NAME ________________________________________ DATE ______________ PERIOD _____

1-1 Lesson Reading Guide 6MR1.1, 5NS2.1

A Plan for Problem Solving

Get Ready for the Lesson

Read the introduction at the top of page 25 in your textbook. Write
your answers below.
1. Do you have all of the information necessary to solve this problem?

2. Explain how you would solve this problem. Then solve it.

Lesson 1–1
3. Does your answer make sense? Explain.

4. What can you do if your first attempt at solving the problem does not
work?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson

5. In which step of the four-step plan do you decide which strategy you will
use to solve the problem?

6. What does the four-step plan suggest you do if your answer is not correct?

7. Complete the sentence: Once you solve a problem, make sure your
solution contains any appropriate __________.

Remember What You Learned

8. Think of a way to help you remember the names of each of the steps of
the four-step plan in the correct order. For example, try writing a
sentence using all of the words.

Chapter 1 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-2 Lesson Reading Guide 5NS1.3

Powers and Exponents

Get Ready for the Lesson

Read the introduction at the top of page 30 in your textbook. Write
your answers below.
1. How is doubling shown in the table?

2. If the pattern continues, how much space will be available by year 6?

3. What is the relationship between the number of 2s and the year?

Read the Lesson

Lesson 1–2
4. What is the difference between a power and an exponent?

5. Identify the exponent in each expression.

a. 58
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. 85

c. 83

d. 8

6. Complete the sentence:

Numbers written with exponents are in __________ form, whereas
numbers written without exponents are in __________ form.

Remember What You Learned

7. In the expression 67, circle the exponent in red. Then circle the power in
another color.

Chapter 1 15 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-3 Lesson Reading Guide 7NS2.4

Squares and Square Roots

Get Ready for the Lesson
Complete the Mini Lab at the top of page 34 in your textbook.
Write your answers below.
1. Using tiles, try to construct squares with areas 4, 9, and 16 square units.

2. Try to construct squares with areas 12, 18, and 20 square units.

3. Which of the areas for squares?

4. What is the relationship between the lengths of the sides and the areas of
these squares?

5. Using your square tiles, create a square that has an area of 49 square
units. What are the lengths of the sides of the square?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
6. In this lesson, the word square is used in several different ways. Tell the
meaning of the word as it is used in each phrase or sentence.
a. Find the square of 3.
b. 9 units squared
c. A boxing ring is a square with an area of 400 ft2.

Remember What You Learned

7. Work with a partner. Use a calculator to find the squares of six numbers,
some of them decimals. Then write only the squares in a list and
exchange lists with your partner. Find the square roots of the squares in
the list that you receive. Write your answers in the form x  y.

Chapter 1 22 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-4 Lesson Reading Guide 6AF1.3, 6AF1.4

Order of Operations

Get Ready for the Lesson

Read the introduction at the top of page 38 in your textbook. Write
your answers below.
1. List the differences between their calculations.

2. Whose calculations are correct?

3. Make a conjecture about what should be the first step in simplifying

6  4 · 3.

Read the Lesson

4. Why did mathematicians agree on an order of operations?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. What are three ways to indicate multiplication in a mathematical

expression?

Remember What You Learned

Lesson 1–4
6. In your own words, describe the order of operations that is used in
finding the value of a mathematical expression.

Chapter 1 29 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-6 Lesson Reading Guide 6AF1.2, 6AF1.4

Algebra: Variables and Expressions

Get Ready for the Lesson

Complete the Mini Lab at the top of page 44 in your textbook.
Write your answers below.
1. Draw the next three figures in the pattern.

2. Find the perimeter of each figure and record your data in the table below.
The first three are completed for you.
Number of Triangles 1 2 3 4 5 6
Perimeter 3 4 5

3. Without drawing the figure, determine the perimeter of a figure made up

of 10 triangles. Check by making a drawing.

4. Find a relationship between the number of triangles and the perimeter at

each stage of the pattern.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
5. Match the description with the appropriate term.

The number 3 in the expression 3y  2. a. variable

The entire expression 2v  1. b. algebraic expression

The z in the expression z2  21. c. coefficient

Remember What You Learned

6. The expression 1 r  r  h represents the volume of a cone where r is the
3
radius of the circular base and h is the height of the figure. Identify the
coefficients, variables and constants.

Chapter 1 40 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-7 Lesson Reading Guide 6AF1.1

Algebra: Equations

Get Ready for the Lesson

Read the introduction at the top of page 49 in your textbook. Write
your answers below.
1. How many losses did each team have? Complete the table.
Women’s National Basketball Association, 2005
Team Wins Losses

Lesson 1–7
Sacramento 25
Los Angeles 17
Houston 19
Seattle 20
Minnesota 14
Phoenix 16

2. Write a rule to describe how you found the number of losses.

3. Let w represent the number of wins and  represent the number of losses.
Rewrite your rule using numbers, variables, and an equals sign.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson

4. Complete the sentence: An equation that contains a variable is neither
true nor false until the variable is replaced with a __________.

5. Describe what it means to model a problem.

6. What must you do before you write an equation using a variable when
modeling a problem?

Remember What You Learned

7. Calculating change after buying lunch is a situation that can be modeled
with a simple equation. What other daily activities require you to solve
an equation? Write down three sample equations.

Chapter 1 47 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-8 Lesson Reading Guide 6AF1.3

Algebra: Properties

Get Ready for the Lesson

Read the introduction at the top of page 53 in your textbook. Write
your answers below.
1. Find the total cost for a 5-member family, without tax and tip, if each one
orders a fish-bake dinner and cheesecake.

2. Describe the method you used to find the total cost.

Read the Lesson

Lesson 1–8
3. Describe what is meant by equivalent expressions.

4. The Identity Property says that adding __________ to a number results in

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the number and multiplying __________ by a number is the number.

Remember What You Learned

5. Why are the Distributive Property, Commutative Property, Associative
Property, and Identity Property called properties?

Use a dictionary to find the meanings of distribute and commute that

apply to mathematics. Then write an explanation of why the Distributive
Property and Commutative Property are named that way.

Chapter 1 53 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-9 Lesson Reading Guide 6AF1.2

Algebra: Arithmetic Sequences

Get Ready for the Lesson
Complete the Mini Lab at the top of page 57 in your textbook.
Write your answers below.
1. How many centimeter cubes are used to make each figure?

2. What pattern do you see? Describe it in words.

3. Suppose this pattern continues. Complete the table to find the number of
cubes needed to make each figure.
Figure 1 2 3 4 5 6 7 8
Cubes Needed 4 8 12

4. How many cubes would you need to make the 10th figure? Explain your
reasoning.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
Complete each sentence.
5. In an arithmetic sequence, each term is found by __________ the same
number to the previous term.

6. In a geometric sequence, each term is found by __________ the previous

term by the same number.

What is the next term in each of the following sequences?

7. 1, 5, 25, …
 
55

8. 7, 10, 13, …
 
3 3

Remember What You Learned

9. Write down the first four terms of two of your own sequences, an
arithmetic sequence and a geometric sequence. Trade with a partner.
Describe your partner’s sequences. How did you identify the patterns?

Chapter 1 60 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

1-10 Lesson Reading Guide 6AF1.2, 6MR2.4

Algebra: Equations and Functions

Get Ready for the Lesson
Read the introduction at the top of page 63 in your textbook. Write
your answers below.
1. Complete the table to find the cost of 2, 3, and 4 hamburgers.
Hamburgers
Number Multiply by 2 Cost
1 21 2
2
3
4

2. Describe the pattern in the table between the cost and the number of hamburgers.

Read the Lesson

3. Complete each function table. Then identify the domain and range.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

a. b.
x 2x  1 y x 4x y
1 1
0 0
1 1

4. MONEY John earns $15 per lawn that he mows.

Lesson 1–10
a. Write an equation in two variables showing the relationship between lawns mowed
and the money John earns.

b. How much money does John earn after mowing 3, 5, and 10 lawns?

Remember What You Learned

5. Draw a picture of a “machine” that shows how a function works. Your
picture should illustrate input, a function rule, and output.

Chapter 1 67 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-1 Lesson Reading Guide 6NS1.1

Integers and Absolute Value

Get Ready for the Lesson

Read the introduction at the top of page 80 in your textbook. Write
your answers below.
1. What does a value of 2 represent?

2. On which down did they lose the most yards?

3. How can you represent a gain of 9 yards?

Read the Lesson

Lesson 2–1
4. Express each of the following in words.
Symbols Words
7
7
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

|7|

5. Graph the set of integers {0, 3, 2, 1} on the number line.

–4 –3 –2 –1 0 1 2 3 4

Remember What You Learned

6. Show a classmate how a number line can be used to show negative and
positive integers. Explain the difference between some integers and the
absolute values of those integers. Draw a number line to show what you
mean.

Chapter 2 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-2 Lesson Reading Guide 6NS1.1

Comparing and Ordering Integers

Get Ready for the Lesson

Read the introduction at the top of page 84 in your textbook. Write
your answers below.
1. What is the wind chill if there is a wind at 20 miles per hour and the
temperature is 5?

2. Which is colder, a temperature of 15 with a 20 mile-per-hour wind or a

temperature of 10 with a 10 mile-per-hour wind?

3. Graph both wind chills found in Exercise 2 on a number line.

⫺5 ⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3

Read the Lesson

For Exercises 4 and 5, express each of the following in words. Then
graph the numbers on a number line.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. 1  0

⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4

5. 3 2

⫺4 ⫺3 ⫺2 ⫺1 0 1 2 3 4

6. When two numbers are graphed on a number line, what can you tell
about the number to the left? the number to the right?

Remember What You Learned

7. Write a set of six numbers, some positive and some negative. Explain how
you can use a number line to order the numbers from least to greatest.

Chapter 2 16 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-3 Lesson Reading Guide 5AF1., 6MR2.4

The Coordinate Plane

Get Ready for the Lesson

Read the introduction at the top of page 88 in your textbook. Write
your answers below.
1. Suppose Terrell starts at the corner of Russel and Main and walks
2 blocks east and 1 block north. Name the intersection of his location.

2. Using the words north, south, west, and east, write directions to go from
the corner of School and Highland to the corner of Main and Oak.

Read the Lesson

3. The word coordinate comes from two Latin words that mean “to arrange
together.” How are coordinates used together to locate a point in a
coordinate plane?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Look at the coordinate plane at the right. Name y
4
the ordered pair for each point graphed. A
3
B
2
1

5. In the coordinate plane in Exercise 4, tell which 432 O 1 2 3 4x

quadrant each of the points is in. 2

3 C
4

Remember What You Learned

6. Write a way to remember the names of the four quadrants of the
coordinate plane.

Chapter 2 22 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-4 Lesson Reading Guide 6NS2.3

Adding Integers

Get Ready for the Lesson

Read the introduction at the top of page 95 in your textbook. Write
your answers below.
1. What is the charge at the top of a cloud where there are more protons
than electrons?

2. What is the charge at the bottom of a cloud where there are more
electrons than protons?

Read the Lesson

For Exercises 3 and 4, tell how you would solve each of the following
on a number line. Then solve.
3. 7  (9)

4. 7  9
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. What property are you applying when you add a number and its opposite
only to find that its result is zero?

6. How many units away from 0 is the number 17? How many units away
from 0 is the number 17? What are 17 and 17 called?

Remember What You Learned

7. Work with a partner. Tell your partner how to use absolute values to add
integers with different signs when the positive integer has the greater
absolute value. Then have your partner explain to you how to use
absolute values to add integers with different signs when the negative
integer has the greater absolute value.
Lesson 2–4

Chapter 2 29 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-5 Lesson Reading Guide 6NS2.3

Subtracting Integers

Get Ready for the Lesson

Complete the Mini Lab at the top of page 103 in your textbook.
Write your answers below.
1. Write a related addition sentence for each subtraction sentence.

Use a number line to find each difference. Write an equivalent

addition sentence for each.
2. 1  5

3. 2  1

4. 3  4

5. 0  5

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
Tell how you would solve each of the following on a number line.
Then solve.
6. 8  (6)

7. 6  8

Remember What You Learned

8. Write the rule that tells how to subtract integers. Then give an example.

Chapter 2 36 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-6 Lesson Reading Guide 6NS2.3

Multiplying Integers
Get Ready for the Lesson
Complete the Mini Lab at the top of page 109 in your textbook.
Write your answers below.
1. Write a multiplication sentence that describes the model.

Find each product using algebra tiles or a drawing.

2. 3(2) 3. 4(3)

4. 1(7) 5. 5(2)

Read the Lesson

6. Give an example that shows how multiplication is the same as repeated
addition. In your example, tell what the addend is.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. How does the sentence 4(2)  2(4) illustrate the Commutative
Property of Multiplication?

8. Complete each of the following sentences with the word positive or

negative.
a. The product of two integers with different signs is _______________.

b. The product of two integers with the same sign is _______________.

Remember What You Learned

9. You know the rule for determining the sign of the product of two integers
when the signs are alike or different. Consider the product of three
integers. With a partner summarize the signs of the products of 3
integers when three, two, one or none of the integers are positive.

Chapter 2 42 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

2-8 Lesson Reading Guide 6NS2.3

Dividing Integers

Get Ready for the Lesson

Complete the Mini Lab at the top of page 114 in your textbook.
Write your answers below.
Find each quotient using counters or a drawing.
1. 6  2

2. 12  3

Read the Lesson

Write two division sentences related to each of the following
multiplication sentences.
3. 6(3)  18 4. 21(2)  42

5. 6(3)  18 6. 2(21)  42

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Complete each of the following sentences with the word positive or
negative.
a. The quotient of two integers with different signs is _______________.

b. The quotient of two integers with the same sign is _______________.

8. In the division sentence 72  8  9, identify the dividend, the divisor,
and the quotient.

Remember What You Learned

9. Describe how the operations of multiplication and division are opposite of
each other. Are these operations opposite in all cases? What is the one
integer that cannot be a divisor?

Chapter 2 52 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6AF1.2
3-1 Lesson Reading Guide
Writing Expressions and Equations
Get Ready for the Lesson
Read the introduction at the top of page 128 in your textbook.
Write your answers below.
1. What operation would you use to find how many moons Saturn has?
Explain.

2. Jupiter has about three times as many moons as Uranus. What operation
would you use to find how many moons Jupiter has?

Read the Lesson

3. Write the symbol that each word or phrase represents.
Symbol Words
more than

Lesson 3–1
is
quotient

4. Give two examples of a word or phrase that can suggest each operation.
Operation Words
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.






5. Write a verbal sentence for each equation.

Equation Verbal Sentence
2x  5  3
10  a  6
r97

Remember What You Learned

6. Work with a partner. Write down four or five real life math situations as
sentences. Trade papers with your partner. Translate your partner’s
sentences into symbols.

Chapter 3 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6AF1.1, 6MR2.4
3-2 Lesson Reading Guide
Solving Addition and Subtraction Equations

Get Ready for the Lesson

Read the introduction at the top of page 136 in your textbook.
Write your answers below.
1. What does x represent in the figure?

2. What addition equation is shown in the figure?

3. Explain how to solve the equation.

4. How many games did Max have in the beginning?

Read the Lesson

5. Match the method of solving with the appropriate equation.

x59 a. add 2 to each side

2  y  1 b. add 5 to each side

5m1 c. subtract 5 from each side

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

r  9  7 d. add 1 to each side

Lesson 3–2
k  5  2 e. subtract 9 from each side

6. Explain in words how to solve each equation.

a  10  3

4  t  12

18  n  7

7. Solve each equation.

a. w  23  11 b. 35  z  15 c. 42  c  9

Remember What You Learned

8. Take turns with a partner explaining the Addition and Subtraction
Properties of Equality in your own words. Then each of you write two
addition and two subtraction equations. Trade equations and solve. Check
your work by explaining to each other the method you used to solve the
equations.

Chapter 3 15 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

3-3 Lesson Reading Guide 6AF1.1, 6AF2.3

Solving Multiplication Equations

Get Ready for the Lesson

Complete the Mini Lab at the top of page 142 in your textbook.
Write your answers below.
Solve each equation using models or a drawing.

1. x 1 1 1 1 2. x 1 1 1
x  1 1 1 1 x  1 1 1
x 1 1 1 1 1 1

3x  12 2x  8

3. 4x  20 4. 8  2x 5. 3x  9

6. What operation did you use to find each solution?

7. How can you use the coefficient of x to solve 8x  40?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
8. Complete each sentence.
a. To solve 4x  36, divide each side by ________.

b. To solve 27  3d, divide each side by ________.

c. To solve 15h  75, divide each side by ________.

d. To solve 8a  96, divide each side by ________.

9. Write and solve two different equations that both require you to divide
each side by 2 in order to solve.

Remember What You Learned

10. In your own words, define the Division Property of Equality. Describe a
real-life situation in which you may need to use the Division Property of
Equality.

Chapter 3 22 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

7AF4.1
3-5 Lesson Reading Guide
Solving Two-Step Equations

Get Ready for the Lesson

Complete the Mini Lab at the top of page 151 in your textbook.
Write your answers below.
Solve each equation using models or a drawing.
1. 2x  1  5 2. 3x  2  8 3. 2  5x  2

Read the Lesson

4. Describe in words each step shown for solving the equation.
12  7s  9
12  7s  9
12  12
7s  21
7s 21
  
7 7
s  3

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Number the steps in the correct order for solving the equation
4v  11  5.

Simplify. Write the equation.

Divide each side by 4. Simplify.

Subtract 11 from each side. Check the solution.

6. Check the solution given for each equation. If it is correct, write correct.
If it is incorrect, solve to show the correct solution.
a. 9a  2  25; a  4 b. 6f  10  32; f  7 c. 18  3n  21; n  9

Remember What You Learned

7. In your own words, describe the steps necessary to solve a two-step
equation. Will these steps work for all two-step equations?

Chapter 3 32 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6AF3.1, 6AF3.2
3-6 Lesson Reading Guide
Measurement: Perimeter and Area

Get Ready for the Lesson

Read the introduction at the top of page 156 in your textbook.
Write your answers below.
1. If you walked around the outer edge of the entire park, how far would
you walk? Describe how you found the distance.

2. Explain how you can use both multiplication and addition to find
the distance.

Read the Lesson

3. Explain in your own words what the formula 21  2w means?

4. How is the perimeter of a figure different from the area of the figure?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Explain how to find the perimeter and area of a rectangle whose length is
8 feet and whose width is 2 feet.

Remember What You Learned

6. The word perimeter comes from two Greek words that mean “a measure
(metron) around (peri).” Tell how you can find the perimeter of a
rectangle.

Chapter 3 38 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6AF2.3, 6MR2.4
3-7 Lesson Reading Guide
Functions and Graphs
Get Ready for the Lesson
Read the introduction at the top of page 163 in your textbook.
Write your answers below.
1. Complete the function table for the 2. Graph the ordered pairs (number of
total cost of admission. members, total cost).
Total Cost of Admission
Number of Total Total Cost of Admission
15m 105
Members Cost ($)
90
1 15(1) 15

Total Cost ($)

75
60
2 15(2) 30
45
3 15(3) 30
15
4
0 1 2 3 4 5 6

Lesson 3–7
5
Number of Members
6
3. Describe how the points appear on the graph.

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. Complete each function table.

a. b.
x 2x  1 y x 4x y
1 1
0 0
1 1

5. Graph the functions in Exercise 4 above.

a. y b. y
6
4
2
O x 32 O 1 2 3x
4
6

Remember What You Learned

6. Draw a picture of a “machine” that shows how a function works. Your
picture should illustrate input, a function rule, and output.
Chapter 3 45 Glencoe California Mathematics, Grade 6
 NAME ________________________________________ DATE ______________ PERIOD _____

4-1 Lesson Reading Guide 6NS2.4

Prime Factorization

Get Ready for the Lesson

Read the introduction at the top of page 181 in your textbook.
Write your answers below.
1. Using your grid paper, draw as many different rectangles as possible
containing 3, 4, 5, 6, 7, 8, 9, and 10 squares.

2. Which number of squares can be drawn in only one rectangle? In more

than one rectangle?

Read the Lesson

Lesson 4–1
3. What is the difference between a prime and a composite number?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. How do you know when a factor tree is complete?

5. Find the prime factorization of 28 using either method shown in Example 3.

6. How can an algebraic expression be factored?

Remember What You Learned

7. Describe in your own words how to use a factor tree to find the prime
factorization of a number. Include an example as an explanation.

Chapter 4 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

4-2 Lesson Reading Guide 6NS2.4

Greatest Common Factor

Get Ready for the Lesson

Read the introduction at the top of page 186 in your textbook.
Write your answers below.
1. Who visited the Fashion Chat Room? the Music Chat Room?

2. Who visited both chat rooms?

Read the Lesson

3. What does a Venn diagram show?

4. How does a Venn diagram show relationships between elements?

5. You can find the GCF by using common factors or using common prime
factors. What is the difference?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Find the prime factors of 20 and 24. What are the prime factors that are
common to both numbers? What is the GCF?

7. How is the GCF of two numbers found if you know the prime factors
common to the numbers?

Remember What You Learned

8. In your own words, describe what the GCF of two numbers is and explain
one way to find it.

Chapter 4 16 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

4-4 Lesson Reading Guide 6NS2.4

Simplifying Fractions

Get Ready for the Lesson

Complete the Mini Lab at the top of page 192 in your textbook.
Write your answers below.
Show your shading.

number of shaded parts

1. Write a fraction to describe each figure:  .
total number of parts

2. Based on the figures, what can you conclude about the fractions?

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. How do you find the simplest form of a fraction?

4. When you find the simplest form of a fraction, how can you check to make
sure your answer is correct?

2  3  7  11
5. Use canceling to simplify the fraction  .
3  11  17

Remember What You Learned

6. Use a collection of rectangles like the one in the Mini Lab to show how to
15
write   in simplest form.
25

Chapter 4 26 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

4-5 Lesson Reading Guide 6NS1.1

Fractions and Decimals

Get Ready for the Lesson

Read the introduction at the top of page 196 in your textbook.
Write your answers below.
1. What fraction of the buildings are between 600 and 900 feet tall?

2. Express this fraction using words and then as a decimal.

3. What fraction of the buildings are between 710 and 730 feet tall? Express
this fraction using words and then as a decimal.

Read the Lesson

4. What is meant by the term place value?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. In place value, what serves as the divider between ones and tenths?

6. What is the difference between a terminating decimal and a repeating

decimal? Give an example of each.

Remember What You Learned

7. Work with a partner. Use a local newspaper, a favorite magazine, or the
Internet. Find real-world situations that use fractions or decimals.
Convert the fractions to decimals and the decimals to fractions. Exchange
papers with your partner and correct each other’s work.

Chapter 4 32 Glencoe California Mathematics, Grade 6

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4-6 Lesson Reading Guide 6NS1.1

Fractions and Percents

Get Ready for the Lesson

Read the introduction at the top of page 202 in your textbook.
Write your answers below.
1. For each method, shade a 10  10 grid that represents the number of
students that chose the method.

Lesson 4–6
2. What fraction of the students chose the Internet?

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. There is more than one way to write a ratio. Write the ratio that
compares 4 to 25 in three different ways.

4. Write the ratio in Exercise 3 as a percent.

5. How does having ratios written as percents make it easier to compare

amounts?

Remember What You Learned

6. Work with a partner. Explain to your partner how to convert a ratio that
does not compare a number to 100 as a percent. Then have your partner
explain to you how to change from a percent to a fraction in simplest
form. Both of you should use examples as well as general explanations.

Chapter 4 39 Glencoe California Mathematics, Grade 6

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4-7 Lesson Reading Guide 6NS1.1

Fractions and Percents

Get Ready for the Lesson

Read the introduction at the top of page 206 in your textbook.
Write your answers below.
1. Write the percent of students who read for fun as a fraction.

2. Write the fraction as a decimal.

3. Compare the decimal in Question 2 with its percent form. Identify any
similarities or differences.

Lesson 4–7
Read the Lesson
4. Describe each step in changing a percent to a decimal.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Describe each step in changing a percent to a decimal by first writing the

percent as a fraction.

6. Describe how to write a percent as a decimal without writing the percent

as a fraction.

Remember What You Learned

7. Work with a partner. Think of a way that will help you remember which
way to move the decimal when you go from a percent to a decimal and
which way to move it when you go from a decimal to a percent.

Chapter 4 45 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

4-8 Lesson Reading Guide 6NS2.4

Least Common Multiple

Get Ready for the Lesson

Complete the Mini Lab at the top of page 211 in your textbook.
Write your answers below.
1. Add a second floor to each building. Record the total number of cubes
used in a table like the one shown below.
Number of Floors 1 2 3 4 5
Number of Cubes in Building 1 9
Number of Cubes in Building 2 12

2. Add floors until each building has five floors.

3. Describe two buildings that have the same number of cubes.

4. If you keep adding floors, will the two buildings have the same number of
cubes again? Explain.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Lesson 4–8
Read the Lesson
5. What is a least common multiple of two or more numbers?

6. Describe, in your own words, the first method used to find the LCM in
Example 1 at the bottom of page 259.

Remember What You Learned

7. Explain how to find the LCM of two or more numbers when you know the
prime factorization of each number. Give an example.

Chapter 4 51 Glencoe California Mathematics, Grade 6

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4-9 Lesson Reading Guide 6NS1.1, 6NS2.4

Comparing and Ordering Rational Numbers

Get Ready for the Lesson

Complete the Mini Lab at the top of page 215 in your textbook.
Write your answers below.
1.
7,
3
8 8

2.
5,
11
8 8

13 3
3.
 ,

8 8

4.
17,
15
8 8

5.
1,
3
2 4

6. 11,
11
4 4

7. MAKE A CONJECTURE Which number is less:

4 or
6?
7 7
Use a number line to explain your reasoning.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson
8. What are two ways in which you can compare fractions?

9. Complete the table of common Fraction Decimal Percent

fraction-decimal-percent equivalents.
1
 20%
5

0.6

7

10

25%

10. How are the following sets of numbers related: whole numbers,
rational numbers, integers?

Remember What You Learned

11. In this lesson you learned about the LCD. What do each of
the following abbreviations stand for: LCD, LCM, and GCF?
How are the LCD and LCM related?

Chapter 4 58 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

5-1 Lesson Reading Guide 6NS2.1

Estimating with Fractions

Get Ready for the Lesson
Read the introduction at the top of page 230 in your textbook.
Write your answers below.
1. Suppose the bottom portion of the vertical support is 23 feet. Round this
4
length to the nearest foot.

2. About how long should the upper portion of the vertical support be?

3. About how long should the left and right sides of the horizontal support
be?

Read the Lesson

Lesson X–1
4. Which operation does each of the following math words indicate?

5–1
sum difference
product quotient

5. Write a definition of the math term mixed number. Then give an example
of a mixed number.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. All of the sums, products, differences, and quotients in the examples in

this lesson use the word about. Why is the word about used? Why is it
important to include the word about in these answers?

Remember What You Learned

7. Explain what compatible numbers are and how they are useful. Give an
example.

Chapter 5 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

5-2 Lesson Reading Guide 6NS2.1, 6NS2.4

Adding and Subtracting Fractions

Get Ready for the Lesson
Complete the Mini Lab at the top of page 236 in your textbook.
Write your answers below.
1. Find 3 inch on a ruler. From that point, add 4 inch. What is the result?
8 8

2. Use a ruler to add 1 inch and 2 inch.

4 4

3. Find each sum. Check using a ruler.

a. 5  7 b. 3  1 c. 1  3

8 8 16 16 2 4

Read the Lesson

4. Describe the steps you take to add or subtract like fractions.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. How are like fractions different from unlike fractions?

Lesson 5–2
6. What does LCD stand for, and what does it mean? What is the LCD used
for?

Remember What You Learned

7. Describe how the procedure for adding or subtracting unlike fractions is
different from the procedure for adding or subtracting like fractions.

Chapter 5 15 Glencoe California Mathematics, Grade 6

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5-3 Lesson Reading Guide 6NS2.1, 6NS2.4

Adding and Subtracting Mixed Numbers

Get Ready for the Lesson
Read the introduction at the top of page 242 in your textbook.
Write your answers below.

1. Jupiter is 52 AU from the Sun and Saturn’s distance is 91 AU. Write an expression to
5 2
find how much closer to the Sun Jupiter is than Saturn.

2. Find the difference of the fractional parts of the mixed numbers.

3. Find the difference of the whole numbers.

4. MAKE A CONJECTURE Explain how to find 91  52. Then use your
2 5
conjecture to find the difference.

Read the Lesson

5. In the examples of adding and subtracting mixed numbers, the first step
indicated is to estimate the result using whole numbers.
a. Why do you think it’s a good idea to use an estimate?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. How do you find the whole numbers used in the estimates?

Lesson 5–3
6. What must you do if the fraction part of a mixed number is greater than
the fraction part of the mixed number you are subtracting from? Give an
example different from the one used in the example in your textbook.

Remember What You Learned

7. Work with a partner. Take turns thinking of a mixed number and having
our partner tell you how to rename the mixed number in the way
described in this lesson. Repeat until each of you can rename mixed
numbers easily.
Chapter 5 21 Glencoe California Mathematics, Grade 6
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5-5 Lesson Reading Guide 6NS2.1, 6NS2.2

Multiplying Fractions and Mixed Numbers

Get Ready for the Lesson

Lesson 5–5
6–5
Read the introduction at the top of page 252 in your textbook.
Write your answers below.
1. What part of the rectangle represents 1?
3

2. What part of the rectangle represents 2 of 1?

5 3

3. Explain why the fraction of U.S. land that is publicly owned forests can be
found by multiplying 2 by 1.
5 3

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What is the rule for multiplying fractions? Give an example.

5. What does GCF stand for? How is it helpful in the multiplication of

fractions? Give an example.

Remember What You Learned

6. In this lesson, you learned two methods to multiply mixed numbers. Work
with a partner and describe how to use one of the methods to find 3  32.
5 3
Have your partner describe how to use the other method to find the result.

Chapter 5 31 Glencoe California Mathematics, Grade 6

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5-6 Lesson Reading Guide 6AF1.1

Algebra: Solving Equations

Get Ready for the Lesson
Complete the Mini Lab at the top of page 258 in your textbook.
Write your answers below.
1
1. The model shows   2. What is the product?
2

2. Use grid paper to model 1  3. What is the product?

3

3. Complete the table below.

1 2 3 5 11 12
  2        1     
2 3 2 6 12 11

1 3 5 9 17
  3        1  1
3 5 3 20 8

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What is true about the numerators and denominators in the fractions in
Exercise 3?

Read the Lesson

5. Write the Multiplication Property of Equality.

6. When the coefficient of x in an equation is a fraction, explain how the

reciprocal, or multiplicative inverse, of the coefficient is used to solve the
equation.

Remember What You Learned

7. The word inverse comes from a Latin verb that means “to turn upside
down.” How does this definition relate to the content of this lesson?

Chapter 5 38 Glencoe California Mathematics, Grade 6

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5-7 Lesson Reading Guide 6NS2.1, 6NS2.2

Dividing Fractions and Mixed Numbers

Get Ready for the Lesson
Complete the Mini Lab at the top of page 265 in your textbook.
Write your answers below.
1
1. How many 4’s are in 2 plates?
1
2. What is 2  4?

3. How would you model 3  1?

2

1
4. What is true about 3  2 and 3  2?

Read the Lesson

5. How does dividing a number by a fraction involve multiplication?

6. Rewrite each of the following division expressions as multiplication

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

expressions.

a. 7  2 b. 14  32

8 3 5

c. 5  21 d. 21  11

6 4 3 6

Remember What You Learned

7. To divide a mixed number by another mixed number can take up to
5 steps. List the steps in order.

Chapter 5 44 Glencoe California Mathematics, Grade 6

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6-1 Lesson Reading Guide 6NS1.2

Ratios
Get Ready for the Lesson
Read the introduction at the top of page 282 in your textbook.
Write your answers below.
1. Write the student-teacher ratio of Prairie Lake Middle School as a
fraction. Then write this fraction with a denominator of 1.

2. Can you determine which school has the lowest student-teacher ratio by
examining just the number of teachers at each school? Just the number
of students at each school? Explain.

Lesson 6–1
Read the Lesson
For Exercises 3 and 4, review the introduction to this lesson.
3. What two things are being compared?

4. What is the comparison of the size of the larger school to the size of the
Copyright © Glencoe\McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

smaller school called?

5. When you simplify a ratio written as an improper fraction, should you

rewrite the fraction as a mixed number?

Remember What You Learned

6. Comparing measurements requires Unit Equivalent Unit
you to know how to convert
measurements easily. Complete 1 foot inches
the following table to help you 1 yard 1 feet
remember some common
1 year weeks
conversions.
1 pound ounces
1 gallon 1 quarts
1 quart 1 pints

Chapter 6 9 Glencoe California Mathematics, Grade 6

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6-2 Lesson Reading Guide 6NS1.2, 6AF2.2 , 6AF2.3

Rates
Get Ready for the Lesson
Do the Mini Lab at the top of page 287 in your textbook. Write your
answers below.
1. Count the number of words that each of you read.

2. Write the ratio number of words to number of minutes as a fraction.

3. Simplify the fractions by dividing the numerator and the denominator

by 2.

Read the Lesson

4. A rate is a special kind of ratio. What makes it special?

Lesson 6–2
5. Describe what makes a rate different from a unit rate. Give an example
of a rate and its equivalent unit rate.

6. Write the ratios in words for each unit rate abbreviation.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Abbreviation Ratio

m/s

ft/s

mi/h (mph)

mi/gal (mpg)

Remember What You Learned

7. Go to a food store or find several different newspaper food
advertisements. Compare prices for several different sizes of the same
product, or compare prices for similar sizes of different brands of the
same product. Which size or which brand costs the least per unit? Report
your results to the class.

Chapter 6 15 Glencoe California Mathematics, Grade 6

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6-3 Lesson Reading Guide 6AF2.1

Measurement: Changing Customary Units

Get Ready for the Lessson
Read the introduction at the top of page 294 in your textbook.
Write your answers below.
1. Complete the ratio table. The first two ratios are done for you.

Tons 1 4 5 8
Pounds 2,000 8,000

2. Then graph the ordered pairs (tons, pounds) from

the table. Label the horizontal axis Weight in Tons
and the vertical axis Weight in Pounds. Connect
the points. What do you notice about the graph
of these data?

Read the Lesson

3. To the right of each customary unit write its abbreviation.

inch mile ton pint

foot ounce fluid ounce quart
yard pound cup gallon

6–3
Lesson 7–2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Complete each sentence.

4. To convert from larger units to smaller units, __________ .

5. To convert from smaller units to larger units, __________ .

Remember What You Learned

6. Complete the table.

Customary Units Customary Units Customary Units

of Length of Weight of Capacity

1 foot  inches 1 pound  ounces 1 cup  fluid ounces

1 yard  feet 1 ton  pounds 1 pint  cups

1 mile  feet 1 gallon  quarts 1 quart  pints

Chapter 6 21 Glencoe California Mathematics, Grade 6

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6-4 Lesson Reading Guide 6AF2.1

Measurement: The Metric System

Get Ready for the Lesson

Complete the Mini Lab at the top of page 300 in your textbook.
Write your answers below.
1. Select three other objects. Find and record the width of all five objects to
the nearest millimeter and tenth of a centimeter.

2. Compare the measurements of the objects, and write a rule that describes
how to convert from millimeters to centimeters.

3. Measure the length of your classroom in meters. Make a conjecture about

how to convert this measure to centimeters. Explain.

Read the Lesson

Complete each sentence.
4. To convert from centimeters to kilometers, first divide by __________ to
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

convert to meters, then divide by __________ to convert to kilometers.

5. To convert from kiloliters to milliliters, first multiply by __________ to

convert to liters, then multiply by __________ to convert to milliliters.

6. To convert from __________ to centigrams, multiply by 100.

Remember What You Learned

7. Name an everyday object that you can associate with each base metric
unit of measure to help you remember what each unit represents.
Lesson 6–4

kilogram:

meter:

liter:

Chapter 6 27 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6-5 Lesson Reading Guide 6NS1.3

Algebra: Solving Proportions

Get Ready for the Lesson

Lesson 6–5
Read the introduction at the top of page 306 in your textbook.
Write your answers below.
vitamin C
1. Write the rate  for each serving size of cereal.
serving size

2. Find the number of milligrams per cup for each serving size.

Read the Lesson

3. What symbol tells you that two ratios are equivalent?

4. What is true about the cross products of a proportion?

5. How are cross products useful in identifying a proportion?

6. How are cross products useful in solving a proportion?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned

7. Explain what it means to solve a proportion. Use an example to show
what you mean.

Chapter 6 33 Glencoe California Mathematics, Grade 6

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6-7 Lesson Reading Guide 6NS1.3

Scale Drawings
Get Ready for the Lesson
Do the Mini Lab at the top of page 316 in your textbook.
Write your answers below.
1. Let 1 unit on the grid paper represent 1 foot. So, 6 units  6 feet. Convert
all of your measurements to units.

2. On grid paper, make a drawing of your classroom like the one shown at
the top of page 316.

Read the Lesson

3. Look at the map in the middle of page 316. What is the scale? What does
the scale mean?

4. In Example 1, could you find the actual distance if you did not know the
scale? Explain your answer.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Give another example of a scale drawing or scale model that is different
from the examples of scale drawings and scale models given in this lesson
in your textbook.

Remember What You Learned

6. How is a scale drawing similar to a scale model? How is it different?

Chapter 6 44 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

6-8 Lesson Reading Guide 5NS1.2

Fractions, Decimals, and Percents

Get Ready for the Lesson
Read the introduction at the top of page 324 in your textbook.
Write your answers below.
1. What percent of the teens said that the personal computer was the most
important invention?

2. How is this percent written as a ratio?

3. Simplify the ratio.

Read the Lesson

16.8 10
4. Look at Example 1. Why is   multiplied by ?
100 10

5. Example 2 says to multiply by the reciprocal of 100. What is a reciprocal?

6. How do you write 100 as a fraction?

7. If the denominator is not a factor of 100, you can write fractions as

percents by using a proportion. In Examples 3 and 4, why is the ratio n

Lesson 6–8
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

100
used as part of the proportions?

Remember What You Learned

8. Complete the following table of equivalent fractions. Look for patterns
in each column. How do the percents increase? How do the fractions
increase? Work with a partner. Figure out ways to remember the
equivalents.
Common Fraction/Decimal/Percent Equivalents

Fraction Decimal Percent Fraction Decimal Percent

1

3
 371%
3 8 2
2 5
66%  0.625
3 8
1
 0.875 871%
8 2

Chapter 6 51 Glencoe California Mathematics, Grade 6

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6-9 Lesson Reading Guide 5NS1.2

Percents Greater Than 100% and Percents Less Than 1%

Get Ready for the Lesson
Do the Mini Lab at the top of page 329 in your textbook. Write your
answers below.
1. What percent does Model 1 represent?
2. What percent does Model 2 represent?
3. Shade grids to represent each percent.
a. 150% b. 215%

c. 1%
4

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. If you are converting from a percent to a fraction or mixed number and
the percent is greater than 100%, is the result a fraction or a mixed
number? Explain.

5. In converting between decimals and percents, when do you use

multiplication? When do you use division?

Remember What You Learned

6. Have you ever heard a coach encourage his or her team to “Give it a
110%!”? Describe what it means when a percent is greater than 100%.
Describe what it means when a percent is less than 1%.

Chapter 6 58 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

7-1 Lesson Reading Guide 6NS1.4

Percent of a Number
Get Ready for the Lesson
Read the introduction at the top of page 344 in your textbook.
Write your answers below.
1. Sketch the model and label using decimals instead of percents.

2. Sketch the model using fractions instead of percents.

Lesson 7–1
3. Use these models to write two multiplication sentences that are
equivalent to 60% of 2,000 = 1,200.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson

4. What are two methods for finding the percent of a number?

5. When writing a percent as a fraction to solve a percent problem, what is

helpful to do to the percent before solving the problem?

6. What is unusual about the answer to a percent problem where the

percent taken is larger than 100?

Remember What You Learned

7. Suppose one of your friends said to you, “I want to pay for lunch and I
know I’m supposed to leave a 15% tip, but I don’t know how to figure out
how much to leave.” Write in your words what you would say to your
friend to explain how to figure out the tip.

Chapter 7 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

7-2 Lesson Reading Guide 6NS1.3, 6NS1.4

The Percent Proportion

Get Ready for the Lesson

Read the introduction at the top of page 350 in your textbook. Write
your answers below.
1. Write the ratio of engine weight to total weight as a fraction.

2. Use a calculator to write the fraction as a decimal to the nearest

hundredth.

3. About what percent of the space shuttle’s weight is the engine?

Read the Lesson

4. What is a percent proportion?

5. Describe how the percent proportion is set up.

6. Select the information that can be found by solving each percent problem.
What number is 30% of 15? a. Find the whole.

18 is 65% of what number? b. Find the percent.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What percent of 40 is 17? c. Find the part.

Remember What You Learned

7. Write an example of each type of percent problem in the table below. (Be
sure the examples are different from the ones given in the lesson and on
this page.) Write the example in words and set up the correct proportion
for each example.

Type Example Proportion

Find the Percent

Find the Part

Find the Whole

Chapter 7 16 Glencoe California Mathematics, Grade 6

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7-3 Lesson Reading Guide 6NS1.4

Percent and Estimation

Get Ready for the Lesson

Read the introduction at the top of page 355 in your textbook. Write
your answers below.
1. What fraction of people surveyed chose Labor Day as their favorite
grilling day? How many of the 80 people surveyed is this?

2. Explain how you could use a fraction to estimate the number of people
who chose the Fourth of July as their favorite grilling day. Then estimate.

3. Use a fraction to estimate the number of people surveyed who chose

Memorial Day as their favorite grilling day.

Read the Lesson

4. In Example 1, what does the  sign mean in the sentence
53% of 159  1 · 160? Why is it necessary to use this sign?
2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Describe Method 2 of Example 2 on page 356 in your textbook.

6. In Example 5, what is an easy way to find 0.5% of a number?

Lesson 7–3
Remember What You Learned
7. Write fraction equivalents in simplest form for the following percents.
Then work with a partner. Take turns asking each other fraction
equivalents for any of the percents in the table, or think of others to quiz
each other.

20% 40% 60% 80%

25% 50% 75% 100%

Chapter 7 23 Glencoe California Mathematics, Grade 6

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7-4 Lesson Reading Guide 6NS1.4, 6AF1.1

Algebra: The Percent Equation

Get Ready for the Lesson

Lesson 7–4
Read the introduction at the top of page 361 in your textbook. Write
your answers below.
1. Use the percent proportion to find the amount earned by cotton.

2. Express the percent of cotton as a decimal. Then multiply the decimal by 8.9 million.
Compare the answers to Exercises 1 and 2.

Read the Lesson

3. The word percent is used in both the percent proportion and the percent
equation. There is one major difference in the way percent is represented
in each. What is the difference?

4. Write the following problems as percent proportions and as percent equations.

Problem Percent Proportion Percent Equation

9 is 60% of what number?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Find 50% of 6.

40% of what number is 48?

18 is what percent of 72?

Remember What You Learned

5. Work with a partner. One person should ask a question like the questions
given as examples in the concept summary box. The other person should
name the type of percent problem and name the equation that should be
used to solve the problem. Do not solve the equation. Then trade roles.
Continue until each of you can name the problem type and the related
equation easily.

Chapter 7 29 Glencoe California Mathematics, Grade 6

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7-6 Lesson Reading Guide 6NS1.2

Percent of Change
Get Ready for the Lesson

Lesson 7–6
Complete the Mini Lab at the top of page 369 in your textbook. Write
your answers below.
Model each percent of change.
1. 25% increase

2. 75% increase

3. 30% increase

4. Describe a model that represents a 100% increase, a 200% increase, and a

300% increase.

5. Describe how this process would change to show percent of decrease.

Read the Lesson

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. In a percent of change, what are the two numbers that are being
compared?

7. How can you tell if a percent of change is a percent of increase or a

percent of decrease?

8. Tell how to find the amount of increase and the amount of decrease.

Remember What You Learned

9. Find an example of something in your life that has increased or
decreased, such as your height in the past year. Calculate the percent of
change and share your results with your class.
Chapter 7 39 Glencoe California Mathematics, Grade 6
 NAME ________________________________________ DATE ______________ PERIOD _____

7-7 Lesson Reading Guide 6NS1.4

Sales Tax and Discount

Get Ready for the Lesson
Read the introduction at the top of page 375 in your textbook. Write
your answers below.
1. Calculate the sales tax by finding 6% of $1,299.

2. What will be the total cost including the sales tax?

3. Use a calculator to multiply 1.06 and 1,299. How does the result compare
to your answer in Exercise 2?

Read the Lesson

4. In Example 1, the  is used when the sales tax is found. Why is the value
of 0.0425 times 90 rounded?

5. In Method 2 of Example 1, why is the sales tax added to 100%?

6. In Examples 2 and 3, the percent equation is used to find discount price

and to find the percent of discount. When using the percent equation, how

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

do you represent the percent?

Remember What You Learned

7. Use the Internet to find the state sales tax in your state, including tax on
food, prescription drugs, and nonprescription drugs, if applicable. Then
suppose you have a cold and you go to a local pharmacy. You purchase a
box of crackers for $2.99 and a bottle of over-the-counter pain reliever for
$8.49. Your doctor ordered a prescription for you for your cold and you
pay $10 for this prescription. Using the sales tax for your state, what is
your total cost at the pharmacy, including taxes?

Chapter 7 46 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

7-8 Lesson Reading Guide 6NS1.4

Simple Interest

Get Ready for the Lesson

Read the introduction at the top of page 379 in your textbook. Write
your answers below.
1. Calculate 2.25% of $1,000 to find the amount of money that Jin can earn
in one year for a CD at State Credit Union.

2. Find the amount of money that she can earn in one year at the other
three banks.

Read the Lesson

3. In Example 4, why is t replaced with 1?
12

4. Complete the following table that gives the conversion of months to years.

Number of months 2 3 4 6 8 9 10
Ratio of number of
months to 12 months

Simplified ratio

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned
5. Write the formula for simple interest and explain what each of the letters
in the formula stands for.

6. Look up the word interest in a dictionary. Write the meaning that

matches the way the word is used in this lesson.

7. When do you earn interest? When do you have to pay interest?

Chapter 7 52 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-1 Lesson Reading Guide 6SDAP1.1, 6SDAP1.2

Line Plots

Get Ready for the Lesson

Read the introduction at the top of page 396 in your textbook. Write
your answers below.
1. Do any of the values seem much greater or much less than the other data
values?

2. Do some of the buildings have the same number of stories? Is this easy to
see? Explain.

Lesson 8–1
Read the Lesson
3. If the least number of a data set is 75 and the greatest number in the set
is 200, what is the range?

4. Give an example of a set of data for which you could create a line plot.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. If you see a gap in a line plot, what do you know about that interval?

Remember What You Learned

6. Discuss what pieces of information a line plot can provide for a set of
data.

Chapter 8 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-2 Lesson Reading Guide 6SDAP1.1, 6SDAP1.2,

6SDAP1.4

Measures of Central Tendency and Range

Get Ready for the Lesson
Complete the Mini Lab at the top of page 402 in your textbook. Write
your answers below.
1. What was the average score for the five quizzes.

2. If the quiz score of 14 points is added to the data, how many pennies
would be in each cup?

Read the Lesson

3. Look at the data set 2, 5, 5, 6, 8, 11, 12. What is the mean? the median?
the mode?

4. Match the measure of central tendency with the description of when it

would be most useful.

median a. The data set has many identical

numbers.

mean b. There are no big gaps in the middle of

the data.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

mode c. The data set has no outliers.

5. If you wanted to find the average height of all of the students in a

classroom, which would be the most accurate to use—mean, median, or
mode? Why?

Remember What You Learned

6. In baseball, a player has a batting average. What does this average
measure? What kind of data would you need to calculate a batting
average?

Chapter 8 16 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-3 Lesson Reading Guide 6SDAP1.3, 6SDAP1.1

Stem-and-Leaf Plots
Get Ready for the Lesson
Read the introduction at the top of page 410 in your textbook. Write
your answers below.
1. Which chick weight is the lightest?

2. How many of the weights are less than 10 grams?

Read the Lesson

3. What can you determine easily from a stem-and-leaf plot?

4. How do you determine the stems of a stem-and-leaf plot? How do you

determine the leaves?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. If you look at a stem-and-leaf plot, how can you tell what the stems and
leaves represent?

Remember What You Learned Lesson 8–3

6. Describe how the arrangement of stems and leaves in a stem-and-leaf
plot relates to a plant or tree.

Chapter 8 23 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-4 Lesson Reading Guide 6SDAP2.3

Bar Graphs and Histograms

Get Ready for the Lesson
Read the introduction at the top of page 415 in your textbook. Write
your answers below.
1. What are the fastest and slowest speeds in the table?

2. How can you create a visual representation to summarize the data?

3. Do any of these representations show both the animal name and its
speed?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson

4. Look at Example 1. What are the things that a bar graph should have?

5. Why are all of the bars in a histogram the same width without space
between them?

Remember What You Learned

Lesson 8–4

6. How is a histogram similar to a bar graph? How is it different?

Chapter 8 29 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-6 Lesson Reading Guide 6MR2.3, 6SDAP2.5

Using Graphs to Predict

Get Ready for the Lesson
Complete the Mini-Lab at the top of page 426 in your textbook. Write
your answers below.
1. By how much did the water’s height change after each addition of
marbles?

2. Predict the height of the water when 30 marbles are in the drinking
glass. Explain how you made your prediction.

3. Test your prediction by placing 10 more marbles in the glass.

4. Draw a graph of the data that you recorded in the table.

Lesson 8–6
Read the Lesson
5. In Example 1, what do the dotted lines help in finding?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. What are the benefits of a scatter plot?

7. How would you know if two sets of data are related when looking at their
scatter plot?

Remember What You Learned

8. Discuss line graph and scatter plots in terms of their benefits for making
predictions.

Chapter 8 39 Glencoe California Mathematics, Grade 6

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8-7 Lesson Reading Guide 6SDAP2.2, 6SDAP2.5

Using Data to Predict

Get Ready for the Lesson
Read the introduction at the top of page 434 in your textbook. Write
your answers below.
1. Can you tell how many were surveyed? Explain.

Lesson 8–7
2. Describe how you could use the graph to predict how many students in
your school have no television in their bedroom.

Read the Lesson

3. Look up the word random in a dictionary. Write the meaning of the word
as it is used in this lesson.

4. In order to make predictions about a group of people, what do you need to

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

know, according to this lesson?

5. What are two methods for calculating a prediction about a population?

Helping You Remember

6. Take a survey of your class, such as how many people are wearing blue
today. Be sure to gather results from your whole class. Based on your
results, make a prediction about all of the students in your grade level at
your school. Find out the total number of students in your grade from
your teacher or school office.

Chapter 8 45 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-8 Lesson Reading Guide 6SDAP2.1, 6SDAP2.2,

6SDAP2.5

Using Sampling to Predict

Get Ready for the Lesson
Read the introduction at the top of page 438 in your textbook. Write
your answers below.
1. Suppose she decides to survey the listeners of a rock radio station.
Do you think the results would represent the entire population?

2. Suppose she decides to survey a group of people standing in line for a

symphony. Do you think the results would represent the entire population?

3. Suppose she decides to mail a survey to every 100th household in the area.
Do you think the results would represent the entire population? Explain.

Read the Lesson

4. Match the type of sample with its example. Put the correct letter on the line.

simple random sample a. Every 10th person is given

a survey.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

stratified random sample b. Only those who volunteer take
a survey.

systematic random sample c. Names are picked randomly out of

a hat.

convenience sample d. A store manager surveys his first

20 customers.

voluntary response sample e. 5 residents are randomly surveyed

from each floor of a 25 story
apartment building.

Remember What You Learned

5. If you are conducting a survey, explain why it is important
to have an unbiased sample.

Chapter 8 52 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

8-9 Lesson Reading Guide 6SDAP2.3, 6SDP2.4

Misleading Statistics
Get Ready for the Lesson
Read the introduction at the top of page 444 in your textbook.
Write your answers below.
1. About how many more passengers per lane can a 40-foot bus transport in
an hour than a car can transport?

2. Is the bus on the graph twice as large as the car? Explain.

3. Do you think the graph appeared in a brochure for a train/bus transit

company or for a car company? What makes you think so?

Read the Lesson

4. Give an example of a data set you could represent with a graph and how
you could represent it in a misleading way.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Study Example 1. If you represented a pet supply company, which graph
would you use to show that business is booming?

Remember What You Learned

6. Missing labels on graphs and uneven intervals on a scale are two ways a
set of statistics can be misleading. Listen for a statistic used on the radio
or in a newspaper. Is it a reasonable statement? What other information
might you like to have before you consider a statistic to be reasonable?

Chapter 8 58 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-1 Lesson Reading Guide 6SDAP3.3

Simple Events
Get Ready for the Lesson
Read the introduction at the top of page 460 in your textbook. Write
your answers below.
1. What fraction of the taffy is vanilla? Write in simplest form.

2. Suppose you take one piece of taffy from the box without looking. Are
your chances of picking vanilla the same as picking root beer? Explain.

Read the Lesson

Lesson 9–1
Use the information from the introduction to answer Exercises 3–5.
3. How do you read P(cherry)?

4. P(cherry)  6; where does the 6 come from? Where does the 48 come
48
from?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Probability can be written as a fraction, a decimal, or a percent. Write

P(cherry) as a decimal.

6. If there is a 25% chance that something will happen, what is the chance
that it will not happen? What are these two events called?

Remember What You Learned

7. Write the equation P(A)  P(not A)  1 in words. What does it mean with
respect to event A?

Chapter 9 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-2 Lesson Reading Guide 6SDAP3.1

Sample Spaces
Get Ready for the Lesson
Complete the Mini Lab at the top of page 465 in your textbook. Write
your answers below.
1. Before you play, make a conjecture. Do you think that each player has an
equal chance of winning? Explain.

2. Now, play the game. Who won? What was the final score?

Read the Lesson

3. How does a tree diagram resemble a tree?

4. How can you use a table to find the number of possible outcomes of an
event?

5. How do you know the game played in Example 3 is fair?

Remember What You Learned

Lesson 9–2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Draw a tree diagram that shows a fair game that is different from
the examples in your textbook. Can you think of a way to draw a
tree diagram that shows a game that is not fair? Make sure you
include a description if the game is not clear from your diagram.

Chapter 9 15 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-3 Lesson Reading Guide 6SDAP3.1

The Fundamental Counting Principle

Get Ready for the Lesson
Read the introduction at the top of page 471 in your textbook. Write
your answers below.
1. According to the table, how many sizes of juniors’ jeans are there?

2. How many lengths are there?

3. Find the product of the two numbers you found in Exercises 1 and 2.

4. Draw a tree diagram to help you find

the number of different size and length
combinations. How does the number of
outcomes compare to the product you
found above?

Read the Lesson

5. What operation is used in the Fundamental
Counting Principle?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. How is the information in a tree diagram

or table different from the information
provided by counting?

Lesson 9–3
Remember What You Learned
7. Write the Fundamental Counting Principle in your own words.

Chapter 9 21 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-4 Lesson Reading Guide 6SDAP3.1

Permutations
Get Ready for the Lesson
Complete the Mini Lab at the top of page 475 in your textbook. Write
your answers below.
1. When you first started to make your list, how many choices did you have
for your first class?

2. Once your first class was selected, how many choices did you have for the
second class? Then, the third class?

Read the Lesson

3. How do you write five factorial using symbols?

4. What are the factors of five factorial?

5. What is the value of five factorial?

6. In Example 2 on page 520, why are there only 7 choices for second place?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned

7. Look up the word permute in a dictionary. How does the meaning of this
word relate to the concepts in this lesson, especially the concepts of
permutations and factorials?
Lesson 9–4

Chapter 9 27 Glencoe California Mathematics, Grade 6

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9-5 Lesson Reading Guide 6SDAP3.1

Combinations
Get Ready for the Lesson
Read the introduction at the top of page 480 in your textbook. Write
your answers below.
1. Use the first letter of each name to list all of the permutations of
co-captains. How many are there?

2. Cross out any arrangement that contains the same letters as another one
in the list. How many are there now?

3. Explain the difference between the two lists above.

Read the Lesson

4. How can you find the number of combinations of objects in a set?

5. Why might it be easier to calculate the number of combinations of a set of

objects using a permutation rather than making a list?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

For Exercises 6 and 7, refer to Example 2 on page 525 in your textbook.
6. In the diagram, how many points are there? How many line segments
connect to any one point?

7. How does your answer to Exercise 6 above correspond to Example 2 in

your book?

Remember What You Learned

8. Work with a partner. Take turns thinking of situations in which a
selection from a group must be made, where order is or is not important.
Tell each other which situations are permutations and which are
combinations. Solve each problem and show your work.

Chapter 9 34 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-7 Lesson Reading Guide 6SDAP3.2

Theoretical and Experimental Probability

Get Ready for the Lesson
Complete the Mini Lab at the top of page 486 in your textbook. Write
your answers below.
1. Compare the number of times you expected to roll a sum of 7 with the
number of times you actually rolled a sum of 7. Then compare your result
to the results of other groups.

2. Write the probability of rolling a sum of 7 out of 36 rolls using the

number of times you expected to roll a 7 from Step 1. Then write the
probability of rolling a sum of 7 out of 36 rolls using the number of times
you actually rolled a sum of 7 from Step 2.

Lesson 9–7
Read the Lesson
3. Look up the word experimental in a dictionary. Write the meaning for the
word as used in the lesson.

4. How does theoretical probability differ from experimental probability?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Complete the sentence: Experimental probability can be based on

and can be used to make predictions about future
events.

Remember What You Learned

6. Work with a partner. Design an experiment that you can use to express
the experimental probability of an event. Compare your findings with
those of others in your class.

Chapter 9 45 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

9-8 Lesson Reading Guide 6SDAP3.4, 6SDAP3.5

Compound Events
Get Ready for the Lesson
Read the introduction at the top of page 492 in your textbook. Write
your answers below.
1. What is the probability of Omar being in the second heat? in Lane 3?

2. Multiply your answers in Exercises 1. What does this number represent?

Read the Lesson

Use the introduction to the lesson to answer Exercises 4–6.
3. What does a compound event consist of?

4. Define independent events.

5. Write the probability of independent events in symbols.

6. How can you find the probability of two independent events?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned
7. List several independent compound events. Explain why you consider the
events to be independent.

Chapter 9 52 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-1 Lesson Reading Guide 6MG2.1

Angle Relationships
Get Ready for the Lesson
Read the introduction at the top of page 510 in your textbook. Write
your answers below.
1. Name other times in which the hands of a clock form angles less
than 90°, equal to 90°, and greater than 90°.

2. How many degrees is the angle that is formed by clock hands at 6:00?

Read the Lesson

3. Give three possible names for the angle shown to the right. P

Q R
4. Draw the correct angle under each heading.

Lesson 10–1
Obtuse angle Acute angle

Right angle Straight angle

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Fill in the blanks with the correct angle number.

 and  are vertical angles.

1
4 2
3
 and  are adjacent angles.

Remember What You Learned

6. Work with a partner. Have your partner draw two angles. Identify the
types of angles your partner has drawn.

Chapter 10 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-2 Lesson Reading Guide 6MG2.1, 6MG2.2

Complementary and Supplementary Angles

Get Ready for the Lesson
Complete the Mini Lab at the top of page 514 in your textbook.
Write your answers below.
1. Classify the angle as acute, right, obtuse, or straight.

2. Copy the angle onto a piece of paper. Then draw a ray

that cuts the angle into two congruent angles. Label
these two congruent angles 1 and 2.

3. What is m1 and m2?

4. What is the sum of m1 and m2?

5. Copy the original angle onto a piece of paper. Then draw

a ray that separates the angle into two non-congruent
angles. Label these two angles 3 and 4.

6. What is true about the sum of m3 and m4?

7. Complete Exercises 1–6 for the angle shown at the right.

Lesson 10–2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Read the Lesson

Fill in the blanks to answer Questions 8 and 9.
8. Two angles are complementary if the sum of their measure is .

9. Two angles are supplementary if the sum of their measure is .

Remember What You Learned

10. 11.

35° x° 45°

x°

Chapter 10 15 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-3 Lesson Reading Guide 5SDAP1.2

Statistics: Display Data in a Circle Graph

Get Ready for the Lesson
Read the introduction at the top of page 518 in your textbook.
Write your answers below.
1. Explain how you know that each person surveyed chose only one shade of
blue.

2. If 500 people took part in the survey, how many preferred aquamarine?

Read the Lesson

3. In the following circle graph, what is the percent represented by
section C? How do you know?
Successful Space
Launches, 2001

12.5%
25% B
A

C
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. As stated in Example 2 on page 519, when you construct a circle graph,

you can check your work by measuring the last section of a circle graph
to verify that the angles have the correct measures. Why will this work
as a check?

Lesson 10–3
Remember What You Learned
5. If you are given the results of a survey and the results are given in
percents, how do you draw a circle graph to represent the results of the
survey? Describe each step.

Chapter 10 21 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-4 Lesson Reading Guide 6MG2.2, 6MG2.3

Triangles
Get Ready for the Lesson
Complete the Mini Lab at the top of page 524 in your textbook. Write
your answers below.
1. What kind of angle is formed where the three vertices meet?

2. Repeat the activity with another triangle. Make a conjecture about the
sum of the measures of the angles of any triangle.

Read the Lesson

3. How can you indicate that two sides of a triangle are congruent?

4. Write the following equation in words: m1  m2  m3  180.

5. If you know the measures of two angles of a triangle, how can you find
the measure of the third angle?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned
6. Complete the table to help you remember the ways to classify triangles.

Type of Classified by
Description
Triangle Angles or Sides

acute angles

obtuse

sides no congruent sides

1 right angle

equilateral

isosceles

Chapter 10 28 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-6 Lesson Reading Guide 6MG2.3

Quadrilaterals
Get Ready for the Lesson
Read the introduction at the top of page 533 in your textbook.
Write your answers below.
1. Describe the angles inside the four-sided figure.

2. Which sides of the figure appear to be parallel?

3. Which sides appear to be congruent?

Read the Lesson

4. In the diagram of quadrilaterals on page 533, what do the arrowheads on
the parallelogram and trapezoid indicate?

5. Why are all the figures on the page called quadrilaterals?

6. How is a trapezoid different from a rhombus, a square, and a rectangle?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. In the diagrams of the parallelogram, rhombus, square, and rectangle,
how do you know that certain sides are congruent?

Remember What You Learned

8. Work with a partner. Take turns drawing quadrilaterals. Have the other
person give all possible names for the quadrilateral. Then decide on the
best name for the quadrilateral. For example, if one person draws a
square, the other person should say that it is a quadrilateral, a
parallelogram, a rectangle, and a rhombus, but the best name for the
figure is a square.

Chapter 10 38 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-7 Lesson Reading Guide 6NS1.3

Similar Figures
Get Ready for the Lesson
Complete the Mini Lab in your textbook. Write your answers below.
B
1. A on the smaller rectangle matches EF on the larger rectangle.
Name all pairs of matching sides in each pair of figures.

2. Write each ratio in simplest form.

AB BC DC AD RS ST RT
a. ; ; ;  b. ; ; 
EF FG HG EH XY YZ XZ
3. What do you notice about the ratios of matching sides.

4. Name all pairs of matching angles in the figures above. What do you
notice about the measure of these angles?

5. MAKE A CONJECTURE about figures that have the same shape but not
necessarily the same size.

Read the Lesson

6. Write the statement ABC  DEF in words.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Write the statement A  D in words.

8. Suppose you know that two figures are similar, and that the following
corresponding sides are proportional: side JK corresponds to side DE, and
side KL corresponds to side EF. How would you write a proportion to find
the length of side KL if the lengths of all other sides are known?

Remember What You Learned

9. Think of a real-life example that you could measure using indirect
measurement if you were given a miniature replica of your example.
Explain how you could find an unknown measurement using known
measurements of your example and the measurements of the replica.

Chapter 10 44 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-8 Lesson Reading Guide 6MR2.2 , 6AF3.2

Polygons and Tessellations

Get Ready for the Lesson
Read the introduction at the top of page 546 in your textbook. Write
your answers below.
1. Find the difference between the shapes of the states in Group 1 and the
shapes of the states in Group 2.

2. Why do most states have boundaries that are not straight line segments?

Read the Lesson

3. How many straight lines can a polygon have?

4. What is a simple figure?

5. When you draw a figure, how can you tell whether or not it is closed?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. How do you find the sum of the angle measures in a regular polygon?

7. In this lesson, the terms vertex and vertices are used. How are the terms
related?

Remember What You Learned

8. Using dot paper, draw a tessellation different from the ones shown in this
lesson. You can use all the same shape or you can use combinations of
shapes that form patterns. Share your work with your class.

Chapter 10 50 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-9 Lesson Reading Guide 7MG3.2

Translations
Get Ready for the Lesson
Complete the Mini Lab at the top of page 553 in your textbook. Write
your answers below.
1. Trace the horizontal and vertical path between corresponding vertices.
What do you notice?

2. Subtract 5 from each x-coordinate of the vertices of the original figure.

Then subtract 2 from each y-coordinate of the vertices of the original
figure. What do you notice?

Read the Lesson

3. When translating a figure, what do you know about every point of the
original figure?

4. Can a figure be turned in a translation? Explain.

5. What notation is used to indicate the vertices of a translated figure?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Which figure is a translation of Figure 1—Figure 2 or Figure 3?

Explain why one figure is a translation and why the other figure
1
is not a translation.
2

Lesson 10–9
Remember What You Learned
7. Describe the translation given by the ordered pair (7, 3). Think of a way
to remember which direction to translate when the x-coordinate of the
ordered pair describing the translation is negative.

Chapter 10 57 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

10-10 Lesson Reading Guide 7MG3.2

Reflections
Get Ready for the Lesson
Complete the Mini Lab at the top of page 558 in your textbook. Write
your answers below.
1. Describe how you drew the reflection of your classmate’s name.

2. Explain why the line where the geomirror and paper meet is called the
line of symmetry.

Read the Lesson

3. Is the image of a reflection smaller, larger, or the same size as the
original figure?

4. In Example 4 on page 559, how can you tell that one image is a reflection
of the other across the x-axis?

5. Study the coordinates given in Examples 4 and 5 on page 559. How can
you tell how many units a vertex is away from the x-axis without

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

graphing it? How can you tell how many units a vertex is away from the
y-axis?

Remember What You Learned

6. Work with a partner. Draw and cut out figures of regular polygons.
Demonstrate which regular polygons have lines of symmetry and which
do not. Mark the lines of symmetry with dashed lines on the models.

Chapter 10 64 Glencoe California Mathematics, Grade 6

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11-1 Lesson Reading Guide 6AF3.1, 6AF3.2

Area of Parallelograms
Get Ready for the Lesson
Complete the Mini Lab at the top of page 572 in your textbook. Write
your answers below.
1. What is the value of x and y for each parallelogram?

2. Count the grid squares to find the area of each parallelogram.

3. On grid paper, draw three different parallelograms in which x  5 units

and y  4 units. Find the area of each.

Lesson 11–1
4. MAKE A CONJECTURE about how to find the area of a parallelogram if you
know the values of x and y.

Read the Lesson

5. Explain how to find the height of a parallelogram.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Suppose you are asked to find the area of the parallelogram below. Is the
given solution correct? Explain.

12 cm A  bh
5 cm
A  12  5
3 cm A  60
The area of the parallelogram is
60 square centimeters.

Remember What You Learned

7. Because rectangles, rhombuses, and squares are all parallelograms, the
formula for finding the area of a parallelogram is also used to find the
areas of each of these figures. Think of a way to remember that the area
of a parallelogram is the product of its base and height. For example,
draw several parallelograms, rectangles, rhombuses, and squares and
label the base and height for each. Write the formula for the area below
each model.
Chapter 11 9 Glencoe California Mathematics, Grade 6
 NAME ________________________________________ DATE ______________ PERIOD _____

11-2 Lesson Reading Guide 6AF3.1, 6AF3.2

Area of Triangles and Trapezoids

Get Ready for the Lesson
Complete the Mini Lab at the top of page 578 in your textbook. Write
your answers below.
1. What is the area of the parallelogram?

2. Cut along the diagonal. What is true about the triangles formed?

3. What is the area of each triangle?

4. If the area of a parallelogram is bh, then write an expression for the area
A of each of the two congruent triangles that form the parallelogram.

Read the Lesson

5. In a triangle, which side is the base?

6. How do you find the height of a triangle?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. For what kind of triangle might the height be found outside of the
triangle?

8. How is the height of a trapezoid similar to the height of a triangle or

parallelogram?

Remember What You Learned

9. The Mini Lab in this lesson gave you a good way to remember the
formula for the area of a triangle by showing you that it is half the area
of a parallelogram, so A  1bh. Think of a way to help you remember the
2
formula for the area of a trapezoid. Do you recognize anything in the
formula A  1h(b1  b2)?
2

Chapter 11 16 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

11-3 Lesson Reading Guide 6MG1.1, 6MG1.2

Circles and Circumference

Get Ready for the Lesson
Read the introduction at the top of page 584 in your textbook. Write
your answers below.
1. Which point appears to be the center of the Ferris wheel?

2. Is the distance from G to F greater than, less than, or equal to the

distance from G to J?

3. What can you say about the distance from G to H and the distance from
F to J?

Read the Lesson

4. The Greek letter  represents a nonterminating and nonrepeating
number. What does this mean?

5. When is the symbol  used when finding the circumference of a circle?

Why is this symbol used?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. What two numbers are used in this lesson as approximations for ?

Remember What You Learned

7. The word diameter comes from two Greek words that mean “a measure
(metron) through (dia).” What is the diameter of a circle?

8. One of the definitions given for radius is semidiameter. Think of the

relationship between radius and diameter. What do you think
semidiameter means?

Chapter 11 22 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

11-4 Lesson Reading Guide 6MG1.1, 6MG1.2

Area of Circles
Get Ready for the Lesson
Complete the Mini Lab at the top of page 589 in your textbook. Write
your answers below.
1. What is the measurement of the base and the height?

2. Substitute these values into the formula for the area of a parallelogram.

3. Replace C with the expression for the circumference of a circle, 2r.

Simplify the equation and describe what it represents.

Read the Lesson

4. The formula for the area of a circle uses the number . How does this
affect the value of the area of a circle found using the formula?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. If you are given the length of the diameter of a circle, how can you find its
area?

Remember What You Learned

6. Think about the formulas you have learned that involve circles: C  2r
or C  d and A  r2. To help you remember the difference between the
formulas for circumference and the formula for area, think about the
differences in the units used for each measurement. What kinds of units
are used for each? How can this help you remember the formula for the
area of a circle?

Chapter 11 30 Glencoe California Mathematics, Grade 6

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11-6 Lesson Reading Guide 6AF3.1, 6AF3.2

Area of Complex Figures

Get Ready for the Lesson
Read the introduction at the top of page 596 in your textbook. Write
your answers below.
1. Describe the shape of the kitchen.

2. How could you determine the area of the kitchen?

3. How could you determine the total square footage of a house with rooms shaped
like these?

Read the Lesson

4. Look up the term footage in a dictionary. Write the meaning that matches
the way the term is used in this lesson.

5. What do you think the term square footage means?

6. Which word of the compound square footage indicates area? Explain.

7. Look up the term two-dimensional in a dictionary.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. Name two dimensions of each of the following figures.
a. rectangle b. parallelogram c. triangle

9. Refer to the figure in Example 1. How do you know that the base and height of
the triangle are each 4 inches long?

Remember What You Learned

10. Look in a dictionary for the meanings of the word complex when used as
an adjective. Write the meaning of the word as it is used in this lesson.
Why can the figures in Examples 1 and 2 be considered complex figures?

Chapter 11 40 Glencoe California Mathematics, Grade 6

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11-7 Lesson Reading Guide 7MG3.6

Three Dimensional Figures

Get Ready for the Lesson
Complete the Mini Lab at the top of page 603 in your textbook. Write
your answers below.
1. Study the shape of each object. Then compare and contrast the properties
of each object.

Read the Lesson

Fill in the blanks.
2. The top and bottom faces of a prism are _______________ and are

_______________.

3. The shape of the base tells the name of the _______________.

4. The base of a cone is a _______________.

5. A _______________ has no faces, bases, edges, or vertices.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. The bases of a cylinder are _______________.

7. All of the points on a _______________ are the same distance from the

_______________.

Remember What You Learned

8. Compare and contrast a triangular prism, a triangular pyramid, and a
cone.

Chapter 11 46 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

11-8 Lesson Reading Guide 5MG2.3, 6MR2.4

Drawing Three-Dimensional Figures

Get Ready for the Lesson
Read the introduction at the top of page 608 in your textbook.
Write your answers below.
1. Which view of the Washington monument is shown in the comic?

2. Find a photograph of the Washington Monument and draw a side view.

Read the Lesson

3. A two-dimensional figure has two dimensions. What are they?

4. A three-dimensional figure has three dimensions. What are they?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Label the dimensions of each figure.

6. Underline the word that makes the sentence true.

A (rectangle, cube) is a three-dimensional figure.

Remember What You Learned

7. Make models of a two-dimensional figure and a three-dimensional figure.
Use any material you like—for example, paper, cardboard, toothpicks,
gumdrops.

Chapter 11 52 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

11-9 Lesson Reading Guide 6MG1.3

Volume of Prisms
Get Ready for the Lesson
Complete the Mini Lab at the top of page 613 in your textbook. Write
your answers below.
1. What is the area of the base, or bottom, of the box? What is the height of
the box?

2. How many centimeter cubes fit in the box?

3. What do you notice about the product of the base area and the height of
the box?

Read the Lesson

4. Which of the figures at the right is a
rectangular prism? Why is the other
figure not a rectangular prism?

A B

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Remember What You Learned
5. Tell how to find the volume of a rectangular prism in words.

Chapter 11 58 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

11-10 Lesson Reading Guide 6MG1.3

Volume of Cylinders
Get Ready for the Lesson
Complete the Mini Lab at the top of page 619 in your textbook. Write
your answers below.
1. Estimate the number of centimeter cubes that would fit at the bottom of
the can. Include parts of cubes.

2. How many layers would it take to fill the cylinder?

3. MAKE A CONJECTURE about how you can find the volume of the soup can.

Reading the Lesson

4. Write C if the phrase is true of a cylinder, P if the phrase is true of a
prism, or CP if the phrase is true of both.

has bases that are parallel and congruent

has sides and bases that are polygons

has bases that are circular

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

is a solid

has volume

is three-dimensional

5. What shape is the base of a cylinder?

6. What is the formula for the area of the base of a cylinder?

Remember What You Learned

7. Work with a partner. Bring an object that is a cylinder to school. Take the
measurements and determine the volume of your cylindrical object.
Lesson 11–10

Exchange objects with your partner, but do not share the calculations.
Determine the volume of your partner’s object. Then compare your results
with those of your partner.

Chapter 11 65 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

12-1 Lesson Reading Guide 7NS2.4

Estimating Square Roots

Get Ready for the Lesson
Complete the Mini Lab at the top of page 636 in your textbook. Write
your answers below. Use algebra tiles to estimate the square root of
each number to the nearest whole number.
1. 40 2. 28 3. 85 4. 62

5. Describe another method that you could use to estimate the square root
of a number.

Read the Lesson

6. Why is 4
 a rational number and 2
 an irrational number?

Lesson 12–1
7. How do you read the statement 64
  75
  81
?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. Why are 64

 and 81
 used in Example 1?

Remember What You Learned

9. The key to estimating square roots without a calculator is to be familiar
with common perfect squares. Complete the following table of common
perfect squares then test yourself to see how many you can remember
without using a calculator.

Number 5 6 7 8 9 10 11 12 13 14 15 16 20 25

Square 25

Chapter 12 9 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

12-2 Lesson Reading Guide 7MG3.3

The Pythagorean Theorem

Get Ready for the Lesson
Read the introduction at the top of page 640 in your textbook. Write
your answers below.
1. Find the area of each square.

2. How are the squares of the sides related to the areas of the squares?

3. Find the sum of the areas of the two smaller squares. How does the sum
compare to the area of the larger square?

4. Use grid paper to cut out three squares with sides 5, 12, and 13 units. Form a
right triangle with these squares. Compare the sum of the areas of the two
smaller squares with the area of the larger square.

Read the Lesson

5. What does the symbol  indicate?

6. How can you find the hypotenuse of a right triangle within a rectangle
when given only the dimensions of the rectangle?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. In Examples 3 and 4 on page 680, how do you know which length is c?

Remember What You Learned

8. Summarize what you learned in this lesson by labeling the sides of the
right triangle with the letters a, b, and c and then completing the table.

You can If you know

find the lengths
a
b
c

Chapter 12 16 Glencoe California Mathematics, Grade 6

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12-4 Lesson Reading Guide 7MG2.1

Surface Area of Rectangular Prisms

Get Ready for the Lesson
Complete the Mini Lab at the top of page 649 in your textbook. Write
your answers below.
1. Record the dimensions, Surface
volume, and surface area Dimensions Volume
Area
in a table.

2. Build two more prisms

using all of the cubes.
For each, record the
dimensions, volume,
and surface area.

3. Describe the prisms with the greatest and least surface areas.

Read the Lesson

4. How many pairs of congruent faces are there in a rectangular prism?
Name them.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Tell how to find the surface area of a rectangular prism in words.

Remember What You Learned

6. Work with a partner. Bring a box that is a rectangular prism to class
(any size, such as a crayon box) that you can cut apart to form a net.
Label the surfaces front, back, top, bottom, side, side. Measure the faces
and find the surface area. Use adhesive tape to form the net into a three-
dimensional figure. Then exchange nets with your partner. Calculate the
volume of the prism. Compare the answers found from using a net and a
solid.

Chapter 12 26 Glencoe California Mathematics, Grade 6

 NAME ________________________________________ DATE ______________ PERIOD _____

12-5 Lesson Reading Guide 7MG2.1

Surface Area of Cylinders

Get Ready for the Lesson
Complete the Mini Lab at the top of page 656 in your textbook. Write
your answers below.
1. Make a net of the cylinder.

2. Name the shapes in the net.

3. How is the length of the rectangle related to the circles?

4. Explain how to find the surface area of the cylinder.

Read the Lesson

Write the formula to use to find each of the following.
5. the area of a circle _______________

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. the circumference of a circle _______________

7. the area of a rectangle _______________

8. How would you find the surface area of a cylinder with no top? Give your
answer in words and symbols.

Remember What You Learned

9. Complete the table.

The surface area the area of the area of the

Words equals plus
of a cylinder two bases curved surface.

Symbols

Chapter 12 32 Glencoe California Mathematics, Grade 6