notes

d(t)

Example 4
The following table shows the Canada Post 2010
price list for mailing letters within Canada.
Letter Mass

Price

up to (and including) 30 g

$0.57

up to (and including) 50 g

$1.00

up to (and including) 100 g

$1.22

up to (and including) 200 g

$2.00

up to (and including) 300 g

$2.75

up to (and including) 400 g

$3.00

up to (and including) 500 g

$3.25

a) Graph this data

b) State the domain and range

C(m)

Domain:

4.00

3.00

2.00

1.00

100

150

200

250

300

350

400

450

500

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Range:

y2- y1
x2- x1

Introduction

Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes

rise
run

Find the slope of each line.

a) using slope = rise

run

using slope =

b) using slope = rise

run

using slope =

y2 - y1
x2 - x1

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Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes
c) using slope = rise
run

using slope =

d) using slope = rise

run

using slope =

y2 - y1
x2 - x1

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y2- y1
x2- x1

rise
run

y2- y1
x2- x1

Example 1

Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes

rise
run

For each pair of points, graph the line and calculate the slope.

a) A line passes through (-3, 7) and (9, -1).

b) A line passes through (0, -3) and (0, 3)

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Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes
c) A line passes through (-10, -10) and (10, -10).

d) A line passes through (-3, -5) and (6, 7).

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y2- y1
x2- x1

rise
run

y2- y1
x2- x1

Example 2
a) Slope =

Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes

rise
run

Draw each of the following lines,

given the slope and a point on the line.

1
, Point = (-4, -5)
3

b) Slope = -2, Point = (-3, 7)

c) Slope = undefined, Point = (6, -2)

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d) Slope = 0, Point = (-8, 9)

Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes

y2- y1
x2- x1

rise
run

Example 3
a) A line has points located at (-3, 5) and (4, a). What is the value of a if the slope is -2?
Solve this question both graphically and algebraically.
Graphical Solution

Algebraic Solution

3
b) A line has points located at (a, 3) and (2, 9). What is the value of a if the slope is
?
5
Solve this question both graphically and algebraically.
Graphical Solution

Algebraic Solution

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y2- y1
x2- x1

Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes

rise
run

Example 4
The equation relating distance and time is d = st, where s is the speed. In a physics experiment,
a motorized toy car drives across the floor and its position is measured every five seconds.
a) Graph the data

elapsed time

position

0.9

1.8

2.7

3.6

4.5

5.4

6.3

7.2

8.1

9.0

(seconds)

(metres)

10 15 20 25 30 35 40 45 50 t

b) Determine the speed of the car.

c) State the dependent and independent variables, then write an equation that relates the variables.

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Linear Functions
LESSON ONE - Slope of a Line
Lesson Notes
d) How far would the car go if it drove for 8 minutes?

e) How many hours would it take for the car to travel 1 km?

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y2- y1
x2- x1

rise
run

Linear Functions

y = mx + b

LESSON TWO - Slope-Intercept Form

Lesson Notes

Introduction
Equation

Graph

a) Draw the graph of y = -3x + 7

Horizontal Line

c) Find the equation of the

horizontal line shown.

Graph

Equation

b) Determine the slope-intercept equation of

the line shown.

Vertical Line

d) Find the equation of the

vertical line shown.

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Linear Functions

LESSON TWO - Slope-Intercept Form

Lesson Notes
Example 1

Given the following slope-intercept equations, graph the line.

a) y = 3x - 2

b) y =

y = mx + b

4
x+1
3

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Linear Functions

y = mx + b

Example 2

LESSON TWO - Slope-Intercept Form

Lesson Notes

Write the equation of each graph.

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Linear Functions

LESSON TWO - Slope-Intercept Form

Lesson Notes
Example 3

y = mx + b

The speed of sound at 0 C is 331 m/s.

At 15 C, the speed increases to 340 m/s.

a) Draw a graph representing this data.

s
370

360

c) What is the speed of

sound at 35 C?
350

340

330
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75

T
d) At what temperature is
the speed of sound 364 m/s?

b) Write an equation for the speed of sound

as a function of temperature.

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Linear Functions

y = mx + b

Example 4

LESSON TWO - Slope-Intercept Form

Lesson Notes

John is a salesman earning $800 per week plus a 9% commission.

a) Write an equation for Johns earnings as a function of sales. Graph the function.

E
1200

1100

1000

900

800

1000

b) If John sells $2500 worth of product in a week, what does he earn?

c) How much did John sell if he earned $1016 in a week?

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2000

3000

4000

This page is left blank intentionally for correct page alignment.

Linear Functions

LESSON THREE - Slope-Point Form

y - y1 = m(x - x1)

Introduction
Equation

Lesson Notes

The equation of a line in slope-point form is y - 3 = -

Graph

a) Draw the graph of y - 3 = -

Graph

1
(x + 5)
2

Equation

b) Determine the slope-point equation of the line shown.

c) How can you tell if slope-intercept form or slope-point form should be used to find
the equation of a line?

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Linear Functions

LESSON THREE - Slope-Point Form

Lesson Notes
Example 1
a) y + 4 = -

b) y =

4
3

1
2

Graph each of the following lines

(x - 1)

(x + 5)

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y - y1 = m(x - x1)

Linear Functions

y - y1 = m(x - x1)

Example 2

LESSON THREE - Slope-Point Form

Lesson Notes

Find the slope-point equation for each of the following lines.

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Linear Functions

LESSON THREE - Slope-Point Form

Lesson Notes
Example 3

y - y1 = m(x - x1)

Draw each line and determine its equation.

a) A line passes through the points (-3, -1) and (2, -6).

b) A line passes through the points (-4, 7) and (5, -3).

c) A line passes through the points (-9, -7) and (-9, -4).

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Linear Functions

LESSON THREE - Slope-Point Form

y - y1 = m(x - x1)

Lesson Notes

Example 4
The following table shows population data for two small cities.
Year

Population of City A

Population of City B

2012

34000

29170

2020

38960

27410

a) Represent this data on a graph where t represents the number of years since 2010
and P is the population.

P
50000
47500
45000
42500

40000
37500
35000
32500

30000
27500
25000
22500

20000
17500
15000
12500

10000
7500
5000
2500

10 11 12 13 14 15 16 17 18 19

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Linear Functions

LESSON THREE - Slope-Point Form

Lesson Notes

y - y1 = m(x - x1)

b) Determine the slope of each line. What does the slope tell you about the growth of each city?

c) For each city, write an equation for population as a function of time.

d) Predict the population of each city in 2029.

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Linear Functions

y - y1 = m(x - x1)

LESSON THREE - Slope-Point Form

Lesson Notes

Example 5
A cylindrical tank contains an unknown amount of water.
If water is added to the tank at a rate of 5 L/min for
12 minutes, the volume of the water will be 89 L.
a) Write an equation for the volume of the tank as a
function of time. Draw the graph.

V
200

150

100

b) What is the volume of water in the tank after 17 minutes?

c) The maximum volume of the tank is 134 L. How long can the tank be filled before it overflows?

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Linear Functions

Ax + By + C = 0

Introduction
Equation

LESSON FOUR - General Form

Lesson Notes

The equation of a line is 3x + y + 3 = 0.

Graph

a) Write 3x + y + 3 = 0 in slope-intercept form and draw the graph.

b) Find the intercepts of 3x + y + 3 = 0 and draw the graph.

Graph

Equation

c) Determine the general form equation of the line shown.

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Linear Functions

LESSON FOUR - General Form

Lesson Notes
Example 1

Write each equation in slope-intercept form and graph the line.

a) 2x - y + 3 = 0

Ax + By + C = 0

3
3
x - y -6=0
4
2

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Linear Functions

Ax + By + C = 0

Example 2

LESSON FOUR - General Form

Lesson Notes

Graph each equation using x & y intercepts.

a) 7x - 8y - 56 = 0

1
1
x - y - 1= 0
5
2

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Linear Functions

LESSON FOUR - General Form

Lesson Notes
Example 3

Ax + By + C = 0

Determine the general form equation of each line shown below.

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Linear Functions

LESSON FOUR - General Form

Ax + By + C = 0

Example 4

Lesson Notes

Two positive real numbers, a and b, have a sum of 5.

a) Use a table to generate data for a and b.

sum

b) Write an equation that relates the variables. State the dependent and independent variables.

c) Graph the relation in two ways:

i) b V.S. a

Equation

ii) a V.S. b

$20 denominations. The total value is $140.

Example 6

a) Find the intercepts of this relation.

fives
($5)

twenties
($20)

total
amount

b) Write an equation that relates the variables. State the dependent and independent variables.

c) Graph the relation in two ways:

i) twenties V.S. fives

ii) fives V.S. twenties

Equation

5
5

30 f

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30 t

Linear Functions

LESSON FOUR - General Form

Lesson Notes

Ax + By + C = 0

d) Using the equation, determine if its possible to have twelve $5 bills and four $20 bills.

e) Using the equation, determine if its possible to have eighteen $5 bills and six $20 bills.

f) Use the equation to find the number of $5 bills if there are five $20 bills.

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Linear Functions

LESSON FOUR - General Form

Ax + By + C = 0

Lesson Notes

Example 7
A truck is transporting beets and potatoes. The density
of beets is 720 kg/m3, and the density of potatoes
is 760 kg/m3. The total mass of the beets and potatoes
is 12000 kg.
The density formula is d =

m
, where d is the density, m is the mass, and V is the volume.
V

a) If the volume of the beets is b, and the volume of the potatoes is p,

write an equation that relates the variables.

b) Find the intercepts of this relation.

volume of beets

volume of potatoes

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Linear Functions

LESSON FOUR - General Form

Ax + By + C = 0

Lesson Notes

c) Graph the relation in two ways:

i) volume of potatoes
V.S. volume of beets

ii) volume of beets V.S.

volume of potatoes.

Equation

d) If the volume of the potatoes is 7.3 m3, what is the volume of the beets?

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Equation

Linear Functions

LESSON FOUR - General Form

Ax + By + C = 0

Lesson Notes

Example 8
There are 400 Calories in one bowl of dry cereal.
a) Write an equation that relates the amount of Calories
to the number of bowls. State the dependent and
independent variables.

b) Why is this relation a function? Write the relation

using function notation.

c) Graph the relation. Why can it only be graphed as C vs b?

C(b)
4000
3600
3200
2800
2400
2000
1600
1200
800
400
1 2 3 4 5 6 7 8 9 10

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Linear Functions

m = moriginal
m=

LESSON FIVE - Parallel and Perpendicular Lines

Lesson Notes

moriginal

Introduction

Graph each pair of lines and calculate the slope of each line.
State if the pair of lines is parallel, perpendicular, or neither.

Points on Line 1: (-9, -9) & (-4, -1)

Points on Line 2: (1, 1) & (6, 9)

Points on Line 1: (-5, 6) & (1, -1)

Points on Line 2: (-4, 0) & (3, 6)

Points on Line 1: (-5, -5) & (4, 10)

Points on Line 2: (4, -5) & (8, 0)

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Linear Functions

m = moriginal

Lesson Notes

LESSON FIVE - Parallel and Perpendicular Lines

Example 1

moriginal

For each pair of slopes, find the value of a.

i) if the slopes are parallel to each other

ii) if the slopes are perpendicular to each other
5 a
,
4 8

parallel

perpendicular

2
b) , 3
a

parallel

perpendicular

c)
undefined, a

parallel

perpendicular

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m = moriginal
m=

Linear Functions

LESSON FIVE - Parallel and Perpendicular Lines

Lesson Notes

moriginal

Example 2
a) A line with points at (-9, 5) and (-4, 8) is parallel to a line with points at (-4, -5) and (a, 1).
Determine the value of a using a graphical approach first, then use an algebraic approach.

b) A line with points at (-7, 3) and (1, -3) is perpendicular to a line with points at (-1, -3) and (a, 5).
Determine the value of a using a graphical approach first, then use an algebraic approach.

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Linear Functions

m = moriginal

Lesson Notes

LESSON FIVE - Parallel and Perpendicular Lines

moriginal

Example 3
a) Given the equation 6x - 2y + 10 = 0, find the slope-intercept equation of a parallel line passing
through (-2, -7). Graph the original line and the parallel line on the same coordinate grid.

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m = moriginal
m=

Linear Functions

LESSON FIVE - Parallel and Perpendicular Lines

Lesson Notes

moriginal

b) Given the equation x + 6y - 18 = 0, find the slope-intercept equation of a perpendicular line passing
through (4, -1). Graph the original line and the perpendicular line on the same coordinate grid.

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Linear Functions

m = moriginal

Lesson Notes

LESSON FIVE - Parallel and Perpendicular Lines

moriginal

Example 4
a) Given the equation x - 2 = 0, find the equation of a parallel line passing through the point (-8, -5).
Graph the original line and the parallel line on the same coordinate grid.

b) Given the equation y + 4 = 0, find the equation of a perpendicular line passing through the
point (-8, 9). Graph the original line and the perpendicular line on the same coordinate grid.

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m = moriginal
m=

Linear Functions

LESSON FIVE - Parallel and Perpendicular Lines

Lesson Notes

moriginal

Example 5
Two perpendicular lines intersect on the x-axis. The equation of one of the lines is x - 2y - 2 = 0.
Find the equation of the other line. Graph the original line and the perpendicular line on the same
coordinate grid.

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Linear Functions

m = moriginal

Lesson Notes

LESSON FIVE - Parallel and Perpendicular Lines

moriginal

Example 6
Given the equation 2x - y + 5 = 0, find the slope-intercept equation of a perpendicular line
with the same x-intercept as 3x - 4y - 24 = 0. Graph the original line and the perpendicular line
on the same coordinate grid.

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m = moriginal
m=

Linear Functions

LESSON FIVE - Parallel and Perpendicular Lines

Lesson Notes

Lesson Notes

Determine if each system of equations has

one solution, infinite solutions, or no solution.

Example 2
a) y =

1
x+1
2

and

y =

1
x +3
6

b) y = -2x + 3 and 6x + 3y = 9

c) y = -

1
x+6
3

and 2x + 6y = 24

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Systems of Equations

LESSON ONE - Solving Systems Graphically

Lesson Notes

Determine the number of solutions for each

system by inspecting the coefficients.

Example 3
a) x + 2y = 8

and

c) x + 2y = 4

x + 2y = 8

and

b) 3x + 9y = -9

and

d) 4x + 12y = 12

y=x+1
y = -x + 4

x + 3y = -3

x + 2y = 10

and

x + 3y = 9

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y=x+1
y = -x + 4

Systems of Equations

LESSON ONE - Solving Systems Graphically

Lesson Notes
Current
Total

Donation
Rate

Anne

$240

$20/week

Bethany

$120

$30/week

Clyde

$60

$30/week

Daniel

$60/week

Example 4
Four students, Anne, Bethany, Clyde, and Daniel, are raising
money in a school fundraiser. Their current total and donation
rate are shown in the following table:
a) write equations for each student and graph each line on
the same grid.
$
360
300
240
180
120
60

b) How many weeks will it take for Daniel to catch up to Bethany?

c) Will Daniel ever raise more money than Anne?

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Systems of Equations

y=x+1
y = -x + 4

LESSON ONE - Solving Systems Graphically

Lesson Notes
Example 5

The highway distance from Edmonton to Edson is 200 km.

Heidi leaves Edmonton at noon (on her bike) and averages 25 km/h.
Cameron leaves Edson (by car) at exactly the same time,
and drives at 100 km/h.
Equation one:

Equation two:

d
200
175
150
125
100
75
50
25
1

a) how long will it take for Heidi and

Cameron to pass on the highway?

Complete the algebraic solution here

b) how far away from Edmonton are

Heidi and Cameron when they pass?

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Systems of Equations

y=x+1
y = -x + 4

LESSON ONE - Solving Systems Graphically

Lesson Notes

Example 6

small
area

large
area

A rectangular lot is separated by a fence. The large region has

an area 20 m2 greater than the small region. The total area of
the lot is 145 m2. Determine the area of each region.
Equation one:

Equation two:

l
200

150

100

150

200

Complete the algebraic solution here

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Systems of Equations

y=x+1
y = -x + 4

LESSON ONE - Solving Systems Graphically

Lesson Notes
Example 7

Peter and Nancy are writing a math workbook. Peter has already written 28 questions and can
write 4 questions/hour. Nancy has already written 20 questions and can write 5 questions/hour.
Equation one:

Equation two:

Q
80
70
60
50
40
30
20
10
1

10 t
Complete the algebraic solution here

a) when will both writers have written

the same number of questions?

b) how many questions will have been

written in total?

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Systems of Equations

y=x+1
y = -x + 4

LESSON ONE - Solving Systems Graphically

Lesson Notes

Example 8
In an apartment building, one elevator rises from the 14th floor to the 24th
floor in 20 seconds. During that same time, another elevator descends from the
32nd floor to the 12th floor.
Equation one:

Equation two:

f
35

a) graph the motion of each elevator and

provide equations.

b) how many seconds will it take for

the elevators to pass each other?

c) on what floor will the elevators pass?

Complete the algebraic solution here

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x = 2y - 2

Systems of Equations

3x - y = 4

LESSON TWO - Substitution Method

Lesson Notes

3(2y - 2) - y = 4

Introduction
A 60 m cable is cut into two pieces. One piece is twice as long as the other piece.
Determine the length of each piece of cable.
Equation one:

long piece

Equation two:

short piece

a) Solve the system graphically.

b) Solve the system using substitution

60
55
50
45
40
35
30
25
20
15
10
5
5 10 15 20 25 30 35 40 45 50 55 60

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Systems of Equations

LESSON TWO - Substitution Method

x = 2y - 2

Lesson Notes
Example 1

3(2y - 2) - y = 4

Solve the system x + 3y = 9 and 4x - y = 10

a) graphically

b) using substitution

Example 2
a)

3x - y = 4

Solve each of the following systems using substitution.

x - 2y = -2 and 3x - y = 4

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x = 2y - 2

Systems of Equations

3x - y = 4

LESSON TWO - Substitution Method

Lesson Notes

3(2y - 2) - y = 4
b)

x + 6y = -29

and

x +

1
y = -6
4

Independent Systems
Systems that yield a definite result,
such as x = -5 and y = -4, are called
independent systems.
The equations of an independent
system yield intersecting lines and
have one solution.
Memorize this!

x + 3y = 3 and 3x + 9y = 9

Dependent Systems
Systems that yield an identity,
such as 0 = 0 or 2 = 2, are called
dependent systems.
The equations of a dependent
system yield identical lines and
have infinite solutions.
Memorize this!

2x - y = -13 and 2x - y = -1

Inconsistent Systems
Systems that yield a false result,
such as 0 = 12, are called
inconsistent systems.
The equations of an inconsistent
system yield parallel lines and
have no solution.
Memorize this!

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Systems of Equations

LESSON TWO - Substitution Method

x = 2y - 2

Lesson Notes

3x - y = 4

3(2y - 2) - y = 4

Example 3
Katrina has $2.50 worth of nickels and dimes. She has 36 coins in total.
How many nickels and dimes does she have?
nickels

dimes

total

Equation one:

number of coins
monetary value

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Equation two:

x = 2y - 2

Systems of Equations

3x - y = 4

LESSON TWO - Substitution Method

Lesson Notes

3(2y - 2) - y = 4

Example 4
Kory drives from Edmonton to Lloydminster and back. Going to Lloydminster, he drives with an
average speed of 96 km/h. For the return trip, he averages a speed of 100 km/h. The total time
driving is 5.1 hours. Using this information, calculate the distance from Edmonton to Lloydminster.
distance

speed

time

Equation one:

going
returning

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Equation two:

Systems of Equations

LESSON TWO - Substitution Method

Lesson Notes

x = 2y - 2

3x - y = 4

3(2y - 2) - y = 4

Example 5
Nathan scored 76% on the multiple choice portion of his physics test and 62% on the written portion.
For the entire test, Nathan scored 50 points out of a possible 75. How many marks was each
portion of the test worth?
multiple
choice

written

whole
test

Equation one:

Possible Points
Nathans Points

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Equation two:

x = 2y - 2

Systems of Equations

3x - y = 4

LESSON TWO - Substitution Method

Lesson Notes

3(2y - 2) - y = 4

Example 6
James invests a total of $5000 in two different investments. The first investment earns 2.9% interest,
and the second investment earns 4.5% interest. The total interest earned is $196.20. How much did
James invest in each investment?
lower
yield inv.

higher
yield inv.

total

Equation one:

money invested
interest earned

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Equation two:

Systems of Equations

LESSON TWO - Substitution Method

Lesson Notes

x = 2y - 2

3x - y = 4

3(2y - 2) - y = 4

Example 7
One bin of dried fruit mix contains 28% apricots. A different bin of dried fruit mix contains
18% apricots. A new mix is made using one scoop from each bin. This mix has a mass of 600 g,
and contains 25% apricots. What was the mass of dried fruit in each scoop?
bin 1

bin 2

new mix

Equation one:

mass of dried
fruit in scoop
mass of apricots

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Equation two:

x = 2y - 2

3x - y = 4

Systems of Equations

LESSON TWO - Substitution Method

Lesson Notes

3(2y - 2) - y = 4

Example 8
The system of equations x + 2y = 0 and x + 5y = b has the solution (-2, a).
Determine the values of a and b.

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Systems of Equations

2x - y = -6
(2x + 4y = -16)
-5y = 10

LESSON THREE - Elimination Method

Lesson Notes

Introduction
Rahim goes to a grocery store and spends $22.00 to purchase
3 cartons of strawberries and 2 cartons of raspberries. Paul goes
to the same grocery store and spends $41.00 to purchase 4 cartons
of strawberries and 5 cartons of raspberries.
What is the price of one carton of strawberries and one carton of raspberries?
money spent
on strawberries

money spent
on raspberries

total
spent

Equation one:

Rahim
Paul

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Equation two:

Systems of Equations

LESSON THREE - Elimination Method

Lesson Notes
Example 1

Solve the system 2x - y = 8 and 5x - 3y = 21

a) graphically

b) using elimination

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2x - y = -6
(2x + 4y = -16)
-5y = 10

Example 2

Systems of Equations

LESSON THREE - Elimination Method

Lesson Notes

Solve each of the following systems using elimination.

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Systems of Equations

LESSON THREE - Elimination Method

Lesson Notes

2x - y = -6
(2x + 4y = -16)
-5y = 10

Example 3
A coin collection has 33 quarters and nickels. The number of nickels is 5 greater than three times
the number of quarters. How many coins of each type are there?
Equation one:

Equation two:

a) solve using substitution

b) solve using elimination

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Systems of Equations

2x - y = -6
(2x + 4y = -16)
-5y = 10

LESSON THREE - Elimination Method

Lesson Notes

Example 4
A parking lot contains motorcycles (2 wheels) and cars (4 wheels). There are 35 vehicles
and 114 wheels. How many motorcycles and cars are there?
motorcycles

cars

total

Equation one:

vehicles
wheels

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Equation two:

Systems of Equations

LESSON THREE - Elimination Method

Lesson Notes

2x - y = -6
(2x + 4y = -16)
-5y = 10

Example 5
It takes 3 hours for a canoe to travel 45 km downstream. The return trip, going upstream,
takes 5 hours. What is the speed of the boat and the speed of the current?
distance

speed

time

Equation one:

going (downstream)
returning (upstream)

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Equation two:

Systems of Equations

2x - y = -6
(2x + 4y = -16)
-5y = 10

LESSON THREE - Elimination Method

Lesson Notes

Example 6
Tickets to a museum cost $7 for a child and $12 for an adult. On a particular day, 233 people
attended the museum and there was a total revenue of $2216. How many tickets of each
type were sold?
child

adult

total

Equation one:

number of tickets
revenue

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Equation two:

Systems of Equations

LESSON THREE - Elimination Method

Lesson Notes

2x - y = -6
(2x + 4y = -16)
-5y = 10

Example 7
Corrine's mom is 25 years older than Corrine. In two years, Corrine's mom will be twice
Corrine's age. How old are Corrine and Corrine's mom?

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Systems of Equations

2x - y = -6
(2x + 4y = -16)
-5y = 10

LESSON THREE - Elimination Method

Lesson Notes

Example 8
Ryan and Greg split the driving on a 1335 km trip from Calgary to Winnipeg. Ryan drove to Regina
with an average speed of 90 km/h. Greg drove the rest of the way to Winnipeg with an average
speed of 100 km/h. The total trip took 14.2 hours.
What is the distance between Calgary and Regina? Regina and Winnipeg?
distance

speed

time

Equation one:

Ryan (Calgary to Regina)

Greg (Regina to Winnipeg)

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Equation two:

This page is left blank intentionally for correct page alignment.

Answer Key
Measurement Lesson One: Metric and Imperial
Introduction
a)

Unit
Unit

Multiplying Factor
Length
Referent

mm
cm
dm
m
dam
hm
km

1/1000 m
1/100 m
1/10 m
1m
10 m

b) i. 30 cm ruler, ii. Trundle Wheel, iii. Tape Measure iv. Vernier Calipers,
v. Trundle Wheel, vi. Vernier Calipers, vii. Tape Measure

thickness of a dime
width of a paperclip

Unit

Imp. to Imp.

floor to doorknob

inch

------

length of a crayon

Imp. to Metric

Referent

1 in. 2.54 cm

middle thumb joint to tip of thumb.

width of a house

foot

1 ft. = 12"

1 ft. 30.48 cm

about the same as a 30 cm ruler.

100 m

football field

yard

1 yd. = 3 ft.

1 yd. 0.9144 m

a little bit shorter than a 1 m ruler.

1000 m

walking 15 minutes

mile

1 mi. = 1760 yd.

1 mi. 1.609 km

distance walked in 20 minutes.

d) Requires conversion table, ineffective for small measurements, and mixing measurement systems can lead to accidents.
e) America is Canadas largest trading partner, so imperial units are often encountered in the workplace (and consumer goods).
Example 1: a) 12.57 cm b) 19 cm c) 787 km

Example 2: a) 3.56 cm b) 0.70 cm c) 4.98 cm d) 1.52 cm

Example 3: a) 0.007 km b) 0.12 m c) 0.000453 km d) 3000 m e) 800 cm f) 70 000 cm

Example 4: a) 1.22 mm b) 2.1 m c) 149 km
Example 6: a) 2

1/2

in. b)

3/4

in. c) 2

3/8

Example 5: a) 141.37 cm, b) 495.15 rotations

in. d) 3

15/16

in. e) 1

9/16

Example 7: a) 0.23 m b) 5000 mm c) 0.00398 mi. d) 372 in.

in.

Example 8: a) 15 ft. b) 17 600 yd. c) 240 in. d) 67 in. e) 144 in. f) 10 560 ft.
Example 9: a) 26 yd. b) 0.0625 mi. c) 4 ft. d) 4.83 e) 30 yd. f) 2.27 mi.
Example 10: a) 5.49 m b) 4.83 km c) 2.03 m d) 1.16 m e) 1.60 m f) 643.60 m
Example 11: a) 15.31 yd. b) 4.35 mi. c) 472.44 in. d) 2188 yd. e) 2.36 ft. f) 0.25 mi.

Example 12: a) 17 m, b) 11 c) 120 cm d) 13 yd.

Example 13: a) Don 1.37 m, Elisha 1.6 m, Brittney 1.63 m, Calvin 1.65 m, Andrew 1.76 m
Example 14: a) 195 pieces of sod are required to cover the lawn

b) No. The maximum height is 2.59 m.

b) The cost of the linoleum is $2329.21.

Measurement Lesson Two: Surface Area and Volume

Introduction: a) SA = 804 cm2, V = 2145 cm3 b) SA = 342 in2, V = 324 in3 c) SA = 176 cm2, 123 cm3
d) SA = 488 cm2, V = 512 cm3 e) SA = 534 ft2, V = 942 ft3 f) SA = 578 m2, V = 924 m3
Example 1: a) i. r = 19 cm, ii. r = 19 cm b) i. s = 11 m, ii. h = 9 m

Example 4: SA = 1949 cm2, V = 2933 cm3

Example 3: SA = 479 cm2, V = 905 cm3

Example 6: SA = 2065 cm , V = 6000 cm
2

Example 2: a) SA = 99 ft2 b) h = 15 m

Example 7: SA = 3047 m , V = 9019 m

Example 5: SA = 6542 mm2, V = 20 858 mm3

Measurement Lesson Three: Trigonometry I

Introduction:
a)
hypotenuse

opposite

adjacent

ii.

hypotenuse

f) Each ratio is 0.75

b) Each ratio is 0.5
g) cos = adjacent/hypotenuse
c) tan = opposite/adjacent
h) SOH CAH TOA
d) Each ratio is 0.4
e) sin = opposite/hypotenuse

adjacent
Example 1: a) sin = 0.8 cos = 0.6 tan = 1.3 b) sin = 0.7241 cos = 0.6897 tan = 1.05
c) sin = 0.9692 cos = 0.2462 tan = 3.9375 d) sin = 0.9231 cos = 0.3846 tan = 2.4
Example 2: a) = 40 b) = 73 c) = 16.26 d) = 47

Example 3: a) hypotenuse = 25 cm b) opposite = 55 cm

Example 4: a) x = 53 cm, y = 46 cm, m = 49 b) y = 3 cm, h = 24 cm, m = 82

c) h = 24 cm, m = 44, n = 46 d) x = 18 cm, m = 39.5, n = 50.5
Example 5: a) 83 m b) 14 ft.

Measurement Lesson Four: Trigonometry II

Introduction:
a)
horizontal line
angle of
depression

f
eo

lin

sig

angle of
elevation

horizontal line

b) 30 c) 5196 m

Example 1: a) 17.9 cm b) 14.5 cm c) 2.5 cm

Example 2: a) 3.5 cm b) 6.6 cm c) 18.5 cm
Example 3: a) 45.6 b) 1.2 c) 22.7
Example 4: a) 158.4 m
b) clinometer for angles, trundle wheel for distance
c) direct measurements are obtained using an instrument,
while indirect measurements are found with math.
The angles of elevation and depression, and the distance
between the buildings are direct measurements.
The height of the building is an indirect measurement.

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Example 5: 1.9 m
Example 6: 59 m

Answer Key
Numbers, Radicals, and Exponents Lesson One: Number Sets

Reals
Rationals
Integers
Wholes

Introduction: a) The set of natural numbers (N) can be thought of as the counting numbers.
b) The whole numbers (W) include all of the natural numbers plus one additional number - zero.
c) The set of integers (I) includes negative numbers, zero, and positive numbers.
d) The set of rational numbers (Q) includes all integers, plus terminating and repeating decimals.
e) Irrational numbers (Q) are non-terminating and non-repeating decimals.
f) Real numbers (R) includes all natural numbers, whole numbers, integers, rationals, and irrationals.
Example 1: a) I, Q, R b) W, I, Q, R c) Q, R d) N W I Q R e) Q R f) Q R g) Q R h) Q R
Example 2: a) true b) false c) true d) false e) false
Example 3: Rational:

Irrational:

Example 4: a)

Naturals

Irrationals

Neither:

Numbers, Radicals, and Exponents Lesson Two: Primes, LCM, and GCF
Introduction: a) A prime number is a natural number that has exactly two distinct natural number factors: 1 and itself.
b) A composite number is a natural number that has a positive factor other than one or itself.
c) 0 is not a prime number because it has infinite factors. 1 is not a prime number because it has only one factor - itself.
d) Prime Factorization is the process of breaking a composite number into its primes. 12 = 2 2 3
e) The LCM is the smallest number that is a multiple of two given numbers. LCM of 9 & 12 is 36.
f) The GCF is the largest natural number that will divide two given numbers without a remainder. GCF of 16 & 24 is 8.
Example 1: a) neither b) composite c) prime d) neither
Example 2: a) 24 b) 14 c) 720 d) 504
Example 3: a) 6 b) 13 c) 26 d) 27
Example 4: a) 60 cm b) 12 minutes c) 252 cm
Example 5: a) 5 baskets, with 3 oranges and 2 apples in each. b) 4 groups, with 5 loonies and 2 toonies in each. c) cube edge = 13 mm

Numbers, Radicals, and Exponents Lesson Three: Squares, Cubes, and Roots

Introduction:
a) A perfect square is a
number that can be expressed
as the product of two equal factors.
First three perfect squares: 1, 4, 9

d) A square root is one of two

equal factors of a number.
The square root of 36 is 6.

b) A perfect cube is a number

that can be expressed as the product
of three equal factors.
First three perfect cubes: 1, 8, 27

e) A cube root is one of three

equal factors of a number.
The cube root of 125 is 5.

Number

Perfect Square

Perfect Cube

12 = 1

13 = 1

22 = 4

23 = 8

32 = 9

33 = 27

42 = 16

43 = 64

52 = 25

53 = 125

62 = 36

63 = 216

72 = 49

73 = 343

82 = 64

83 = 512

92 = 81

93 = 729

102 = 100

103 = 1000

Example 1: a) 9 b) 9 c) -9 d) 27 e) -27 f) -27

Example 2: a) 16 b) -32 c) -24 d) 1/64 e) 1/12 f) 10
Example 3: a) 2.8284... b) error c) 2 d) -2 e) error, -1.5157...
Example 4: a) 20 b) 1/3 c) -1/4 d) 7/10
The odd root of a negative number can be calculated,
Example 5: a) 26.2 km b) 29.5 km
but the even root of a negative number is not calculable.
Example 6: a) 3054 cm3 b) 10.61 cm
Example 7: a) 2.7 s b) 1.4 m
Example 8: a) 20.28 m b) 160 962 000 kg c) 8.7 trillion dollars

Numbers, Radicals, and Exponents Lesson Four: Radicals

Introduction:
a)
index
3

radical symbol
radicand

radical

Example
Example
Example
Example

1:
2:
3:
4:

a)
a)
a)
a)

b)
b)
b)
b)

c)
c)
c)
c)

Example 5: a)
Example 6: a)

c) an entire radical does not

have a coefficient, but a
mixed radical does.

Example 7: a)

d)
Example 8: a)

d)
b)

b) the index is 2

d) Yes. Radicals can be

represented with fractional
exponents.

e)
b)

f)
c)

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Answer Key
Numbers, Radicals, and Exponents Lesson Five: Exponents I

Introduction:
a)

Example 2: a)

Example 3: a)

Example 4: a) 5

b) 3

c) 2

d) 7

,
,

e)
f)

Example 1: a)

,
1,

a0 = 1

Numbers, Radicals, and Exponents Lesson Six: Exponents II

Introduction:
a)

Example 1: a)
Example 3: a)

b)
d)

Example 5: a)

Example 7: a) 10 000 bacteria

Example 2: a)

Example 4: a)

Example 8: a) 69 g

b) 20 000 bacteria c) 2500 bacteria

Example 6: a)

b) 44 g c) 30%

Polynomials Lesson One: Expanding Polynomials

Introduction:
a) 12x2

b) 2x2 - 2x

c) 3x2 - 5x - 2

Example 1: a)

Example 2: a)

c)
b)

Example 3: a)
c)
Example 4: a)
c)
Example 6: a)

d)
b)

e)
c)

b)
d)

Example 5: a)
c)

b)
d)
d)

Example 7: a)

Example 8: a)

Example 9: a)

b)
d)

Polynomials Lesson Two: Greatest Common Factor

Introduction:
a) 3(x - 2)

b) x(x + 4)

c) 2x(x - 4)

Example 1: a) 12 b) 15 c) 8x d) 3a2b3 e) r
Example 2: a) 3(x - 4) b) -4x(x - 6) c) 15x2(x2 + 4) d) -3x(4x2 + 9)
Example 3: a) a2(b - c + d) b) 6xy(xy + 3) c) -13b(ac3 - 3c2 + 2ab3) d) -xy2(y + x)

Example 5: a) h = -5t(t - 3) b) h = 10 m

Example 4: a) (x - 1)(3x + 4) b) (2x + 3)(4x - 1)

c) (x - 3)(5a- 3) d) (x2 + 1)(4x2 - 3)

Example 6: a) SA = r(r + 2h + s) b) 32.2 cm2

Example 7: a) Nine baskets can be made.
Each basket will have 5 boxes of spaghetti,
3 cans of beans, and 4 bags of rice.

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Answer Key
Polynomials Lesson Three: Factoring Trinomials

Introduction:
a) 1058

c) 3x2 + x - 2

b) 3x2 + x - 2
3x

-2

800

120

3x2

-2x

120

-2

Example 1:
a) (2x + 3)(x + 2)

b) (2x - 3)(x + 3)

d) Each quadrant
is either positive
or negative. As such,
it may contain only
one tile color.
Example
Example
Example
Example
Example

c) We can't place all

of the tiles, so this
expression is not
factorable.

Example 7 (answers may vary): a) -29, 29, -13 b) 3, 4, -5 c) -11, 5, 4

2:
3:
4:
5:
6:

e) (x + 1)(3x - 2)

a)
a)
a)
a)
a)

(x + 2)(2x + 3) b) (x + 3)(2x- 3) c) not factorable

(x - 6)(x - 2) b) (x + 4)(x - 5)
-2a(a + 3)(a - 1) b) (xy - 3)(xy - 2)
(2a- 3)(5a - 1) b) 6(2x - 3)2
-3(x - 4)(2x + 1) b) 2(a - 2b)(4a + 3b)

Example 8: a) (x + 3)(2x - 3) b) 4x(x - 9)(x - 1)

Polynomials Lesson Four: Special Polynomials

Introduction:
a) (2x + 3)(2x - 3)

Example
Example
Example
Example

2:
3:
4:
5:

a)
a)
a)
a)

b) (x - 3)2

Example 1:
a) (3x + 4)(3x - 4)

b) (4 - 3x)(4 + 3x)

c) (4x + 3)2

(3x - 4)(3x + 4) b) (4 - 3x)(4 + 3x) c) (4x + 3)2 d) (1 - 8x)2

(3x - 4)(3x + 4) b) (4 - 3x)(4 + 3x) c) (4x + 3)2 d) (1 - 8x)2
not factorable b) not factorable
x(3 - 2x)(3 + 2x) b) 4(x2 + 4) c) 2(x - 2)(x + 2)(x2 + 4) d) (4x + y)2 e) (3x2 - 4)2

d) (1 - 8x)2

Example 6: a) 42 b) 1 c) 64

Relations and Functions Lesson One: Graphing Relations

Introduction:
a) Caitlin bikes 250 metres for every minute she travels.
c)
d) d = 250t
e)
d
0

250

500

750

1000

1250

Example 1:

1000

750
500
250
1

Example 2: a)
x
-2
-1
0
1
2

y
4
1
0
1
4

non-linear relation

b) {(0, 0), (1, 250), (2, 500), (3, 750), (4, 1000), (5, 1250)}

-4
-2
0
2
4

-1
0
1
2
3

0
1
2
3
4
5

0
12
24
36
48
60

linear relation

discrete relation

Example 3:

b) dependent variable: d, independent variable: t,

rate: 9 m/s, equation: d = 9t

60
48
36
24
12
1

x
-2
-1
0
1
2

y
-2
-1
0
1
2

0
1
2
3
4
5

0
3
6
9
12
15

x
-2
-1
0
1
2

15
12
9
6
3

continuous relation

a) E = 0.08s + 600

Example 6:

V = 3t

920

760

f) earnings is
dependent, sales
is independent.

680
600
3000

4000

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continuous relation

e) continuous

840

2000

0
1
2
3
4

E
600
680
760
840
920

y = -2x + 4

y
8
6
4
2
0

d) linear

c) E

1000

c) dependent variable: P, independent variable: d,

rate: 10 kPa/m, equation: P = 10d

Example 5:

R = 12n

Example 7:

a) dependent variable: R, independent variable: n,

rate: $3/box, equation: R = 3n

y
7
5
3
1
-1

Example 4:

x
-2
-1
0
1
2

g) $1 096
h) $12 000

Answer Key
Relations and Functions Lesson Two: Domain and Range

Introduction:
a)
Domain: All real numbers
between -4 and 0, but not including -4.
Range: All real numbers
between -1 and 8, but not including -1.

b)
Domain:
-7

1:
2:
4:
6:

-6

-5

d) Domain: {3, 7, 8}
Range: {-2, 0, 9}
-4

-3

-2

-1

-4

-3

-2

-1

e) Domain: (-, )
Range: [-2, 1]

Range:
-7

Example
Example
Example
Example

c) Domain: {x|-4 x <3, x R}

Range: {y|-6 y < 2, y R}

-6

-5

a) {-5, -1, 4, 9} b) {n|n-3, nR} c) {n|n<-1, nR} d) {n|1<n<6, nR} e) {n|-7<n3, nR}
a) {-5,-4,-3,-2,-1,0,1}, {-9,-6,-3,0,3,6,9} b) {-10,-8,-6,-4,-2,0,2,4,6,8,10}, {2}
Example 3: a) xR, yR b) x=6, yR
a) x > -4, y < -2 b) -6 < x 5, -4 < y 0
Example 5: a) x R, y -3 b) -2 x 6, -2 y 6

Set Notation: 0 t 6, 1 h 25
Sentence: The domain is between 0 and 6, and the range is between 1 and 25.
Number Lines: Domain:
Intervals: [0, 6], [1, 25]
Range:
0

Relations and Functions Lesson Three: Functions

Introduction:
a) x f(x)
-2
-1
0
1
2

2
3
4
5
6

f(x)

c) x

-2
-1
0
1
2

-10
-7
-4
-1
2

-2
-1
0
1
2

Example 5:
a)

Example 1: a) -16 b) 7 c) -4
d) 7 e) 4 f) 5

f(x)

Example 2: a) -6 b) 2 c) 3 d) -2

1
-2
-3
-2
1

Example 3: a) no b) yes
c) no d) yes
Example 4: a) 2 b) 24 c) no

Example 6:
c)

d(t)
30

12
6

b) d(t) = 6t

d) dependent: d
independent: t

continuous graph

4.00

4.20

e) t 0, d 0

4.40

4.60

f) 8.4 km

4.80

5.00

g) 15.6 km

c) C(n)

b) C(n) = 0.20n + 4.00

a) x-intercept: (2, 0)
y-intercept: (0, -8)

b) x-intercept: (-3, 0)
y-intercept: (0, 2)

18
16
14
12
10
8
6
4

Example 3:
a) h(t)
2000
1800
1600
1400
1200
1000
800
600
400
200

1 2 3 4 5 6 7 8 9

2
3

Relations and Functions Lesson Five: Interpreting Graphs

Example 1:

Example 2:

d(t)

a) impossible

600

b) possible

500

c) impossible

d(t)
100

d) 0 t 8, 0 h 1400
Example 3:
a)

Example 4:
a)

h(t)

C(m)
4.00

h(t)

3.00

2.00

400

climber (1400 m). The t-intercept is the time

the climber reaches the ground (8 hours).

0 t 9, 0 V 45

Introduction:

10 20 30 40 50 60 t

b) h(t) = -175t + 1400

c) The h-intercept is the initial height of the

volume of water. The t-intercept

is the time when the tank is empty

a) k = -5 b) k = 6

1 2 3 4 5 6 7 8 9 10 t

b) V(t) = -5t + 45
c) The V-intercept is the initial

Example 1:

d(t)
100

g) 9

45
40
35
30
25
20
15
10
5

d(t)

f) $5.40

Example 2:
a) V(t)

c) t-intercept: (9, 0)
d-intercept: (0, 18)

6, 7, 8, 9, 10}
Range: {4.00, 4.20, 4.40, 4.60,4.80,
5.00, 5.20, 5.40, 5.60, 5.80, 6.00}

1 2 3 4 5 6 7 8 9 10 n

Relations and Functions Lesson Four: Intercepts

Introduction:

d) dependent: C
independent: n
e) Domain: {0, 1, 2, 3, 4, 5

discrete graph

6.00
5.80
5.60
5.40
5.20
5.00
4.80
4.60
4.40
4.20
4.00

1.00

300
10 20 30 40 50 60 t

d(t)
100

200

h(t)

t
100

100

50
10 20 30 40 50 60 t

100

200

300

400

500

600

700

800

900

1000

1100

www.math10.ca

200

300

400

500

b) 0 < m 500,
{0.57, 1.00, 1.22, 2.00, 2.75, 3.00, 3.25}

Answer Key
Linear Functions Lesson One: Slope of a Line

Introduction:
a) 2/3
b) -3
c) 0
d) undefined

Example 1:
a) -2/3

Example 3:
a) a = -9

b) undefined c) 0

Example 2:
a) 1/3

d) 4/3

Example 4:
a) 10d

b) a = -8

9
8
7
6
5
4
3
2
1

(-8, 3)
(4, -9)

b) -2

b) speed = 0.18 m/s

d) 86.4 m

c) distance is the dependent

variable, and time is the
independent variable.
Equation: d = 0.18t

e) 1.5 hours

Linear Functions Lesson Two: Slope-Intercept Form

Introduction:
a)
b) y = -3x + 7
c) y = 3
d) x = -6

Example 1:
a)
b)

c) undefined d) 0

Example 3:
a) 370s

Example 4:
a) E(s) = 0.09s + 800

b) s(T) = 0.6t + 331

c) 352 m/s
d) 55 C

360

E
1200

b) $1025
c) $2400

1100

350

1000

Example 2: a) y = -1/2x - 4

b) y = 8

340

c) x = -5

900
330

800
10 20 30 40 50 60 70

Linear Functions Lesson Three: Slope-Point Form

Introduction:
a)
b)

Example 1:
a)

City B

20000

b)
b)

200

c) City A: PA(t) = 620t + 32760

City B: PB(t) = -220t + 29610

30000

Example 5:
a) V

City A

40000

Example 2: a)
a)

b) City A: 620 people/year

City B: -220 people/year

50000

1000 2000 3000 4000

Example 3:

c) Use slope-intercept
when the y-intercept is
easily read from a graph.
Use slope-point otherwise.
Example 4:
a) P

V(t) = 5t + 29

150

d) City A: 44540 people

City B: 25430 people

100

10000
5

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

b) 114 L

c) 21 minutes

Linear Functions Lesson Four: General Form

Introduction:
a) y = -3x - 3

b) x-intercept: (-1, 0)
y-intercept: (0, -3)

Example 1:
a) y = 2x + 3

Example 2:
a) x-intercept: (8, 0)
y-intercept: (0, -7)

b) x-intercept: (5, 0)
y-intercept: (0, -2)

c) 3x + y + 3 = 0

Example 3:
a) x - 2y - 11 = 0

b) 8x + 3y + 24 = 0

General Form Continues...

www.math10.ca

Answer Key
... Continuing General Form.

Example 4:
a) a
b

sum

0
1
2
3
4
5

5
5
5
5
5
5

5
4
3
2
1
0

c)
b

Example 6:

Example 5:
a) fans ($10) lamps ($20)

b) b = -a + 5 OR a = -b + 5
There is no independent
or dependent variable.

fives
($5)

twenties
($20)

total
amount

$140

1
f + 7 OR f = -4t + 28
4

b) t =

There is no independent
or dependent variable.

5
5

30 f

d) yes e) no f) 8 fives

120

120
f

Example 7:
a) 720b + 760p = 12000

c) The relation must be graphed as C vs b since

Calories is the dependent variable (must go on y-axis),
and the number of bowls is the independent variable (must go on x-axis).

1 2 3 4 5 6 7 8 9 10

Linear Functions Lesson Five: Parallel and Perpendicular Lines

parallel

perpendicular

a) original line:
x=2
parallel line:
x = -8

b) original line:
y = -4
perpendicular line:
x = -8

20 b

20 p

b) C(b) = 400b. This relation is a function because

we have a dependent and independent variable,
and the graph passes the vertical line test.

Example 1:
a) i) a = 10, ii) a = -32/5
b) i) a= -2/3 ii) a = 6
c) i) undefined, ii) 0

b = -1.06p + 16.7

4000
3600
3200
2800
2400
2000
1600
1200
800
400

Example 4:

15.8
0

a) C = 400b. The dependent variable is Calories,

and the independent variable is the number of bowls.

c) m1 = 5/3
m2 = 5/4

0
16.7

C(b)

b) m1 = -7/6
m2 = 6/7

volume of potatoes

30 t

volume of beets

p = -0.95b + 15.8

Example 8:

a) m1 = 8/5
m2 = 8/5

d) 8.96 m

Introduction:

There is no independent
or dependent variable.

1
2

b) l = f + 6 OR f = -2l + 12

revenue

Example 2:
a) a = 6
b) a = 5

Example 3:
a) original line:
y = 3x + 5
parallel line:
y = 3x- 1

neither

Example 5:

Example 6:

original line:
y = 1/2x - 1
perpendicular line:
x = -2x + 4

original line:
y = 2x + 5
perpendicular line:
x = -1/2x + 4

Example 7:
a=1

www.math10.ca

b) original line:
y = -1/6x + 3
parallel line:
y = 6x - 25

Answer Key
Systems of Equations Lesson One: Solving Systems Graphically

Introduction:
subscription

pay-as-you-go

Cost

0
5
10
15
20
25
30
35
40
45
50
55
60

8.00
11.50
15.00
18.50
22.00
25.50
29.00
32.50
36.00
39.50
43.00
46.50
50.00

0
5
10
15
20
25
30
35
40
45
50
55
60

0
4.50
9.00
13.50
18.00
22.50
27.00
31.50
36.00
40.50
45.00
49.50
54.00

C
60

b) equation 1: y = 4/7x + 5
equation 2: y = -5/7x - 4

solution: (4, -2)

solution: (-7, 1)

55
50
45
40
35
30
25
20
15

Example 2:
a) one solution b) infinite solutions c) no solution

10
5

Example 4:
a) A(n) = 20n + 240, B(n) = 30n + 120,
C(n) = 30n + 60, D(n) = 60n
b) 4 weeks
c) yes, in 6 weeks

A(n)

240
B(n)

180

150
125
100
75

120

50
25

D(n)
1

6 n

Example 7:

l
200

a) 8 hours
b) 120 questions
in total from
both teachers.

150
100
50

100

175

C(n)

d
200

Example 5:
a) 1.6 hours
b) 40 km from Edmonton

360
300

Example 3:
a) infinite solutions b) infinite solutions
c) no solution d) no solution

5 10 15 20 25 30 35 40 45 50 55 60

The solution to the system is (40, 36)

The pay-as-you-go option is a better deal for less than 40 downloads.
The subscription option is a better deal for more than 40 downloads.

Example 6:
small area = 62.5 m2
large area = 82.5 m2

Example 1:
a) equation 1: y = -3/4x + 1
equation 2: y = 7/4x - 9

150

200

b) the short
part of the
cable is 20 m,
and the long
part is 40 m.

60
55
50
45
40
35
30
25
20
15
10
5

80
70

graph below

30
25
2

10 t

20
15

Example 2: a) (2, 2) b) (-5, -4)

c) infinite d) no solution

Example
Example
Example
Example
Example
Example

3:
4:
5:
6:
7:
8:

14 dimes, 22 nickels
5
10
250 km
Multiple Choice: 25 points, Written: 50 points
$1800 (lower yield), $3200 (higher yield)
scoop 1: 420 g, scoop 2: 180 g
a = 1, b = 3

Systems of Equations Lesson Three: Elimination

b) solution: (3, -2)

b) 12 s c) 20th floor

Example
Example
Example
Example
Example
Example
Example

8 t

Example 1:

Introduction: strawberries: $4, raspberries: $5

Example 1:

60
50
40
30
20
10
1

b) solution: (3, 2)
5 10 15 20 25 30 35 40 45 50 55 60

Example 8:

Systems of Equations Lesson Two: Substitution

Introduction:
a) y

2:
3:
4:
5:
6:
7:
8:

a) (-4, -2) b) infinite solutions c) no solution

26 nickels, 7 quarters
13 motorcycles, 22 cars
canoe: 12 km/h, current: 3 km/h
117 adult tickets, 116 child tickets
Corrine: 23, Corrines mom: 48
Calgary to Regina: 765 km, Regina to Winnipeg: 570 km

www.math10.ca

20 t

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